J maciaszczyk teacher_ed_workshop_lyon

THE PERCEIVED SUCCESS OF AN ONLINE „ICT FOR ELT” COURSE.

Sylvia Maciaszczyk, M.A.

Warsaw School of Social Sciences and Humanities;

University of Warsaw

Poland

Points discussed here:

EuroCALL Teacher Education SIG. Lyon: 27 May, 2010.

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1. Context of the study

2. Description of the online course

3. Aim, objectives and methodology used

4. Research results and conclusions

Context of the study


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A 12-hour course in the final semester of the MA English Studies programme at Warsaw School of Social Sciences and Humanties

Students: pre-service and in-service teachers (in all contexts), some writing their MA thesis connected with ICT while others have no ICT interest and/or experience. Some do not intend to become teachers.

Aim and objectives


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What content and what design should you use for the ICT in ELT course in this context, with this variety of Ss?

To what extent are Ss dis/satisfied with the course under investigation?

Which elements of the course do Ss like and dislike? How do Ss behave in the course?

Methodology


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Data collection

Teacher observation of the course End-of-course questionnaire In-depth interviews

Data analysis

Quantitative and qualitative

Why an online course?

Ss with all ICT proficiency levels Ss with varied teaching experience Busy Ss, writing their MA theses T’s desire for Ss:

- to learn from one another- to have easy access to Internet resources - to be able to share different perspectives and collaborate on tasks- to develop a positive attitude to technologies for learning- to be able to choose technologies and methods suitable for their context and needs of their Ss


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Course design


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Moodle platform 5 online modules, each open for a month Each module: discussion forum + Internet resources Module 1: Do we need ICT in ELT? Module 2: CMC-based online learning Module 3: Evaluating CALL / online materials Module 4: Webquests and Hot Potatoes Module 5: Blogs and wikis

Requirements


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Contribute 3 posts weekly to the forums Build a portfolio:1, 2 or 3 out of four assignments:

-- Evaluation of a webquest- Evaluation of a set of interactive quizzes- A set of Hot Potatoes- A plan for a lesson in a computer-lab

General satisfaction (1)

Are online forums a good platform for reflection and exchange of ideas in teacher education?- Yes: 26 Ss- No: 0- I don’t know: 0

Comments: Ss can share ideas and experience, talk about problems they have in teaching, voice their doubts. ‘Peer-to-peer’ learning.


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General satisfaction (2)

Do you think an online course is a worthwhile experience for pre-service / in-service teachers of languages?

- Yes: 24 Ss- No: 1 S (no comment provided)- I don’t know: 1 S (comment: no access to technology in the school where I teach)


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How interesting did you find each module?

Module 1: Do we need ICT in ELT?- very interesting: 3 Ss- interesting: 19 Ss- not interesting: 3 Ss- I don’t know: 1 S


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Module 2: CMC-based online learning

- Very interesting: 4 Ss- Interesting: 17 Ss- Not interesting: 3 Ss- I don’t know: 1 S


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Module 3: Evaluating CALL / online materials

- Very interesting: 5 Ss- Interesting: 16 Ss- Not interesting: 3 Ss- I don’t know: 2 S


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Module 4: Webquests and Hot Potatoes

- Very interesting: 13 Ss- Interesting: 13 Ss- Not interesting: 0- I don’t know: 0


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Module 5: Blogs and wikis

- Very interesting: 13 Ss- Interesting: 9 Ss- Not interesting: 4 Ss- I don’t know: 0


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Conclusion

Ss generally prefer the two final modules to the three initial modules.

Why?- because Ss have had the time to feel at ease in the course - because the two modules are less ‘theoretical’ than the Modules 2 and 3


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Did you read posts written by other Ss?

- I read all or most posts: 6- I read about half of the posts: 11- I read fewer than a half of the posts: 6- I read few of the posts: 3- I read none of the posts: 0- I don’t know: 0


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Teacher observation and Conclusion

In their posts Ss often refer to people who have written post before them.

Ss generally read posts by other Ss.


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Did you feel that reading posts written by other Ss has raised your awarness of how to use technologies with your Ss?

- Yes: 18 Ss- No: 6 Ss- I don’t know: 0


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Teacher observation in the 1st month


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Ss copy / paste from sources without acknowledging them

Ss contribution to the forums - not satisfactory

>> in the 2nd month: always acknowledge the source (link) + Ss start threads

>> Ss contribution visibly better + Ss dislike of the ‘always acknowledge the source’ requirement

Forum requirements

Solution 1: T starts threads (>>poor Ss contribution) Solution 2: Ss and T start threads (>> better

contribution). Solutions 2 is:- good: 21 Ss- not good: 3 Ss- I don’t know: 2 Ss

Comments: Ss have interesting, controversial, questions to ask; „I got more involved”,


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Things Ss didn’t like in the course


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Repetition of ideas in Ss contributions on the forums The requirement of three posts weekly Too many threads open at the same time Time-consuming

Things appreciated in the course:


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Hot Potatoes! (empowering!) The opportunity to share your own experience /

doubts The opportunity for Ss to initiate discussion Topics / issues discussed Internet resources selected by T and the

Introductions written by T Links provided by other Ss T actively involved in the discussions

Next year…


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… start with Hot Potatoes (as an appetizer / ice-breaker)

… require from Ss to initiatie discussion from the onset of the course

Do more research as some questions remain unanswered…

Questions unanswered:


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How do I get Ss NOT to repeat what others have already written? Possible solutions:- Open more threads?- Give up the ‘3-posts-weekly’ requirement?

What other forms of discussion I could try? Is discussion + portfolio the best way to acheive the

course objectives?

Thank you

Sylvia Maciaszczyk

[email protected]


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