TIRF at 2014 TESOL - MALL Panel Presentation
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Transcript of TIRF at 2014 TESOL - MALL Panel Presentation
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TIRF
The International Research Foundation
for English Language Education
Visit TIRF’s website athttp://www.tirfonline.org
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Mobile Learning:
A Paradigm Shiftin
Democratizing Learning Access
TESOL International Convention
Portland, OR
2014
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Presenters
Philip Hubbard, Senior Lecturer and Director of English for Foreign Students, Stanford University Language CenterMichael Carrier, Director of Strategic Partnerships for Cambridge English, a division of University of Cambridge.Lorraine de Matos, General Manager of the Cultura Inglesa, São Paulo, Brazil,Marti Estell, Director of English Language Programs at the US Department of State’s Bureau of Educational and Cultural Affairs Richard Boyum, Department of State University Partnership Coordinator for Afghanistan and Pakistan
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TIRF
Overview of the Six Commissioned Papers
On Mobile Language Learning
Phil Hubbard, Stanford UniversityTESOL 2014
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Beatty: Beyond the Classroom
Notes mobile learning is becoming unrelated to classroom learning
Learners may use tools instead of learning languages (augmented reality)
Link MALL to situated learning
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Beatty: Beyond the Classroom
Identifies key issues– Learners
– Teachers
– Policymakers
– Employers
Teacher development
Workforce applications
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Hockly: Designer Learning
Key point: Teachers as effective designers of mobile learning experiences
Action research: implementing mobile communicative tasks for EFL (two weeks)
Six parameters: hardware, mobility, technological complexity, linguistic/ communicative competence, type of MALL, & educational/learning context
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Hockly: Designer Learning
Pegrum’s 4 MALL types: content, tutorial, creation, communication
Issues of concern for study: small scale, multilingual context, low proficiency, ad-hoc nature
Future: Keep the 6 parameters in mind plus teachers’ TPACK (Technological Pedagogical Content Knowledge)
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Kukulska-Hulme: Reskilling Learners
Key point: Learners need new skills for mobile language learning
Need to make connections between life and learning
Need to focus on learners’ personal interests for content and communication
Little research on mobile learners’ strategies and learning styles
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Kukulska-Hulme: Reskilling Learners
Different groups have different opportunities & challenges
Models: specified-activity, proposed-activity, & learner-driven
Need studies on a wider variety of learners and especially on advanced learners
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Stockwell & Hubbard: Principles
3 MALL issues and 10 emerging principles for design and practice
Physical issues Pedagogical issues Psycho-social issues Draw principles from CALL, ML & MALL
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Stockwell & Hubbard: Principles
Example Principles– P2 Limit multi-tasking & distractions
– P3 Push but respect boundaries
– P5 Acknowledge learner differences
– P6 Be aware of learner cultures-of-use
– P9 Provide guidance and learner training
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Sweeney: Evidence for Benefits
MALL for English in the workplace Looking for evidence of differential
benefits of MALL Method: Structured interviews of 7
practitioners across 10 classes Reasons for MALL: efficiency, relevance,
teacher motivation, student expectations, & commercial imperatives
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Sweeney: Evidence for Benefits
Some key findings for learners– Limits of ‘digital natives’; benefits of training
– Impact of culture and context on self-access
– Laptops as mobile devices
Some key findings for teachers– Tasks appropriate for content, context, & skills
– Teachers as mobile users
– Transformation of pedagogic context
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Traxler: Past Speaks to the Future
Mobile technology characteristics– Delivery mechanism with unexploited
affordances
– Modifier of learning: outsourced cognition
– Determinant of linguistic practices & discourse
ML categories: reaching out, enriching, learning from one another, role of theory, motivating, & just-in-case vs. just-in-time
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Traxler: Past Speaks to the Future
Challenges: scaling up, sustaining, embedding, and providing evidence
Transformations– Space, place, identity & community
– Social practices
– Knowing & learning
– Language & discourse
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Conclusion
Final comments Go to http://www.tirfonline.org/english-in-the-
workforce/mobile-assisted-language-learning/ (or just Google TIRF MALL)
Note also the Language Learning & Technology special issue on MALL: http://llt.msu.edu/issues/october2013/
Email: [email protected]
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TIRF
Mobile-Assisted & 1:1Language Learning
Michael Carrier
Cambridge English Language Assessment
TESOL Portland 2014
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What are MALL & 1:1?
