CALL, TELL, ICT AS RESOURCES FOR MATERIAL

DESIGN

AGENDA Definitions Beliefs Purposes Justifications Conditions Pedagogical implications

CALLICT

TELL

DEFINITIONS - CALLCALL (Computer-assisted Language

Learning) An approach in ILT (Information and

Language Technology) to language teaching and learning in which the computer is used as a substantial interactive aid for reinforcement and assessment in applications for language teaching and learning. (Levy, 1997)

DEFINITIONS - ICTICT (Information and Communications

Technologies)The merging of telephone networks with

computer networks likened to an individual able to interact purposefully with its surrounding realities which are perceived and modified by various receptors and effectors. (Semenov, 2005)

DEFINITIONS - TELLTELL (Technology Enhanced Language

Learning)The possibilities offered by the Internet

and communication technology for reinforcement in applications for language learning and teaching. (Levy, 1997)

DEVICES AND APPLICATIONSCALL ICT TELLComputer RoomCompanion softwareLanguage SoftwareCD ROMsEditorsPrint Graphics

VCRCD / DVD TV setVideo BeamVideo RoomAudio RoomRecorders CamcordersAudio PlayersCompanion WebsitesInternet Applications (see TELL)

WebsitesKeypalBlogs / V-logsPodcastsForumsWeb questsCourse waresE-mailChatsMessengersWikisScavengersWeb search machines

SOME TIPS TO REMEMBER…(LUCERO, 2011)

Consider clearly the use of tech in your language class, it must not be used simply because it is in vogue.

Don’t think that just for using tech your students will be more language proficient.

Tech does not solve your problems with language teaching and learning. It is only a complement to enhance classroom work.

WHAT JUSTIFIES THE USE OF CALL, ICT, AND TELL?

Consider then…The learnersThe teacherThe content The context(Lucero, 2011)

WHAT JUSTIFIES THE USE OF CALL, ICT, AND TELL? Learner’s levelAllow learners to work individually, at

their own pace, with their own needs.Allow learners to experience new

language and contexts.Provoke motivation and interaction with

multimedia.Promote self-monitor and self-assessment

for the activities and the learning process.

Teacher’s levelIntroduce a great variety of contexts,

language, activities, tasks, exercises.Exemplify authentic language in use in

natural situations and settings.Contribute to create in the learners new

perspectives of life and interests.

Content and Context levelProvide more content dynamism and context

attractiveness.Work with situational-visual contexts and

contents.Present verbal and non-verbal elements of

language.Allow geographical dispersed communication.Allow mobile technology (class, on foot,

home)

EXCELLENT JUSTIFICATIONS, BUT…

Where to start at?

TO START, MAKE YOURSELF THESE QUESTIONS ABOUT YOUR LEARNERS?

How many learners use CALL, ICT, TELL daily?

What CALL, ICT, TELL do your students use daily, and what for?

How often / long do your learners get in touch with CALL, ICT, TELL?

What abilities do your learners display when using CALL, ICT, TELL?

(McKay, 2000; Mayorga, 2006; Dudeney & Hockly, 2007, Lucero, 2011)

NOW, MAKE YOURSELF THESE QUESTIONS ABOUT TEACHERS? How proficient are teachers with CALL,

ICT, TELL? How often / long do teachers get learners

into the use of CALL, ICT, TELL? What CALL, ICT, TELL do teachers use for

language learning and use? How do teacher use those CALL, ICT, TELL

for language learning and use?(McKay, 2000; Mayorga, 2006; Dudeney & Hockly, 2007, Lucero, 2011)

THEN, MAKE YOURSELF THESE QUESTIONS ABOUT THE CONTENT? What language is being portrayed in the

CALL, ICT, TELL used? What situational-visual context is

displayed in the CALL, ICT, TELL used? How authentic and variable is the

content shown in the CALL, ICT, TELL used?

How accountable is the content of the CALL, ICT, TELL used?

FINALLY, MAKE YOURSELF THIS QUESTIONS ABOUT YOUR CONTEXT?

How equipped is the institution you work for to use CALL, ICT, TELL?

How much available is this equipment? How CALL, ICT, TELL use is evaluated? By whom? What cognitive and socio-affective

conditions for language teaching and learning are taken into account for using CALL, ICT, TELL?

Who evaluates them?(McKay, 2000; Mayorga, 2006; Dudeney & Hockly, 2007, Lucero, 2011)

PEDAGOGICAL CONSIDERATIONS(STEPP-GREANY, 2002)

Teacher’sLearner’s

ImplementingResistanceproficiency

To technologyDigital immigrant / TechnogeekTechnophobeDigital native / techsavvy

1. What is the teacher/learner perception of technology?

How and when the outside e-world is putting into the classroom (Dudeney & Hockley, 2007)

What sequence is used for this (Pre-use, using, post-use)Who controls what to do and with what methodology

PEDAGOGICAL CONSIDERATIONS

2. What is the nature of the multimedia equipment?

Interactivebut impersonal

Stimuli-ActionRepetitive tasks

Passive Learning (Jonassen, 2000)

Considerations •Teacher•Learner•Content•Context

3. WhoHowHow often

CALL, ICT, TELL tasks are evaluated?Under what criteria?TeacherLearnerAnswer keyWorksheet

InterviewsSurveysPortfolioTest

CompletenessQuality /QuantitySelf-correction

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