1. Information Technology in Learning Languages What is action research? TiLL action research clusters. The teaching and learning inquiry process. Some findings. 1Jeanne Gilbert Feb 09 University of Waikato

2. Sharing understanding What is e-learning? What is learning as inquiry? What is teaching as inquiry? What is action research? 2Jeanne Gilbert Feb 09 University of Waikato

3. E-learning See NZC p 36 (MOE 2007) “Information and communication technology (ICT) has a major impact on the world in which young people live.” “E-learning is LEARNING that is supported by or facilitated by an ICT” [tool or process]. “Schools should explore not only how ICT can supplement traditional ways of teaching but also how it can open up new and different ways of teaching.” 3Jeanne Gilbert Feb 09 University of Waikato

4. Learning as inquiry – PAR cycle Question Plan Act Reflect Research Jeanne Gilbert Feb 09 University of Waikato 4

5. (P 34-5 NZC MOE Wgtn 2007) 5 Student achievement data Jeanne Gilbert Feb 09 University of Waikato

6. Action Research “One key difference between action research and other kinds of research is that action research is carried out… by the participants in the situation under investigation. “ Bailey et al. (2001). Pursuing PD. The self as source, Cht 8. Heinle & Heinle, Canada Zuber-Skerritt(1993) suggests that in action research there is action learning, and the process is … deliberate, systematic and rigorous and it is always made public. (p46) 6Jeanne Gilbert Feb 09 University of Waikato

7. TiLL Action Research Clusters 2007 Maeroa Int – German, Spanish yr 7 & 8 cluster 2008 Rotorua Chinese / French yr 7 & 8 cluster Hamilton Girls’ cluster – yrs 10 & 11 French, Spanish, Japanese 2009 Hamilton Secondary cluster - Hillcrest High & Hamilton Boys’ – French, German, Spanish, Japanese Hamilton Primary cluster – St Joseph’s, Hukanui Primary – Chinese, French, German, Spanish, Japanese Taupo x-sector cluster – Tauhara College, Taupo Int – French, Japanese 7Jeanne Gilbert Feb 09 University of Waikato

8. Suggested Framework for Teachers To Report Their Research Findings. What question were you asking? (What motivated your research?) Why is the question important? (Why is it important in a practical way( eg for you in your teaching) and what is the theoretical base (eg Ellis?) What is the context for the research? ( the setting - the language being learnt and anything else you think relevant – demographics, number of lessons, how long they’ve learnt?) How did you go about answering the question? (This includes what you changed or tried out in your teaching AND how you collected your data – baseline and progress- and then how you analysed it.) What did you find? What shifts were made? What is the significance of what you found? (Implications for your teaching.) What further research will support the improvement in students’ learning in this area? (Next steps for your own or others’ action research) References 8Jeanne Gilbert Feb 09 University of Waikato

9. Suggested Framework for Teachers To Report Their Research Findings. What question were you asking? (What motivated your research?) Why is the question important? (what is the theoretical base (eg Ellis?) What is the context for the research? How did you go about answering the question? What did you find? What shifts were made? What is the significance of what you found? What further research will support the improvement in students’ learning in this area? References 9Jeanne Gilbert Feb 09 University of Waikato

10. Examples of questions: Does an increased teacher understanding and use of input methodologies increase the amount and quality of student output? How does the teacher ensure that students with English as a second language (L2) achieve in a third language (L3)? How does more regular use of the Smartboard, with language learning methodologies included, enhance students’ achievement- with particular reference to speaking? 10Jeanne Gilbert Feb 09 University of Waikato

11. Examples of questions: Does an increased awareness of second language learning pedagogy (PCK) and the incorporation of relevant second language learning methodologies into PowerPoint improve student learning outcomes? (Ellis, 2005) How can the use of PowerPoint presentations help students to progress from script recognition to comprehension of words, phrases and sentences (i.e., sense group comprehension) in learning Japanese? Does the use of language placemats complement and enhance the teaching of English as a Second Language, and produce meaningful opportunities for output in the second language? 11Jeanne Gilbert Feb 09 University of Waikato

