![Korzyci z wykorzystania
technologii w nauczaniu jzyk坦w
TIK szans na zmniejszenie r坦甜nic w poziomie wiedzy jzykowej
miedzy szkoami wiejskimi i miejskimi (Raport EFRWP:Bariera
Ronie, 2012) [The Barrier is Growing] poprzez:
Dostp do spoecznoci natywnych oraz biegych u甜ytkownik坦w
jzyk坦w: poprzez portale spoecznociowe (np.
Facebook, Twitter ), specjalne strony dla uczcych si jzyk坦w
Uczenie si jzyk坦w we wsp坦pracy z innymi
Rozw坦j kompetencji midzykulturowych, np. program eTwinning
Materiay dla nauczycieli: np. Youtube, TeacherTube
I dla uczni坦w: audio i wideo: np. Skype, VoiceThread, Voxopop
Uczenie si 24/7, wszdzie: anytime, anywhere
Technologie mobilne: sowniki, aplikacje do nauki jzyka, gry
edukacyjne
Wirtualne rodowiska edukacyjne: np. Moodle, Edmodo](https://image.slidesharecdn.com/ictinlanguageteachingzstuchowiczmarcinkleban-131112085922-phpapp01/85/Ict-in-language_teaching_zs_tuchowicz_marcin_kleban-3-320.jpg)
![ICT as opportunity for
countryside schools
Low achievements of countryside school
students on English language lower
secondary school exams (Raport
EFRWP:Bariera Ronie, 2012) [The Barrier is
Growing]
Limited access to English
Economic and social issues acting as barriers
to English language education
ICT as a potential opportunity](https://image.slidesharecdn.com/ictinlanguageteachingzstuchowiczmarcinkleban-131112085922-phpapp01/85/Ict-in-language_teaching_zs_tuchowicz_marcin_kleban-9-320.jpg)
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Ict in language_teaching_zs_tuchowicz_marcin_kleban
- 1. Marcin Kleban Institute of English Studies, Jagiellonian University in Krakow TECHNOLOGIE KOMPUTEROWE W NAUCZANIU JZYKW OBCYCH: SZANSE I WYZWANIA
- 2. Wyzwania i szanse: podsumowanie Cyfrowa rzeczywisto wymaga ksztacenia cyfrowych sprawnoci tak甜e w nauczaniu jzyk坦w obcych Nowe sprawnoci zwizane z multimediami Uczniowie to cyfrowi natywni? Potrzeba nauczania jzyk坦w obcych poprzez technologie cyfrowe Rozw坦j nowych umiejtnoci jzykowych
- 3. Korzyci z wykorzystania technologii w nauczaniu jzyk坦w TIK szans na zmniejszenie r坦甜nic w poziomie wiedzy jzykowej miedzy szkoami wiejskimi i miejskimi (Raport EFRWP:Bariera Ronie, 2012) [The Barrier is Growing] poprzez: Dostp do spoecznoci natywnych oraz biegych u甜ytkownik坦w jzyk坦w: poprzez portale spoecznociowe (np. Facebook, Twitter ), specjalne strony dla uczcych si jzyk坦w Uczenie si jzyk坦w we wsp坦pracy z innymi Rozw坦j kompetencji midzykulturowych, np. program eTwinning Materiay dla nauczycieli: np. Youtube, TeacherTube I dla uczni坦w: audio i wideo: np. Skype, VoiceThread, Voxopop Uczenie si 24/7, wszdzie: anytime, anywhere Technologie mobilne: sowniki, aplikacje do nauki jzyka, gry edukacyjne Wirtualne rodowiska edukacyjne: np. Moodle, Edmodo
- 4. Wyzwania Wykorzystanie potencjau i entuzjazmu nauczycieli Uruchomienie strukturalnych (wsparcie techniczne i pedagogiczne, planowanie) i kulturowych (przyw坦dztwo, nastawienie na osiganie cel坦w, innowacyjno) zasob坦w szkoy Zmiana koncepcji nauczania na poziomie makroedukacyjnym Zmiana paradygmat坦w oceniania: nie tylko produkt ale i proces, nauczania nie tylko na potrzeby egzamin坦w ale i dla rozwoju autentycznych umiejtnoci Technologie jako szansa dla uczni坦w na bycie producentami a nie tylko konsumentami treci Potrzeba dostpnoci przykad坦w dobrych praktyk poczonych z krytyczn ich analiz
- 5. New generations grow with digital technologies The age threshold beyond which children initiate interactions with computers is lowering: e.g. In Sweden 50% of 3 yr olds and 90% of 6 yr olds use the Internet. (S辰lj旦, 2012) Digital natives? (Prensky, 2001) Generation of multimedia users Mobile technologies (tablets, smartphones) increasingly popular/common among teenagers, children
- 6. Digital world digital language skills New reading microskills: hyperlinking, texts with multimedia New affordances and tools for reading: e.g. definitions, e-glossing
- 7. Digital world digital language skills New listening comprehension microskills: e.g. combining listening with video and text.
