The affordances of technology for student teachers to shape their teacher education experience

This chapter describes a case study model to document the evolution over three semesters of a Masters course in technology and language learning for in-service teachers using a social constructivist pedagogical approach (Felix, 2002) within an ecological framework, from completely face to face (F2F) to predominantly online. The focus is on teachers’ acceptance of change in the form of integration of technology first into their learning and second into their teaching, as well as their adaptability to self-managing their learning. The design of the modified course took an experiential modeling approach in which all of the tools and processes that were taught in the course were modeled and experienced by students (teachers) during the semester. These tools include reflective and social computing tools such as chat, blogs, wikis, and e-portfolios, as well as lesson and task-templating software such as Hot Potatoes, and WebQuest and web page creation software such as Dreamweaver. Based on grounded research methods, techniques such as surveys, problem-based focus groups and short-answer responses were used to ascertain the values of the changes. Some of the information collected from these instruments is presented and compared to the reflective pieces produced by students in their blogs and the projects they created. Due to the multinational composition of the class, some commentary on intercultural perspectives on experiential pedagogy and working with social networking software is also offered

(Re)-conceptualizing design approaches for mobile language learning

An exploratory study conducted at George Brown College in Toronto, Canada between 2007 and 2009 investigated language learning with mobile devices as an approach to augmenting ESP learning by taking learning outside the classroom into the real-world context. In common with findings at other community colleges, this study identified inadequate language proficiency, particularly in speaking and listening skills, as a major barrier for ESL college learners seeking employment, or employers hiring and retaining immigrants as employees (CIITE, 2004; Palalas, 2009). As a result of these findings, language support was designed to provide English language instruction going beyond the standard 52-hour course: a hybrid English for Accounting course encompassing in-class, online and mobile-assisted ESP instruction. This paper reports on the pilot study of the mobile component of this re-designed course, which represents the first stage of an on-going Design-Based Research (DBR) study. Discussion is also offered of a new learning theory which we have called Ecological Constructivism (Hoven, 2008; Jakobsdottir, McKeown & Hoven, 2010), devised to incorporate the multiple dimensions of Ecological Linguistics and Constructivism in the situated and context-embedded learning engendered by these new uses of mobile devices

Reflecting on CALL Effectiveness: Conditions & Implications

This paper outlines the preliminary findings of an evaluation of learner use of software tools in a multimedia software package for teaching Indonesian listening comprehension and culture. This software package was introduced into the Introductory (1st year) programme to help address the need of total beginners for exposure to native speakers using daily language in ordinary ways, on common, everyday topics. The package is designed to introduce, develop, and reinforce appropriate learning strategies at the same time. Data on learner perceptions of the ease of use, and appropriateness of the software interface are being investigated, in order to improve our understandings of the perceptions and reactions of novices compared to experienced users of multimedia software packages. This investigation includes an analysis of the differences in strategy use between high, medium and low proficiency learners, and their use of the help tools such as grammar reference notes, language laboratory simulation, replay facility, and mid-task answer checking

CALL-ing the learner into focus: Towards a learner-centred model for CALL

With the extension of the presence of computers in learning environments to include computer-mediated communications (CMC), such as electronic mail or the Internet, we must now devise models for computer-enhanced pedagogy to encompass these new interlocutors (Chapelle, 1994). In devising such models, it is important that we keep in mind the theories and findings from mainstream second language pedagogy. The presence of new technology and new means of using it entail the development of new models. However, the introduction of multimedia and communication capabilities to computers in language learning does not necessarily imply that a whole new set of pedagogical models needs to be devised. Rather, we should look to findings in more ‘traditional’ areas such as classroom interaction, task and instructional design, self-directed learning, and the use of audio and video in language learning to ground our models of ‘good practice’ in the areas of multimedia and CMC in language learning. In the model and examples presented here, the framework for the allocation of control to learners is provided in software by structuring and presenting the available language learning resources in a manner that is easy for learners to navigate, while at the same time providing the information necessary for making informed decisions about their learning paths. Sociocultural pedagogy provides the framework and the rationale for incorporating learning styles and strategies into the conceptualisation of both task and instructional desig

Networking to Learn: Blogging for Social and Collaborative Purposes

This study employs a case study model to documenting the evolution of a Masters course in technology and language learning for in-service teachers using a social constructivist pedagogical approach, from completely face-to-face (f2f) to predominantly online. The focus is on learners’ use of social networking software for collaboration and the formation of a community of learners and practitioners. Reflective and social computing tools included chat, blogs, and wikis. Based on grounded research methods, techniques such as surveys, problem-based focus groups and short answer responses were used to collect data on learners’ experiences. Information collected from these instruments is presented and compared to the reflective pieces produced by students in their blogs, and the projects they created. Due to the multinational composition of the class, some commentary on intercultural perspectives on experiential pedagogy and working with social networking software is also offered

