Bridging the Digital Divide:

New Media training

strategies for language
tutors
Benoît Guilbaud
 Information
Social cleavage
rich / poor

Digital Divide
 Social resources
Education

Digital Divide
Content
Language

Literacy
Community
Warschauer, 2003
Learning Technologies
Learning Technologies
Why bother?
 Why use learning technologies in teaching?

-To recognise the importance of multi-modality

-To teach students using media they know

-To deliver transferable, professional skills

-To prepare students to engage with a society of participatory

culture and collective intelligence

 “Digital media literacy continues its rise in
importance as a key skill in every discipline and
profession.”

Horizon Report, New Media Consortium, 2010

“Computer literacy is the third life

skill alongside numeracy and
literacy.”

DfES: 21st Century Skills, 2003

How to ensure efficient delivery of New Media Literacy?
“Literacy, like ICT access, involves a combination

of devices, content, skills, understanding, and

support in order to engage in meaningful […]

practices.”
Warschauer, 2003
devices content skills understanding support
 devices hardware + internet connection

content software + teaching material

skills training

understanding practice + feedback

technical support + peer
support
support
 New Media Training Strategies for Language Tutors

Apply the principle of learning by doing

Deliver inclusive initial training session

Provide individual, in-class follow-up by a more experienced peer

Showcase examples of good practice via drop-in sessions

 New Media Training Strategies for Language Tutors

Adapt budget allocation

1/3 of budget for hardware, 2/3 for software and support (Morino
Institue, 2001)

Include peer support within staff workload

Ensure reliable and constant technical support and peer support to

address the ‘affective barrier’ (Goshtasbpour, 2009)
 New Media Training Strategies for Language Tutors

Address the motivational barrier

Do not rely solely on either extrinsic or instrinsic motivation

Provide common goals (e.g. on team-taught courses) to allow easy sharing

of resources and peer support

Encourage self-regulated learning (SRL) processes

Any questions?
 References
Colvin Clark, R. & Mayer, R.E., 2008. E-learning and the science of instruction: proven guidelines for consumers
and designers of multimedia learning. 2nd ed. San Francisco: Pfeiffer.

Goshtasbpour, F., 2009. Barriers to EFL teachers’ uptake of instructional technology: a case study of an EFL
section. M.A. Manchester: Manchester Metropolitan University.

Jenkins, H., 2006. Convergence culture: where old and new media collide. New York; London: New York University
Press.

Levin, T. & Wadmany, R., 2008. Teachers’ view on factors affecting effective integration of information technology in
the classroom: developmental scenery. Jl. of Technology and Teacher Education 16(2), pp.233-263.

Morino Institute (The), 2001. From access to outcomes: raising the aspirations for technology initiatives in low-
income communities. [Online] The Morino Institute. Available at: http://www.morino.org/divides/report.pdf [accessed
15 July 2010].

Reece, I. & Walker, S., 2006. Teaching, training & learning: a practical guide. 6th ed. Sunderland: Business
Education.

Servon, L.J., 2002. Bridging the digital divide: Technology, community and public policy. Malden, MA; Oxford,
England: Blackwell Publishing.