THE 12 T H OMAN INTERNATIONAL ELT CONFERENCE“QUALITY IN ELT: RAISING PEDAGOGICAL

STANDARDS”APRIL 18-19 , 2012

LISA A . RUTHERFORDUAE UNIVERSITY

AL AIN, UAE

Omani Perceptions on Integrating Technology in

EFL

I WOULD LIKE TO THANK

H.E. DR. RAWIYAH BINT SAUD AL BUSAIDIYAH, MINISTER OF HIGHER EDUCATION

AND THE SULTAN QABOOS UNIVERSITY ELT CONFERENCE

COMMITTEE FOR

ALLOWING ME TO PRESENT MY PAPER TODAY.

Thank-You

PRESENTATION’S AIMS

This presentation addresses the following aims of theconference theme, “Quality in ELT: RaisingPedagogical Standards:”

Professional DevelopmentTeaching and Learning EnvironmentsMethods and MethodologyCurriculum, Design, Implementation and EvaluationELT ResearchEducational Technology

AGENDA

OVERVIEWABSTRACTLITERATURE REVIEW & LEARNING

MODELSHYPOTHESISSUBJECTSMETHODRESULTCONCLUSION

OVERVIEW

In this case study, 34 Omani Educational Technology students were engaged in task-based and project-based learning.

They were given instruction on EFL educational theory and were tasked to create educational materials to support learning outcomes.

These materials included presentations, videos, flashcards, interactive quizzes, and a class website.

At the end of the course, students were interviewed and given a research questionnaire about their Web 2.0 design experience.

ABSTRACT

This study examines Omani pre-service teacher attitudes toward integrating Web 2.0 technology in the EFL classroom. Thirty-four Omani EFL education majors participated in this six-month study. The results show a high degree of confidence of technical abilities among participants. A majority of the participants expressed confidence to design course materials using Web 2.0 technology and many planned to use their newly-acquired technology skills in their EFL classroom. This study also presents an educational technology model.

TWO TRENDS EMERGE

Literature Review

LITERATURE REVIEW

In previous studies:

70% of education majors (pre-service teachers) felt that a classroom computer would make them more effective educators. (Agyei, 2011).

However, in a study of teachers who have graduated, only 28% felt they understood the relationship between educational software and the curriculum. (Ntuli, 2011).

LITERATURE REVIEW

Two trends have emerged in recent studies involving technology education of education majors (pre-service teachers)

Trend 1: A curriculum without an educational model has not effectively integrated technology into teacher training, resulting in ineffective teacher training.

Trend 2: A curriculum that uses an educational model in the integration of technology into teacher training which effectively prepares educators.

LITERATURE REVIEW

Trend 1: Ineffective technology training not based upon an instructional model:

Lack of Student Teacher Confidence: 16.7% of education majors felt they understood

educational technology (Agyei, 2011). 3.35% felt confident that they could apply what they’ve

learned. (Agyei, 2011).No Application of Theory

Observation: No integration of technology during student teaching practicum. (Techlehaimanot, 2011)

Observation: No integration of technology written in student teachers’ lesson plans. (Techlehaimanot, 2011)

LITERATURE REVIEW

Trend 1: Ineffective technology training not based upon an instructional model: (continued)

Lack of “Hands-On” Experience 4.3% pre-service teachers have created an educational

website (Kumar, 2011) 9.8% have created educational videos and electronic

portfolios (Kumar, 2011) 13% have created educational web pages (Kumar,

2011)

LITERATURE REVIEW

Trend 2: Effective technology training based upon an instructional model:

High Teacher Confidence 85% of pre-service teachers are confident in their ability to

use technology to enhance teaching. (Jordan, 2011) 76% can select technologies appropriate for content

enhancement and educational use. (Chai, 2011)Effective Application of Theory

84% pre-service teachers can use technology to enhance learning & 86% can use technology to enhance content (Jordan, 2011)

73.9% of pre-service teachers can combine content, technology and methodology to present lessons. (Chai, 2011)

LITERATURE REVIEW

Trend 2: Effective technology training based upon an instructional model: (continued)

Educational Technology is Used Purposefully 72% pre-service teachers can use technology to

develop materials. (Yardakul, 2011). 75% can use technology to develop student learning

activities based upon student needs. (Yardakul, 2011).

