1 on implementing an esl teacher education program using information technology andreas schramm...
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On Implementing an ESL Teacher Education Program Using Information Technology
Andreas Schramm [email protected]
Ann Mabbott [email protected]
Hamline UniversitySt. Paul, Minnesota
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Overview
I. BackgroundII. Course DevelopmentIII. Course SupportIV. Course Delivery V. Conclusion
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I. Background Elements of a Quality Online Teacher
Education Program Interaction among students and
between the professor and the students is central.
Education is student-centered and constructivist in nature.
There is an emphasis on practical application as well as a strong theoretical background.
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Background of our Program
MA in ESL with teacher licensure located in Minnesota
3 separate tracks for teachers of: a. K-12 students in the US, b. Immigrant and refugee adults in the US, and c. overseas learners of English.
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Background of our Program
Most of our students are practicing ESL teachers by the time they finish, if not before.
Most are adding the MA in ESL to previous credentials in teaching or applied linguistics.
Students live both close to and far from campus.
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Competencies Included in the ESL Teacher Education Language as Content (21 credits)
Teaching Methodology (14 cr.) Research/MA Thesis (8 cr.) Practice Teaching (1-10 cr.; not
online)
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II. Course Development Must be planned and deliberate within
theoretical framework
We conducted initial analysis to identify theoretical framework
There are similarities and differences between traditional and online courses
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Differences: access, medium, interaction amount, learner control, interactivity
(e.g., Herring, 1996; Warschauer, Shetzer, & Meloni, 2000),
expanded teacher roles, etc. (Bennett & Lockyer, 2004)
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Similarities motivation, setting designed for learning, language communication, visuals, etc.
(e.g., Brumfit, Phillips, & Skehan, 1985; Herring, 1996)
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Web course developers tend to focus on differences
We focus on similarities (see also Bennett and Lockyer, 2004)
This facilitates envisioning teaching and learning online
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Two parts to a successful theoretical framework: student-centered constructivist
educational philosophy (Mezirow, 2000, Bennet and Lockyer, 2004)
courses as communicative situations (Hymes, 1972)
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Similarities revealed by ethnographic analysis of course communication: (Schramm, 2005; Schramm and Mabbott, 2005)
Setting-participant communication components public vs. private student-instructor student-student
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Setting-event combinations lectures whole-class meetings small-group discussions informal exchanges
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Implementation
Lectures: public, instructor-student one-way
communication delivered statically as Web page as slideshow-sound combination synchronously via web-conferencing
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Implementation
Whole-class meetings: public, instructor-student, student-
student multi-directional delivered dynamically via bulletin board or via chat room synchronously via web-conferencing
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Small-group meetings: public, instructor-student, student-
student multi-directional delivered to student subset dynamically via bulletin board or via chat room outcome collated collaboratively via
Wiki
Implementation
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Implementation
Informal exchanges: public, student-student, multi-
directional delivered dynamically via bulletin board, chat
room, or web-conferencing to students only
pair-share tasks via text boxes and immediate student-initiated text feedback
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Implementation
Off-to-the-side & Office hours: private, instructor-student &
student-student implemented using individual email web-conferencing
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More similarities detected by communicative ethnography forms and topics:
language & humor content visuals
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Implementation
Language: informal humorous
(Koetter 2002)
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Implementation
Content & Visuals kept intact: speech sounds in linguistics via
streamed sound files streamed educational videos video-taped ESL teaching
techniques Jeopardy game slideshow for syntax
review Flash exercises, e.g. drag-and-drop
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III. Course Support
Course recreation takes two phases course design program planning and coordination
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Three expertises needed course design technological implementation pedagogical understanding
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Additional Staffing Needs Faculty need more time
higher discussion participation assessment items handling
Staff adminstrative, e.g. orientation,
student questions tech support
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Library staff online or phone reference desk work library orientation materials
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Instructional Technology Staff for re-creation of course activities,
materials electronic preparation of additional
materials (audio, video, orientation, etc.)
identification and implementation of instructional hardware
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IV. Program Delivery
Main program objectives deliver course content allow interaction with material facilitate learning interactively address multiple learning styles advise on academic theses
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Comparable delivery Learning Management System
Blackboard: classroom video audio handouts slideshows images illustrations exercises
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web-conferencing software Elluminate Live!: real-time interactivity application-sharing screen-sharing
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Other Software Flash animation, e.g. pair-share
exercises Wiki for collaboration on documents digitization software for
preparation, delivery of video and audio materials
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Comparable Library Resources multiple full-text databases electronic document delivery e-books
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V. Conclusion
Frydenberg (2002) lists nine domains of quality are the basis for setting course standards. Today we addressed the first two:
design and development instruction and instructor services
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Others need to be addressed as well: executive commitment technological infrastructure student services program delivery financial health legal and regulatory requirements and program evaluation
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Program Evaluation
Program evaluation and continual improvement more challenging than for campus programs
but necessary to ensure program quality.
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Reference List Bennett, S. & Lockyer, L. (2004). Becoming and
online teacher: Adapting to a changed environment for teaching and learning in higher education. Educational Media International, 41(3), 231-244.
Brumfit, C., Phillips, M., & Skehan, P. (Eds.). (1985). Computers in English language teaching. Oxford: Pergamon Press.
Frydenberg, J. (2002). Qualitative standards in eLearning: A matrix of analysis. International Review of Research in Open and Distance Learning 3 (2), Retrieved February 21, 2003, from http://www.irrodl.org/content/v3.2/frydenberg.html
Herring, S. (Ed.). (1996). Computer-mediated communication: Linguistic, social and cross-cultural perspectives. Amsterdam: John Benjamins Publishing Company.
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Reference List Hymes, D. (1972) Introduction. In C. Cazden, V. John,
& D. Hymes (Eds.), Functions of language in the classroom (pp. xi–xvii). New York, NY: Teachers College Press.
Kötter, M. (2002) Tandem learning on the internet. Frankfurt/M.: Peter Lang Publishing.
Mabbott, A. & Schramm, A. (2005). Course quality in online English-as-a-Second-Language teacher education. In M. Bigelow & C. Walker (Eds.), Creating teacher community: Selected papers from the Third International Conference on Language Teacher Education. Minneapolis, MN: Center for Advanced Research on Language Acquisition.
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Reference List Third International Conference on Language Teacher
Education. Minneapolis, MN: Center for Advanced Research on Language Acquisition.
Mezirow, J. (2000). Learning to think like an adult: Core concepts of transformation theory. In J. Mezirow (Ed.), Learning as transformation (pp. 3–33). San Francisco, CA: Jossey-Bass.
Schramm, A. (2005). Making online students connect: Ethnographic strategies for developing online learning experiences. In B. Holmberg, M. Shelley, & C. White (Eds.), Languages and distance education: Evolution and change. Clevedon, UK: Multilingual Matters.
Warschauer, M., Shetzer, H., & Meloni, C. (2000). Internet for English teaching. Alexandria, VA: TESOL.