Teacher Training in Technology: Overcoming Limitations by Y2IpDE


									  Teacher Training in
Technology: Overcoming

     Helping teachers to help themselves

 in: Teacher Education in CALL, P. Hubbard & M.
 Levy, (Eds.), John Benjamins Publishing. pp. 335–

 How to encourage teachers to keep abreast of
 advances in technology
        Problems with Tech Training:
       Learning not acquired or applied

• Mismatches between what has been studied and what
    is actually needed in the classroom.
•   Instructors typically having little control over either the
    hardware or software made available to them
•   Teachers without training needing to pick up skills on
    their own.
•   Few opportunities to practice and review what has
    been learned.
•   A lack of local support that forces teachers to do their
    own troubleshooting.
Preparing autonomous CALL teachers

Teachers need…
 a solid knowledge base,
 the confidence to attempt to use new technology and
  extend their use of the technology they are already
 an awareness of available resources.
           Self-Help Resources

 Software manuals and built-in help function
 Third party manuals
 Web searches
 Membership in associations and mailing lists
 Communities of Practice
Institution/Curriculum-level Measures
  to Encourage Enhanced Knowledge

• Survey your institution's technical support
•   Hire a CALL specialist.
•   Recognize and reward self-training.
•   Reward innovation.
•   Set up a faculty development program.
•   Allocate a sufficient amount in the budget for training
    and resource
•   Encourage networking. personnel.
•   Provide funding and release time.
•   Brute force method – required use
  Technology Implementation That Does
        Not Rely on the Teacher

Due to limited class hours, effective language learning
  requires that students spend as many hours as
  possible working with the language outside of class.
• Thus to consider how teachers can implement
  technology in the classroom, either by
 –   Direct use of specific technologies when teaching, or
 –   Indirect use for materials preparation
Ignores the issue of direct use of technology outside of
  class by the student
                  Two Examples

 Both examples reflect a desire to have the student
 work with the target language outside of class with
 aspects that are best done individually.

 Results in more in-class time for teacher-led
 activities, or ones that require the teacher’s presence

  Video Cloze Activity

Extensive Reading
 MoodleReader Module

 All students are centrally registered for the Moodle
  course containing the activities.
 A calendar of deadlines for doing the activities
  (related to each unit in the textbook) is supplied to
  all students.
 Each instructor’s class is a separate group within the
  course so that grades can be viewed and downloaded
  by class
                Extensive Reading

Two problems plague the spread of ER
 Management of the books
 Holding the students responsible for their reading

 The MoodleReader module addresses the latter
    Conditions for curriculum-wide technical

• The authority to require it
• An adequate server and necessary software
• The human resources (ideally tech-proficient
  teacher) to implement and support it, including
  back-up the system
• A mechanism for making the student grade reports
  available to the individual instructors so that they
  can incorporate the grades into their students’ final

• Robb, T. (2006). Helping Teachers to Help
  Themselves. Teacher Education in CALL, P.
  Hubbard & M. Levy, (Eds.), John Benjamins
  Publishing. pp. 335–347.
• Robb, T. (2008). The Moodle Reader Module for
  Extensive Reading. Available:
• Robb, T. (2008). Youtube video. Search for
  “moodlereader” on http://youtube.com

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