TESOL 2009
DEBORAH [email protected]
http://www.deborahhealey.com/
The Beginnings… from Vision to Reality and Beyond
A teacher trainer’s perspective
Different perspectives
CALL teacher training since 1984 Teacher, administrator, techie and tech coordinator,
doctoral student
TESOL, ELI, Yemen, elsewhere in the worldDistance education to Iraq
Diffusion of innovations
http://riccistreet.net/port80/charthouse/present/diffusion.htm
1984 TESOL Summer Meeting:Computer Concepts for ESL Students
Programming in BASIC “Real reality” Task-based learning Western writing
Using Vic-20s
1. A foreign student may enter the university if he or she meets any of the following criteria: The student has a TOEFL over 550. The student has a TOEFL over 500 and wants to be an undergraduate.
The student has a TOEFL of at least 450, wants to be an undergraduate, and has completed 15 hours with a B average.
Write a program that will check whether a person may enter the university. The program should print out
YOU MAY ENTER THE UNIVERSITY orYOU MAY NOT ENTER THE UNIVERSITY THIS TERM
2. Modify the program above. Have the program print out the person’s name, then whether he/she may or may not enter the university, then say why— TOEFL is too low, or not enough credits, or grades are too low.
Watch out for the GOTO statements on this one! You will need a lot of them.
1984 NAFSA Region I
Beyond Programmed Learning: What else to do with computers in the classroom Applications Simulations Games
CP/M, AppleDOS
CAMEL
Yemen 1985-1988
Student enthusiasmTeachers …
Grammar Mastery Word-processing – MacWrite, Bank Street Writer
1987 TESOL Workshop for Newcomers to CALL
With Claire Bradin, Ellen Smith in 1987; others later
The things we thought teachers needed to know…
1989 TESOL Introduction to CALL
The first thought teachers had was about teaching grammar with computers, then maybe vocabulary
Word-processing (Bank Street Writer)Quest (simulation)Decision Maker (discussion tool)Crossword Creator (teacher tool)
1996 TESOL PCI on the Internet
Email using Pine – a command-line interface
Mailing lists – TESL-LNetscape for news and browsingSlower speed: Gopher and Lynx
Ron Corio, Jim Duber, Tom Robb, Tim Rushing, Maggie Sokolik
1998-2003 Oregon K-12 schools
Around 2001 - Elementary school, Oregon coast Apple IIe’s, little software, no training
ESL students the least well served by technology in K-12 schools
Constraints Concerns about Internet safety Need to teach to the test
WebQuests as a good solution
2007 TESOLNewcomers’ Orientation to CALL
http://www.deborahhealey.com/tesol2008/newcomers.htmlNeeds assessmentTeacher resources – Internet and softwareSocial webLab – one-computer classroom – individual
use
Susanne McLaughlin and Deborah Healey
Oregon-Iraq Distance Education Project
Reminder of enormous disparitiesPower outages; Internet outages; lack of
repair facilities; lack of resources for classrooms for most
Decades of neglectProject-based learning, one-computer
classroom were new concepts for manyhttp://aei.uoregon.edu/de/iraqelt/
Roles of Computers and Teachers
Roles of Computers and Teachers
Typologies help us understand
Robert Taylor – tutor, tool, tutee for CAI (1980)John Higgins – magister and pedagogue (1987
and earlier) for CALL programsMacey Taylor & Laura Perez– knower of the
right answer, workhorse, stimulus (1989)Mark Warschauer – behavioristic,
communicative, integrative CALL (1996+)Stephen Bax – restricted, open (now),
integrative (“normalized” – in the future) CALL (2003)
ICT4LT Module 1.4: Introduction to CALL
Graham Davies: “While presentation features such as full-colour graphics, sound and video have improved in leaps and bounds there has been an increasing tendency to neglect features such as discrete error analysis, feedback and branching. The trend today seems to be towards a point-and-click-let's-move-on-quick approach”
Overview of 25 Years
Constant movement from innovators => early adopters
=> early majority => late majority Email, word-processing, and the web
=>Web 2.0+=>ubiquitous computing
Constants over 25 years
Teachers want what’s best for their studentsTeachers have constraints
Time to learn Safe space to practice Resources
Training, access to appropriate material, equipment, learning space, support
Systematic barriersmandated syllabi, testing, “no noise”
It’s a cycle
ignorance toboggans into know
and trudges up to ignorance again
(ee cummings, One Times One, 1944:39)