Uso de las TIC y su aplicación a la enseñanza de idiomas

Aplicaciones CALL en la clase de Aplicaciones CALL en la clase de inglés de primariainglés de primaria

Pascual Pérez-ParedesUniversidad de Murcia

http://www.um.es/dp-filologia-inglesa/paredes/

En esta sesión...En esta sesión...

1. Computer Assisted Language Learning (CALL) / ELAO en nuestra praxis: cuestionario

2. ¿Qué piensan los profesionales sobre la ELAO?

3. Tendencias en ELAO

4. Sesión práctica: exploración de recursos

1.Computer Assisted Language Learning 1.Computer Assisted Language Learning (CALL) / ELAO en nuestra praxis: (CALL) / ELAO en nuestra praxis:

cuestionario cuestionario

Resultados de la encuesta

IATEFL Learning Technologies IATEFL Learning Technologies Special Interest Group - 2006Special Interest Group - 2006

An analysis of the present state of CALL and the direction it will take in the future.

Starting point Bax (2003):Bax, S. 2003. ‘CALL—past,

present and future’. System 31: 13–28.

2. ¿Qué piensan los profesionales sobre la ELAO?

Bax (2003) on normalizationBax (2003) on normalization

. . . an integral part of every lesson, like a pen or a book. Teachers and students will use them without fear or inhibition, and equally without an exaggerated respect for what they can do. They will not be the centre of any lesson but they will play a part in almost all. They will be completely integrated into all other aspects of classroom life, alongside coursebooks, teachers and notepads. They will almost go unnoticed.

(Bax 2003: 23–4)

The forum debate... (1)The forum debate... (1)

Normalization was generally accepted as the future developmental stage of CALL

The discussion clarified beyond doubt that for the vast majority of the participants, their current situation in relation to CALL, in their countries or in their institutions, was still far from normalization.


Technological resources and infrastructure available to participants ranged from those at the cutting edge, to situations where tertiary education institutions had only one computer in a couple of classrooms, and to schools which did not yet have any technology in place.

This insight of the present reality of CALL showed that some countries and/or institutions were at the very beginning stages of CALL, with some even being at an incubation stage, planting the seeds for CALL by training future teachers so that they will be able to implement it when their schools are finally equipped with computers.


There were colleagues who seemed to be closer to normalization, sometimes as the only pioneers in their institutions, and at other times progressing on a par with their colleagues under the policy and guidance of their institution.


It was not teachers who worked in well-equipped schools and had ample access to technology and technical support that were closer to normalization.

Indeed, it soon became evident that other factors, such as enthusiasm and motivation of teachers, seemed to have the capabilities for a larger impact on promoting CALL normalization than money and equipment alone.

The forum debate... (5) The forum debate... (5) Normalization needs:Normalization needs:

Appropriate hardware: a necessary factor. Lack of basic equipment such as computers and printers can constrain development.

Appropriate software: participants maintained that there was a lack of classroom software which agreed with current pedagogy. Most existing software is directed towards self-access and not for classroom use, thus placing obstacles for progress towards normalization.


Easy access to technology: many participants mentioned hi-tech labs which were kept under lock-and-key as the school’s precious possession which might be damaged by students or teachers. A key to normalization is for teachers to have access to the technology whenever they need it and, preferably, at all times.


‘Top-down’ policy to use computers: success stories were pointed out where the decision to use computers in teaching came from the management and was strictly adhered to. Even though it is not a democratic procedure, it was found to work as long as the administration offered plenty of support to the teachers.


An integration of the technology into the syllabus: it is important for technology to be integrated into the syllabus and not to be an extra add-on which is used whenever ‘there is time’. A process which schedules technology into regular syllabus activities helps teachers and students view and use technology as an integral part of the lesson.


Teacher training as regards technological literacy: teachers should be trained so that they are confident users of technology.

Familiarization of technical support with EFL methodology: a positive factor would be for technical staff to be initiated into FL methodology so as to improve co-operation between teaching and technical staff.


Provision of plentiful support to teachers: technical and pedagogical support is essential in order to save teachers’ time spent on maintaining the equipment and help build teachers’ confidence in their efforts to use new technological applications.


Personalization of technology: learners and teachers should have free access to technology and should have a sense of ownership towards technology, feel comfortable, and at ease with the tool. It was argued that perhaps for this to be achieved teachers and students should have their own computers.


Involvement of teaching staff in decisions about technology: this is important in that it involves the teachers in the process of CALL implementation and promotes the feeling of ownership, which teachers should have about technology.


Technological developments: it was often felt that normalization could not yet be achieved because technology itself does not yet offer the tools we require. It cannot, for example, offer natural interaction/ conversation sessions.

3. Tendencias en ELAO (1)3. Tendencias en ELAO (1)

Enfoque clásico ELAO: software, drills, repetition.

3. Tendencias en ELAO (2)3. Tendencias en ELAO (2)

Tendencias en ELAO (3)Tendencias en ELAO (3)

Paradigma integrador: integration, customization, local needs, web 2.0.

4. Sesión práctica: exploración de 4. Sesión práctica: exploración de recursosrecursos

Uso de las TIC y su aplicación a la enseñanza de idiomas

Education

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