KOTESOL 2007 Presentation

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Information about KOTESOL 2007 Presentation

Published on October 27, 2007

Author: danielcraig

Source: slideshare.net

Description

This is a presentation that I gave at KOTESOL 2007

 

Dan Craig [email_address] Seoul National University, Language Education Institute Shijuan Liu [email_address] Indiana University Technology Overload in Teacher Education

What is CALL? 60s-70 Computer-Assisted Instruction (CAI) Behaviorist theoretical foundation 70s-80s Lab work and collaboration Cognitivist theoretical foundation 80s-90s Authentic tasks & materials Socio-cognitivist theoretical foundation

60s-70

Computer-Assisted Instruction (CAI)

Behaviorist theoretical foundation

70s-80s

Lab work and collaboration

Cognitivist theoretical foundation

80s-90s

Authentic tasks & materials

Socio-cognitivist theoretical foundation

What is CALL? So what’s going on now? Read/Write Web Consumers & Producers Making new connections to people & information Emerging theories, such as Connectivism (Siemens, 2004)

So what’s going on now?

Read/Write Web

Consumers & Producers

Making new connections to people & information

Emerging theories, such as Connectivism (Siemens, 2004)

What is Web 2.0? Web 2.0 coined in session on Web-based technologies after the dot-com bubble burst in 2001 (O’Reilly, 2005): Web as a platform harness the collective intelligence of users run on data-data is king Perpetual beta keep it simple; Cross platform/device compatible provide rich user experiences. 2.0

Web 2.0 coined in session on Web-based technologies after the dot-com bubble burst in 2001 (O’Reilly, 2005):

Web as a platform

harness the collective intelligence of users

run on data-data is king

Perpetual beta

keep it simple;

Cross platform/device compatible

provide rich user experiences.

Web 2.0 – A Definition Web 2.0 applications should: enable users to both consume and produce content, allow users to comment on content, allow users to share content with others, and syndicate (e.g., RSS) content for easy distribution. There is really no good definition of what a Web 2.0 application is (Clarke, 2006), but there seems to be a general consensus of what these tools should have or should be able to do.

Web 2.0 applications should:

enable users to both consume and produce content,

allow users to comment on content,

allow users to share content with others, and syndicate (e.g., RSS) content for easy distribution.

Web 2.0 – Popular Technologies Blogs - Blogger ( http://www.blogger.com ), EduBlogs ( http://edublogs.org ), WordPress ( http://wordpress.com ); Podcasts - Grammar Girl ( http://grammar.qdnow.com ), Breaking News English ( http://www.breakingnewsenglish.com ), English as a Second Language Podcast ( http://www.eslpod.com ); Wikis - Wikispaces ( http://www.wikispaces.com ), Zoho Wiki ( http://wiki.zoho.com ), Wetpaint ( http://www.wetpaint.com ); Photo Sharing Sites - Flickr ( http://www.flickr.com ), Picasa ( http://picasa.google.com ), Photobucket ( http://photobucket.com ); Video Sharing Sites - YouTube ( http://www.youtube.com ), Google Video ( http://video.google.com ), TeacherTube ( http://www.teachertube.com ); Online Social Networks - Cyworld ( http://www.cyworld.com ), MySpace ( http://www.myspace.com ), Facebook ( http://www.facebook.com ), italki (language learning - http://www.italki.com ), and Soziety (language learning - http://soziety.com ); Social Bookmarking - del.icio.us ( http://del.icio.us ), StumbleUpon ( http://www.stumbleupon.com ), diigo ( http://www.diigo.com ); Aggregators - Google Reader ( www.google.com/reader ), Bloglines ( http://www.bloglines.com ); Personalized Start Pages - Netvibes ( http://www.netvibes.com ), PageFlakes ( http://www.pageflakes.com ), iGoogle ( http://www.google.com/ig ).

Blogs - Blogger ( http://www.blogger.com ), EduBlogs ( http://edublogs.org ), WordPress ( http://wordpress.com );

Podcasts - Grammar Girl ( http://grammar.qdnow.com ), Breaking News English ( http://www.breakingnewsenglish.com ), English as a Second Language Podcast ( http://www.eslpod.com );

Wikis - Wikispaces ( http://www.wikispaces.com ), Zoho Wiki ( http://wiki.zoho.com ), Wetpaint ( http://www.wetpaint.com );

Photo Sharing Sites - Flickr ( http://www.flickr.com ), Picasa ( http://picasa.google.com ), Photobucket ( http://photobucket.com );

Video Sharing Sites - YouTube ( http://www.youtube.com ), Google Video ( http://video.google.com ), TeacherTube ( http://www.teachertube.com );

Online Social Networks - Cyworld ( http://www.cyworld.com ), MySpace ( http://www.myspace.com ), Facebook ( http://www.facebook.com ), italki (language learning - http://www.italki.com ), and Soziety (language learning - http://soziety.com );

Social Bookmarking - del.icio.us ( http://del.icio.us ), StumbleUpon ( http://www.stumbleupon.com ), diigo ( http://www.diigo.com );

Aggregators - Google Reader ( www.google.com/reader ), Bloglines ( http://www.bloglines.com );

Personalized Start Pages - Netvibes ( http://www.netvibes.com ), PageFlakes ( http://www.pageflakes.com ), iGoogle ( http://www.google.com/ig ).