TWO CURRENT MODELS:CPK & TPACK

ANDONE PROPOSED MODEL

EDUCATIONAL MODELS

EDUCATIONAL MODELS

KNOWLEDGE OF EDUCATIONAL CONTEXT

PEDAGOGICAL KNOWLEDGE

CONTENT KNOWLEDGE

CPK MODEL

(Shulman, 1987)

EDUCATIONAL MODELS

TECHNOLOGICAL KNOWLEDGETECHNOLOGICAL

PEDAGOGICAL KNOWLEDGE

TECHNOLOGICAL PEDAGOGICAL CONTENT

KNOWLEDGE

CONTENT KNOWLEDGETECHNOLOGICAL CONTENT

KNOWLEDGEPEDAGOGICAL CONTENT

KNOWLEDGE

TECHNOLOGICAL KNOWLEDGEPEDAGOGICAL KNOWLEDGE

TPACK MODEL

(Cox & Graham, 2009; Mishra & Koehler, 2006; Shulman, 1986)

LEARNING MODEL USED IN THIS STUDY

• Learning ELT Methods and Educational Theory

• Instructional Design

• Learning Core Competencies

• Instructional Delivery

Integration of Technology into Curriculum

Computer Skills Foundation English

ELT Methods

LinguisticsEducational Methods

Implement ELT Methods into Instructional Design

LEARNING MODEL USED IN THIS STUDY

Instructional

Design

•Combining Text, Pictures & Sound•Presentations•Audio•Video•Interactive Exercises & Activities•Class Website

Instructional

Delivery

•Introduction of Key Concepts•Presentation of Thematic Units•Reinforcement of Prior Learning•Autonomous Learning•Assessments (Exercises, Quizzes, Exams)

PROJECT-BASED LEARNING USING

WEB 2 .0 DESIGN

Study Presented

HYPOTHESIS

1. What are Omani pre-service teachers’ perceptions on Web 2.0 instructional design?

What are Omani pre-service teachers’ perceptions on integrating Web 2.0 technology in the EFL classroom?

SUBJECTS

In this case study, 34 Omani second-year EFL students were enrolled in Educational Technology, a required course for all EFL Education majors.

All participants had a background in computer technology and English education theory.

All of the participants had received training in computer skills, English grammar, English writing, linguistics, syntax, morphology, and young learner education.

METHOD

During a 15-week course, students were tasked to design an online English course (K-12).

Four educational technology projects were assigned and evaluated.

The software students used included: Word, PowerPoint, MovieMaker, Softoria, Audacity & Lame, and an online webhosting program in .php format at http://www.000webhost.com

The project assignments can be found at the class website at: http://www.teachenglish.netai.net

During the 13th week, students were given a 9-question Likert questionnaire and an interview.

PROJECT DESCRIPTION&

PROJECT EXAMPLES

METHOD

PROJECTS

WEEK PROJECT THEORY (LECTURE)

Weeks 1-2 Initial Homepage Design What is Ed Tech?Student Centered-LearningE-LearningIllustrating Educational Materials

Weeks 2-4 Young Learner Projects The Young LearnerEmergent ReadersSight WordsWeb DesignWebsites for the Young Learner

Weeks 4-7 Intermediate Learner Projects

Materials DevelopmentCreating Audio FilesCreating VideosCreating Assessments

Week 7-12 Advanced Learner Projects DocumentariesStandardized TestingAssistive Technology for the Disabled

Final Project Final Presentation Final Presentation

Project 1 Evaluation (Week 2)

Task Description Yes No Points Comments

√ Has website URL address

√ Has initial website template design

√ Has Homepage

√ Has Young Learner Page

√ Has Advanced Learner Page

√ Has Contact Page

√ Has E-Mail Address

√ Has No Spelling Errors

√ All Web Pages Are in Order

TOTAL

STUDENT PROJECT #1 (CREATE A HOMEPAGE)

STUDENT PROJECT #1 (CREATE A HOMEPAGE)

STUDENT PROJECT #1 (CREATE A HOMEPAGE)

Project 2 Evaluation (Week 4)

Task Description Yes No Points Comments

√ Homepage with Educational Message

√ Has Young Learner Page

√ 4 Subpages Under Young Learner

√ Has Puzzles Page

√ Has Flashcard Page

√ Has Young Learner Website Page

√ Has Young Learner Video Page

√ Has No Spelling Errors

√ All Web Pages are in Order

TOTAL

STUDENT PROJECT #2

STUDENT PROJECT #2

STUDENT PROJECT #2

Project 3 Evaluation (Week 7)

Task Description Yes No Points Comments

√ Story for Intermediate Learners

√ Illustrations for Story

√ Story in Layout Format

√ Quiz in Hot Potatoes

√ Quiz Answers

√ Websites for Intermediates

√ Downloads

√ Age Appropriate

√ Content Appropriate

STUDENT PROJECT #3

Quiz Answer Key

Student Project #3

Student Project #3

QUIZ ANSWER KEY

STUDENT PROJECT #3

Project 4: Documentary Evaluation (Week 12)

