1	Technology and Second Language Acquisition: Present Trends and Future Possibilities Deborah Healey English Language Institute Oregon State University deborah.healey@oregonstate.edu http://oregonstate.edu/~healeyd/
2	Objectives Raise awareness about teaching and learning Provide information about approaches to take Encourage action
3	Orange = I agree Green = I disagree The teacher’s main role is to provide information The student’s role is to listen and learn Students should be encouraged to ask questions Students should expect to get answers mostly from the teacher
4	Orange = I agree Green = I disagree There is information that students need to memorize Students need to be able to find information on their own Knowledge and information are the same thing
5	Traditional view of learning “Empty vessel” pedagogy The teacher fills the head of the learner with information, much like pouring water into an empty vessel
6	“Sage on the stage” Students receive information, process, and repeat it There is a goal, and the teacher knows what it is
7	Student role Students gratefully absorb all the information they're given, asking for more
8	Constructivism Learning is Internal, not external Multiple dimensions, not just one Participatory, not passive Part of life and living Testing is Part of the task Ongoing p
9	Schema Learners start with their own background knowledge. Learners build or revise a framework that fits or incorporates the new information.
10	Multiple channels Multiple sources of information Multiple ways to solve problems Multiple levels of learning Multiple types of assessment Multiple people in control >
11	Learning environments Give students responsibility Let them manage their learning Let them work together to learn Make learning meaningful Real situations Encourage active learning Higher level thinking, problem-solving Reflection and sharing
12	Assessment Continuous - student and teacher Reflection Traditional and non-traditional Dynamic Student-centered Multi-faceted Not easy
13	Orange = I agree Green = I disagree Teachers should always appear to know more than students People don’t respect a teacher who doesn’t know the answer to a question People prefer to be passive learners Most people like to learn from lectures
14	Orange = I agree Green = I disagree Multimedia is always a good idea A good lesson can be repeated again and again for several years Adults have different preferences in how they learn Most people know how they learn best
15	Gagné’s steps in design (Bostock 1996) Analyze learning requirements Learning outcomes Learning hierarchy (if any) Internal processes External conditions
16	Select media Learning context Learner characteristics - intelligences and learning styles Select media, looking for multiple channels Different tools, different strengths
17	Design instruction Motivate Consider 9 instructional events Trial runs and formative evaluation Summative evaluation From Bostock, S. (1996). Instructional design - Robert Gagne, the conditions of learning. Online document at www.keele.ac.uk/depts/cs/Stephen_Bostock/docs/atid.htm
18	Nine instructional events Constructivist version Initial steps 1) Gain attention Connect to learner needs Media can be useful – sound, motion 2) Describe the goal Learners help set the goal 3) Stimulate recall of prior knowledge; build framework in collaborative groups Media are very useful – images, sound, concept maps >
19	Sample concept map Help set the framework Concept map – ideas (Inspiration software) Semantic map - vocabulary
20	Constructivist version, cont. Presentation 4) Present the material pose the problem, suggest resources Use multiple media 5) Provide guidance for learning create a learning environment Media-rich, electronic environments 6) Elicit performance have learners create something
21	Constructivist version, cont. Assessment 7) Provide informative feedback (formative assessment) learner reflection; peer comments Online discussion 8) Summative assessment product and process; often alternative 9) Enhance transfer and retention encourage reflection and discussion
22	Getting specific: Current trends in teaching material MS Word – interactive writing PowerPoint Communication resources Hot Potatoes Web resources
23	Word tools Peer editing, teacher comments with Insert Comments Track Changes to show revision Templates to use (download more from Microsoft website) AutoSummarize
24	Track Changes
25	Templates
26	Autosummarize
27	PowerPoint Easy to use Assumes the teacher isn’t just reading Not necessarily linear Internal and external links Multimedia – graphics, sound, video (more later)
28	Exploring PowerPoint Templates - for student and teacher use Appropriate size for viewing Real world skill
29	5-minute reflection What are the roles of teachers and learners? Process writing Insert comments AutoSummarize Where is the “learning space”? Interactive writing PowerPoint
30	Communication resources Keypals Mailing lists Chat Online discussion
31	Keypals and mailing lists Electronic pen pals = keypals Reason to use a foreign language Mailing lists Professional: www.lsoft.org/catalist.html Class: yahoo.groups.com
32	Chat Fluency, not form Needs to be carefully monitored Short activities Class vs public chatrooms
33	Web-based discussion:Nicenet www.nicenet.org Conferencing Link sharing Teachers need to set tasks and monitor results Time to think before writing
34	Hot Potatoes
35	Student-generated pages Motivating In-class or outside audience Hot Potatoes exercises Project reports ThinkWave competitions Watch for copyright violations
36	Web resources: Information Web searching Better done by teachers ahead of time Critical thinking activities Compare and contrast information on different sites References (www.itools.com) Multiple media Graphics, sound, video
37	2-minute reflection Who controls the learning? Keypals Online discussion Hot Potatoes exercises Web-based information What types of lessons would these fit? Where is the “learning space”?
38	Into the Future… New technology Tech trends, positive and negative Intersection of technology and teaching Technology and teachers are changing
39	New technology Instant response hand-held tools Ubiquitous computing Wireless Mobile phones + PDAs Embedded devices Electronic whiteboard, control systems Robots – with voice recognition
40	New ways to use technology Personal portal Your own opening to the Web Custom search engine Links tuned to your previous actions Integration with courseware Easy authoring Automated limits to exploration
41	Tech trends – negative Viruses Corporate vs. open-source software – good for us if open source continues to expand Web advertising, unwanted email messages Privacy concerns Sales over people
42	Intersection of tech + teaching Cheaper hardware and networking Wireless networks make Internet access easier from anywhere More companion CALL websites for texts Templates for CALL material (like Hot Potatoes) Readily available online tutorials >
43	Try thinking constructively... Think of a course or lesson What are the learning objectives? Who is setting them and why? What problem(s) can be posed? How should the learning space be designed? What material is needed? Multiple channels?
44	More... How will learners be supported? Group work, individual interaction Resources available Formative evaluation By learners, peers, teacher Summative evaluation What are some alternative assessments?
45	Quick Assessment Orange = Constructivist Green = Traditional Learning spaces Auditorium Room with tables and movable chairs Teacher moving around the room while students work in groups Teacher at the front behind the desk
46	Quick Assessment Orange = Constructivist Green = Traditional Student activities Hands-on experiments A discussion without a “right answer” Students reading and taking notes Debate Student-created newsletter or other product
47	Reflection What did you find useful? What do you have more questions about?
48	Discussion Discussion/Q&A