The CALL Class: Overview An 8-week, online, graduate Introduction to Computer Assisted Language Learning (CALL) course in the Language Education Department of a large, mid-western University in the summer of 2006. Roughly half in-service and half pre-service teachers Integrating technology in the classroom. Dual foci on application and theory. In older courses, these were mixed each week. In latter courses, we alternated weeks.

An 8-week, online, graduate Introduction to Computer Assisted Language Learning (CALL) course in the Language Education Department of a large, mid-western University in the summer of 2006.

Roughly half in-service and half pre-service teachers

Integrating technology in the classroom.

Dual foci on application and theory.

In older courses, these were mixed each week. In latter courses, we alternated weeks.

The CALL Class: Deliverables Class was product driven, with technologies and concepts assessed via multiple assessments. Weekly discussions (6) – topical discussions Reading reflections (4) – reflections to course readings posted to blogs Course reflections (3) – “how am I doing” reflection exchanged with instructor Website/Software Evaluations (4) – evaluations posted to blogs External Documents Assignment - Supplemental materials development for use with a technology. Web Page Development Assignment - Creation of a basic Web page, involving some HTML and uploading documents to a web server (no services) Assessment Assignment - Do research on an assessment category and write it up in the wiki WebQuest Assignment (final project) - Development of a WebQuest with a group Information/Technology Activities - installing, signing up for, and using applications, blogging, commenting on blogs, updating/formatting the wiki, chats, visiting websites, exploring topics on their own, and so forth. These differed slightly for each participant.

Class was product driven, with technologies and concepts assessed via multiple assessments.

Weekly discussions (6) – topical discussions

Reading reflections (4) – reflections to course readings posted to blogs

Course reflections (3) – “how am I doing” reflection exchanged with instructor

Website/Software Evaluations (4) – evaluations posted to blogs

External Documents Assignment - Supplemental materials development for use with a technology.

Web Page Development Assignment - Creation of a basic Web page, involving some HTML and uploading documents to a web server (no services)

Assessment Assignment - Do research on an assessment category and write it up in the wiki

WebQuest Assignment (final project) - Development of a WebQuest with a group

Information/Technology Activities - installing, signing up for, and using applications, blogging, commenting on blogs, updating/formatting the wiki, chats, visiting websites, exploring topics on their own, and so forth. These differed slightly for each participant.

The CALL Class: Summer 2006 14 students (12 female, 2 male) 9 in-service teachers, 5 pre-service Half participated from Indiana. The other half were in Virginia, Ohio, Georgia, Puerto Rico, Taiwan, Thailand, and Trinidad. (teacher was in Indiana for 4 weeks and Korea for 4 weeks) All students completed the course 8 students (7 female, 1 male) signed consent forms for their documents to be used in this study. 5 students (all female) made themselves available to be interviewed (2 email, 3 phone)

14 students (12 female, 2 male)

9 in-service teachers, 5 pre-service

Half participated from Indiana. The other half were in Virginia, Ohio, Georgia, Puerto Rico, Taiwan, Thailand, and Trinidad. (teacher was in Indiana for 4 weeks and Korea for 4 weeks)

All students completed the course

8 students (7 female, 1 male) signed consent forms for their documents to be used in this study.

5 students (all female) made themselves available to be interviewed (2 email, 3 phone)

Document Analysis Email Correspondence Course Reflections Discussion Forums Blog Postings Wiki Postings items contained relevant information. Blogs and wikis were more for assignments, so it’s no surprise that they did not contain personal information.

Email Correspondence

Course Reflections

Discussion Forums

Blog Postings

Wiki Postings

items contained relevant information. Blogs and wikis were more for assignments, so it’s no surprise that they did not contain personal information.

Document Analysis - Overview “ I felt like being in an explosion of technology in learning.” 5 out of 8 wrote about their frustrations These feel into 3 categories: Can’t find it Don’t know where to put it Too much information

“ I felt like being in an explosion of technology in learning.”

5 out of 8 wrote about their frustrations

These feel into 3 categories:

Can’t find it

Don’t know where to put it

Too much information

Document Analysis Can’t find it “ I think I am still being dumb, but I can't seem to find the place in the Wiki to sign up for a chat time.”

“ I think I am still being dumb, but I can't seem to find the place in the Wiki to sign up for a chat time.”

Document Analysis Don’t know where to put it “ So, my question is, would you prefer for us to post things on the website, or is the Messenger an appropriate place to chat about the readings and other topics presented in class?” “ Is there a due day for this assignment? As I am still taking in all the information, I hope I don't miss any due days.”

“ So, my question is, would you prefer for us to post things on the website, or is the Messenger an appropriate place to chat about the readings and other topics presented in class?”

“ Is there a due day for this assignment? As I am still taking in all the information, I hope I don't miss any due days.”

