Digital Literacy and Learning Styles
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Transcript of Digital Literacy and Learning Styles
神奈川県立外語短期大学
Digital Literacy and Learning Styles
JALTCALL 2009June 6 Toyo Gakuen University Tokyo
Marcel Van Amelsvoort
Kanagawa Prefectural College of Foreign Studies
神奈川県立外語短期大学
Digital Natives?
神奈川県立外語短期大学
Digital Literacy
USA 56% (2005)
“Digital Literacy” is too simple a term
Computer literacy
Computer literacyAccess to tools
(hardware and
software)Digital learning literacy
神奈川県立外語短期大学
Computer Ownership Rates Percentage of Students with Computers (and Internet)
2003 2004 2005 2006 2007 2008 2009
0
1
2
3
4
5
6
7
8
75%
神奈川県立外語短期大学
Digital Device Ownership Rates Digital Devices in 2007-09 (Incoming 1st Year Students)
% that have… 2007 2008 2009
MP3 Player
29% 47% 49%
Nintendo DS
12% 27% 26%
Sony PSP 6% 3% --
神奈川県立外語短期大学
Digital Learning Experience Digital Learning Literacy in 2007-08 (Incoming 1st Year Students)
% that have done… 2007 2008 2009Internet Listening 46% 53% 45%Podcasts (English) 9% 9% 22%Podcasts (Japanese) 12% 13% 27%Making Podcasts 1% 4% 6%Skype 12% 11% 22%Wikipedia 48% 64% 75%CALL Room 37% 37% 24%Social Networking (E) -- -- 13%Social Networking (J) -- -- 57%
Digital Writing Experience In 2007-09 (Incoming 1st Year Students)
% that have… 2007 2008 2009
Made a blog 29% 44% 48%
Posted blog comments in English
-- -- 17%
Posted blog comments in Japanese
-- -- 62%
Written an e-mail in English
55% 31% 42%
Digital Device Ownership Students and Teachers in 2009
Students Instructors
Mp3 Player 49% 7/10(only 2 use for language
study)
Nintendo DS 26% 1/10
Internet Learning Experience Internet Use in Language Learning in 2009
Students Instructors
Listening through the Internet
45% 6/10
Reading through the Internet
-- 9/10
Digital Learning Experience Technology for learning in 2009
Students Instructors
Keep (kept) a blog
48% 4/10
Listen to podcasts (in target language)
22% 2/10
Use Skype 22% 6/10(only 2 in target
language)
Teachers as Learners…
• Show a wide range of individual tool use (traditional, desktop and mobile)– Books and magazines (10/10)– Comp. reading (9/10)– DVDs (8/10)– TV (6/10)– Radio (5/10)
• Are hard to profile– But are definitely more PC-oriented
神奈川県立外語短期大学
“I don’t use technology very often but I
encourage students to.”
“I’m a paid member at Audible.com. I also record
radio programs and lectures for playback while I jog”
神奈川県立外語短期大学
Problems with encouraging new tools and techniques for learning
Culture of
Technology Culture of
Learning
神奈川県立外語短期大学
Culture of Technology
PC familiarity
Typing
Mp3 players: music or more?
神奈川県立外語短期大学
Culture of Learning
Teacher-centeredness
Autonomy
Focus on tests
Willingness to jump communities
Willingness to get involved
神奈川県立外語短期大学
Hubbard (2004)
• Experience CALL yourself
• Give learners teacher training
• Use a incremental/cyclical approach
• Use collaborative debriefings
• Teach general exploitation strategies (linguistic and technical).
神奈川県立外語短期大学
Our Approach for Implementation
Know Your Learners
Institutionalize (Multi-course and required) Immerse (Multi-course; regular assignments)
Support Actively (Multi-lingual; all stages)
Allow Sufficient Time
神奈川県立外語短期大学
Our Strategy
Teach and promote tool use in, across and beyond 3 courses
神奈川県立外語短期大学
Goals
Improve computer literacy
Improve computer learning literacy
Promote learner autonomy
神奈川県立外語短期大学
Subjects
18 (20 at start) 1st year students in the lowest proficiency class at a junior college in Yokohama.
神奈川県立外語短期大学
Tools
Blogs: As writing tool; web presence; personal learning space
Various Web 2.0 Tools: Voki (personalized talking avatars ) ESL Video (video learning) Voice of America (news and listening) IKnow (personalized social learning) Quizlet (personalized quizzes) Chatroll (interactive social writing)
神奈川県立外語短期大学
Institutionalize and Immerse
Writing 2 (1×90 min.) Blogs (but only 1 posting
required; more encouraged)
Workshop (2×90 min.) Blogs; ESL Video;
iKnow; Voice of America;
Quizlet; Voki
Writing 1 (1×90 min.)
Blogs; Quizlet;
Chatroll; Voki
Second TermFirst Term
神奈川県立外語短期大学
Results: Blogs vs. Journals
0%6%6%50%37%Improved
0%6%19%31%44%Enjoyed
0%6%6%50%37%Tried hard
Blogs
6%0%0%19%72%Improved
6%0%37%25% 31%Enjoyed
0 %6%6%31% 56%Tried hard
Disagree Strongly
DisagreeNot SureAgreeAgree Strongly
Journals
神奈川県立外語短期大学
Results: Blog Difficulty
By the end of the course…
0%28%61%0% 11%Difficulty
Very EasyEasyNot so Hard
HardVery Hard
神奈川県立外語短期大学
Blog Assessment by Learners
5%0%28%61%5%Interesting
BoringNot ReallyA LittleInterestingVery
0%0%61%39%Useful
Not at AllNot So Much
UsefulVery
神奈川県立外語短期大学
Learner Intentions and Reality
5%
No
45%50%Want to Continue Using Blogs
Haven’t Decided
Yes
• 17% wrote over the summer• Writing 2 produced an average of 4.1 postings
though only one was required (ranging from 0-9 postings)
神奈川県立外語短期大学
Factors We Found Important
Know Your Learners
Institutionalize (Multi-course and required) Immerse (Multi-course; regular assignments)
Support Actively (Multi-lingual; all stages)
Allow Sufficient Time