a model for learning how to teach advanced literacy skills via computer mediated communication...

A Model for Learning How to Teach Advanced Literacy Skills via

Computer Mediated Communication

איליין חוטר

מנחים:

פרופסור נאוה בן צבי

פרופסור אדי לבנסון

איליין חוטר - סמינר נובמבר 2000

What can the Internet add What can the Internet add to Teaching ?to Teaching ?

• group interactiongroup interaction

• individualizedindividualized• equalityequality• collaborationcollaboration• student –teacher relationship- student –teacher relationship-

change in pedagogychange in pedagogy


Research QuestionResearch Question

Through monitoring the process of pre-service teachers during and after learning through the proposed model for the CMC course “English Through the Internet”, how far is the learning through teaching process effective?


What models have been used What models have been used to encourage teachers to to encourage teachers to

integrate the Internet in their integrate the Internet in their classrooms?classrooms?

Model I: give student teachers courses Model I: give student teachers courses in computers.in computers.

Rationale: the teachers will learn how Rationale: the teachers will learn how to use WORD, the Internet etc and will to use WORD, the Internet etc and will want to use it in their classeswant to use it in their classes


Learn how to use technologyLearn how to use technology

Talk about what you Talk about what you couldcould do do in the classroomin the classroom

YYou don’t get to experience ou don’t get to experience first hand- a “different” type first hand- a “different” type of learningof learning

but can’t apply the technologybut can’t apply the technology in the classroom in the classroom


Model II: Technology Model II: Technology InfusionInfusion

aspects of technology put into different aspects of technology put into different subject matter coursessubject matter courses

long-term long-term exposure to exposure to technology technology and and technology technology modeling modeling within within subject subject mattermatter

not necessarily not necessarily transfer from the transfer from the course to actual course to actual teachingteaching

No assurance that No assurance that the subject matter the subject matter teachers model teachers model “good” use of “good” use of technologytechnology


What might work?What might work?

prospective teachers study and prospective teachers study and

reflect on the efforts of existing reflect on the efforts of existing teachers who have incorporated teachers who have incorporated technology into their classroom technology into their classroom practices.practices.

these lesson plans are not at our these lesson plans are not at our disposaldisposal

Model III: Case-based teacher Model III: Case-based teacher educationeducation


assessment &evaluation

Model IV: An Alternative Model Model IV: An Alternative Model for Preservice Trainingfor Preservice Training

preserviceteachers

EFLTeachers

pupils

methodologyand pedagogy

buddy &mentor

instructor

course content

איליין חוטר - סמינר נובמבר 2000Elaine Hoter Oct'99Elaine Hoter Oct'99

InteractionInteraction

preservicepreserviceteachersteachers

pupilspupils InternetInternet

instructorinstructor instructorinstructor

22FF

F F

InternetInternet

Course Course contentcontent

Queries, administrationQueries, administrationtechnology, problemstechnology, problems

Reflective Reflective dialogue journalsdialogue journals

forumsforums

Interact with course Interact with course material bibliography material bibliography and links,and links,Publish finished Publish finished assignmentsassignments

Interaction, Interaction, collaboration collaboration

mentor & mentor & buddy: giving buddy: giving feedback, feedback, motivating , motivating , empathizingempathizing

Help with Help with technologytechnology

FF22

inte

rnet

inte

rnet

FF

איליין חוטר - סמינר נובמבר 2000Elaine Hoter Oct'99Elaine Hoter Oct'99

InteractionInteraction

preserviceteachers

pupils

Teachers of EFL

instructorInternet

course content in

ternet

F 2

F

F 2

F

Internet


Research QuestionsResearch Questions

Through monitoring the process of pre-service teachers during and after learning through the proposed model for the CMC course “English Through the Internet”, how far is the learning through teaching process effective?


The process will be monitored The process will be monitored and examined through data and examined through data

collectioncollection

interviews with the participants during and after the course, (up to two years after the course)

preservice teachers email journal reflections,

group discussions,

Assignments and projects teacher observations pre-post questionnaires

on: attitudes to computers computer literacy learning styles knowledge of subject matter


? Will using the model change the attitudes of the participants to using the Internet?

? Will participating in the course supply the students with knowledge of CMC?

