You are on page 1of 25

A Developmental Perspective on Technology in Language Education

MARK WARSCHAUER University of California, Irvine

Warschauer, M. (2002). A developmental perspective on technology in language education.

ELTAM

29.01.2008

Theoretical background Integrated English Language Program-II Updated info Conclusion

Warschauer, M. (2002). A developmental perspective on technology in language education.

ELTAM

29.01.2008

Language and technology are tools for individual and

societal development

Warschauer, M. (2002). A developmental perspective on technology in language education.

ELTAM

29.01.2008

approach -

developmental
based on consideration of both product and process

Warschauer, M. (2002). A developmental perspective on technology in language education.

ELTAM

29.01.2008

Process

Product

autonomous learning collaborative learning development and practice of language learning strategies

ability to continue learning ability to communicate outside the classroom

Warschauer, M. (2002). A developmental perspective on technology in language education.

ELTAM

29.01.2008

essential means of communication


videoconferencing

email

ICQ (instant messaging)

Warschauer, M. (2002). A developmental perspective on technology in language education.

chat room

ELTAM

29.01.2008

blog

electronic literacies as expanded product

computer literacy information literacy

Comfort and fluency in keyboarding and using computers The ability to find and critically evaluate online information

multimedia literacy

The ability to produce and interpret complex documents comprising texts, images, sounds
Knowledge of the pragmatics of individual and group online interaction

computer-mediated communication literacy


ELTAM

Warschauer, M. (2002). A developmental perspective on technology in language education.

29.01.2008

?The computer is an optional tool to assist the language learning process?


Research I Hawaii Egypt

?Technology doesnt transform the goal of what to be learned?


English is not an end in itself, but just a tool for being able to make use of information technology
High school English teacher

Warschauer, M. (2002). A developmental perspective on technology in language education.

ELTAM

29.01.2008

The role of educational institutions

to enhance the leadership in effectively integrating information and communication technologies as a developmental tool
Warschauer, M. (2002). A developmental perspective on technology in language education. ELTAM 29.01.2008 9

Process of autonomy
Self-directed use of language and technology

The ability to develop, explore, evaluate, and adapt new technology as it evolves
Warschauer, M. (2002). A developmental perspective on technology in language education. ELTAM 29.01.2008 10

Process of autonomy The capacity of sustainability


short term long term results

The concept of local appropriateness


access to and attitude to ICT in different locations

The principles of social informatics


restructuring incentives, developing social relationship, reconfiguring power

The principle of innovation diffusion


adoption of new ideas or innovations
Warschauer, M. (2002). A developmental perspective on technology in language education. ELTAM 29.01.2008 11

The S-shaped Curve of Adoption Innovation


Laggards

Late majority
Early majority Early adopters Innovators time of adoption
Warschauer, M. (2002). A developmental perspective on technology in language education. ELTAM 29.01.2008 12

Integrated English Language Program-II


Goal: improve English language teaching in Egypt
Focuses:
Language pedagogy, curriculum, and material development; the management of English language education and training programs

Two technology-based projects:


1 Professional development in computer and internet use 2 Teacher education via videoconferencing
Warschauer, M. (2002). A developmental perspective on technology in language education. ELTAM 29.01.2008 13

Professional Development in Computer and Internet Use


Goal: To help Egyptian educators make use of new technologies appropriate to their own circumstances Steps: leadership cadre more early adopters

Warschauer, M. (2002). A developmental perspective on technology in language education.

ELTAM

29.01.2008

14

Step One: Developing a Leadership Cadre (I)


Computers in English Language Teaching (CELT)

pre-training
Warschauer, M. (2002). A developmental perspective on technology in language education.

main training
ELTAM 29.01.2008

follow-up implication
15

Step One: Developing a Leadership Cadre (II)


Content Prepare participants for the leadership in the areas most needed by Egyptian teachers

Technology instruction

Software selection Teaching modules


Warschauer, M. (2002). A developmental perspective on technology in language education. ELTAM 29.01.2008 16

Step Two: Reaching Out to More Early Adopters (I)


Process: a. organize 1-week follow-up workshops in CELT members own locales b. an Electronic Oasis is organized each year with demonstrations c. manage several Web sites for Egyptian English teachers as well as a national email discussion list
Warschauer, M. (2002). A developmental perspective on technology in language education. ELTAM 29.01.2008 17

Step Two: Reaching Out to More Early Adopters (II)


Obstacles confronted: a. Lack of access to equipment b. Administrators reluctance to use computers c. Huge class sizes d. A centralized test-driven curriculum e. A school culture that discourages innovation But, there is always a way out. Mouniras class proves that is true.
Warschauer, M. (2002). A developmental perspective on technology in language education. ELTAM 29.01.2008 18

Key to the Success in the Program


1 a strategic focus on the development and consolidation of change agents 2 a cascade training approach that works through change agents to reach other early adopters

3 a focus on content and tools appropriate to the current developmental conditions of Egypt
4 a fostering of ongoing sustainable leadership networks and structures
Warschauer, M. (2002). A developmental perspective on technology in language education. ELTAM 29.01.2008 19

Integrated English Language Program-II


second program
Sample conference

Form: Aim:

videoconference
to train a large number of teachers who could not ordinary attend workshop

Theme:

principal aspects of basic English language teaching methodology


two one week workshops

Time span:

Warschauer, M. (2002). A developmental perspective on technology in language education.

ELTAM

29.01.2008

20

Drawbacks
The sound quality was not a good as in face-to face communication

Could not view all the site at the same time


Presentations were too theoretical Lack of direct follow-up

Little lasting impact on participating teachers


Warschauer, M. (2002). A developmental perspective on technology in language education. ELTAM 29.01.2008 21

Integrated English Language Program-II


second program
redesigned

Form: Aim:

videoconference to train a large number of teachers who could not ordinary attend workshop

Theme:

principal aspects of basic English language teaching methodology

Time span:

a year long workshop: one week workshop + series of 1 day follow up videoconference workshops + follow up assignments between videoconferences
ELTAM 29.01.2008 22

Warschauer, M. (2002). A developmental perspective on technology in language education.

The Expanded Product


Greater emphasis on sustainable change at both the teacher and the institutional level
master knowledge and skills of communicative language teaching

Teachers
reflect on teaching techniques and approaches in light of their classroom circumstances and continually adjust and adapt as necessary

Institutions

develop the capacity of the Ministry of Education to develop and carry out its own effective teacher education programs via videoconferencing
ELTAM 29.01.2008 23

Warschauer, M. (2002). A developmental perspective on technology in language education.

Other Projects

Initiative for Namibian Education Technology dot-EDU - Technology Tools for Teaching & Training in India (Project T4) dot-ORG Scottish Teachers for a New Era Initiative

Warschauer, M. (2002). A developmental perspective on technology in language education.

ELTAM

29.01.2008

24

Conclusion
The goal of TESOL is not only development of the language, but also development of the person.
classroom level master technology as a medium for communication, research and knowledge production professional level develop networks of innovators with expertise in technology-enhanced teaching, teacher development and educational reform
Warschauer, M. (2002). A developmental perspective on technology in language education. ELTAM 29.01.2008 25