- 8. Digital world digital language skills Emergence of text genres typical for the Internet communication: emails, tweets, hyperlinks and multimedia enhanced texts Netiquette and acronyms: e.g. lol, cul8tr, imo
- 9. ICT as opportunity for countryside schools Low achievements of countryside school students on English language lower secondary school exams (Raport EFRWP:Bariera Ronie, 2012) [The Barrier is Growing] Limited access to English Economic and social issues acting as barriers to English language education ICT as a potential opportunity
- 10. Learning languages in a social context Situating learning in an authentic social context : access to a community of native or expert users of the target language: e.g. through social networks (e.g.Facebook, Twitter ) and dedicated websites for language learners: e.g. italki.com busuu.com palabea.com
- 11. Learning languages in a social context Sharing resources and learning strategies: e.g. Twitter # (hashtags)
- 12. Learning languages in a social context Development of intercultural competences: e.g. eTwinning, local partner towns/councils
- 13. Learning languages with multimedia Video: np. Youtube, TeacherTube Audio i video tools: e.g. Skype, VoiceThread, Voxopop
- 14. Language learning 24/7 Learning24/7: anytime, anywhere Mobile technologies : dictionaries, apps, games Virtual learning environments: e.g.Moodle, Edmodo Portfolios: e.g. Mahara
- 15. The challenge of balancing knowledge/information consumption with production Much technological tools geared towards information consumption Relatively, low numbers of information producers in the Internet Productive language use is essential and conducive to language development Important technology affordance: enabling learners to author their own e-resources
- 16. Challenges to ICT supported foreign language education Falling in the trap of treating ICT tools as magic wands Underuse of computer equipment in schools Supplying technologies often not aligned with adequate pedagogical training Relatively few examples of good practices coupled with critical reflection on ICT use
- 17. Challenges to ICT supported foreign language education A different model of learning and teaching: reorientating time and space in education Capitalizing on informal learning contexts Language learning based on both text and multimedia A shift in assessment model: from product to process oriented, assessing collaboration skills and ability to use langage learning tools
- 18. Factors contributing to successful ICT adoption Bottom-up approach (from teachers/schools) seems more effective then top-down (educational authorities) for introducting and implementing ICTin schools (Yang, 2012) Teacher factors: pedagogical awareness, enthusiasm, readiness to experiment, critical reflection (Yang, 2012) Institutional (school) factors (Tondeur et al., 2009): - Structural:support and planning - Cultural (how we do things here): innovativeness, goal-orientedness, leadership
- 19. What will the future of teaching languages in Poland look like?
- 21. References Tondeur, J., Devos, G., van Houtte, M., van Braak, J., Valcke, M. (2009) Understanding structural and cultural school characteristics in relation to educational change: the case of ICT integration. Educational Studies, 35(2), pp.223-235. Yang, H. (2012) ICT in schools: transforming education? Technology, Pedagogy and Education, 21(1), pp. 101-118. Prensky, M. (2001) Digital Natives, Digital Immigrants. On The Horizon, 9(5), Available at: http://www.marcprensky.com/writing/prensky%20%20digital%20natives,%20digital%20immigrants%20%20part1.pdf, Last accessed: 3.10.2012. Bariera Ronie. Jzyk angielski w gimnazjach wiejskich. Raport Europejskiego Funduszu Rozwoju Wsi Polskiej. Available at: http://www.efrwp.pl/theme/site/userfiles/files/raport%2001_02_12%20C .PDF Last accessed: 3.10.2012. S辰lj旦, R. (2012) Inscriptions and artificial memory systems: Meaning making and materiality. Lecture at EuroCALL 2012 Conference, Gothenburg, Sweden, 22-25.09.2012.