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Teaching English with Technology

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Gabriel Diaz Maggioli

on 3 December 2013

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Transcript of Teaching English with Technology

Teaching English with Technology
Technology and Learning
"Despite widespread acceptance of technology in the classroom, there is little empirical research on the effectiveness of students' use of technology in enhancing their learning. To date, studies suggest that students perceive technology to be a useful learning tool; however, research has not linked the use of technology to actual student performance measures. In this study, the authors examined the degree to which technology enhanced actual student learning and whether individual characteristics of the student population moderated this relationship. The results suggest that the incorporation of technology in the classroom does enhance actual student learning and that this relationship is moderated by student characteristics."
Krentler & Willis-Flurry (2005: 316).
Uses of Technology in Education
One view of Learning: Sociocultural Theory
All learning has its genesis in historically situated social practices.
Learning involves a movement from social regulation towards self-regulation.
Self-regulation is made possible by the use of tools (psychological or material) that mediate the internalization of meaning.
Learning is made possible through mediation.
Learning precedes development.
Social interaction is the basis of both learning and development. It is through social interaction that scaffolding is made possible.
The context is which interaction occurs is of utmost importance.
Diaz Maggioli (2012)

Technology and Pedagogy
Writing - Books - Blackboard - LMS/Apps
Acquisitional
Pre-designed.
"Drag 'n Drop" activities.
Screen intensive.
Machine-deep.
Transmissive (I-R-F).
Transactional
Contingent.
Interactive.
People-intensive.
Bottomless.
Mediated.
ACQUISITION
Lectures, books, digital document and resources, presentations, websites, podcasts, and videos

Practice
Using models, simulations, microworlds, virtual labs and field trips, online role-play activities.

Inquiry
Online advice and guidance (study guides), using digital tools to collect and analyze data, comparing digital texts for searching and evaluating information and ideas, journals

Discussion
Online tutorials and seminars, email discussions, discussion groups and forums, web-conferencing tools, synchronous and asynchronous

Forms of Learning
Production
Producing and storing digital documents, representations of designs, performances, artifacts, animations, models, etc: e-portfolios.

Collaboration
Small group projects, using online forums, wikis, chats rooms
Bibliography
Diaz Maggioli, G. (2012).
Teaching Language Teachers: Scaffolding Professional Learning.
Lanham: Rowman & Littlefield.

Diaz-Maggioli, G. & Painter-Farrell, L. (2013). Virtually there: Thoughts for a Principled Online Pedagogy. In De Castro, M. (Ed.).
Proceedings of the Fifth Modern Foreign Languages Forum.
(209-221). Montevideo: Programa de Políticas Lingüísticas.

Krentler, K.A. & Willis-Flurry, L.A. (2005). Does Technology Enhance Actual Student Learning? The Case of Online Discussion Forums.
Journal of Education for Business, 80
(6), 316-321.
Full transcript