A PROFESSIONAL DEVELOPMENT PLAN:

THE INTEGRATION OF ICT’S INTO THE MULTILINGUA PROGRAM

JORGE EDUARDO PINEDA

C.C. 98.643.145

Propuesta académica

Sección Servicios – Escuela de Idiomas

Escuela de Idiomas

Universidad de Antioquia

TABLE OF CONTENTS

2

Page

Introduction 31. Context 32. Concerns 53. Professional

Development5

3.1. The need for professional Development

6

4. The reflective model applied to the integration of ICT’s into the language classroom

7

4.1. The definition of ICT’s 74.2. The characteristics of

blogs9

4.3. On materials 105. The cycle for the

reflective model in a program of professional development on the integration of ICT’s into the classroom

12

Conclusions 13

3

INTRODUCTION

Information and Communication Technologies (ICT’s) have a great

impact on everyday’s lives. ICT’s have impact on industry, commerce

and education among others. In other words, ICT’s have make our lives

easier. The impact of ICT’s on education will broaden the scope of

learning and teaching. Teachers optimize their teaching processes and

the implementation of ICT’s give learners the opportunity to learn in a

more efficient way. Tinio (2003) and Haddad (2002) state that ICT’s help

increase the quality of education in 3 issues. (1) By increasing learner

motivation and engagement, (2) By facilitating the acquisition of basic

language skills, and (3) by uncovering the need to enhance teacher

training.

This paper aims at reflecting on the use of ICT’s in the language

programs at Sección Servicios and specifically at Multilingua Program.

From my experience as the head of the program, I have learned that

teachers at Multilingua claim a big need for integrating ITC’s into their

teaching practices. But for this integration to be effective there is a big

need for professional development programs, and that need must be

taken into consideration.

4

This paper is divided into 5 parts. First, we will explore the context

where the proposal will take place. Second, the concerns which lead me

to this proposal will be discussed. Third, a discussion on the concept of

professional development will be carried out. Fourth, we will reflect on

how to apply the reflective model of professional development to the

integration of ICT’s into language programs. And finally, a discussion on

the relationship between the reflective model to this proposal will take

place.

1. CONTEXT

The Sección Servicios is part of the School of Languages. The Sección

Servicios administers several language programs aiming at different

actors in the community in general and the University community in

particular, for example, the reading comprehension program, the

program of Capacitación Docente and the proficiency exams program.

One of the most important programs is the Multiltilingua Program.

The Multilingua Program was created in 1997 and today plays a very

important role as it is becoming a key strategy in the plans the

University has to become one of the most prestigious universities in

Latin America and the world. (Universidad de Antioquia, Plan de Acción

2006-2016)

The Multilingua program offers language training in 8 different

languages: English, French, Italian, Portuguese, German, Turkish,

Japanese and Chinese.

5

The program has certain characteristics:

1. The teachers at this program are proficient speakers of the

language, however, they lack training in language teaching.

2. The program lacks teaching and learning materials.

3. The program has several technological resources such as laptops,

computer rooms or video beams.

The program has 3 aspects on which the efforts should be focused. (1)

Professional development programs are paramount, (2) there is a need

to have materials contextualized to the students’ lives and backgrounds,

and (3) there is a need to integrate the technological resources available

into the programs. The combination of these three aspects leads to an

improvement in the teaching processes and therefore an optimization of

the learning processes. As stated by Dudeney and Hockley (2007)

technology presents us with new opportunities for learning, and

promotes the need for teacher training. Tinio (2003) and Hadded (2002)

2. CONCERNS

There are many reasons to attempt to integrate technology into the

language classrooms. Dudeney and Hockley (2007) list the following.

Learners have access to the Internet from their homes, at school or at

internet cafés, young learners are growing up with technology,

technology offers opportunities for collaboration and communication

6

between learners, technology offers new ways for practicing and

assessing performance, and learners expect language programs to

integrate technology into teaching. The Multilingua program meets all of

the reasons listed above, but this attempt to integrate technology into

the language classrooms must be accompanied by a professional

development program in which teachers reflect on the advantages of

using technology, they overcome the challenges that technology may

present, they learn how to use software to make their lessons more

enjoyable and effective, they learn how to create materials which are

more contextualized and appropriate for their students.

