Bridging the Digital

Divide: New Media

training strategies for

language tutors

Bridging the Digital

Divide: New Media

training strategies for

language tutorsBenoît Guilbaud

Digital Divide

Social cleavageInformation rich / poor

Content

Language

Education

Literacy

Community

Social resources

Warschauer, 2003

Digital Divide

out-dated

still i

n use

modernnew

Floppy discsPodcasting

Video production

Touch screenCassettes

CDs

Screencasting

Cloud

computing

Digital content

Learning Technologies

out-dated

still i

n use

modernnew

Cassettes

CDs Cloud

computing

Digital content

Learning Technologies

Why bother?Why bother?

Why use learning technologies in teaching?

-To recognise the importance of multi-modality

-To teach students using media they know

-To deliver transferable, professional skills

-To prepare students to engage with a society of

participatory culture and collective intelligence

“Computer literacy is the third life skill alongside numeracy

and literacy.”

DfES: 21st Century Skills, 2003

“Digital media literacy continues its rise in importance as a key skill in every discipline

and profession.”

Horizon Report, New Media Consortium, 2010

How to ensure efficient delivery of New Media Literacy?

Warschauer, 2003

“Literacy, like ICT access, involves a

combination of devices, content, skills,

understanding, and support in order to

engage in meaningful […] practices.”

“Literacy, like ICT access, involves a

combination of devices, content, skills,

understanding, and support in order to

engage in meaningful […] practices.”

supportunderstandingskillscontentdevices

deviceshardware + internet

connection

contentsoftware + teaching

material

skills training

understanding

practice + feedback

supporttechnical support + peer

support

New Media Training Strategies for Language Tutors

Apply the principle of learning by doing

Deliver inclusive initial training session

Provide individual, in-class follow-up by a more experienced peer

Showcase examples of good practice via drop-in sessions

New Media Training Strategies for Language Tutors

Adapt budget allocation

1/3 of budget for hardware, 2/3 for software and support (Morino Institue, 2001)

Include peer support within staff workload

Ensure reliable and constant technical support and peer support to address the ‘affective barrier’ (Goshtasbpour, 2009)

New Media Training Strategies for Language Tutors

Address the motivational barrier

Do not rely solely on either extrinsic or instrinsic motivation

Provide common goals (e.g. on team-taught courses) to allow easy sharing of resources and peer support

Encourage self-regulated learning (SRL) processes

Any questions?

ReferencesColvin Clark, R. & Mayer, R.E., 2008. E-learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning. 2nd ed. San Francisco: Pfeiffer.

Goshtasbpour, F., 2009. Barriers to EFL teachers’ uptake of instructional technology: a case study of an EFL section. M.A. Manchester: Manchester Metropolitan University.

Jenkins, H., 2006. Convergence culture: where old and new media collide. New York; London: New York University Press.

Levin, T. & Wadmany, R., 2008. Teachers’ view on factors affecting effective integration of information technology in the classroom: developmental scenery. Jl. of Technology and Teacher Education 16(2), pp.233-263.

Morino Institute (The), 2001. From access to outcomes: raising the aspirations for technology initiatives in low-income communities. [Online] The Morino Institute. Available at: http://www.morino.org/divides/report.pdf [accessed 15 July 2010].

Reece, I. & Walker, S., 2006. Teaching, training & learning: a practical guide. 6th ed. Sunderland: Business Education.

Servon, L.J., 2002. Bridging the digital divide: Technology, community and public policy. Malden, MA; Oxford, England: Blackwell Publishing.

Warschauer, M., 2003. Technology and social inclusion: rethinking the digital divide. Cambridge, Mass.; London, England: MIT Press.