Attitudes to technology

Janaina CardosoAPLIERJ / UERJ/ Celing

janatechweb@yahoo.com.brwww.techweb.wikispaces.com

Attitudes to Technology

• Introduction• Generation Y• Hadfield’s pyramid• Attitudes to technology

Cacique Almir, Paiter-Suruí tribe, Rondonia

Almir Suruí: Elected one of the most creative leaders in the business world by the American magazine "Fast Company, he uses/prescribes technology to preserve traditions

urgos4patas.blogspot.com.br/2012/06/cacique-de-cocar-terno-e-iphone.html

Introduction

Generations

•1946-1964

•post-war

The Baby Boomer Generation

•1965-1980

•Working, independent and skeptical

Generation X

•1981-1999

•confident and technologically advanced, and they come with a sense of entitlement

Generation Y

•2000-present

•A group that has received little attention in the literature thus far.

Generation Z

(Reilly 2012:03)

Gen Y characteristics

• tech-savvy• balances personal and work lives• kinesthetic and visual• feedback-dependent• predilection for entertainment and games• redefine respect• seek a purpose and a passion• read less and less well• Gen Y and academic dishonesty

Generation Y

Hadfields’ reversed pyramid

(Harmer 2007:175)

Hadfields’ reversed pyramid

Language labs, videos , computers, PowerPoint

Cassette recorders, OHPs, photocopiers

Whiteboards, books

Paper and pens

Blackboard

Nothing

(Harmer 2007:175)

‘Other way up’ resources pyramid

(Harmer 2007:176)

‘Other way up’ resources pyramid

People

Real life

Blackboard

Paper and pens

Whiteboards, books

Cassette recorders, OHPs, photocopies

Language labs, videos , computers, PowerPoint

(Harmer 2007:176)

Attitude to technologyI can never get into the computer room in class time – it’s always being

used.

Using computers isn’t interactive. My students

could do computer work at home.

I don’t know anything about

technology!

I don’t like them, so I don’t see why I should

use them in the classroom,

Why use computers anyway? We’ve got a

perfectly good coursebook.

I’d like to use computers more, but preparing materials is so time consuming.

My students know so much more

about computers than I do.

1

2

3

4

56

7

Technological awareness process

Access Use Knowledge Creativity

Learners profile: now and then

PAST

• Lack of familiarity with technology

• More negative attitude towards technology

• Little access to the Internet• Lack of modern technology at

work• Used to read more• Methodology awareness• Wish for a less traditional

education

NOWADAYS

• More familiarity with technology• Addicted to technology, esp.

social networking • Access to internet on the phone

all the time• Read less and don’t worry about

what other people will think about their posts

• Think more about themselves• Very creative and fun• Lack of methodology awareness

The Course: now and then

PAST • Introducing modern

technologies• Thinking their possible use

in the classroom

• Technology as a useful tool

• Main aim: Change of attitude towards technology

NOWADAYS• Methodology awareness• Rethinking the use of

technology – adapting it to language teaching

• Technology without methodology doesn’t work.

• Technology is just a tool.• Main aim: How to apply

their technology skills to their teaching reality

Findings

• Younger teachers have more access to technology than they used to.• However, they have less methodology

awareness.

• The need for more training and development course.

Findings• There may be a generation gap between

teachers working in the same institution.• There may also be a greater gap between

coordinators and the new generation of teachers.

• More study to understand this new generation as workforce.

The future is now!

Can we still consider the idea of “future” in relation to “modernity”?

Nothing surprises us. What can be considered modern?

5 WAYS TO ATTRACT GEN Y TO YOUR WORKPLACE

• Offer flexibility.• Use technology and social

media as recruiting tool.• Write great job descriptions to

find your best fit.• Develop onboarding programs.• Be their mentor.

(Huhman, Heather 2010)

Homework Reflection• How does this may affect the

teaching and learning process? How do you cope with this new reality?