? Will the preservice teachers have learned the subject matter, i.e. improving students reading

and writing skills?

? What is the connection between the amount of time the preservice teacher spends working on the computer during and after the course and their attitude to and use of CMC?

? What types of feedback do the preservice teachers use to help the EFL students in their literacy skills?


Stages in Integrating Stages in Integrating technologytechnology

1Stage 1: AwarenessStage 1: Awareness

I am aware that technology I am aware that technology exists but have not used it – exists but have not used it – perhaps I’ve even avoiding itperhaps I’ve even avoiding it

“The computer was my enemy and the Internet was intimidating”


21

Stage 2: Stage 2: Learning the Learning the processprocess

I am currently trying to I am currently trying to learn the basics. I am often learn the basics. I am often frustrated using computers. frustrated using computers. I lack confidence when I lack confidence when using computersusing computers..

“I need more time to practice because I have still not mastered basic computer skills….”


Stage 3: Understanding and application of the

process

321I am beginning to I am beginning to understand the process understand the process of using technology and of using technology and can think of specific can think of specific tasks in which it might tasks in which it might be usefulbe useful


“… “… In fact last week I In fact last week I was able to get was able to get through on the through on the Internet to explore Internet to explore other interests of my other interests of my own. Finally I was not own. Finally I was not blocked by blocked by techno=wierdness on techno=wierdness on computer and I got computer and I got access to several sites access to several sites and downloaded real and downloaded real tangible interesting tangible interesting stuff. “stuff. “

321


Stage 4: Familiarity and Stage 4: Familiarity and confidenceconfidence

4321 I am gaining a I am gaining a sense of confidence sense of confidence in using the in using the computer for computer for specific tasks. I am specific tasks. I am starting to feel starting to feel comfortable using comfortable using the computerthe computer.


““As I began to As I began to build confidence - build confidence - particularly in particularly in building the building the lessons for my on-lessons for my on-line pupil in line pupil in Jerusalem, I found Jerusalem, I found that I was more that I was more tolerant to ask for tolerant to ask for help, explore and help, explore and integrate integrate material”material”

4321


Stage 5: Adaptation to other contexts

54321

I think about the computer as a tool I think about the computer as a tool to help me and am no longer concerned to help me and am no longer concerned about it as technology. I can use it in about it as technology. I can use it in many applications and as an many applications and as an instructional aidinstructional aid..


““Each class would do some research Each class would do some research using the Internet and in groups present using the Internet and in groups present both a written and visual presentation in both a written and visual presentation in front of the class. A bibliography would front of the class. A bibliography would include only websites. Perhaps I’d do this include only websites. Perhaps I’d do this together with the computer course together with the computer course teacher using PowerPoint etc.”teacher using PowerPoint etc.”

54321


Stage 6: Creative Stage 6: Creative application to new application to new

contextscontexts

654321

I can apply what I know about I can apply what I know about technology in the classroom. I am technology in the classroom. I am able to use it as an instructional able to use it as an instructional tool and integrate it into the tool and integrate it into the curriculumcurriculum


“I felt as though I went through a transition process where I learned how to integrate technology in a real teaching situation. I feel I am able to integrate the technology in my class because I practiced dealing with actual learning difficulties and processes with my pupil.”

654321


Stage 7: Widening the Stage 7: Widening the learning communitylearning community

7654321

I know how to integrate the I know how to integrate the technologies to widen the learning technologies to widen the learning community: to form and participate in community: to form and participate in communities and online projectscommunities and online projects with with other teachers, pupils and other teachers, pupils and professionalsprofessionals.


““what I particularly like about what I particularly like about teaching using the Internet is teaching using the Internet is that it encourages learner that it encourages learner independence and allows the independence and allows the students to practice their students to practice their English with people other than English with people other than their teacher.”their teacher.”

7654321


http://www.macam98.ac.il/~elaine/etihttp://www.macam98.ac.il/~elaine/eti


http://vcisrael.macam.ac.ilhttp://vcisrael.macam.ac.il

a model for learning how to teach advanced literacy skills via computer mediated communication...

Documents

subject matter teachers

administration technology

technology modeling

student teachers courses

good use of technology

efforts of existing

prospective teachers

alternative model