A call for professional development in Multilingua is a need and this

proposal will aim at satisfying this need.

3. PROFESSIONAL DEVELOPMENT

There are many types of strategies when it comes to talk about

professional development. They range from workshops, seminars, in-

service days and courses. This proposal favors the concept in which

professional development is viewed as an ongoing learning process in

which teachers engage voluntarily to learn how best to adjust their

teaching to the learning needs of their students. As stated by Diaz-

Maggioli (2004) professional development programs embody

professional self-disclosure, reflection, and growth and these actions

present better results when sustained over time. In other words,

professional development programs are not one-shot, one-size-fits-all

7

events, but evolving processes. This proposal aims at this type of

professional development because it is the one that best fits the

characteristics of the Multilingua program and its teachers.

3.1 THE NEED FOR PROFESSIONAL DEVELOPMENT

The program of professional development in this proposal is based on

the idea of a renewal of professional skills and knowledge as teachers

cannot be given everything they need to know as stated by Richards and

Farrell (2005). Gonzalez (2003) points out that the preparation of

teachers has to continue because the pre-service preparation of

language teachers is insufficient or inexistent as it is the case of most of

the teachers at Multilingua. She also states that professional

development programs should be seen as a way to accomplish the

teachers’ need to be up to date with their academic and professional

lives. Sierra (2007) pinpoints that professional development programs

empower teachers to make decisions about schools and students.

Teachers at Multilingua need to be given the necessary training to

update their knowledge on how to integrate technology into their

lessons by reflecting, discussing to get a deeper understanding of their

practices as language teachers and the use of technology.

The model used in this proposal to develop the professional

development plan for teachers at Multilingua is based on the reflective

model. The reflective model for teacher learning recognizes that

8

teachers have experiential knowledge developed in action as suggested

by Wallace (1991). In other words, in this plan of professional

development, teachers will learn from experience through a process of

focused critical reflection. Schon (1983); Wallace (1991); Richards and

Lockhart (1994); as cited by Richards and Farrell (2005). And teachers

will be empowered to build their own knowledge; professional

development will be viewed as a personal construction. Freeman and

Richards (1996), as cited in Richards and Farrell (2005)

4. THE REFLECTIVE MODEL OF PROFESSIONAL DEVELOPMENT

APPLIED TO THE INTEGRATION OF ICT’S INTO MULTILINGUA

PROGRAM.

For this discussion we will consider the following concepts:

4.1 THE DEFINITION OF ICT’S

Tinio (2003) and Burton (2002) define ICT’s as a diverse set of

technological tools and resources used to communicate, to create,

disseminate, store, and manage information. They also pinpoint that

these technologies not only include computers and the internet, but also

broadcasting technology as radio and television and telephony.

According to a study from the Directorate General of education and

Culture from the International Certificate Conference in 2002, ICT’S are

defined as ubiquitous in contemporary society and the report states

ICT’S permeate all levels of human interaction. The report also suggests

9

the need to provide education and training to meet the challenges and

opportunities fuelled by the development and the necessary effect of

ICT’S on teaching and learning.

The report also pinpoints the fact that thanks to ICT’S barriers are

broken now faster and easier than in physical terms and there is a

strong need to provide teachers with training on how to deal with this

new paradigm of teacher and learner roles. The report suggests that

teachers have to abandon traditional roles and they have to explore the

new media themselves as learners to act later as role models for their

students.

There are many reasons why teachers may want to integrate technology

into their practices. Youngkyun et al (2008) state that the use of ICT’S

can facilitate active learning, foster cooperative learning and behavior,

serve as tool for curriculum differentiation, provide opportunities to

adapt learning to the needs of students. However, they state that

teachers should use technology truly believing in its effectiveness in the

classroom.

The integration of ICT’s into the language classroom can give learners

the opportunity to access knowledge from distant sources, teachers can

keep the students informed about news and processes carried out in

class, and they bring richness and diversity in materials that motivate

students and promote learning. Tinio (2003) Fernández (2006) Cabrero

(2002)

10

Dudeney and Hockly (2007) suggest how to implement ICT’s into the

classroom. They state that teachers can use websites, they can design

internet-based projects, they can email key pals, they can use class

blogs, and they can download and print material, they can make more

contextualized materials.

