1. ELIN005/ICTIrina Elgort, CAD / LALSVictoria University of Wellingtonirina.elgort@vuw.ac.nz

2. 2Outline1. ICT in language learning and teaching (LL&T)2. Identifying affordances of technology for LL&T3. Principles of using technology in LL&T4. Trends in TELL/CALL outline 3. 3ICT in language learning andteaching? Tutor/Tool framework (Levy, 1997)Aligning: Technology & teaching philosophy/approach Technology & teaching/learning goals Technology & language areas and skills Topic 1 4. 4Tutor/Tool framework and beyondTutor: 1) intelligent provides feedback/evaluation; 2) includes content, e.g. contains dictionaries/libraries/data) 3) teacher involvement is not critical or redundantTool: 1) enables activities, improves efficiency of work;2) does not evaluate; 3) teacher involvement is necessary or desirableDigital content / repositories / databases Video: TED, YouTube, Vimeo Image repositories: Flicr, ArtStor, Google Images Music repositories: NaxosMusic Text: Project Gutenberg, Google booksBlends Content + tutor Tutor + toolVirtual Learning Environments/Learning Management Systems Moodle, Blackboard, Sakai, Desire2Learn,Drupal, Instructure Topic 1 5. New ways of categorizing CALL5 levels of technologies (Levy, 2010):1. Concrete level physical / material form (hardware-based) mobile phone, video cameras, voice recorders, MP3 players2. Management level LMS, VLE, Distance LL environments3. Applications and tools level Word processors, CMC applications, email, chat, blogs, videoconferencing + specific applications (MS Word, PowerPoint, DreamWeaver, Audacity)4. Resource level authentic materials, e.g. online newspapers, books, online TV, language tutors and website for language learning5. Component technologies form part of a larger entity, such as a parent program, e.g. spell and grammar checkers, electronic dictionaries, glosses, multimedia annotation tools, reviewing tools (e.g. track changes, comments in MS Word). 6. 6Align technology & teaching philosophy / approachLearning Theory Format Application / UseBehaviorism (learning Variety of drill-and-practiceIndividual instructive tools:utilizing the stimulus-response programs e.g., language labs focusedapproach)on structure drills.Repetition, retrieval & positivereinforcementCognitive approach (focused Tutorials and informationInformative tools:on the learning processes ofdatabases; making sense Encyclopedia, Wikipedia,the individual) The frequency approach (seeInternet resourcesNick Ellis)Corpus and data-driven learningConstructivism (knowledge Individual generic purpose Individual constructive tools:is actively constructed by thetools used in project-basedword-processors, presentationlearner)and inquiry-based learning software, simulations, hypertext and hypermediaSocial Constructivism (theCollaborative/cooperativeSocial communicative /role of social and cultural generic environments constructive tools:variables in learning; learningcommunication tools andoccurs in social contextsenvironments - e-mail, onlinethrough interaction).forums, AV conferencing, blogs; computer-mediated collaborative environments.Topic 1 7. 7Align the use of technology & teaching/learning goalsHow much guidance is needed? Tutor, tool or both?How much content adaptation is needed? Howauthentic does the input need to be? Who are your learners? Children, young adults, adults Level of learner autonomy What do they already know (needs analysis) Access to technology Why are they learning English? Motivational aspects Anticipated language use Topic 1 8. Align technology & languageknowledge / skills / curriculum strands GrammarExercised / Corpus-based Vocabulary Flashcards / Text-based PronunciationPractice feedback ReadingAuthentic / simplified WritingMultiple forms, authorship ListeningAuthentic with support Speaking VoIP CultureNews / Video / CMCThe English Learning WikiTopic 18 9. 9Identifying technology affordances forLL&TThe educational worth of the tool: Pedagogical affordances implementations of pedagogicalapproaches: Teaching: Does the tool/program support teacher-, learner or learning centred approaches? What SLA theory is it aligned with? Learning: Is the tool/program able to support the learning activity students are required to complete? Social affordances Does the tool support diverse means of communication? (voice/face/body) Communication: synchronous / asynchronous / bothThe potential of the tool in materializing and actualizing theeducational intent: Technological affordances the usability of the technological tool in accomplishing tasks efficiently and effectively (based on Fareed, 2010) Topic 2 10. TaskThe communication tools and technologies below arenot designed for language teaching. Evaluate theirpedagogical, social and technological affordances forteaching intercultural communication. Email Text-based chat-rooms Asynchronous discussion forum Blogs Skype / Tango Virtual worlds Podcasts/Vodcasts 11. 11Principles of using technology in LL&TNina Garrett (2009) Tutorial Engagement with authentic materials CommunicationLevy & Stockwell (2006): Any language teaching/learningapproach which fails to focus on accuracy and form as well asfluency and meaning, or vice versa, is destined to have onlylimited success.Donaldson & Haggstrom (2006: ix) highlights the importance offacilitating the learning process through the partnership ofpedagogical expertise and technological innovation. Topic 3 12. 12Effective principles of teaching andlearning Know the learner - build on prior knowledge (needs analysis /pre-testing / personal profiles) Identify the learning outcomes including the language demandsof the topic (use vocabulary profilers and other text analysistools) Help students achieve the learning outcomes usingdifferentiated levels of support (more than one difficulty level) Provide multiple opportunities for authentic language use Ensure a balance between receptive and productive language Provide opportunities for fluency developmentbased on the CLESOL 2012 paper by Bedford, Matthews &Gibson.See also http://www.ellinz.vln.school.nz http://esolonline.tki.org.nzTopic 3 13. ReferencesBedford, J., Matthews, B., & Gibson, J. (2012). Teaching not tools - using an online programme to accelerate student learning. CLESOL 2012, Palmerston North.Donaldson, R. P., & Haggstrom, M. A. (Eds.). (2006). Changing language education through CALL. New York: Routledge.Fareed, W. (2010). Affordances of an audioblog and suggestions for its recruitment and use in oral lessons. ICT for self-directed and collaborative learning, 70-79. Singapore: Pearson/Prentice Hall.Garrett, N. (2009). Computer-assisted language learning trends and issues revisited: Integrating innovation. The Modern Language Journal, 93, 719-740.Levy, M. (2010). Developing the language skills: Aligning the technological tool to the pedagogical purpose. In C. Ward (Ed.), New Technologies & Language Learning. Anthology Series 51 (pp. 16-27). Singapore: SEAMEO Regional Language Centre.Levy, M. (2009). A tutor-tool framework. In P. Hubbard (Ed.), Computer-Assisted Language Learning, Volume 1, Foundations of CALL. Critical Concepts in Linguistics (Chapter 2, pp. 45-78). Routledge. New York.Levy, M. (2009). Technologies in use for second language learning. The Modern Language Journal 93: 769-782.