edtech in elt: sorting out the trends from the fads

Edtech in ELT:

Sorting out the trends from the fadsBrian Engquist

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The SAMR model for evaluating technology use

Student uses word processer and e-mails you their writing

Student collaborates with classmates on group writing using tool.

Writing is published and shared with other classes around the world starting a debate.

Student uses spell check and embeds media.

Some other things to think about

Teachers will not be made extinct by tech or “disintermediated.”

The debate has reached a moment of maturity.

Language teachers are uniquely positioned to contribute to the debate.

Edtech applied to languages is a different ballgame.

The grassroots use of Edtech vs. top-down implementation is largely a false dichotomy.

Today we’ll be looking at three things:

Mobile Learning

1

Mobile Learning: Not just a fad. But why?

Mobile Learning…

Is concerned primarily with work outside of class.

Is conditioned by learners using the same/similar devices.

Is primarily concerned with the software/apps being used.

Requires a centre to devise a programme for their use.

Means investing in content for the devices.

The USA

Mobile Learning…

Is concerned primarily with work outside of class.

Is conditioned by learners using the same/similar devices.

Is primarily concerned with the software/apps being used.

Requires a centre to devise a programme for their use.

Means investing in content for the devices.

Photo sharing

Voice Recording

Text Chat

Groups

Download conversationsPhoto sharing

Voice Recording

Text Chat

Photo sharing

Voice Recording

Download conversations

Text Chat

Photo sharing

Voice Recording Groups

Download conversations

Text Chat

Photo sharing

Voice Recording Groups

Download conversations

Text Chat

Groups

Download conversationsPhoto sharing

Text Chat

Groups

Download conversations

Voice Recording

Photo sharing

Text Chat

Groups

Download conversations

Too much information Data Analytics, Adaptive Learning and Computer Based Testing

2

The Grammar McNuggets debate

C2 Mastery

Proficient User

C1 Operational eff.

B2 Vantage

Independent User

B1 Threshold

A2 Waystage

Basic User

A1 Breakthrough

LOGIT ALTE LEVELS CEFR

2.80 3.90 Mastery C2

1.74 2.80 Operational eff. C1

0.72 1.74 Vantage Plus B2+

-0.26 0.72 Vantage B2

-1.23 -0.26 Threshold Plus B1+

-2.21 -1.23 Threshold B1

-3.23 -2.21 Waystage Plus A2+

-4.29 -3.23 Waystage A2

-5.39 -4.29 Breakthrough A1

-5.39 ‘Tourist’

CEFR

Are we there yet?

Progress – how do we know we’re making it?

If the CEFR organised marathons…

20

Global Scale of English90

10

We have created a scale which more accurately reflects the origins of the CEFR:

●It has a new way of looking at what it means to be “at a level”

●It offers a finer more granular scale

●It starts well below A1

●It goes from 10 to 90: nobody starts at true zero and nobody is perfect

●It gives us actionable data around can do descriptors tied to our English Learning Objectives.

CEFR

C2

C1

B2

B1

A2

A1

Learning Objectives

Video

3

No real mystery here…

The Flipped Classroom

Home Sweet Home

Example #3 (Home Sweet Home)

…R: I can’t stand moving house. I never want to see another cardboard box again!A: Your new house is really cool.R: Thanks, Ash.E: What’s your bedroom like?R: It’s a bit small, but that’s OK. There’s a space for a chest of drawers and a little desk for my computer. Anyway, I prefer spending time in the garden.E: What’s behind that door?R: The living room. It’s got a big door out to the patio.A: Let’s go out there now. It’s a lovely dayT: Hang on! Let’s show Ruby the town first.R: I’d like that. What’s the town like?E: It’s very big, but it’s quite nice.A: Come on, then. Let’s go!

Example #3 (Who lives there?)

New Vocabulary Vocab from unit Describing

Dubbin

g

Questions?

Thankyou

Guide to font sizesin PowerPoint presentation

All text should be written in Verdana Regular or Bold.

Large quotes are written in bold 36ptSmaller quotes and main titles can be written in bold 24pt

Section dividers, large quotes subtitles are written in bold 20pt

Subheads can appear in regular 20pt

Large bodycopy is written in regular 20ptCaptions can be written in regular 10pt or bold 10pt

Source is written in bold 12pt

Graph source is written in regular 7pt

Guide to colours in PowerPoint presentation

40% tint

R248 G196 B155

50% tint

R246 G181 B130

60% tint

R244 G166 B106

70% tint

R242 G151 B81

80% tint

R241 G137 B56

90% tint

R239 G122 B31

Orange

R237 G107 B6

Tints

Principle Colours

40% tint

R216 G161 B182

50% tint

R206 G137 B163

60% tint

R196 G113 B145

70% tint

R186 G90 B127

80% tint

R177 G66 B109

90% tint

R167 G43 B90

Purple

R157 G19 B72

40% tint

R153 G209 B190

50% tint

R128 G197 B174

60% tint

R102 G185 B158

70% tint

R76 G174 B142

80% tint

R51 G162 B125

90% tint

R25 G151 B109

Green

R0 G139 B93

40% tint

R175 G180 B213

50% tint

R154 G161 B202

60% tint

R134 G142 B191

70% tint

R114 G123 B181

80% tint

R94 G105 B170

90% tint

R74 G86 B160

Blue

R54 G67 B149

Supporting colours

The supporting spectrums of colour originate from the principle colours, and are used in typography and graphics. Lighter shades should always sit above darker ones.

