TESOL

TESOL

Step 1: Search for some (1+) articles that outline a framework for assessing technology for classroom use. If possible focus on articles that assess technology for language classrooms, preferably ESL/EFL classrooms.
Step 2: Scan the articles and decide on which one gives the best framework for assessment.
Step 3: Reduce the framework into a checklist (if the article hasn’t already done this).
Step 4: Consider what is missing or what you think needs to be improved.
Step 5: Add the reference details for your article (APA 6th style) together with your notes/summary to the course wiki.

 

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These are some of my classmates answers to this task. So please follow the instructions precisely and be so careful about the due time .these answers to help you know how this task could be done. It is easy just one page.

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1)Technology Use in ESL: An Investigation of Students’ Experiences and the Implications for Language Education

 

This articles analyses Green’s (1988) Literacy in 3D model as a basis for scrutinizingtechnoliteracy in contemporary teaching.  This model has three fundamental dimensions: operational, cultural and critical.  The author of this paper in conjunction with Green (1988) identify that each dimension allows for the incorporation of different skills and knowledge in learners, thus leading to a more holistic view and model.

 

Tour (2010) uses the 3D Model to understand technoliteracy, as it is a model that clearly articulates the necessities of analysing literacy, both traditional methods and technology-based methods.

Improvements

 

It would be beneficial if this paper used the 3D Model to analyse a/various specific technology method/s opposed to the blanket approach of ICT.  This would allow for a more individualized approach as varying forms of technology have vastly differing operational, cultural and critical uses.

Tour, E. (2010). Technology Use in ESL: An Investigation of Students’ Experiences and the implications for Language Education TESOL in Context, 20(1), 5-21.
 

 

 

 

 

2)Technology for French Learning: A Mismatch between Expectation and Reality

 

 

Activity Theory Framework

 

Activity Theory (Engestom, 1987) takes a socio – cultural perspective and a holistic approach inanalysing language learners and learning activities within an activity system. The use of tools for learning is examined in light of their interactions with other factors in an activity system, rather than being viewed as instrumental alone.

 

The primary factors include;

 

• Subjects: There are two activity systems; an activity system of the students and an activity system of the teacher.
• Object/motive:The second element of an activity system is the object/motive, which is the goal that subjects are aiming to reach. In this case, the over-arching goal is to learn/teach French.
• Outcome:However, behind that overall aim, individuals might have different motives about why they would like to learn/teach French, and these different motives might result in conflicts and contradictions within and between the activity systems.
• Mediating Tools:are anything that mediates between the subject and the object (for example, communication tools such as symbols, language, internet tools, etc.).

 

Possible Improvements

 

This framework could include the kinds of technologies that students use willingly and regularly outside the classroom for purposes other than language learning. This would enable the researcher to recycle these technologies in the classroom environment which would increase motivation, lower anxiety, increase participation and interaction.

 

Moreover, when analysing technology types used by students for language learning the researcher should be careful not to rely only on self-reported data. In class observations of student’s preferred technologies would improve further studies and contribute to more accurate data triangulation. This practice would better verify the credibility of the instructor’s and students’ claims.

 

 

 

Karabulut, A., Levelle, K., Li, J., & Suvorov, R. (2012). Technology for French Learning: A Mismatch Between Expectations and Reality. CALICO Journal, 29(2), 341. DOI:10.1558/cj.v29i2.341-366

 

 

 

 

 

3)Software Selection: A Primer on Sources and Evaluation

(Veronica Herrera, s2959077)

 

In this article Burston (2003) provides a guide on how to select software for foreign language teaching. Furthermore, the author explains that choosing a software for foreign language teaching is not the same as choosing a textbook as it is more time consuming and requires a level of technological knowledge. In the first section the author suggests revising software reviews to help evaluate the effectiveness of a software. Some sources of software reviews mentioned are: CALICO journal, Language Learning & Technology e-journal, and The Modern Language Journal. Burston (2003) explains that software reviews take several months (6-12 months) to be publish which is a disadvantage as by time the review is published the software can be out of date. Hence, the author points out the need for teacher to learn to evaluate foreign language software.

 

According to Burston (2003) a software for foreign language teaching should fulfil the following requirements:

• Pedagogical validity:It must conform to sound instructional methodology.
• Curriculum adaptability:It must fit, or be adaptable to, curricular objectives.
• Efficiency:It must make something teachers are already doing easier to accomplish.
• Effectiveness:It must produce better results.
• Pedagogical innovation:It must allow teachers to do something new and different

 

In addition to this list, the author posits four generic characteristic that should be considered when evaluating a software:

• Technical Features

• Installation and uninstall process
• Speed and stability of program
• Platform requirements
• Friendly user interface
• Usage of computer resources

• Activities (Procedure):in this section the author points out it is important to evaluate the quality of the activity without considering personal preferences towards certain activities. The program’s activities should include the following characteristics:
  • Linguistic and sociolinguisticfocus
  • Four macro skills
  • Related to the curriculum
• Teacher Fit (Approach): in this division the teacher judges the activities based on how well they fit the pedagogical objectives of the class. The following items should be considered in this point:

• Adapts to classroom methodology
• Linguistic accuracy
• Sociocultural representations

• Learner Fit (Design): the teacher should evaluate the software based on the students’ needs. The characteristics considered in this criteria are:

• linguistic level
• error correction and feedback
• adaptation to individual learner differences
• learning styles
• learning strategies
• learner control
• allows instructor to modify

 

Improvements

In my opinion, it is also important to consider if the software contains activities that involve students’ micro-skills (grammar, vocabulary and pronunciation) and not only the four macro skills. Additionally, I believe that in order to better evaluate a software for foreign language teaching it is necessary to provide a scale (1 to 10) to demonstrate how well the program fulfils the characteristics mentioned by the author. Finally, the cost of the program and the support (updates and patches) the provider offers should also be considered.

 

Reference

Burston, J. (2003). Software Selection: A Primer on Sources and Evaluation. CALICO Journal, 21(1), 29-40.

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