Synthesis Notes for APLING 678

 This class was divided into 3 Units:

1. Listening, speaking, writing (theories, concepts, & tech applications)

·      The roles of tech in the process of learning

·      How digital technologies have changed the process and the definition of learning and communication

·      Skills needed to listen and speak effectively in a second language

·      How digital tech can facilitate this

·      Differences in real-life and tech-mediated listening and speaking tasks

·      Differences and similarities in traditional reading and Web 2.0 reading approaches

·      Writing and social learning

Theorists: Elola & Oskoz (2011), Chun (2011), Rance-Roney (2010), Arnold & Ducate (2011), Prensky (2001), Robin (2011)

2. New literacies (and tech skills)

·      Similarities and differences in traditional and multimodal literacies

·      Concept and importance of multimodal literacies for language learning

·      Underlying SLA principles connected to the integration of Web 2.0 tools for multimodal literacies

·      Social networking and social bookmarking

·      New literacies vs. traditional literacies and the implications for language learning

Theorists: Knobel & Lankshear (2007), Reinhardt & Thorne (2011), Gee (nd), McBride (2009), Prichard (2013), Moayeri (2010)

3. Socio-cultural factors (related to language learning with tech)

·      Study skills and knowledge management

·      How do we process information and manage knowledge based o a social-cultural approach to learning?

·      Considerations for using Web 2.0 with Young Learners

·      Challenges using tech and digital resources with Young Learners and ELLs

·      Options when you have limited technology

·      Issues surrounding equity

Theorists: NAEYC, Lord & Lomicka (2011), Warschauer (2003)

Guiding Questions for Synthesis:

·                How does society view and accommodate technology(ies)?

·                How should educators view and accommodate technology(ies) especially in a language classroom?

·                What theoretical principles should we consider when we consider technology integration in a language classroom?

·                What is your viewpoint at this stage of the course with regards to technology for language learning and what are your personal goals for the future?

Some of my key takeaways:

New Literacies and Multiliteracies

o   Students need to be able to read & write, listen & speak, consume & produce in different modalities.

o   Teach code switching, such as txtspk vs. acceptable writing in a professional setting

Information Literacy

o   Knowing/recognizing valid sources

o   Teachers need to guide students out of their comfort zones and teach them new ways to access information relevant to what they’re looking for (Pegrum 2010 draft).

o   Need for “Crap Detection 101” (Rheingold 2009)

Connections/Socio-cultural/Participatory Literacy/Collaboration

o   We need to “be there when they take their first steps, offering advice…and warnings” (Pegrum 2010 draft) (Instead of being afraid of bringing social media into the schools, be there to support it and teach/guide its proper and effective use.)

           

Traditional Literacies

o   Skills from the print era are still valuable and can be trained/developed digitally

Pedagogy

o   As educators, we need to be educated ourselves about the theories behind language learning.

o   We need to remember that the literacies themselves matter more than the technologies that enable them.

o   We need to be willing to take risks to try new things.

o   “Without reference to meaningful content, goals, purposes, or tasks, computer literacy adds little value to learning.” (Warschauer 2003)

o   TESOL and Parnership for 21st Century Skills advocate for students to be able to access, evaluate, analyze, create, and apply digital information and technology (Lord & Lomicka 2011)

o   Teach netiquette and digital citizenship and how to curate on online presence

o   Help students understand the relationship between the technology we're using and our learning goals

Teacher as “Sage on the Side”

o   Bower, Hedweg, Kuswara (2009) Teacher must be well-versed in the tools

o   Also from Bower, et. Al. : “technology is only a mediator of pedagogy and content”

o   Pflaum (2004) “sage on the side” not sage on the stage or guide on the side

Equity

o   Pflaum (2004) says an emphasis on equal access dilutes the impact and computers and we should use the computers with those who stand to benefit the most (low-performance students).

o   Warschauer (2003) says that most content being created on the internet does not meet the sociocultural needs of diverse communities around the world.

Societal Views and Pros/Cons

o   “cyperbole” (Woolgar 2002 from Walker & White 2013)

o   Walker & White (2013) argue that “virtual” activities can be very “real” – writing, recording audio, making videos, availability for publishing – available to global authentic audiences

o   Pros: access to authentic texts, ability to manipulate and remix texts, provide visual support to reading comprehension, allows for more autonomy, multimodal, collaborative, can lurk before leaping into an online community

o   Cons: lack of equity/access to educational tech. tools either within a school and/or once kids go home, distraction, danger of predators, danger of cyberbullying, online privacy issues, a back-up plan is necessary for times when the power goes out or tech breaks down