Principle colours

The four core principle colours in the Pearson colour palette are given equal usage and are always used in the Pearson bar. Only use one hue per application.

Sample chart layout 24pt boldSecond line can appear here 24pt regular

15%

20%

25%

40%

10pt Verdana Regular

10pt Verdana Regular

10pt Verdana Regular

10pt Verdana Regular

%

Source: Source: 7pt Verdana Regular

Sample image and text slide 24pt boldSecond line can appear here 24pt regular

Caption text 10pt regular

Caption text 10pt regular

Sample chart layout 24pt boldSecond line can appear here 24pt regular

0

5

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10pt Verdana Reg 10pt Verdana Reg 10pt Verdana Reg 10pt Verdana Reg

10pt Verdana Reg

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10pt Verdana Reg

Source: Source: 7pt Verdana Regular

Sample chart layout 24pt boldSecond line can appear here 24pt regular

Chart or diagram title 20pt regular

Chart or diagram title 20pt regular

%

Source: 7pt Verdana Regular Source: 7pt Verdana Regular

Sample chart layout 24pt boldSecond line can appear here 24pt regular

15%

20%

25%

40%

10pt Verdana Regular

10pt Verdana Regular

10pt Verdana Regular

10pt Verdana Regular

%

Source: Source: 7pt Verdana Regular

Sample chart layout 24pt boldSecond line can appear here 24pt regular

15%

20%

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40%

0,0

0,1

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10pt Verdana Reg 10pt Verdana Reg 10pt Verdana Reg 10pt Verdana Reg

10pt Verdana Reg

10pt Verdana Reg

10pt Verdana Reg

10pt Verdana Reg

Source: Source: 7pt Verdana Regular

Sample chart layout 24pt boldSecond line can appear here 24pt regular

• 20pt regular text runs here• 20pt regular text runs here• 20pt regular text runs here• 20pt regular text runs here

%

Source: 7pt Verdana Regular

Main title 24pt boldSub-head can appear in 24 pt regular

Bodycopy sub-headline 20pt boldLarge body copy is written in 20pt regular Nemporia voles nia verumdvent, nihit is audam quia demodione nos rem re, inis eatusapellumincilla borepugiae expe que natia quis di ipicia.

• Sub-section– Sub-section

○ Sub-section

Section name 24pt boldSection sub-head 24pt regular

Large body copy is written in 20pt regular Nemporia voles nia verumvent, nihit is audam quia demodione nos rem re, inis eatusapellumincilla borepugiae expe que natia quis di ipicia• Vollest rendeliquo quis di ipicia sa ventissimus, corae vellaborate

intus acea doluptatur seque

‘Key point or quotation can appear here, in this size and position’ 36 boldSource 12pt bold

‘Key point or quotation can appear here, in this size and position’ 24pt boldSource 12pt bold

Some basic considerations to start with

1. Section name– Sub-section– Sub-section– Sub-section

2. Section name3. Section name4. Section name

– Sub-section– Sub-section

http://www.academia.edu/2050979/Mobile_learning_What_is_it_and_why_should_you_care

Some basic considerations to start with

1. Section name– Sub-section– Sub-section– Sub-section

2. Section name3. Section name4. Section name

– Sub-section– Sub-section

Start learning “Perfect”

Learner Descriptor

<A11

32

CEFR boundary

A1

A2

B1

B2

C1C2

Some learners learn faster than others

Learning is not always continuous: learners will lose some ability when they pause

learning

The CEFR ‘levels’ divide the continuum in stages

Growing proficiency is described with ‘can-do’

statements: descriptors

Learner 1 and 2 are at same ‘level’, but 2 and 3 are closer in proficiency.

Note: the CEFR stages are arbitrary; learning is continuous, not staged

A Learning JourneyThe CEFR: Describing language proficiency

Some basic considerations to start with

1. Section name– Sub-section– Sub-section– Sub-section

2. Section name3. Section name4. Section name

– Sub-section– Sub-section

Some basic considerations to start with

1. Section name– Sub-section– Sub-section– Sub-section

2. Section name3. Section name4. Section name

– Sub-section– Sub-section

Learning Objectives

Launched April 2015 at IATEFL

✓Hundreds more ‘can do’ statements to teach with compared to CEFR

✓4 audience specific sets of objectives

✓‘Can do’ statements rated by thousands of teachers worldwide

✓Underpins pedagogy of course material

Is course agnostic

Is low stakes (not an end in itself but the beginning of a conversation and action plan)

Provides actionable data around can do statements

Is a completely adaptive test - adjusts to each individual leaner so no two test experiences are ever the same (eliminates ability to copy).

Uses fully automated computer marking for all four skills (including the productive skills - speaking and writing) which is more objective than human scorers (.97 reliability)

Provides 7 marks: Global, 4 skills, plus a grammar and vocabulary mark in seconds

Is reported on the Global Scale of English with correlations to other internationally recognized frameworks like CEFR.