|A||Spring Term 2019-20|
This module aims to familiarize students with a variety of technological tools and applications used in the area of English language teaching and learning. To do so, the module helps students to understand the pedagogical approaches and practical aspects of technology in language teaching and learning, become aware of the technological, social and linguistic implications of the use of technology in language education and explore emerging issues in language teaching and learning with technology.
Students who complete the course successfully should be able to:
Identify and evaluate the possibilities and challenges of using various technological resources, materials and activities
Discuss the use of technology in English language education from both pedagogical and socio-cultural perspectives
Evaluate technology-enhanced learning and teaching programmes
Engage with recent research on educational technology
Formulate arguments and contribute to discussion
Establish appropriate methods for teaching a specific group of learners
Be aware of varying needs of different types of learner and understand how respond to these through the use of technology
Engage critically with published research and with practical learning problems
Analyze a language teaching context and plan for implementation of technology to enhance teaching and learning
Take part in group work and problem-solving activities and team work
Demonstrate effective planning and time management
Word-process, use the VLE, and a range of other emerging technologies
More and more governments around the World are investing in technology for schools. This module is designed to give students an introduction to the issues associated with the use of technology in educational contexts and the knowledge and skills to allow them to decide which technologies and software they should adopt in their classes and for what purposes.
The module will consist of nine tutor-facilitated sessions, involving discussions, demonstrations of technologies, group work and practical tasks. Every session will have a strong pedagogical component, emphasising the practical applicability of the content discussed. Students will be expected to participate actively, sharing their everyday experience of using technology. Students will also be encouraged to contribute to a class blog throughout the term, on topics related to the module.
WEEK 2-Introduction, Key Issues and Debates
WEEK 3- Computer-Mediated Communication (CMC) and Language Learning
WEEK 4- Computer-Mediated Communication (Collaborative learning)
WEEK 5 – Teaching Language with Technology
WEEK 6- Social Networking and Language Learning
WEEK 7- Digital Game-Based Learning
WEEK 8- Technology and Language Assessment
WEEK 9- Evaluating and researching technology-enhanced Learning and Teaching
WEEK 10- Student Presentations
Course details - (week by week)
Week 2 - Introduction, key issues and debates
The first session will introduce current policies for the introduction of technology in schools and then focus in on some key issues and debates in this area. In particular, we will discuss: (1) the digital native/digital immigrant debate and related issues such as pedagogical and school reform; and, (2) the impact of technology, in particular netspeak and texting, on literacy and new conceptions of literacy for the digital age. Additionally, key developments in the history of the use of technology in education will be used to illustrate the relationship between theory and practice (e.g. sociocultural learning theory, technology and virtual learning environments).
Week 3 - Computer-mediated Communication(CMC)
In this session, the basic concepts of computer-mediated communication are introduced and discussed with an overview of CMC applications in language learning. This session will also cover various aspects of media and technology, and their effects on interpersonal communication.
Week 4 - Computer-mediated Communication(CMC)
In this session, we will look at the potential use of computer-mediated communication (CMC) tools which allow the collaborative production of user-generated content using blogs and wikis...etc., in language learning.
Week 5 - Social Networking and Language Learning
In this session, we will discuss a number of more recent innovations including social networking. The session will focus on how social networking can be used for language teaching and learning purposes.
Week 6 - Game-based Learning
The session focuses on the discussion of the use of computer games in education in general and language learning in specific. We will consider both the use of games developed explicitly for educational purposes (e.g. Phonomena and Zombie Division) and the reuse of commercial video games for educational purposes (e.g. The Sims).
Week 7 - Technology and Language Assessment
First, key issues related to assessment will be introduced, namely reliability, validity and authenticity. A number of technologies which can be used to enable automated assessment and increase the range of possible stimuli used in examinations will then be introduced. These technologies will include: parser-technologies, speech technologies, and multimedia. Finally, the strengths and weaknesses of computer-based assessment will be discussed.