4.2 THE CHARACTERISTICS OF BLOGS

To begin with, I think it is necessary to define what a blog is. A blog is

essentially a web page with regular diary or journal entries as stated by

Dudeney and Hockly (2007). They also classify blogs into 3 categories

when they are used in classrooms: tutor blogs, student blogs and class

blogs. The use of those blogs can be summarized in the following chart.

Tutor blogs Student blogs Class blogs

Set homework Provide personal and

family information

(pictures included)

Reactions to a film, an

article, class topic or

current affair can be

posted

Provide a summary of

class work

Extra writing practice

on class topics

Things learners

like/don’t like doing in

class

Provide links to

extra

reading/listening

Regular comments on

current affairs

A class project on any

topic

11

material

Provide answers to

possible students’

questions

Research and present

information on a topic

Provides exam/study

tips

A photo blog on a

specific topic

Adapted from Dudeney and Hockly (2007)

For the purpose of this proposal, the selected type of blog will be a tutor

blog in which the teacher will upload the materials designed for the

students to have extra practice material.

Streight (2009) on his blog provides some characteristics of blogs. He

suggests that blog content should be radiant, relevant, not commonly

found, full of good content for the users to enjoy, explore in depth the

information about a topic, firm in purpose, be a repository of

information, be realistic, and be easily searchable.

4.3 ON MATERIALS

Crawford (2002) suggests that commercial teaching material deskill

teachers and prevent them from their capacity to develop professionally

and respond to their students’ real needs. Therefore, a professional

development program on the development of materials using

technology becomes a progressive proposal since it will allow teachers

create their own materials thinking about their students’ needs and real

linguistic level. Crawford (2002) also pinpoints the fact that commercial

12

teaching materials contain language that has little to do with reality. She

states that the discussion should not be led to whether teachers should

use commercially prepared materials, but the discussion should be led

to what form they should take so the outcomes are positive for teachers

and learners rather than restrictive.

Crawford (2002) provides a list of characteristics that teachers should

take into consideration when acting as material writers.

The language should be functional and should be contextualized.

Language should emerge from the context where it occurs.

Language development requires learner engagement in purposeful

use of language. Materials should contain information on form and

usage of language for students so that they can be used as

references beyond the classroom and independently of the

teacher.

The language used should be realistic and authentic. The language

in the material should not be constrained and should be amenable

to exploitation for teaching language purposes’. Tommilson (2001)

states that materials will contain more engaging content, which

will be of developmental value to learners as well as offering good

intake of language use.

Classroom materials will usually seek to include an audio visual

component. Audio visual material can create an environment rich

in linguistic and cultural information about the target language.

13

Effective teaching materials foster learner autonomy. The

activities and the materials proposed should be flexible and

designed to develop skills and strategies that can be transferred to

other texts in other contexts.

Learning needs to engage learners both affectively and

cognitively. The intake of new knowledge into the existing

language system takes place only when the interaction takes place

spontaneously in purposeful situation.

Finally Crawford (2002) and Tommilson (2001) suggest that teachers are

the best producers of materials since they know their contexts, their

students’ levels and needs. Teachers should become active producers of

materials and not passive consumers of others’.

5. THE CYCLE FOR THE REFLECTIVE MODEL IN A PROGRAM OF

PREFESSIONAL DEVELOPMENT ON THE INTEGRATION OF ICT’S

INTO THE CLASSROOM.

Teachers at Multilingua need to develop professionally, the first stage on

this development is the reflection on the teacher’s own practice to

identify weak points, possible threats, identify the strengths and make

the necessary changes. Barlett (1990) proposes 5 steps for the process

of reflecting teaching which will be adapted for the purpose of this

proposal.

14

Step 1. Mapping: On this stage an exploration on how the teachers use

the ICT’s will take place.

Step 2. Informing: On this stage the information found on the first step

will be addressed to the teachers.