MALL:Use of portable devices to give learners access to learning materials, learning activities and assessment
•In class = tablets, laptops
•Out of class = phones, tablets
1:1 movement:
•commitment to providing every learner with her own device for use in and out of class
•new classroom management approach using 1:1 in communicative and collaborative pedagogical models
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Equity and access
All learners should have access to knowledge and education; for this we need Devices and Connectivity and a commitment to OERs
Devices:
•Device provided by school
•BYOD – shared in groupwork
•Developing world – need donor involvement
Connectivity:
•3G – 5G
•Fibre to the school
•WiMAX
•Satellite
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Technology-supported: learners at the centre
Face-to-face classroom
eTutorsVOIP & FaceTime
Learning device
LMS as hub
Blended learning
Big Data: Tracking & Portfolio
The LearnerIndividualised
pathways
Social learning
Handheld learning
On-demand content
Cloud synchronisation
Adaptive learning
Speech recognition & AI tools
Learning – oriented assessment
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New pedagogical models
Less formal learning Formal learning
Communicative content creation
Teacher-led(inc. remote)
Self-directed digital 1:1 device groups
Group-oriented
Self-study
Alignment of needs and technologies:
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New classroom models
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In-class vs Out-of-class model
Before Class In Class After Class
Activities:• Writing
• Comprehension questions
• Online workbook
• Practise vocab with Apps
• Formative assessment
Activities:• Reading &
Listening activities
• Study text
• Learn vocab online
• Grammar in Use activity with Apps
Activities:• Speaking
activities
• Pairwork
• Concept questions
• Communication activities, games storytelling
• Mentoring
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1:1 & language learning
• Access to anytime anywhere learning
• Access to authentic models of English
• Develop new forms of communicative pairwork activity in class
• Create content: tell a group-developed story
• More time on task - more hours per week for English study, outside class
• Reinforce parts of classwork
• Prepare ahead in Flipped mode
• Increase motivation
Not yet available:
•Students can’t learn to speak – though they can learn to listen and improve pronunciation
•Students can’t carry out natural speech interaction with a virtual partner
•Technology can’t understand and semantically respond to student speech (though can transcribe it and translate it)
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1:1 classroom management
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Plan Ceibal – remote teaching, local support
Remote teacher using video-
phone
Students with Classroom
laptops
Local class teacher
managing activity
Local classroom:TV screen
showing remote teacher
Lesson materials shown via Webex
2-way video & audio
Joint lesson planning
2828
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1:1 Policy development
Investment focus Budget
Technology infrastructure:•Bandwidth•Equipment – 1:1 devices & BYOD systems
33%
Teacher development:•pre-service•in-service
33%
Curriculum update:•pedagogical models, language syllabus, assessment systemsDigital content:•textbooks, authentic input, activities, apps
33%
Policy checklist
Strategy:•Outcomes•Measurement•Quality Standards•Sustainability
Pedagogical models:•Curriculum design/integration•Teacher training•Classroom design
Technology:•Connectivity•Device-agnostic content•Platform agnostic content•Issues: •BYOD, AR, ASR, IWB, LMS, QR, Flipped Classroom
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1:1 Policy - Digital teacher competences
3030
• Personal development: Technology awareness; curiosity; User training
• Lesson planning: how to integrate digital content
• Classroom management: how to coordinate formal & informal activities
• Classroom management online:
how to manage a virtual classroom
• Digital tools & media awareness:how to create new content with students
“You can fill all the classrooms with computers, but if you don’t train the teachers on how to use them effectively, [your] investment will lose all of its purpose.”
Dr. Huseyin Celik, former minister of education, Turkey
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Cambridge – research to apps to exams
Cambridge ALTA
Research Institute
ALTA researches into:• text and speech
processing• machine learning• corpus
development and analysis
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Babel fish?
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Research – TIRF mobile language learning papers
• 8 papers on current state of mobile learning approaches to teaching of English
• Download from:
author title
Ken Beatty Beyond the classroom: mobile learning in the wider world
Agnes Kukulska-Hulme Re-skilling language learners for a mobile world
Nicky Hockly Designer learning: the teacher as designer of mobile-based classroom learning experiences
Philip Hubbard and Glenn Stockwell
Some emerging principles for mobile-assisted language learning
John Traxler Mobile Learning for Languages - Can The Past Speak to the Future?
Nik Peachey Quality reviews of language learning materials available for mobile devices, including those for workplace English
Paul Sweeney TBC
Matthew Kam TBC
www.tirfonline.org
Contacts: [email protected]
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Mobile Learning: A Paradigm Shift in Democratizing Learning Access
Brazilian context:
5th largest country in the world Diversity of income and living conditionsDisparity in access to quality educationPisa ranking 58th out of 65Teaching: a low-status professionMost teachers of English under B1 level (Council of Europe CEFR)
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How is mobile learning a part of our educational landscape
in Brazil and how close are we to a paradigm shift?
