Attitudes to technology Janaina Cardoso APLIERJ / UERJ/ Celing [email protected] .
Transcript of Attitudes to technology Janaina Cardoso APLIERJ / UERJ/ Celing [email protected] .
Attitudes to technology
Janaina CardosoAPLIERJ / UERJ/ Celing
Attitudes to Technology
• Introduction• Generation Y• Hadfield’s pyramid• Attitudes to technology
Cacique Almir, Paiter-Suruí tribe, Rondonia
Almir Suruí: Elected one of the most creative leaders in the business world by the American magazine "Fast Company, he uses/prescribes technology to preserve traditions
urgos4patas.blogspot.com.br/2012/06/cacique-de-cocar-terno-e-iphone.html
Introduction
Generations
•1946-1964
•post-war
The Baby Boomer Generation
•1965-1980
•Working, independent and skeptical
Generation X
•1981-1999
•confident and technologically advanced, and they come with a sense of entitlement
Generation Y
•2000-present
•A group that has received little attention in the literature thus far.
Generation Z
(Reilly 2012:03)
Gen Y characteristics
• tech-savvy• balances personal and work lives• kinesthetic and visual• feedback-dependent• predilection for entertainment and games• redefine respect• seek a purpose and a passion• read less and less well• Gen Y and academic dishonesty
Generation Y
Hadfields’ reversed pyramid
(Harmer 2007:175)
Hadfields’ reversed pyramid
Language labs, videos , computers, PowerPoint
Cassette recorders, OHPs, photocopiers
Whiteboards, books
Paper and pens
Blackboard
Nothing
(Harmer 2007:175)
‘Other way up’ resources pyramid
(Harmer 2007:176)
‘Other way up’ resources pyramid
People
Real life
Blackboard
Paper and pens
Whiteboards, books
Cassette recorders, OHPs, photocopies
Language labs, videos , computers, PowerPoint
(Harmer 2007:176)
Attitude to technologyI can never get into the computer room in class time – it’s always being
used.
Using computers isn’t interactive. My students
could do computer work at home.
I don’t know anything about
technology!
I don’t like them, so I don’t see why I should
use them in the classroom,
Why use computers anyway? We’ve got a
perfectly good coursebook.
I’d like to use computers more, but preparing materials is so time consuming.
My students know so much more
about computers than I do.
1
2
3
4
56
7
Technological awareness process
Access Use Knowledge Creativity
Learners profile: now and then
PAST
• Lack of familiarity with technology
• More negative attitude towards technology
• Little access to the Internet• Lack of modern technology at
work• Used to read more• Methodology awareness• Wish for a less traditional
education
NOWADAYS
• More familiarity with technology• Addicted to technology, esp.
social networking • Access to internet on the phone
all the time• Read less and don’t worry about
what other people will think about their posts
• Think more about themselves• Very creative and fun• Lack of methodology awareness
The Course: now and then
PAST • Introducing modern
technologies• Thinking their possible use
in the classroom
• Technology as a useful tool
• Main aim: Change of attitude towards technology
NOWADAYS• Methodology awareness• Rethinking the use of
technology – adapting it to language teaching
• Technology without methodology doesn’t work.
• Technology is just a tool.• Main aim: How to apply
their technology skills to their teaching reality
Findings
• Younger teachers have more access to technology than they used to.• However, they have less methodology
awareness.
• The need for more training and development course.
Findings• There may be a generation gap between
teachers working in the same institution.• There may also be a greater gap between
coordinators and the new generation of teachers.
• More study to understand this new generation as workforce.
The future is now!
Can we still consider the idea of “future” in relation to “modernity”?
Nothing surprises us. What can be considered modern?
5 WAYS TO ATTRACT GEN Y TO YOUR WORKPLACE
• Offer flexibility.• Use technology and social
media as recruiting tool.• Write great job descriptions to
find your best fit.• Develop onboarding programs.• Be their mentor.
(Huhman, Heather 2010)
Homework Reflection• How does this may affect the
teaching and learning process? How do you cope with this new reality?