12. Examples of questions: How does the use of ICT increase student output in acquiring a second language? Can technology be used to assist students to learn a second language? Will including the use of a data projector to teach French improve language learning and better engage students? Will teaching my students the use of Chinese word processor Njstar improve my students’ character recognition ability? 12Jeanne Gilbert Feb 09 University of Waikato

13. Will teaching my students the use of the Chinese word processor Njstar improve my students’ character recognition ability? How did you go about answering the question? informed the students of the project - see Power- point on creating digital booklets students were given a choice of being or not being involved students were grouped into teams of 3 to practise co-operative learning, also to ensure production would continue should a team member be absent students were interviewed and videoed twice by adviser, once at the start and once at the end 13Jeanne Gilbert Feb 09 University of Waikato

14. Will teaching my students the use of the Chinese word processor Njstar improve my students’ character recognition ability? How did you go about answering the question? informed the students of the project students were given a choice students were grouped into teams of 3 students were interviewed and videoed twice by adviser 14Jeanne Gilbert Feb 09 University of Waikato

15. Data collection Findings Triangulated data collection Student survey Student voice from video 2 observations with video data 15Jeanne Gilbert Feb 09 University of Waikato

16. Shift in student knowledge about Njstar - survey 16Jeanne Gilbert Feb 09 University of Waikato

17. Will teaching my students the use of the Chinese word processor Njstar improve my students’ character recognition ability? Findings : All students experienced success by producing a digital Chinese booklet using Njstar their recognition ability of Chinese characters improved 11/12 students, preferred cards for learning character recognition 17Jeanne Gilbert Feb 09 University of Waikato

18. Will teaching my students the use of the Chinese word processor Njstar improve my students’ character recognition ability? Findings : Although the students experienced a successful outcome ie producing a digital Chinese booklet using Njstar - this was not their preferred mode of Chinese character learning All with the exception of one, out of the 12 students, preferred cards for learning character recognition, perhaps because this mode allows for more social interaction? 18Jeanne Gilbert Feb 09 University of Waikato

19. Findings: The intended outcome was achieved. All 12 students in this action research were able to use Njstar to read Chinese characters and their recognition ability improved Using Technology – I will continue to use Njstar as a tool for character recognition, as it is an effective productive tool for learning characters and understanding the use of a Chinese word processor particularly for written output, but it will be used in conjunction with cards 19Jeanne Gilbert Feb 09 University of Waikato

20. Findings: ReTechnology Teacher will continue to use Njstar as a tool for character recognition “It is an effective productive tool for learning characters and understanding the use of a Chinese word processor particularly for written output” “it will be used in conjunction with cards” 20Jeanne Gilbert Feb 09 University of Waikato

21. What is the significance of what you found? It was quite a surprise to discover that though the students enjoyed, found it easy and were successful in producing wonderful digital booklets using Njstar, their preferred tool for learning characters were plain old cards! More character cards need to be produced Sound recordings will be added The students’ booklets will be shared school-wide on the intranet They will be on CD in the library as a Chinese resource They will be submitted as an online resource of the Confucius Institute website 21Jeanne Gilbert Feb 09 University of Waikato

22. This action research has raised a major question: Why are there no Māori students in the accelerate group, when there are 45% Māori students in the school? Does the school need to look into the criteria for student selection into the accelerate class? Do these need to be re-visited? 22Jeanne Gilbert Feb 09 University of Waikato

23. Creating a Chinese digital booklet..\..\Action Research\TiLL\2008\Rotorua\Laytee\Creating a digital Chinese booklet TiLL RIS 08.ppt..\..\Action Research\TiLL\2008\Rotorua\Laytee\Creating a digital Chinese booklet TiLL RIS 08.ppt 23Jeanne Gilbert Feb 09 University of Waikato

24. Example of digital booklet..\..\Action Research\TiLL\2008\Rotorua\Laytee\alex and julian.ppt..\..\Action Research\TiLL\2008\Rotorua\Laytee\alex and julian.ppt 24Jeanne Gilbert Feb 09 University of Waikato

25. Reflections: What have you learned by sharing in this teacher’s action research? What could you change in your own practice / school? When? How? Who do you need to help you? 25Jeanne Gilbert Feb 09 University of Waikato

26. 26Jeanne Gilbert Feb 09 University of Waikato