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ICT in teacher education

What can be achieved by using ICT?

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developing ICT skills implementing aspects of autonomous

learning individual learning – adaptation to needs group learning – socialisation developing cultural awareness developing reflection through writing and

discussion improving communication between students improving communication between students-

tutors/lecturers bridging gaps between mentors in schools –

teacher trainees – educational institution

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Intercultural awareness I

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Aims:

• Experiencing the close link between culture and language

• Visualising stereotypes

• Discussing stereotyped views

• Develop intercultural awareness on the basis of reflection

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Has you attitude towards any aspect of British culture changed since you arrived?

I actually have to say that I think I am more critical now. I can’t point out how. I think it is not so much because of my experiences here. It has more to do with that my expectations and opinions of the British and England were too high, since this was a ’dream come true’ for me.I was very positive towards Britain and the British before I came here, but I’m not anymore. I think they are very unhealthy, prude and ’rude in a polite way’.

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I didn’t think the gap between people was that big! (Lack of knowledge)Lots of shabby people.I find it really bad.(I thought England was more modern.)I like Norway better now than before I came to England.

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In what ways, if any, have you changed personally since you arrived in England?

Depressed:More frustratedMore lonelyFeel more insufficientLoss of confidence

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Views on the texts. (Tom, 01.11.2001)

I am surprised by all the negative opinions on Britain.The country may seem to be filled with people only concerned with fotball and pubs, but if you are interested in culture, literature and history, the country is an absolute treasure.

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Continuing the text analysis (Tom, 05.11.2001)

What is your opinion on the texts? Do you think Britain deserves the negative views offered? Many people find the class system to be a relic from an ancient past, but the British are used to it today, and it does not mean that Britain struggle more than others with issues like human rights, equal treatment of classes, than other Western countries they can compare themself with.

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Intercultural awareness II

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Aims:

•Planning a lesson/period for teaching and learning culture

•Reflecting on the programme through discussion

•Exchanging ideas

•Feedback on programme from students and tutor

•Assessing the programme after implementation

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Aims of project

Discuss various aspects of teaching with the aim to enhance learners’ intercultural awareness.

You are asked to do the following:

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Week 9Plan a lesson/lessons/a period where you focus on cultural aspects of foreign language learning. (You may already have planned this during your first weeks in school.)

Present you programme/plan in LUVIT with your comments.

Aspects that you might want to consider while planning the lesson(s)/period:

AimsContentTimeProceduresMediationAssessment

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What is intercultural awareness?

What might be the content?

What learning materials are needed?

How can the learners be given a certain amount of choice?

What are possible classroom procedures?

How can I mediate?

How can the learning processes be assessed (by you/by the learners)?

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Week 10Comment on and discuss the programmes presented in the forum (LUVIT).This discussion could give you useful ideas for your own teaching. You may may want to consider the above questions when you comment/discuss.

Weeks 11 - 14 In the course of your remaining teaching practice period you should try out your programme in the classroom. Adjust it according to the feedback you have been given if you want to.

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Week 15Write a short text assessing the classroom experience related to your programme in LUVIT. When assessing your teaching programme, you may want to consider what the learners achieved with regard to the following:

Cultural knowledgeIntercultural competenceIntercultural awareness

Any adjustments that you have made in your programme should be mentioned. Remember that aspects which were not successful are as interesting as the more successful ones.

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Example of students’ work on intercultural awareness

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Theoretical concepts

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Aims:

•gaining knowledge of theoretical concepts

• interpreting and understanding theoretical concepts

•understanding the importance of theory in relation to practice

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Proximal zones

”..The distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers.” (Vygotsky 1978:86)

The concept of proximal zones is often used to legitimise a socio-cultural view of learning:

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Knowledge and understanding constructed by the individual through social interaction, dialogue and cooperation

Language is the central cultural tool, mediating learning

To learn is to be socialised into a learning culture, the culture of a subject, and a community of practice which exists within the culture of that subject

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Stories

”We achieve our personal identities and self-concept through the use of narrative configuration, and make our existence into a whole by understanding it as an expression of a single unfolding and developing story”

(Polkonhorne in Bruner 1990: 115)

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Examples of other concepts

Situated learning Genre Autonomous learning Dialogue Intercultural awareness Communicative competence Collaborative learning Reading and interpretation Meta-language Open learning situations The instrumental mistake Authentic texts

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TEXT COMPETENCE

Presentation and discussion of learners’ texts

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Ideas to help you get startedBelow you will find some ideas as to what tofocus on when analysing the learner text thatyou have chosen. These are only suggestions,and you are free to select aspects which are notmentioned here.

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In your text, the suggestions below should all be related to the overall theme of developing the EFL learner’s textual competence and genre awareness.

• Process writing• Motivated shifts in verb forms • Coherence and cohesion• Aspects related to genre and genre conventions• A discussion of the different elements or sub-

competences of communicative competence using the learner text as a starting-point.

• Rhetorical organization (macrostructure).• A discussion of aspects of communicative language

teaching using the learner text as a starting-point.• A discussion of the types of writing tasks used at this

level using the learner text as a starting-point.(Aud Solbjørg Skulstad)

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http://webstudent.uib.no/ipp