Current situation in Brazil
Current situation of a face to face
language provider of EFL
Future tendencies
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Current situation in Brazil: Barriers for MALL
Barriers for use of technology in Education
in Brazil
Uneven access to broad band – better in urban areas
Brazil average speed 2.4 mbps,3.6 Mexico and 8.7 USA
Low quality, high cost telecommunication services
Wi-fi not available in every school
Learning environment teacher led and print dependent
Learning rarely considers real life needs
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Current situation in Brazil: Barriers for MALL
The public system
Insufficient funding for schools
Critical teacher situation due to: Low salaries Challenging working conditions Low-tech Resistance to change Gap in competences
Lack of relevant digital content esp. language learning
Unprepared leadership (tech)
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Current situation of tablets in schools:a revolution to come
Current Status
In 2011 the Federal Government
announced the distribution of 600.000
tablets for teachers in 2012.
(happened 2013/14).
R$180 million for tablets
R$73 million for digital content
R$1 billion for books
And training?
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Current situation of tablets in schools: a revolution to come
Current Status
Criticism for lack of planning:
“We understood how the tablet worked when it
arrived at the school”.
Head of school in State of Pernambuco
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Current situation: Tablet distribution in State of São Paulo
Coverage of 25% teachers
Only 50% using tablets
Distribution to high schools, urban areas
Restricted to some subjects (exact sciences, biology)
1 orientation session per bimester
Teachers of English not included
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Current situation: Tablet distribution in State of
São Paulo
All schools have a multi-media kit,
some being equipped as interactive
Examples of content:
Khan Academy (Physics/Maths/
Biology/Chemistry)
Teachers’ portal, MEC (Ministry
of Education)
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Current situation: Opportunities
Opportunities for mobile use
Mobile phone 1.3 per capita, Russia 1.8
85% Android
Smart phones with Android operating system allow computer
operations for lower income groups
Brazil 2nd largest market for Facebook at 58 million accounts
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Current situation: Opportunities
Drivers for increase of access and speed of broadband
Consumer expectations to watch major sporting events
Needs of the 12 host cities (World Cup)
Improvement in cost-efficiency
Introduction of higher speeds
Growth of use of corporate cloud-based applications
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Current situation: Opportunities
The spontaneous use of mobile
by the learner (mainly urban)
Records classes for use in long
commutes to work/school
Takes photos of homework, flipcharts
Downloads texts, presentations
Uses WhatsApp for sharing with colleagues
Watches films in streaming video
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Current situation: Opportunities
Other drivers of change
Students rich experience with internet out of classroom will
push school activity
Cheap or free access through:
Lan houses, smart phones, community centres,
libraries and work places, etc
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Current situation of a face to face language provider of
English as a Foreign Language
Technology available in organization
IWBs in classrooms
Multi media centres
Desktops and laptops for homework
Mobile devices used by teachers (uneven uptake)
Mobile devices used by most students for
informal learning (edutainment) and homework
BYOD
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Raquel´s class
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Language Provider: The opportunities we envisage
from TIRF papers for use of MALL
Providers should consider:
Curriculum: a more intensive use of
personal road maps for students
Need for investment in learning analytics to enable
customized learning (make or buy)
Coverage of multiple OS
Incorporation of social networking tools for more open
learning sources
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Language Provider: The opportunities we envisage
from TIRF papers for use of MALL
Review of classroom practice:
Alternative ways and pace of learning
Inclusion of what students learn out of school and is
meaningful
Co-authoring of learning experience
Inclusion of learning that can take place wherever,
whenever and with whoever
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Challenges for teacher development programmes
Encourage teachers to use mobile devices
effectively with affordances and limitations
( not transfer past repertoire)
Support teachers to build confidence and competence in the
transfer of students’ skills as proficient personal mobile users
Trigger reflection of the power of mobile technology to
enhance learning
Improve understanding of digital literacy
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Challenges for teacher development programmes
More familiarization sessions on potential
of tools and suitable free and paid content
How to design relevant self-access content, activities
and skills development and not depend solely on
haphazard use of what teacher or student comes
across
MALL should be embedded in the learning vision
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Other challenges
Use, limits and risks of social networking
(teacher leadership)
Rethink learning process to leverage
informal knowledge
Provide alternative mobile based learning solutions beyond
supplementary/ enhancement use for mobile devices
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Future tendencies: MALL in Brazil
The distribution of mobile technology preceded
various critical planning phases:
Politicians/education leaders need to redefine the strategy for
use of curriculum and technology to fit current needs of students
and employers (Explore, Sustain, Renew)
A move to student-centred learning. Huge challenge for Brazil
Teacher development programmes needed for digital literacy of
teachers
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Future tendencies: MALL in Brazil
Mobiles in education will grow as a natural
choice
Growth of mobile market
Brazilian celular phone carriers offer language courses at low
prices. Other suppliers are attracted to this market
Free and low cost apps allowing multi device use will gain
popularity in classrooms
Increase of broadband will allow more access
to open content
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MALL in Brazil: How close are we to a paradigm shift?