Step 3. Contesting: on this step teachers will be confronted with the

situation found in the previous steps and reflection on how the ICT’s are

implemented takes place.

Step 4. Appraisal: on this step the reflections on the way teachers are

using the ICT’s turn into possibilities of change.

Step 5. Acting: on this stage a program for the integration of ICT’s takes

place after analyzing, discussing and confronting teachers with the way

they are using the ICT’s in their classrooms.

For this process to be reflexive, the steps do not have to be linear. In

reflecting on teaching one may go through the cycle several times and

the elements in the cycle are not necessarily followed one after the

other as suggested by Barlett (1990).

CONCLUSION

The use of technology in the classroom broadens the scope for both

teachers and students. However, the integration of ICT’s into the

classroom must be accompanied by a professional development

program because teachers have negative attitudes towards the use of

technology. This professional development program will allow the

15

integration of ICT’s into the Multilingua program and the integration of

ICT’s into the classrooms will facilitate learning and will give the chance

to teachers to be updated with the world today. In other words, this

professional development program will provide teachers with new ideas

to be integrated in their teaching practices. Also, this professional

development program gives the chance to teachers to produce

contextualized material. The material that responds to the students’

needs and linguistic levels.

REFERENCES

Barlett, L. (1990). Teacher development through reflective teaching. In Richards, J.C., and Nunan, D., eds., 1990. Second Language Teacher Education. Cambridge: Cambridge University Press, pp.202-214

Baek , Jaeyeob Jung, Bokyeong Kim (2008). What makes teachers use technology in the classroom? Exploring the factors affecting facilitation of technology with a Korean sample. Computers & Education 50 (2008) 224–234

Crawford, J. (2002). The role of materials in the language classrooms: finding the balance. In Richard, J & Renandya, W. Methodology in Language Teaching: An anthology of current practice. Cambridge University Press.

Diaz-Maggioli, G. (2004). A passion for learning: Teacher-centered

professional development. Alexandria, VA: Association for Supervision

16

and Curriculum. Retrieved from

http://www.cal.org/resources/Digest/0303diaz

Dudeney, G. Hockley, N. (2007). How to teach English with technology.

Longman.

Freeman, D., and Richards, J. (1996). Teacher Learning in Language

Teaching. Cambridge: Cambridge University Press.

González, A. (2003). Who is educating EFL teachers: a qualitative study of in-service in Colombia. IKALA, Vol 8, Nro. 14 153-172

González, A., Montoya, C. & Sierra, N. (2002). What do EFL teachers seek in professional development programs? Voices from teachers. IKALA, Vol 7, Nro. 13 29-50

Haddad, Wadi D. and Jurich, Sonia (2002),“ICT for Education: Potential and Potency”, in Haddad,W. & Drexler, A. (eds), echnologies for Education: Potentials, Parameters, and Prospects (Washington DC: Academy for Educational Development and Paris: UNESCO), pp. 34-37

http://blogcorevalues.blogspot.com/2005/04/18-characteristics-of-good-blog.html

Sierra, A. (2007). Developing knowledge, skills and attitudes through a study group: a study on teachers´professional development. IKALA, Vol 12, Nro. 18 279-305

17

Tinio, V. 2003. ICT in Education. e-primers for the Information, Economy, Society and Policy. Series editors: Emmannuel C. Lallana. UNDP-APDIP, 2003, 32 pages. Available at: http://www.apdip.net/publications/iespprimers/eprimer-edu.pdf

Tomlinson, B. (2001). Materials Development. In Carter, R & Nunan, D (Editors).The Cambridge guide to teaching English to speakers of other languages. Cambridge University Press.

The Impact of Information and Communications Technologies on the Teaching of Foreign Languages and on the Role of Teachers of Foreign Languages (2002). A report commissioned by the Directorate General of Education and Culture. Retrieved fromhttp://ec.europa.eu/education/languages/archive/key/studies_en.html

Universidad de Antioquia, plan de desarrollo, retrieved November 22, 2007 from http://www.udea.edu.co/pdi2016/

Wallace, M. (1991). Training Foreign Language Teachers. A Reflective Approach. Cambridge: Cambridge University Press.