• What about dealing with the “brand-new” Generation Z? What is the next after Z?

• Does the difference between the generations take into consideration teachers’ and learners’ individual learning styles?

• Is there a need to develop different learning strategies depending on the generation?

• What is the role of the teacher/developer in this new scenario?

Reference• Beson, Phil & Voller, Peter (eds.) (1997). Autonomy & independence in language learning. New York: Addison

Wesley Longman.

• Cardoso, Janaina (2010). Tecnologia como uma ferramenta poderosa no aprendizado de idiomas. In Possas, Sandra (org.). Inglês na sala de aula: ação e reflexão. São Paulo: Moderna/ Richmond.

• Cardoso, Janaina (2005). As Estratégias de aprendizagem: eficácia e autonomia na compreensão oral. Niterói: UFF. (Doctorate Thesis)

• Dam, Leni (2003). Developing learner autonomy: the teacher’s responsibility. In Little, D. Ridley, J. & Ushioda, E. (eds.). Learner Autonomy in the Foreign Language Classroom. Dublin: Authentik.

• D’Elboux, Yannik (2010). Aprendizado na era digital. In Profissão Mestre. Ano 11, nº 130 (pp. 15-19)

• Dudeney, G. &Hockly, N. (2007). How to teach English with technology. Harlow: Pearson Longman.

• Frei, S., Gammill, A. & Irons, S. (2007). Integrating technology into the curriculum. Huntington Beach: Shell Education

• Freire, Paulo (1998). Pedagogia da autonomia. SP: Paz e Terra.

• Freitas, Adriano & Leite, Lígia (2011). Com giz e laptop. Rio de Janeiro: Wak Editora.

• Harmer, Jeremy (2007). The Practice of English language teaching. Harlow: Pearson Longman.

• Huhman, Heather (2010). 5 Ways to attract generation Y to your workplace. http://sme-blog.com/guest-blog/5-ways-to-attract-generation-y-to-your-workplace SEP 29, ’10 8:30 AM

• Lewis, Gordon (2009). Bringing technology into the classroom. Oxford: OUP.

Moran, J. M. (2004). Proposta de mudança nos cursos presenciais com a educação on-line. http://www.abed.org.br/congresso2004

Negreiros, T. C. (1999). Novas dimensões da organização: autonomia e afiliação. Programa de Desenvolvimento de Quadro Diretivos. RJ: Senac DN.

Prado, M.E.B. & Almeida, M.E.B. (2009). Criando situações de aprendizagem colaborativa. In Valente, Prado e Almeida (2009[2003]). Educação a distância via Internet. SP:Avercamp. (pp. 195-204)

Reilly, Peter (2012). Understanding and teaching generation Y. English Teaching Forum. Number 1 2012.

Santos, R & Sobrinho, J.C. (2009). Computers and the use of English as a foreign language: access to the diversity of textual genres and language skills. In Tatnall, A. & Jones, A. (2009). Education and technology for a better world. Melbourne: Springer. (pp. 401-416)

Scharle, Ágota & Szabó Anita (2000). Learner autonomy: a guide to developing learner responsibility. Cambridge: CUP.

Silva, Luciana (2010). O uso de tecnologias digitais nas aulas de inglês: um relato de uma experiência. In Possas, Sandra (org.). Inglês na sala de aula: ação e reflexão. São Paulo: Moderna/ Richmond..

Sokolik, Maggie (2001). Computers in language teaching. In Celce-Murcia, Marianne (ed.) Teaching English as a second or foreign language. Boston: Heinle Cengage Learning.

Valente, J. A. (2009). Curso em especialização em desenvolvimento de projetos pedagógicos com o uso das novas teconologias: descrição e fundamentos. In Valente, Prado e Almeida (orgs) (2009[2003]). Educação a distância via Internet. SP:Avercamp. (pp. 23-55)

Ur, Penny. (1996). A Course in language teaching.Cambridge: CUP.