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Seoul National University,Language Education Institute
Shijuan [email protected] Indiana University
Technology Overloadin Teacher Education
What is CALL?60s-70
Computer-Assisted Instruction (CAI)
Behaviorist theoretical foundation
70s-80sLab work and collaborationCognitivist theoretical
foundation
80s-90sAuthentic tasks & materialsSocio-cognitivist theoretical
foundation
What is CALL?
So what’s going on now?Read/Write WebConsumers & ProducersMaking new connections to
people & informationEmerging theories, such as
Connectivism (Siemens, 2004)
What is Web 2.0?Web 2.0 coined in session on
Web-based technologies after the dot-com bubble burst in 2001 (O’Reilly, 2005): Web as a platform harness the collective
intelligence of usersrun on data-data is kingPerpetual betakeep it simple; Cross platform/device
compatibleprovide rich user experiences.
2.0
Web 2.0 – A Definition
Web 2.0 applications should:enable users to both consume and produce
content,allow users to comment on content, allow users to share content with others, and
syndicate (e.g., RSS) content for easy distribution.
There is really no good definition of what a Web 2.0 application is (Clarke, 2006), but there seems to be a general consensus of what these tools should have or should be able to do.
Web 2.0 – Popular Technologies
Blogs - Blogger (http://www.blogger.com), EduBlogs (http://edublogs.org), WordPress (http://wordpress.com);
Podcasts - Grammar Girl (http://grammar.qdnow.com), Breaking News English (http://www.breakingnewsenglish.com), English as a Second Language Podcast (http://www.eslpod.com);
Wikis - Wikispaces (http://www.wikispaces.com), Zoho Wiki (http://wiki.zoho.com), Wetpaint (http://www.wetpaint.com);
Photo Sharing Sites - Flickr (http://www.flickr.com), Picasa (http://picasa.google.com), Photobucket (http://photobucket.com);
Video Sharing Sites - YouTube (http://www.youtube.com), Google Video (http://video.google.com), TeacherTube (http://www.teachertube.com);
Online Social Networks - Cyworld (http://www.cyworld.com), MySpace (http://www.myspace.com), Facebook (http://www.facebook.com), italki (language learning - http://www.italki.com), and Soziety (language learning - http://soziety.com);
Social Bookmarking - del.icio.us (http://del.icio.us), StumbleUpon (http://www.stumbleupon.com), diigo (http://www.diigo.com);
Aggregators - Google Reader (www.google.com/reader), Bloglines (http://www.bloglines.com);
Personalized Start Pages - Netvibes (http://www.netvibes.com), PageFlakes (http://www.pageflakes.com), iGoogle (http://www.google.com/ig).
The CALL Class: OverviewAn 8-week, online, graduate Introduction to
Computer Assisted Language Learning (CALL) course in the Language Education Department of a large, mid-western University in the summer of 2006.
Roughly half in-service and half pre-service teachers
Integrating technology in the classroom.Dual foci on application and theory.
In older courses, these were mixed each week. In latter courses, we alternated weeks.
The CALL Class: Deliverables Class was product driven, with technologies and concepts
assessed via multiple assessments. Weekly discussions (6) – topical discussions Reading reflections (4) – reflections to course readings posted to blogs Course reflections (3) – “how am I doing” reflection exchanged with
instructor Website/Software Evaluations (4) – evaluations posted to blogs External Documents Assignment - Supplemental materials
development for use with a technology. Web Page Development Assignment - Creation of a basic Web page,
involving some HTML and uploading documents to a web server (no services)
Assessment Assignment - Do research on an assessment category and write it up in the wiki
WebQuest Assignment (final project) - Development of a WebQuest with a group
Information/Technology Activities - installing, signing up for, and using applications, blogging, commenting on blogs, updating/formatting the wiki, chats, visiting websites, exploring topics on their own, and so forth. These differed slightly for each participant.
The CALL Class: Summer 200614 students (12 female, 2 male)9 in-service teachers, 5 pre-serviceHalf participated from Indiana. The other half
were in Virginia, Ohio, Georgia, Puerto Rico, Taiwan, Thailand, and Trinidad. (teacher was in Indiana for 4 weeks and Korea for 4 weeks)
All students completed the course8 students (7 female, 1 male) signed consent
forms for their documents to be used in this study.
