1. Free U.S. maps from 50states.com Pullman, Washington 2537 miles/ 4083 km Washington, DC

2. Challenge too great No social interaction No feedback or support Loss of interest Lack of engagement/ learning

3. J. Egbert, College of Education Engagement and practice in classroom learning, language, and technology

4. Overview Student Language Learning Goals Engaging Tasks Engaging Tasks Tech Teacher

5. Introductions Who is here? imgarcade.com image

6. Why Engagement Matters

7. I took high school (and university) Spanish. Te hablan Espana? Just speak English - I can’t understand a word of your Spanish!

8. I experienced PLATO as CALL. I’ll never learn Russian this way!

9. I’ve been in EFL and ESL contexts worldwide.

10. I’ve taught and done research in many contexts.

11. I have kids.

12. Observations Lack of conversational and other skills Demotivation to try Boredom/frustration Wish for something interesting Ineffective/ inefficient teaching and learning

13. Teaching Goals Provide a learning environment that will maximize the potential for student success. Teach effectively and efficiently.

14. More Goals

15. Kf = Kp + A + M + O Knowledge and skills in the future Knowledge in the present Abilities Motivation/Affect Opportunity are a result of Spolsky, 1989 How Language is Learned

16. Discuss with a neighbor: What opportunities for learning do your students want/need from you? How do these differ from what they get? Task

17. Opportunities for Engaged Learning Task Engagement Language achievement

19. Flash cards Quizzes Drills Text dictionaries Randomness

20. Signs of Engagement Participating Responding Leaning in AskingFocusing

21. Engaging Opportunities Engagement is about the relationship between the learner and the task. An engaging task means that students spend more time on task and have deeper focus, leading to greater success. The teacher’s role is to provide resources, support, instructions, and tools that can make a difference in that relationship.

22. Engagement Principles Engagement can occur with opportunities that: 1.Include authentic tasks (perceived as important) 2.Integrate connections to students (interest/real life) 3.Provide social interaction or deep individual focus 4.Offer practice and feedback 5.Have a challenge/skills balance

23. The Role(s) of Technology Technology use can help teachers to meet engagement principles by: Facilitating needs and other authentic assessments Providing resources at the right level Supporting accessibility Presenting opportunities to interact Offering connections to authentic audiences and materials

24. Issues with Technology Use No use of technology No change in pedagogy to use the affordances of the technology for student gain Atheoretical/ unprincipled uses of technology

25. Effective teachers know their students and can engage them using what they know. What are their goals? Where do they come from and what do they bring? What do they know? What interests them? What are they ready to learn? What do they need? Knowing Our Students

26. Task Answer the questions to the best of your ability. Student Interest Survey

27. Example Student 1: David

28. Example Student 2: Jamie

29. Principle 1: Authenticity Materials “dogs for ESL students” Podcasts esl-lounge lyrics and handouts Magazines Story books Tools MS Word/Google Docs iTunes Garage Band Design software Product Lyrics Rap Group song Book Movie Assessment Singing Acting Reading Recording/videotaping Making a speech

30. Fakebook, from Classtools.net

31. Principle 2: Connections 1.Academic (“Yesterday we…and today we’ll…”) 2.Instructional (“You’ve said you like to learn by _______, so we’re going to try that today”) 3.Personal (“This makes a difference in your life/ connects to your life outside of class in this way…”) Social media TIME for Kids iFunny Instagram YouTube Comics/PowToon Anime Fan fiction Video games and simulations

32. http://bighugelabs.com/magazine.php

33. 1.Collaborate/cooperate 2.Structure roles 3.Let students answer their own and others’ questions 4.Give students a reason to listen Principle 3: Social interaction Around tech Typist, artist, content director, reader, searcher Through tech Chat Twitter Facebook Email Wiki Instagram Voxopop

35. Principle 4: Feedback and support 1.Extra resources Practice sites Additional readings Relevant videos 2.Answers Class web page Web sites Group wiki 3.Models Shared Google Doc Dropbox Google Drive 4.Previous examples 5.Clear rubrics Rubric makers 6.Extended feedback MS Word “comments” Voxopop 7.Just-in-time feedback Twitter Poll Everywhere Texting 8.Native speakers/ Experts Voxopop Email Facebook

36. Voice comment Text comment

37. Principle 5: Challenge/skills balance FLOW Anxiety Boredom LowHigh SKILLS Low CHALLENGES High

38. 1.Don’t do what students can do Choose their own materials Create effective tasks Decide on relevant products Participate in assessment 2.Allow students to learn and to teach Expert groups Jigsaws Text / video sets Wikipedia Dog Facts - Science for Kids facts-about-dogs.info National Geo Magazine – Pathfinder and Pioneer Choices of media and mode Multimodal instructions Drills as home tasks/ “Flipped” instruction

39. Caveats Teachers should work from students’ strengths, but also help them work on their weaknesses All students will rarely be fully engaged at the same time; all students can be engaged a lot of the time.

40. Teachers should understand that… 1. No technology is inherently effective (or not) – it’s good use that makes it effective. Guidelines for Technology Use

41. Example: Grammar quiz

42. 2. There are multiple technologies whose use can help meet principles, guidelines, and objectives in every context.

43. Example: Writing a narrative StoryJumper Google Docs Microsoft Word Open Office TikaTok

44. 3. There is a wide variety of uses for each technology.

45. Example: Popplet

46. 4. We should use what’s accessible and makes sense.

47. Example: Email It’s “free” It can be sent to groups/individuals It can include graphics, text, and sound files It’s typically “safe” It can be printed out and explored It can be used to contact experts and others Every program has commonalities Email programs can interface Emoticons and other “languages” can help learners be creative

48. Evaluating Technology Use What kind of technologies, integrated how, into what kinds of syllabi, at what level of learning, for what kind of learners, are likely to be effective for what specific learning purposes? (Garrett, 1991/2009)

49. FAQ What about time?

50. What about the required curriculum?

51. What about technology access?

52. Questions (Can be answered in Exchange 9) What is confusing or doesn’t make sense? What else do you need to know in order to apply the engagement principles?

53. Thanks! Contact me: Joy Egbert jegbert@wsu.edu (208) 310-1435 (U.S.) http://wsuprofessor.wix.com/czechtech