1.English Language teaching andlearning in the Age of TechnologyVera Menezes

2. 1. The age oftechnology2. Theoretical Support.3. Digital tools.4. Conclusion 3. 1. The age of technology845 million monthly active users at the end of(December 2011)More than 140 million active users, 340 millionTweets a day, which means 1 billion Tweets every3days. (March 2012)79.9 million = number of Brazilians with internetaccess (home, work, school and cybercafsamongothers) (2011) The Internet became really big 4. Fourteen years ago and now 5. Integration Traditional media newspaper, books, r adio are giving way to content which is consumed in cell phones, laptops and tablets such as iPads. 6. IntegrationTraditional ways of reading arealso being replaced by the integrationof readers. 7. The fantastic flying books of Mr. Morris Lessmore by William Joyce 8. http://www.youtube.com/watch?v=eW775HIlVMg 9. 2. Theories Connectivism (SIEMENS, 2006, 2006) New literacies (RHEINGOLD, 2012) Framework for technology- based teaching and learning (SCHNEIDERMAN, 2003). 10. ConnectivismA central tenet of most learning theories is thatlearning occurs inside a person (Siemens,2005)These theories do not address learning thatoccurs outside of people (i.e. learning that isstored and manipulated by technology).(Siemens, 2005) Learning is evolutionary. It is not an event orend goal. Learning is a process. Our personalnetwork is continually being augmented andenhanced by new nodes and connections. 11. ConnectivismSiemens (2005, 2006) proposes analternativetheoryintegratingprinciplesexploredbychaos,network, and complexity and self-organization theories. He calls itConnectivism the assertion thatlearning is primarily a network-formingprocess (Siemens 2006, p. 15). 12. Connectivismhttp://www.flickr.com/photos/leonardlow/278794913/ 13. Principles of connectivism Learning and knowledge rests indiversity of opinions. Learning is a process of connectingspecialized nodes or informationsources. Learning may reside in non-humanappliances. 14. Principles of connectivismCapacity to know more is more critical than what is currently known.Nurturing and maintaining connections is needed to facilitate continual learning.Ability to see connections between fields, ideas, and concepts is a core skill. 15. Principles of connectivismCurrency (accurate, up-to-dateknowledge) is the intent of allconnectivist learning activities.Decision-making is itself a learning process.Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer, it may be wrong tomorrow due to alterations in the information climate 16. Principles of connectivismknowledge as a river, not a reservoir Diversity Autonomy Openness Interactivity 17. Examples of connectivismUFMG =Ingrede Project: 1500 students(Moodle platform)Diversity of opinions and learning routesAutonomy :digital library and a collectiveglossaryInteractivity: reading and postingOpenness ; new material brought by thestudents themselves. 18. Examples of connectivismUFSC: undergraduate course (Moodleplatform)Diversity of materialAutonomy is one of the objectiveInteractivity: forums for debatesOpenness : students can post new content. 19. New literacies Rheingold (2012)Literacy now means skill plus social competency in usingthat skill collaboratively. (K.163)Five Literacies:AttentionParticipationCollaborationConsumption of information (aka crapdetection)Network smartsWatch a video with Reingold at http://www.youtube.com/watch?v=kxmG6VeNSuQ 20. New literacies Rheingold (2012)Attention literacy refers to the mindful useof media. Where are you directing yourattention to?Participation: Rheingold (2012, K.2465)believes that participation creates a senseof belonging and empowerment in users.Participation, however, is a kind of powerthat only works if you share it with othersK.2482) and this leads us to the concept ofcuration. 21. CURATIONSiemens (2006, p.32) 22. http://www.youtube.com/watch?v=eW775HIlVMg 23. CURATIONhttp://www.scoop.it 24. New literacies Rheingold (2012)Collaboration is a key concept in Rheingoldsproposal. He says that Collaboration is the mostpurposeful means of collective action.A typical educational design based on collaborationis tandem learning.Examples: the work of Joo Telles and hiscollaborators at UNESP. Braga (2004) and Souza(1998) at UFMG.Attention/Participation/Collaboration/Consumptionof information/Network smarts 25. New literacies Rheingold (2012)Collaboration is still a problem. Example: wikiExpected pattern CommonpatternAttention/Participation/Collaboration/Consumptionof information/Network smarts 26. New literacies Rheingold (2012)Consumption of information (aka crapdetection):critical consumption of informationNetwork smarts: the internet and the cell phonehave transformed communication from house tohouse to person-to-person. ,The person hasbecome the portal. Network smarts are the oneswho are aware of their networks and the power ofgetting things Attention/Participation/Collaboration/Consumpt done.ion of information/Network smarts 27. Shneiderman (2003)You are evaluatedtoday by how manymessages you get aday, how many groupsyou contribute to, andhow many other peoplelink to your Webpages.(Shneiderman,2003, K, 1062) 28. Shneiderman (2003)The old education emphasized acquiringfacts and chunks of information,Old education stimulated competition andonly a few students were supposed to getgood marks.Students were prohibited from reading eachothers work and required to workindependently.The new education emphasizescollaboration. 29. Shneidermans framework for technology-based teaching (2003)COLLECT (Gather information andacquired resources)RELATE (Work in collaborativeteams)CREATE (Develop ambitious projects)DONATE Produce results that aremeaningful to someone outside theclassroom)CRCD 30. http://www.t4tenglish.ufsc.br/comoUsar.php 31. http://www.letras.ufmg.br/arado/ 32. 3. Web tools 33. By Samantha Penney 34. CollectRelateCreateDonate 35. CollectRelateCreateDonate 36. In spite of the natural resistance toinnovations, it seems that digital toolshave been gradually incorporated intodifferent kinds of learning contexts:from face-to-face to blended or onlinelearning contexts. 37. We never know what newtools will appear andhow they will affect us.Korea is now testing two types of robots to teachyoung students. One is programmed to teachEnglish using voice recognition technology andthe other is a telepresence robot with enableschildren to learn from native speakers of Englishwho are far away. 38. http://www.youtube.com/watch?v=M0T6uEEpiuQ 39. One 10-year-old boy said he was a littlenervous about the robot at first, but heliked its singing and dancing.His classmate, 10-year-old girl, said, Ilike the robot teacher better than human teachers. 40. I do not think we will compete with robots in Brazil, but I think we willsurely be invited to produce more andmore digital material. That seems to be the direction ourgovernment intends to pursue. 41. O arranjo social da escola do sculo 18.Os professores so do sculo 20 e osalunos, do sculo 21. (iG 06/03/2012)The school social arrangement is from18th century. Teachers are from 20thcentury and the students are from 21stcentury. 42. ThankYou for your attention!Vera Menezeshttp://www.veramenezes.com/