5 students (all female) made themselves available to be interviewed (2 email, 3 phone)
Document AnalysisEmail Correspondence Course ReflectionsDiscussion ForumsBlog PostingsWiki Postings
items contained relevant information. Blogs and wikis were more for assignments, so it’s no surprise that they did not contain personal information.
Document Analysis - Overview
“I felt like being in an explosion of technology in learning.”
5 out of 8 wrote about their frustrationsThese feel into 3 categories:
1. Can’t find it2. Don’t know where to put it3. Too much information
Document AnalysisCan’t find it
“I think I am still being dumb, but I can't seem to find the place in the Wiki to sign up for a chat time.”
Document AnalysisDon’t know where to put it
“So, my question is, would you prefer for us to post things on the website, or is the Messenger an appropriate place to chat about the readings and other topics presented in class?”
“Is there a due day for this assignment? As I am still taking in all the information, I hope I don't miss any due days.”
Document AnalysisToo much information
“I had pressure when I was overwhelmed by the technology used in this class.”
“I found myself distracted by all the places that contained information on our Moodle. I spent many hours reading everything…”
“I wrote about being impressed and even overwhelmed by the many resources that are available online.”
Interviews2 students were interviewed via email. They
filled out a question sheet and answered follow-up emails.
3 students were interview by phone. They were emailed questions in advance. Interviews averaged an hour each.
The interview was both used to gather more data and to perform a member check on what had already been processed.
Interviews - OverviewAll experienced some frustrationFrustration was the result of:
Time constraintsProcedural errors (Web page development)Group work
Frustration was mediated by:Personal attention (Chat, phone, video
conferencing)Strong connections with others in the courseRelevance to studies, jobs, and career plans.Moodle (organization of the course page)Time (both chronological and reflective)
SurveysI did a survey of participants in a variety of education-related listservs (EDNET, EDTECH, evonline, IATEFL, LLTI, and wwwedu) and one Ning group (Classroom 2.0) . These are very active resources and the response was great with 55 respondents at the time of analysis (the survey is still open for a few more days
The respondents provided great insight on the findings of this study and, in fact, provided so much more data further analysis will have to wait.
For our purposes here, I am only going to provide descriptive statistics.
Survey - Participants55 Respondents
27 Classroom Teachers28 Teacher Educators
Surveys – Personal UsageOther Technologies Used:• VoiceThread• Web conferencing• Second Life• Teacherweb• Yahoo Groups• Podcasts• Videocasts• e-portfolios• Discussion Forums• Basecamp• Chinswing
Surveys – Personally Overwhelmed
Surveys – Class TechnologyOther Technologies Used:• VoiceThread• Web conferencing• Second Life• MS Office• Teacherweb• Podcasts• Videocasts• Class website• e-portfolios• Zimmer twins• Dfilm
Surveys – Student Overwhelmed
Surveys - OverviewMost respondents indicated that they sometimes
feel overwhelmed with the technologies.37 - yes or sometimes15 – no3 - skipped
A little less that half of the respondents indicates that their student felt overwhelmed.24 – yes or sometimes26 – no2 – skipped3 – don’t know
What’s it all mean?Stressors
Too little personal supportToo much informationToo little timeToo little relevance
MediatorsPersonal support (email, chat, call, carrier
pigeon..)Pacing of instructionTime of reflectionHands on experience
ConclusionComputers, the Internet, the World Wide Web, Web Pages, Email, Blogs, Wikis, RSS, Aggregation, Online Social Networks, Laptops, Pocket PCs, Smart Phones, Broadband, Wi-fi, ….
Teachers (and administrators) hear these buzzwords that seem somehow magical. When you add these to 100s, even 1000s, of websites teachers “need” to access, this can seem overwhelming.
Given the proper support teachers can learn an amazing amount in a short amount of time.
Thank you very much
Any Questions?Dan Craig
Too many ways to contact meEmail: [email protected]
Website: http://danielcraig.com CALL Blog: http://iucall.blogspot.com (today’s files will be posted there)
Facebook: [email protected] 2.0: danielcraig
Skype: daacraig
