ILTA 2008
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Transcript of ILTA 2008
Best Practices in Using Technology to support
Language Teaching and Learning
Dennie HoopingarnerMichigan State University
November 7, 2008
Four myths about technology• Robert Blake “What Language Professionals Need to Know about
Technology” ADFL Bulletin Spring 2001
• There is a “technology”• Technology = methodology• Today’s technology is all you need to know• Technology will replace teachers
Myth 1: There is a “technology”
What is technology?
What is “technology?”
• Computer• Overhead projector• Smartboard• DVD player• DVR• Cell phone• Telephone• iPod
• Document camera/ELMO
• PDA• Transporter• Replicator• Light saber• Hyperdrive• Cylon brain downloader
Do you have to “know” all these in order to “know” technology?
Lumping all technology together into a monolithic entity
is overly simplistic and discouraging
Different technologies are suitable for different pedagogies
Best Practice:Recognize that “technology” can
mean many different things
Myth 2: Technology = methodology
Technology is not a methodology
• Saying “I teach with technology” is as meaningless as saying “I cook with heat”
• That tells me nothing• Teaching is teaching, technology is a TOOL• Does chalk teach? Does a hammer build a
house?• Teachers teach with technology, technology
doesn’t teach for teachers
Best Practice: Enhance your teaching methods and personal
style with technology
Myth 3: Today’s technology is all you need to know
Remember this?
Many innovative applications
• A La Rencontre de Philippe• Destinos• Video clips, simulations, language in context• Revolutionary multimedia language teaching
What happened?
• Innovation• New technology that was:– Smaller– Better– Cheaper– Portable
Which would you rather use?
What about the investment?
• Time, Effort, Money• Development of content• Facilities changes• Curriculum• Credibility of the technology’s proponents
It wasn’t wasted
• We learned a LOT about language teaching• Technologies of yesterday inform the
development of tomorrow’s technologies• Similar to language teaching methodologies– Grammar-translation– Audio-Lingual– Communicative– Focus on Form– Constructivist
Lessons learned:
• Technology is a moving target• There will always be a new technology• Next year’s models will be better & cheaper• Doing nothing is not an option:
If you’re not moving forward, you’re moving backwards
Today’s technologies will seem quaint and old-fashioned
before you know it
Best Practice: Keep current
If you aren’t moving forward, you’re moving backward
Myth 4: Technology will replace teachers
What computers can’t do:
• Parse spoken language:“Computers can wreck a nice beach.”
• Process language:"I once shot an elephant in my pajamas. How he got in my pajamas I'll never know" --Groucho Marx
• Convince a human being that the computer is human (Turing Test)
What do language teachers do?
• Listen to students and correct their language• (Parse spoken language)• Guide the development of students’
interlanguage• (Process language)• Interact with learners• (Have learners communicate with you as if
you are human)
It is very difficult for computers to do with language what humans can do very easily
Any teacher that can be replaced by a computer,
should be replaced by a computer
Best Practice: treat technology as a partner, not as a competitor
The four myths:
• There is a “technology”• Technology = methodology• Today’s technology is all you need to know• Technology will replace teachers
Principles of using Technology
Technology as a RAT
• Replace teaching tasks• Augment aspects of teaching• Transform the learning experience
Example: Replace
The Oral Interview
The Oral Interview
• German 101 Interview• Mid-point in first semester• Diagnostic activity: “touch base”• Short, 4-5 question interview• Old way: schedule interviews with teachers• New way: simulated interview with software
program
Technology: Conversations
• Record questions for students• Simulate an interview• Students access the program online• Collect students’ responses• Replace student-teacher interaction with
student-computer-teacher interaction
See it in action:
http://clear.msu.edu/teaching/online/mashup/view.php?ID=MjQ0OA==
Example: Augment
Homework as Formative Assessment
Homework as Formative Assessment
• Speaking assignments: audio cassettes• Writing assignments: drafts and red pencils
Technologies:
• Audio Dropboxes: tool for online speaking assignments
• Revisions: tool for process writing
See it in action:
http://ria-clear.blogspot.com/
Example: Transform
Constructivist Language Learning
Constructivist Language Learning
• Theory: learn by creating knowledge• Research on technology and learning• Cf Chomsky’s theory of language acquisition
Technology: Mashups
• Authoring Tool• Create interactive, multimedia web pages• Combine data from many sources• Easy to use• Students learning by creating teaching
materials that help them learn
These tools are free and available:
http://ria.clear.msu.edu/
See it in action:
YouTube: http://clear.msu.edu/teaching/online/mashup/view.php?ID=MTEx
Integrated: http://clear.msu.edu/teaching/online/mashup/view.php?ID=Mzcx
Best Practice:Use technology when
(and only when) there’s a good reason to use it.
Corrollary: “Because it’s cool”
is not a good reason.
Technology in the context of standards and skills
Its role, functions
ACTFL’s Standards
• Communication• Cultures• Connections• Comparisons• Communities
Four Skills
• Listening• Reading• Speaking• Writing
Technology is neither a language standard nor a language skill
Where does it fit?
Filling in a Matrix?Listening Reading Speaking Writing
Communication
Cultures
Connections
Comparisons
Communities
Bridge gaps?
Listening Speaking
Reading Connections
Communication Comparison
Sticks things together?
Regardless, technology CAN
• Streamline teaching• Individualize learning• Allow teachers to do some new things
Sure bets about technology:
• You will always know less than you want• You will always be discovering new things• It will always cause problems• It will always be changing• It will never go away
Best Practices
• Be open to thinking outside the box– Recognize the potential of technology– Look for ways to RAT teaching
• Stay grounded in good pedagogy– Don’t get “wow’ed”– Include technology when it makes sense to you– Treat technology as a means to an end, not as an
end in itself– Trust your instincts as a teacher
To sum it all up:
• Good teaching is good teaching• Teaching and learning can both benefit from
the judicious inclusion of technology• How to do that is up to you to decide
Thank you!
http://ria.clear.msu.edu/