warschauer, m. (2002). a developmental perspective on technology in language education. tesol...

Warschauer, M. (2002). A developmental perspective on technology in language education. TESOL Quarterly, 36(3)

ELTAM 29.01.2008 1

A Developmental Perspective on Technology in Language

Education

MARK WARSCHAUER

University of California, Irvine


ELTAM 29.01.2008 2

Theoretical background

Integrated English Language Program-II

Updated info

Conclusion


ELTAM 29.01.2008 3

Language and technology

are tools for individual and

societal development


ELTAM 29.01.2008 4

approach -

developmental

based on consideration of both product and process


ELTAM 29.01.2008 5

Process

autonomous learning collaborative learning development and

practice of language learning strategies

Process

autonomous learning collaborative learning development and

practice of language learning strategies

Product

ability to continue learning

ability to communicate outside the classroom

Product

ability to continue learning

ability to communicate outside the classroom


ELTAM 29.01.2008 6

essential means of communication

videoconferencing

emailICQ (instant messaging)

blogchat room


ELTAM 29.01.2008 7

electronic literacies as expanded product

computer literacy

information literacy

multimedia literacy

computer-mediated communication literacy

Comfort and fluency in keyboarding and using computers

The ability to find and critically evaluate online information

The ability to produce and interpret complex documents comprising texts, images, sounds

Knowledge of the pragmatics of individual and group online interaction


ELTAM 29.01.2008 8

?The computer is an optional tool to assist the language learning process?

?Technology doesn’t transform the goal of what to be learned?

Research I Hawai’i

Egypt

‘English is not an end in itself, but just a tool for being able to make use of information technology’ High school English teacher


ELTAM 29.01.2008 9

to enhance the leadership in effectively integrating information and communication technologies as a developmental tool

The role of educational institutions


ELTAM 29.01.2008 10

Process of autonomy

Self-directed use of language and technology

The ability to develop, explore, evaluate, and adapt new technology

as it evolves


ELTAM 29.01.2008 11

Process of autonomy

The capacity of sustainabilityshort term long term results

The concept of local appropriatenessaccess to and attitude to ICT in different locations

The principles of social informaticsrestructuring incentives, developing social

relationship, reconfiguring power

The principle of innovation diffusionadoption of new ideas or innovations


ELTAM 29.01.2008 12

The S-shaped Curve of Adoption Innovation

Laggards

Late majority

Early majority

Early adopters

Innovators time of adoption


ELTAM 29.01.2008 13

Integrated English Language Program-II

Goal: improve English language teaching in Egypt

Focuses: Language pedagogy, curriculum, and material

development; the management of English language education and training programs

Two technology-based projects:

1 Professional development in computer and internet use

2 Teacher education via videoconferencing


ELTAM 29.01.2008 14

Professional Development in Computer and Internet Use

Goal: To help Egyptian educators make use of new technologies appropriate to their own circumstances

Steps:

leadership cadre

more early adopters


ELTAM 29.01.2008 15

Step One: Developing a Leadership Cadre (I)

Computers in English Language Teaching (CELT)

pre-training main trainingfollow-up

implication


ELTAM 29.01.2008 16

Step One: Developing a Leadership Cadre (II)

Prepare participants for the

leadership in the areas most needed

by Egyptian teachers

Prepare participants for the

leadership in the areas most needed

by Egyptian teachers

ContentContent

Technology instructionTechnology instruction

Software selectionSoftware selection

Teaching modulesTeaching modules


ELTAM 29.01.2008 17

Step Two: Reaching Out to More Early Adopters (I)

Process:

a. organize 1-week follow-up workshops in CELT members’ own locales

b. an Electronic Oasis is organized each year with demonstrations

c. manage several Web sites for Egyptian English teachers as well as a national e-mail discussion list


ELTAM 29.01.2008 18

Step Two: Reaching Out to More Early Adopters (II)

Obstacles confronted:

a. Lack of access to equipment

b. Administrators’ reluctance to use computers

c. Huge class sizes

d. A centralized test-driven curriculum

e. A school culture that discourages innovation

But, there is always a way out.

Mounira’s class proves that is true.


ELTAM 29.01.2008 19

Key to the Success in the Program

1 a strategic focus on the development and

consolidation of change agents

2 a cascade training approach that works through

change agents to reach other early adopters

3 a focus on content and tools appropriate to the

current developmental conditions of Egypt

4 a fostering of ongoing sustainable leadership

networks and structures


ELTAM 29.01.2008 20

Sample conference

Integrated English Language Program-IIsecond program

Form:

Aim:

Theme:

Time span:

videoconference

to train a large number of teachers who could not ordinary attend workshop

principal aspects of basic English language teaching methodology

two one week workshops


ELTAM 29.01.2008 21

Drawbacks

The sound quality was not a good as in face-to

face communication

Could not view all the site at the same time

Presentations were too theoretical

Lack of direct follow-up

Little lasting impact on participating teachers


ELTAM 29.01.2008 22

Integrated English Language Program-IIsecond program

redesigned

Form:

Aim:

Theme:

Time span:

videoconference

to train a large number of teachers who could not ordinary attend workshop

principal aspects of basic English language teaching methodology

a year long workshop: one week

workshop + series of 1 day follow up videoconference workshops + follow up assignments between videoconferences


ELTAM 29.01.2008 23

The Expanded Product

Greater emphasis on sustainable change at both the teacher and the institutional level

master knowledge and skills of communicative

language teaching

Teachers reflect on teaching techniques and

approaches in light of their classroom circumstances and continually adjust and adapt as necessary

Institutions develop the capacity of the Ministry of Education to develop and carry out its own

effective teacher education programs via videoconferencing


ELTAM 29.01.2008 24

Initiative for Namibian Education Technology

dot-EDU - Technology Tools for Teaching & Training in India (Project T4)

dot-ORG Scottish Teachers for a New Era Initiative

Other Projects


ELTAM 29.01.2008 25

Conclusion

The goal of TESOL is not only development of the language, but also development of the person.

classroom level – master technology as a medium for communication, research and knowledge production

professional level – develop networks of innovators with expertise in technology-enhanced teaching, teacher development and educational reform

warschauer, m. (2002). a developmental perspective on technology in language education. tesol...

Documents