In 2014 an aspiration that will take at least 5 years to consolidate Success in the classroom will depend on…
the readiness of the teachers
the heart of the matter
the missing piece
to the puzzle
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Bureau of Educational and Cultural AffairsU.S. Department of State
The Office of English Language Programs
presents the
AMERICAN ENGLISH MOBILE APP
for Teachers and Learnersof English as a Foreign Language Abroad
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English and the Global Mobile Audience
How can the State Department get English language learning content to a diverse audience on the mobile
devices they already own?
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Roughly 75% of the world’s mobile subscriptions are in developing
countries
Feature phones make up more than 80% of the mobile phone market
Defining the Mobile Audience
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Reaching the Mobile Audience
Introducing the free American English (AE) mobile app!
English Education Alliance partners, biNu and Worldreader, support the Department in delivering resources to lower-tech mobile devices
The AE mobile app Uses data compression to reduce access costs
Requires a 2G+ mobile internet connection
Compatibility: feature phones & Android phones
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Watch the AE app in action
http://www.youtube.com/watch?v=3Hhxvi2DHwU Students: practice on the go!
Teachers: bring multimedia content into the classroom without high-tech equipment and encourage students to study outside of class
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Quizzes
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Quizzes
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biNu Technology Makes the AE App Possible
Our partner offers a free platform for feature phones that provides smartphone-like capabilities
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biNu
5+ million monthly mobile users
Cloud-based: 10x less data used
Java-enabled feature phones or Android devices
Language support: 18+ languages
Translates menus, icon labels, etc.
Google Translate & dictionary support
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How to download the AE App
1. To download, open the internet browser on your mobile device
2. Type in http://m.binu.com/ae
3. Choose the file type needed for your device
Java – feature phones (non-smart phones)
Android –
4. Follow the installation prompts (click “yes”)
5. Look for the AE app on your phone
6. Supply registration information for full access to all features (optional)
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For more information, visit the American English Mobile App
resource webpage
Search for “mobile” on http://americanenglish.state.gov
biNu Demo
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Contact Information
Visit Us! americanenglish.state.gov
AmericanEnglishatState
Office of English Language ProgramsU.S. Department of State
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ELT for the Next Generation
Challenges ofHardware and Human-ware in a
Tech-Emergent Environment
Richard BoyumUS Department of State
South and Central Asia Office of Public Diplomay
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Take if for Granted versus Daily Uncertainty
Power BandwidthDelivery
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Take if for Granted versus Daily Uncertainty
Power
Load shedding
Generator
Fuel
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Take if for Granted versus Daily Uncertainty
Bandwidth
3G 4G ??
Feature Phone
Smart Phone
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Take if for Granted versus Daily Uncertainty
Delivery
The last 100 yards
Access
Hot Spots
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In spite of it all….
The example of a professor in South Asia: Bought smartphone 3 yrs ago Explored apps - found dictionary, then others
Meeting the Challenge
I used a phonetic chart application a lot because I was teaching phonetics and phonology. I advised my students to download that app from android apps market. Almost half of my students use android Mobile phones so they can easily get these apps and start using them.
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Expanding the Repertoire
Sounds Conversation Writing Skills IELTS TOEFL
I usually engage them in group work activities so that they can at least practice language skills using the mobile application and master its use. Some of them do use these applications when they are out of class or at home.
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Challenges
Half the class has smartphones
Most think of phone for communication – text/call Few realize that the mobile is no longer just a device for
communication, but a rather full computer for many uses.
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Challenges
Attitudes toward learning (Sts and T): learning = teacher lecturing
instead: You can learn outside of classLearning can be funYou can learn from a device
Teachers need orientation/training, need to know and use the apps
Android market offers many applications that can assist the teachers and learners in teaching and learning English. However, most of the teachers and students are not aware of these apps. The need is to introduce these apps and provide the teachers required training for using these apps in language teaching and learning.
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Way Forward
As mobile technology expands its reach....Encourage teachers to take the lead. Students will follow and embrace the technologyOne click at a time…..
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ELT for the Next Generation
Challenges ofHardware and Human-ware in a
Tech-Emergent Environment
Richard BoyumUS Department of State
South and Central Asia Office of Public Diplomay
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Mobile Learning:
A Paradigm Shiftin
Democratizing Learning Access
TESOL International Convention
Portland, OR
2014