Presentation is loading. Please wait.

Presentation is loading. Please wait.

Warschauer, M. (2002). A developmental perspective on technology in language education. TESOL Quarterly, 36(3) ELTAM 29.01.20081 A Developmental Perspective.

Similar presentations


Presentation on theme: "Warschauer, M. (2002). A developmental perspective on technology in language education. TESOL Quarterly, 36(3) ELTAM 29.01.20081 A Developmental Perspective."— Presentation transcript:

1 Warschauer, M. (2002). A developmental perspective on technology in language education. TESOL Quarterly, 36(3) ELTAM A Developmental Perspective on Technology in Language Education MARK WARSCHAUER University of California, Irvine

2 Warschauer, M. (2002). A developmental perspective on technology in language education. TESOL Quarterly, 36(3) ELTAM Theoretical background Integrated English Language Program-II Updated info Conclusion

3 Warschauer, M. (2002). A developmental perspective on technology in language education. TESOL Quarterly, 36(3) ELTAM Language and technology are tools for individual and societal development

4 Warschauer, M. (2002). A developmental perspective on technology in language education. TESOL Quarterly, 36(3) ELTAM approach - developmental based on consideration of both product and process

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

6 Warschauer, M. (2002). A developmental perspective on technology in language education. TESOL Quarterly, 36(3) ELTAM essential means of communication videoconferencing ICQ (instant messaging) blog chat room

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

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

9 Warschauer, M. (2002). A developmental perspective on technology in language education. TESOL Quarterly, 36(3) ELTAM to enhance the leadership in effectively integrating information and communication technologies as a developmental tool The role of educational institutions

10 Warschauer, M. (2002). A developmental perspective on technology in language education. TESOL Quarterly, 36(3) ELTAM Process of autonomy Self-directed use of language and technology The ability to develop, explore, evaluate, and adapt new technology as it evolves

11 Warschauer, M. (2002). A developmental perspective on technology in language education. TESOL Quarterly, 36(3) ELTAM Process of autonomy The capacity of sustainability short term  long term results The concept of local appropriateness access to and attitude to ICT in different locations The principles of social informatics restructuring incentives, developing social relationship, reconfiguring power The principle of innovation diffusion adoption of new ideas or innovations

12 Warschauer, M. (2002). A developmental perspective on technology in language education. TESOL Quarterly, 36(3) ELTAM The S-shaped Curve of Adoption Innovation Laggards Late majority Early majority Early adopters Innovators time of adoption

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

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

15 Warschauer, M. (2002). A developmental perspective on technology in language education. TESOL Quarterly, 36(3) ELTAM Step One: Developing a Leadership Cadre (I) Computers in English Language Teaching (CELT) pre-trainingmain training follow-up implication

16 Warschauer, M. (2002). A developmental perspective on technology in language education. TESOL Quarterly, 36(3) ELTAM Step One: Developing a Leadership Cadre (II) Prepare participants for the leadership in the areas most needed by Egyptian teachers Content Technology instruction Software selection Teaching modules

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

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

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

20 Warschauer, M. (2002). A developmental perspective on technology in language education. TESOL Quarterly, 36(3) ELTAM Sample conference Integrated English Language Program-II second 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

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

22 Warschauer, M. (2002). A developmental perspective on technology in language education. TESOL Quarterly, 36(3) ELTAM Integrated English Language Program-II second 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

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

24 Warschauer, M. (2002). A developmental perspective on technology in language education. TESOL Quarterly, 36(3) ELTAM Initiative for Namibian Education Technology Initiative for Namibian Education Technology dot-EDU - Technology Tools for Teaching & Training in India (Project T4) dot-EDU - Technology Tools for Teaching & Training in India (Project T4) dot-ORG Scottish Teachers for a New Era Initiative Other Projects

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


Download ppt "Warschauer, M. (2002). A developmental perspective on technology in language education. TESOL Quarterly, 36(3) ELTAM 29.01.20081 A Developmental Perspective."

Similar presentations


Ads by Google