Design-Based Research in CALL

The purpose of this volume is to expand and refine our understanding of the use of design-based research (DBR) in CALL by contributing to the growing body of literature in this area. We have tried our best to strike a balance between theoretical considerations and concrete examples of DBR. The first section of this volume focuses on theoretical perspectives and ideas that can inform the use of DBR in CALL. The second section contains studies that illustrate DBR through concrete instances of its operationalization. We hope this volume will be a useful source of information and inspiration for those considering to further explore DBR in CALL. For updates on DBR in CALL, please visit the companion site to this volume: https://sites.google.com/site/designbasedresearch/https://lib.dr.iastate.edu/language_books/1006/thumbnail.jp

Communicating and interacting: An exploration of the changing roles of media in CALL/CMC

The sites of learning and teaching using CALL are shifting from CD-based, LAN-based or stand-alone programs to the internet. As this change occurs, pedagogical approaches to using CALL are also shifting to forms which better exploit the communication, collaboration and negotiation aspects of the internet. Numerous teachers and designers have created multimedia applications to help learners understand and make meaning from not just the aural and written language of the target culture, but also some of the visual, social and cultural nuances. Previous studies of the use of visual and multi-media in language learning have shown promising results. However with a major shift to the internet as the site for learning, we need to re-evaluate what constitutes communication and interactivity in this new context, particularly with the introduction of newer technologies such as WebCams as well as more 'traditional' media such as video, audio and still images. This paper discusses the characteristics common to CALL and CMC implementations, some of the distinguishing features of each and aspects of the teaching and learning contexts in which we find each being used. Conclusions are drawn that in order to make the most from the use of these new sites of media interaction in language learning, we need to develop flexible and adaptive learning environments which can incorporate more traditional forms of Instructional CALL as well as the newer communication, collaboration and exploration forms

Networking and communicating: technological applications and implications for the learning of Indonesian and EFL

In an increasingly globally interdependent world, proficiency in a second language and the ability to function interculturally are seen as important assets, even necessities. In Australia, the importance of second language skills has been recognised at the policy level by the inclusion of languages other than English as a key learning area nationally (MCEETYA, 1989 & 1999) and as part of the core curriculum in Queensland where Indonesian is one of the priority languages in the state. In Indonesia, English is the most widely taught foreign language in schools and is compulsory for most secondary students. This paper presents an account of a developing project designed to enhance the language proficiency and cultural awareness of students of both Indonesian and English through inclusion in their language program of computer-mediated exchanges. Ten schools in Indonesia and fifteen schools in Queensland are being linked in this large-scale tandem e-learning project, after a preliminary year-long feasibility study. This project, named QUIPNet (Queensland Indonesia Proyek Internet), is supported by the National Department of Education, Indonesia and by funding from the Queensland Office of Premier and Cabinet

Using the new information and communication technologies for the continuing professional development of teachers through open and distance learning

We live in a time of rapid and profound change during which both needs and opportunities for professional development keep growing as teachers strive to become lifelong learners. In this chapter, the authors explore how continuing education through open and distance learning (ODL) has evolved for the teaching profession with the use of information and communication technology (ICT). The new ICTs are then discussed and how their uses can be theoretically based, and the use of 3D virtual worlds such as Second LifeTM is examined. A framework for professional development is introduced and two cases of development using the new ICTs and ODL are presented. Problems and challenges are discussed

Listening with mobile devices: An ecological approach to context-embedded learning

This presentation at the Computer Assisted Language Instruction Consortium (CALICO) conference discussed a design-based research study which investigated and refined the best design principles for listening tasks using mobile devices. The participants in the study were overseas-trained professionals needing to improve their English listening skills in order to better and more fully participate in Canadian society and as professionals in their areas of training. By using mobile devices, participants were able to interact with real language, real people and in real-life contexts, in which they collected samples of English being used outside of the classroom and interacted with both classmates and people in the streets using support accessed through their mobile devices. The theoretical basis for the design approach taken used a newly emerging theory called ecological constructivism to describe and predict how these learner-participants interacted using English and learned new vocabulary, expressions and information about the city in which they live.This presentation discusses a design-based research (DBR) study into effective design for teaching listening in the real world using mobile devices. An emergent theory of learning, ecological constructivism (EC), was chosen as the theory that best fit the learner interactions, as well as the affordances and constraints presented by the real-world learning environment. This DBR project was an ideal vehicle to iteratively test and refine the EC theory and its various constituent principles. EC is discussed as a theory that both accommodates and explains context-embedded language learning. A brief overview of the study and its results is also presented