Week 8 - Evaluating and researching technology-enhanced learning and teaching
This session will focus on evaluating and researching technology-enhanced learning and teaching activities and materials. In the first part of the session, the main approaches to evaluation including checklists, surveys and software reviews will be introduced and discussed. This will be followed by a discussion of appropriate methods for researching the use of technology in education. In the second part of the session, students will be given the opportunity to evaluate a technology or piece of software for themselves.
Week 9 - Teaching with Technology
In this session, we discuss how technology has become a ubiquitous part of learners' lives. Most schools and homes have connected computers or Internet-enabled devices. The session focuses on integrating technology in teaching from a collaborative learning perspective. The theory will be discussed and related to approaches of language learning and teaching more broadly, and practice will be illustrated through hands-on demonstrations.
Week 10 - Student presentations
In this final session, students will be asked to give a presentation related to any of the issues discussed in the module. This is an opportunity for students to explore additional technologies, such as free online translation, e-books, e-portfolios, virtual worlds, learning management systems, and so on. Alternatively, students might explore further issues related to the use of technology in education such as Bring Your Own Device (BYOD) policies.
|Task||Length||% of module mark|
3500 word essay
Assessment is by 3,500 word assignment. This can be an essay on a given topic, a critical review or an annotated lesson plan incorporating and justifying the use of technology in educational contexts. You will be given more information about assessment at the beginning of the module.
|Task||Length||% of module mark|
3500 word essay
You will receive feedback in a range of ways throughout this module. This will include oral feedback in class, responses to posts on the VLE discussion board and written comments on work. You will have the chance to obtain feedback on your writing during the module, and you will have a short one-to-one meeting with a module tutor to discuss assessments.
You will be provided physical written feedback on assignment report sheets as well as them being readily available on the VLE. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information
In addition to the bibliographies recommended for each session, you may find the following titles useful:
Crystal, D. (2001/6). Language and the internet. Cambridge: Cambridge University Press.
Crystal, D. (2008). Txtng: the gr8 db8. Oxford: Oxford University Press.
Dudeney, G., & Hockly, N. (2012). ICT in ELT: How did we get here and where are we going? ELT Journal, 66(4), Special issue, 533-542.
Guth, S. and Helm, F. (2010) Telecollaboration 2.0: Language, Literacies and Intercultural Learning in the 21st Century. Peter Lang AG, Internationaler Verlag der Wissenschaften
Habgood, J., and Overmars, M. (2006). The game maker’s apprentice: Game development for beginners. Apress.
Harasim, L. (2012). Learning theory and online technologies. London: Routledge.
Herring, S. (1996). Computer-mediated communication: Linguistic, social, and cross-cultural perspectives. Amsterdam: John Benjamins.
Kalantzis, M. (2000). Multiliteracies : literacy learning and the design of social futures. London : Routledge.
Kukulska-Hulme, A. & Traxler, J. (2005). Mobile learning : a handbook for educators and trainers. London : Routledge.
Laurillard, D. (1993). Rethinking university teaching : a framework for the effective use of educational technology. London: Routledge.
Levy, M. & Stockwell, G. (2008). CALL dimensions: Options and issues in computer-assisted language learning. London: Routledge.
Levy, M. (1997). Computer-assisted language learning: Context and conceptualisation. Oxford: Oxford University Press.
Macaro, E., Handley, Z. L., & Walter, C. (2012). A systematic review of CALL in English as a second language: Focus on primary and secondary education. Language Teaching, 45(01), 1-43. 10.1017/S0261444811000395
Paulus, T. and Wise, A (2018) Researching Learning, Insight, and Transformation in Online Talk. Routledge
Prensky, M. (2007). Digital game-based learning. St Paul, Minn: Paragon House.
Selwyn, M. (2011). Education and technology: Key issues and debates. London: Continuum.
Thomas, M. & Cutrim Schmid, E. (2010). Interactive whiteboards for education: theory, research and practice. Hershey, PA: Information Science Reference.
Thomas, M. (ed.) (2011). Deconstructing digital natives: Young people, technology and the new literacies. London: Routledge.
Walker, A. and White, G. (2013) Technology enhanced language learning : connecting theory and practice Oxford: Oxford University Press