FORMAT YES NO COMMENTS

TITLE, AUTHOR

LENGTH (5 MINUTES)

THEME

CONTENT BASED THEME:

AUDIO

NARRATIVE

MUSIC

VISUAL

PHOTOS

VIDEOS

MATERIALS

READING, TESTS, VOCABULARY

Project 4: Documentary Evaluation (Week 12)

STUDY QUESTIONNAIRE &

INTERVIEWS

WEEK 13

Study Questionnaire

5 4 3 2 11 I have designed a website before taking educational

technology.2 I have designed and owned my own website before taking

educational technology.3 I didn’t know how to design a website before educational

technology.4 I like designing websites.5 I think that web design in educational technology is

difficult.6 I think web design is fun and interesting.7 I want to keep my website.8 I want to create a website for my future classes.9 I would like to learn more about web design in the future.

STUDENT INTERVIEW

1. What do you think about web design? Is it helpful? Difficult? Useful?

What do you think of software such as Hot Potatoes? Will you use Hot Potatoes in the future?

STUDENT SURVEY

RESULTS

RESULTS (Study Questionnaire)

5 4 3 2 11 I have designed a website before taking educational

technology.0 2.9 0 20.5 76.4

2 I have designed and owned my own website before taking educational technology.

0 2.9 88 26.4 61.7

3 I didn’t know how to design a website before educational technology.

64.7 23.5 5.8 2.9 2.9

4 I like designing websites. 55.8 44.1 0 0 0

5 I think that web design in educational technology is difficult.

2.9 8.8 26.4 52.9 8.8

6 I think web design is fun and interesting. 50 32.3 11.7 2.9 0

7 I want to keep my website. 76.4 20.5 2.9 0 0

8 I want to create a website for my future classes. 58.8 29.4 11.7 0 0

9 I would like to learn more about web design in the future. 58.8 29.4 11.7 0 0

Agree Disagree

RESULTS

Most students had no Web 2.0 design experience prior to the course.

96.9% have never designed a website before.88.1% have never owned their own website

prior to the course.88.2% didn’t know web design prior to the

course.

RESULTS

At the end of the course, a majority of the participants expressed confidence to design course materials using Web 2.0 technology.

99.9% of the students liked designing websites.82.3% found web design fun and interesting.61.7% didn’t find web design difficult and only

11.7% found web design difficult.

RESULTS

Many planned to use their newly-acquired technology skills in their EFL classroom in the future.

96.9% want to keep their website.88.2% want to create a website for future

classes.88.2% want to learn more about web design

in the future.

STUDENT INTERVIEWS

RESULTS

RESULTS (INTERVIEW)

1. What do you think about web design? Is it helpful? Difficult? Useful?

(Student # 7) “It is helpful for me because it is not only teaching me how to create a website, but it also taught me how to deal with similar situations in the future. One day I may use it for classes or even groups or communities in school.”

1. What do you think about web design? Is it helpful? Difficult? Useful?

(Student #10) “It is not that difficult. It is useful because it gave us ideas about how to include technology in teaching. And it keeps our things organized and people may visit it and learn a lot.”

1. What do you think about web design? Is it helpful? Difficult? Useful?

(Student # 16) “Web design is useful. The teacher can benefit from it by presenting videos or pictures to students.”

RESULTS (INTERVIEW)

1. What do you think about web design? Is it helpful? Difficult? Useful?

(Student 21) “ I think it is helpful because it can help teachers to do their lessons easier and it can help the students to understand their lessons in a new way. I think it is useful too because you can save the lessons and students can use them any time.”

RESULTS

1. What do you think about web design? Is it helpful? Difficult? Useful?

(Student # 24) “I think it is very helpful to communicate with learners of any age and it is available 24 hours a day.”

IMPLICATIONS FOR FUTURE RESEARCH

1. What do you think about web design? Is it helpful? Difficult? Useful?

(Student #33) “I think that web design is useful for us as students and teachers (as we are going to be that soon). Actually, this is the most interesting semester I have had since I entered this college.”

RESULTS

What do you think of software such as Hot Potatoes? Will you use Hot Potatoes in the future?

(Student #9) “ Yes, I will use it in the future with my students. I will make exams by using Hot Potatoes.”

(Student #11) “I think Hot Potatoes is a very useful program. It is useful for making exams and competitions on the computer.”

(Student #12) “We could use Hot Potatoes to make various tasks that are well organized.”

CONCLUSION

Effective technology training must be based upon a proven educational model.

This results in higher teacher confidence. A thorough understanding of educational

theory leads to a more purposeful use of educational technology.

THANK-YOU FOR

ATTENDING MY PRESENTATION

The End