Learner-centered Ideas for Using Technology in the Language Classroom

Jonathan Smart

Before we begin…

Please take this quick, 2 question survey for the presentation…

goo.gl/bl0Aq

Overview

Adopting 2.0 tools in the classroom

Using an integrated infrastructure (i.e., Google)

Blogs

Wikis

Google Drive/Docs

Google Hangouts

Technology in language learning

Traditionally Computer-Assisted Language Learning focused on computer-based tutorials and learning programs.

Computers deliver content and activities, users interact with the program (simulated language use limited by parameters of software)

Trends in Language Learning

Language learning: emerging popularity of Communicative Language Teaching and Task-Based Language Teaching.

Socio-cultural model of language learning: learning occurs through meaningful interaction and use of the language.

Internet evolution

Web 1.0 – static websites and destinations. Users access information only.

Web 2.0 – dynamic web destinations, social networking, collaborative development of content.

Web 2.0 & Language learning

Technology does not cause language learning. Technology may facilitate approaches to language learning (Wang & Vasquez, 2012).

2.0 tools allow for sharing, collaborating, practicing speaking and writing with real audiences, communicating with native speakers.

Technical limitations of CALL

Access to software and hardware

Training necessary to understand multiple systems/tools (and instructions challenging)

For 2.0 tools

Multiple logins

Privacy concerns for learners.

Traditional computer labs may be inadequate (microphones, webcams)

Practical idea(s) for technology

How to limit the practical hurdles that can overwhelm the adoption of technology in the language classroom.

Google suite of tools and applications

One login and password for everything

Free and accessible via computers AND mobile devices.

Integration across tools

Privacy, setting, collaborative tools.

Blogs

Blogger (part of Google)

Privacy settings available

Forum for writing and reading…but also listening and speaking.

Course participants have real audience for their language use

Some empirical support for using blogs and wikis (Wang & Vasquez, 2012).

Blogs

What can you do with a blog?

Teacher – Forum for announcements, discussions,

students can comment.

Students – Submission form for projects (class can

subscribe to one another’s blogs) Reflection form/discussion

Other things to do with blogs

Blogs are not limited to writing.

Students can record videos of themselves (e.g., giving presentations) and embed in their blogs.

Students can practice speaking and embed in their blog: Vocaroo – Record short audio and send via

email, create mp3 or link, no account necessary.

Wikis

A wiki is a collaborative website where users can edit and modify the content of the site.

Wikis used in education for project-based learning. Learners create a wiki as an informative website on a particular topic.

Create data-base of information covered in a course (useful for students reviewing for tests)

Wikis at Google

Google Sites is a user-friendly interface for building and hosting websites.

With a Google account you can create multiple, free websites.

Pages are edited in a browser. You can add multimedia from a local computer or from your Google Drive*

Wikis at Google

Here’s how a website at Google works as a Wiki:

Google’s application infrastructure is built around sharing and collaboration.

You can share editing privileges for each page within your website with students (or anyone with a Gmail account).

A quick tutorial.

Wikis at Google A class can work together to develop a website on

any topic

To set up a Google wiki, you must…

1. Design/decide on a topic that relates/reinforces content in the course.

2. Create the Google Site and create subpages for each subtopic.

3. Assign subtopics to small groups of students and share editing privileges with them.

Google Drive

Google Drive

Three key components: 1. Free software for editing and

collaborating on common document types (i.e., Google Docs)

2. Cloud-based storage of your documents.3. An easy way to share your documents

publically.

Google Docs Google Docs is a free suite of software offered

that matches the functionality of Microsoft Office, OpenOffice, or iWork.

Google Docs is web-based (requires internet connection, accessed through a browser).

Google docs are collaborative. Once you create a new document, you can share editing or viewing privileges.

Allows for simultaneous editing of documents with revision history, commenting, and chatting.

Google Docs Applications

1. Spreadsheet: Very similar to Excel/Numbers/etc.

2. Presentation: PowerPoint/Keynote

3. Forms: Easy, very powerful survey tool.

4. Drawing: Create flowcharts, mind-maps, etc.

5. Documents: Similar to Microsoft Word/Pages/etc.

Google Forms

Create quick surveys that can be accessed via any web browser (including smart phones)

Multiple question types possible. Answers anonymous or not. Branching responses.

Responses collected in a spreadsheet.

With learners, use to get their answers on the board, use to respond to in-class tasks (i.e., in group work, the group can submit their ideas here).

Use for quick assessments or surveys in or out of class.

Our survey

Survey Form: goo.gl/bl0Aq

Survey Results: goo.gl/Yx1BR

Google Drawings

Google Document

Google Document composing

Revision history: see all previous iterations of document, see who contributed to the document.

Also chat available for collaborators.

Google Drive

Upload your own documents to Google Drive.

Any document on your drive can be shared publically (to view) or you can share it with collaborators (to edit)

You can link or embed Google Docs onto your blog, wiki, or website.

Google Hangout

Free videoconferencing (up to 10 people)

Allows for App Sharing (share documents, presentations, videos) and Screen Sharing.

Collaborate on Google Documents at the same time.

Can also do a video broadcast to larger audience (who can comment and interact)

Live, interesting, and interactive broadcasts for learners to watch and participate in.

Learner-centered ideas

Reduce hurdles to using technology: focus on language use, not on tech training.

Integrated tools

One login, one password

Ability to control privacy.

Encourage collaboration and negotiation of meaning.

Facilitate task-based learning.

Questions?

Wang, S. & Vasquez, C. (2012). Web 2.0 and

second language learning: What does the

research tell us? CALICO Journal 29(3),

412-430.