Document Analysis Too much information “ I had pressure when I was overwhelmed by the technology used in this class.” “ I found myself distracted by all the places that contained information on our Moodle. I spent many hours reading everything…” “ I wrote about being impressed and even overwhelmed by the many resources that are available online.”

“ I had pressure when I was overwhelmed by the technology used in this class.”

“ I found myself distracted by all the places that contained information on our Moodle. I spent many hours reading everything…”

“ I wrote about being impressed and even overwhelmed by the many resources that are available online.”

Interviews 2 students were interviewed via email. They filled out a question sheet and answered follow-up emails. 3 students were interview by phone. They were emailed questions in advance. Interviews averaged an hour each. The interview was both used to gather more data and to perform a member check on what had already been processed.

2 students were interviewed via email. They filled out a question sheet and answered follow-up emails.

3 students were interview by phone. They were emailed questions in advance. Interviews averaged an hour each.

The interview was both used to gather more data and to perform a member check on what had already been processed.

Interviews - Overview All experienced some frustration Frustration was the result of: Time constraints Procedural errors (Web page development) Group work Frustration was mediated by: Personal attention (Chat, phone, video conferencing) Strong connections with others in the course Relevance to studies, jobs, and career plans. Moodle (organization of the course page) Time (both chronological and reflective)

All experienced some frustration

Frustration was the result of:

Time constraints

Procedural errors (Web page development)

Group work

Frustration was mediated by:

Personal attention (Chat, phone, video conferencing)

Strong connections with others in the course

Relevance to studies, jobs, and career plans.

Moodle (organization of the course page)

Time (both chronological and reflective)

Surveys I did a survey of participants in a variety of education-related listservs (EDNET, EDTECH, evonline, IATEFL, LLTI, and wwwedu) and one Ning group (Classroom 2.0) . These are very active resources and the response was great with 55 respondents at the time of analysis (the survey is still open for a few more days The respondents provided great insight on the findings of this study and, in fact, provided so much more data further analysis will have to wait. For our purposes here, I am only going to provide descriptive statistics.

Survey - Participants 55 Respondents 27 Classroom Teachers 28 Teacher Educators

55 Respondents

27 Classroom Teachers

28 Teacher Educators

Surveys – Personal Usage Other Technologies Used: VoiceThread Web conferencing Second Life Teacherweb Yahoo Groups Podcasts Videocasts e-portfolios Discussion Forums Basecamp Chinswing

Other Technologies Used:

VoiceThread

Web conferencing

Second Life

Teacherweb

Yahoo Groups

Podcasts

Videocasts

e-portfolios

Discussion Forums

Basecamp

Chinswing

Surveys – Personally Overwhelmed

Surveys – Class Technology Other Technologies Used: VoiceThread Web conferencing Second Life MS Office Teacherweb Podcasts Videocasts Class website e-portfolios Zimmer twins Dfilm

Other Technologies Used:

VoiceThread

Web conferencing

Second Life

MS Office

Teacherweb

Podcasts

Videocasts

Class website

e-portfolios

Zimmer twins

Dfilm

Surveys – Student Overwhelmed

Surveys - Overview Most respondents indicated that they sometimes feel overwhelmed with the technologies. 37 - yes or sometimes 15 – no 3 - skipped A little less that half of the respondents indicates that their student felt overwhelmed. 24 – yes or sometimes 26 – no 2 – skipped 3 – don’t know

Most respondents indicated that they sometimes feel overwhelmed with the technologies.

37 - yes or sometimes

15 – no

3 - skipped

A little less that half of the respondents indicates that their student felt overwhelmed.

24 – yes or sometimes

26 – no

2 – skipped

3 – don’t know

What’s it all mean? Stressors Too little personal support Too much information Too little time Too little relevance Mediators Personal support (email, chat, call, carrier pigeon..) Pacing of instruction Time of reflection Hands on experience

Stressors

Too little personal support

Too much information

Too little time

Too little relevance

Mediators

Personal support (email, chat, call, carrier pigeon..)

Pacing of instruction

Time of reflection

Hands on experience

Conclusion Computers, the Internet, the World Wide Web, Web Pages, Email, Blogs, Wikis, RSS, Aggregation, Online Social Networks, Laptops, Pocket PCs, Smart Phones, Broadband, Wi-fi, …. Teachers (and administrators) hear these buzzwords that seem somehow magical. When you add these to 100s, even 1000s, of websites teachers “need” to access, this can seem overwhelming. Given the proper support teachers can learn an amazing amount in a short amount of time.

Computers, the Internet, the World Wide Web, Web Pages, Email, Blogs, Wikis, RSS, Aggregation, Online Social Networks, Laptops, Pocket PCs, Smart Phones, Broadband, Wi-fi, ….

Teachers (and administrators) hear these buzzwords that seem somehow magical. When you add these to 100s, even 1000s, of websites teachers “need” to access, this can seem overwhelming.

Given the proper support teachers can learn an amazing amount in a short amount of time.

Thank you very much Any Questions? Dan Craig Too many ways to contact me Email: [email_address] Website: http://danielcraig.com CALL Blog: http://iucall.blogspot.com (today’s files will be posted there) Facebook: [email_address] Classroom 2.0: danielcraig Skype: daacraig

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