• What about dealing with the “brand-new” Generation Z? What is the next after Z?
• Does the difference between the generations take into consideration teachers’ and learners’ individual learning styles?
• Is there a need to develop different learning strategies depending on the generation?
• What is the role of the teacher/developer in this new scenario?
Reference• Beson, Phil & Voller, Peter (eds.) (1997). Autonomy & independence in language learning. New York: Addison
Wesley Longman.
• Cardoso, Janaina (2010). Tecnologia como uma ferramenta poderosa no aprendizado de idiomas. In Possas, Sandra (org.). Inglês na sala de aula: ação e reflexão. São Paulo: Moderna/ Richmond.
• Cardoso, Janaina (2005). As Estratégias de aprendizagem: eficácia e autonomia na compreensão oral. Niterói: UFF. (Doctorate Thesis)
• Dam, Leni (2003). Developing learner autonomy: the teacher’s responsibility. In Little, D. Ridley, J. & Ushioda, E. (eds.). Learner Autonomy in the Foreign Language Classroom. Dublin: Authentik.
• D’Elboux, Yannik (2010). Aprendizado na era digital. In Profissão Mestre. Ano 11, nº 130 (pp. 15-19)
• Dudeney, G. &Hockly, N. (2007). How to teach English with technology. Harlow: Pearson Longman.
• Frei, S., Gammill, A. & Irons, S. (2007). Integrating technology into the curriculum. Huntington Beach: Shell Education
• Freire, Paulo (1998). Pedagogia da autonomia. SP: Paz e Terra.
• Freitas, Adriano & Leite, Lígia (2011). Com giz e laptop. Rio de Janeiro: Wak Editora.
• Harmer, Jeremy (2007). The Practice of English language teaching. Harlow: Pearson Longman.
• Huhman, Heather (2010). 5 Ways to attract generation Y to your workplace. http://sme-blog.com/guest-blog/5-ways-to-attract-generation-y-to-your-workplace SEP 29, ’10 8:30 AM
• Lewis, Gordon (2009). Bringing technology into the classroom. Oxford: OUP.
Moran, J. M. (2004). Proposta de mudança nos cursos presenciais com a educação on-line. http://www.abed.org.br/congresso2004
Negreiros, T. C. (1999). Novas dimensões da organização: autonomia e afiliação. Programa de Desenvolvimento de Quadro Diretivos. RJ: Senac DN.
Prado, M.E.B. & Almeida, M.E.B. (2009). Criando situações de aprendizagem colaborativa. In Valente, Prado e Almeida (2009[2003]). Educação a distância via Internet. SP:Avercamp. (pp. 195-204)
Reilly, Peter (2012). Understanding and teaching generation Y. English Teaching Forum. Number 1 2012.
Santos, R & Sobrinho, J.C. (2009). Computers and the use of English as a foreign language: access to the diversity of textual genres and language skills. In Tatnall, A. & Jones, A. (2009). Education and technology for a better world. Melbourne: Springer. (pp. 401-416)
Scharle, Ágota & Szabó Anita (2000). Learner autonomy: a guide to developing learner responsibility. Cambridge: CUP.
Silva, Luciana (2010). O uso de tecnologias digitais nas aulas de inglês: um relato de uma experiência. In Possas, Sandra (org.). Inglês na sala de aula: ação e reflexão. São Paulo: Moderna/ Richmond..
Sokolik, Maggie (2001). Computers in language teaching. In Celce-Murcia, Marianne (ed.) Teaching English as a second or foreign language. Boston: Heinle Cengage Learning.
Valente, J. A. (2009). Curso em especialização em desenvolvimento de projetos pedagógicos com o uso das novas teconologias: descrição e fundamentos. In Valente, Prado e Almeida (orgs) (2009[2003]). Educação a distância via Internet. SP:Avercamp. (pp. 23-55)
Ur, Penny. (1996). A Course in language teaching.Cambridge: CUP.