Technology and Pedagogy: Getting them Married in Teacher Education Rong Yuan & Kueilan Chen Defense Language Institute Chinese LEARN 2010.

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Presentation transcript:

Technology and Pedagogy: Getting them Married in Teacher Education Rong Yuan & Kueilan Chen Defense Language Institute Chinese LEARN 2010

Blended Mode of Instruction dL in language teaching and learning Effectiveness of technology integration (Menaker, 2009) Online/Mixed mode vs. f2f (Means et al, 2009) New technologies for CMC

Three stages of CALL StageStructural CALL 1970s-1980s Communicative CALL 1980s-1990s Integrative CALL 21st Century TechnologyMain framePCsMultimedia & Internet Language- teaching Paradigm Grammar- translation Audio-lingual Communicative language teaching Content-based View of languageStructuralCognitiveSocial-Cognitive Principal use of computers Drill and practiceCommunicative exercise Authentic discourse Principal objectiveaccuracyFluencyAgency

State of the Art: Language Teaching/Learning TransmissionTransactionTransformation GoalTo knowTo doTo create Instructional activities ExerciseTasks, projects, authentic texts Student-selected materials Role of teacherKnowerFacilitatorAdvisor Theoretical baseMastery learning (Bloom, 1968) Experiential learning (Dewey, 1938) Humanistic learning (Rogers, 1968)

State of the Art: dL Technology

Where We Are: Teacher Education State of the art of dL technology State of the art of pedagogy Teacher education

Teacher Education: Instructional Design Principles Integrative approach Experiential learning Transformational learning Social constructivism

Core Knowledge Pedagogical knowledge technological knowledge pedagogical technological knowledge

GLOSS (4218, 620)

Three Forms of Cognitive Load FormDescriptionExample Intrinsic ( Manage ) The number of elements working memory must hold while processing. Relates to complexity of the content. Memorizing vocabulary imposes less intrinsic load than responding in a role play. Extraneous ( Minimize ) Irrelevant mental work imposed on working memory that detracts from learning. Text explaining a visual appears in a separate location from the visual. Leads to split attention. Germane ( Maximize ) Relevant mental work that serves the learning goal. A relevant practice exercise helps build related skills

Cognitive Load Variables VariableDescriptionImpact Content Complexity Refers to the intrinsic load imposed by training materials. Higher complexity means greater cognitive load Learner Expertise The more prior knowledge the learner has related to the content, the less complex will be that content and the less cognitive load will be experienced Learners with less expertise require different instructional methods than learners with more expertise Instructional Environment Refers to the use of modes, methods, and architectures in a given delivery medium. For novice learners, instructional environments should minimize extraneous cognitive load

Tailor GLOSS LOs in LL F2F: –HW Assignments (screenshots: link, images, TN) –Speaking/Listening practice class, Brainstorming, etc.) –A basis for a lesson plan for instruction As a basis for refresher courses As an area study guide As supplemental material for distant education courses …..

How Can GLOSS Lessons Be F2F, Hybrid, and Virtual Classrooms GLOSS Lessons Assessment Tools (placement test) Supplementary Materials (4+2, distance course) Short Quizzes Core Materials (i.e. basis for refresh courses, lesson plan for classes) Self-Study/Area Study Special Assistant (speaking/listening/FLO skills/others) Review/Homework (screenshot: links, web page, project)

Sample Activities How memory works (CS3) Pygmalion effect (Flash Cs4) Deep vs. Surface learning (WMV) GLOSS lesson planning A: (CD) B: (CD)

Text + Video + Audio

References Bransford, J. D, Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press. Clark, R., Nguyen F. & Sweller, J. (2006). Efficiency in Learning. San Francisco: Pfeiffer Means, B., Toyama,Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC: U.S. Department of Education, Office of Planning, Evaluation, and Policy Development: Policy and Program Studies Service. Menaker, E. (2009). Distributed learning (dL) in foreign language education: Principles, best practices, and approaches to evaluation. Army Research Institute. Washington, DC. Pellegrino, J. W., Chudowsky, N., & Glaser, R. (Eds.), (2001). Knowing what students know: The science and design of educational assessment. Washington, DC: National Academy. Woolfolk, A. (2007). Educational psychology. (10th Edition) Boston: Pearson.