Healey 25th Anniversary

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CALL-IS 25th Anniversary Colloquium

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<ul><li> 1. TESOL 2009 DEBORAH HEALEY [email_address] http://www.deborahhealey.com/ The Beginnings from Vision to Reality and Beyond A teacher trainers perspective</li></ul> <p> 2. Different perspectives </p> <ul><li>CALL teacher training since 1984 </li></ul> <ul><li><ul><li>Teacher, administrator, techie and tech coordinator, doctoral student </li></ul></li></ul> <ul><li>TESOL, ELI, Yemen, elsewhere in the world </li></ul> <ul><li>Distance education to Iraq </li></ul> <p> 3. Diffusion of innovations http://riccistreet.net/port80/charthouse/present/diffusion.htm 4. 1984 TESOL Summer Meeting: Computer Concepts for ESL Students </p> <ul><li>Programming in BASIC </li></ul> <ul><li><ul><li> Real reality </li></ul></li></ul> <ul><li><ul><li>Task-based learning </li></ul></li></ul> <ul><li><ul><li>Western writing </li></ul></li></ul> <ul><li><ul><li>Using Vic-20s </li></ul></li></ul> <p> 5. </p> <ul><li>1. A foreign student may enter the university if he or she meets any of the following criteria: </li></ul> <ul><li><ul><li>The student has a TOEFL over 550. </li></ul></li></ul> <ul><li><ul><li>The student has a TOEFL over 500 and wants to be an undergraduate. </li></ul></li></ul> <ul><li><ul><li>The student has a TOEFL of at least 450, wants to be an undergraduate, and has completed 15 hours with a B average. </li></ul></li></ul> <ul><li>Write a program that will check whether a person may enter the university. The program should print out </li></ul> <ul><li>YOU MAY ENTER THE UNIVERSITYor </li></ul> <ul><li>YOU MAY NOT ENTER THE UNIVERSITY THIS TERM </li></ul> <ul><li>2. Modify the program above. Have the program print out the persons 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. </li></ul> <ul><li>Watch out for the GOTO statements on this one! You will need a lot of them. </li></ul> <p> 6. 1984 NAFSA Region I </p> <ul><li>Beyond Programmed Learning: What else to do with computers in the classroom </li></ul> <ul><li><ul><li>Applications </li></ul></li></ul> <ul><li><ul><li>Simulations </li></ul></li></ul> <ul><li><ul><li>Games </li></ul></li></ul> <ul><li><ul><li>CP/M, AppleDOS </li></ul></li></ul> <p> 7. CAMEL 8. Yemen 1985-1988 </p> <ul><li>Student enthusiasm </li></ul> <ul><li>Teachers </li></ul> <ul><li><ul><li>Grammar Mastery </li></ul></li></ul> <ul><li><ul><li>Word-processing MacWrite, Bank Street Writer </li></ul></li></ul> <p> 9. 1987 TESOL Workshop for Newcomers to CALL </p> <ul><li>With Claire Bradin, Ellen Smith in 1987; others later </li></ul> <p> 10. The things we thought teachers needed to know 11. 12. 13. 14. 1989 TESOL Introduction to CALL </p> <ul><li>The first thought teachers had was about teaching grammar with computers, then maybe vocabulary </li></ul> <ul><li>Word-processing (Bank Street Writer) </li></ul> <ul><li>Quest (simulation) </li></ul> <ul><li>Decision Maker (discussion tool) </li></ul> <ul><li>Crossword Creator (teacher tool) </li></ul> <p> 15. 1996 TESOL PCI on the Internet </p> <ul><li>Email using Pine a command-line interface </li></ul> <ul><li>Mailing lists TESL-L </li></ul> <ul><li>Netscape for news and browsing </li></ul> <ul><li>Slower speed: Gopher and Lynx </li></ul> <ul><li>Ron Corio, Jim Duber, Tom Robb, Tim Rushing, Maggie Sokolik </li></ul> <p> 16. 1998-2003 Oregon K-12 schools </p> <ul><li>Around 2001 - Elementary school, Oregon coast </li></ul> <ul><li><ul><li>Apple IIes, little software, no training </li></ul></li></ul> <ul><li>ESL students the least well served by technology in K-12 schools </li></ul> <ul><li>Constraints </li></ul> <ul><li><ul><li>Concerns about Internet safety </li></ul></li></ul> <ul><li><ul><li>Need to teach to the test </li></ul></li></ul> <ul><li>WebQuests as a good solution </li></ul> <p> 17. 2007 TESOL Newcomers Orientation to CALL </p> <ul><li>http://www.deborahhealey.com/tesol2008/newcomers.html </li></ul> <ul><li>Needs assessment </li></ul> <ul><li>Teacher resources Internet and software </li></ul> <ul><li>Social web </li></ul> <ul><li>Lab one-computer classroom individual use </li></ul> <ul><li>Susanne McLaughlin and Deborah Healey</li></ul> <p> 18. Oregon-Iraq Distance Education Project </p> <ul><li>Reminder of enormous disparities </li></ul> <ul><li>Power outages; Internet outages; lack of repair facilities; lack of resources for classrooms for most </li></ul> <ul><li>Decades of neglect </li></ul> <ul><li>Project-based learning, one-computer classroom were new concepts for many </li></ul> <ul><li>http://aei.uoregon.edu/de/iraqelt/ </li></ul> <p> 19. Roles of Computers and Teachers 20. Roles of Computers and Teachers 21. Typologies help us understand </p> <ul><li>Robert Taylor tutor, tool, tutee for CAI (1980) </li></ul> <ul><li>John Higgins magister and pedagogue (1987 and earlier) for CALL programs </li></ul> <ul><li>Macey Taylor &amp; Laura Perez knower of the right answer, workhorse, stimulus (1989) </li></ul> <ul><li>Mark Warschauer behavioristic, communicative, integrative CALL (1996+) </li></ul> <ul><li>Stephen Bax restricted, open (now), integrative (normalized in the future) CALL (2003)</li></ul> <p> 22. ICT4LT Module 1.4: Introduction to CALL </p> <ul><li>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 </li></ul> <p> 23. Overview of 25 Years </p> <ul><li>Constant movement from innovators </li></ul> <ul><li>=&gt; early adopters</li></ul> <ul><li>=&gt; early majority</li></ul> <ul><li>=&gt; late majority </li></ul> <ul><li><ul><li>Email, word-processing, and the web</li></ul></li></ul> <ul><li><ul><li>=&gt;Web 2.0+ </li></ul></li></ul> <ul><li><ul><li>=&gt;ubiquitous computing </li></ul></li></ul> <p> 24. Constants over 25 years </p> <ul><li>Teachers want whats best for their students </li></ul> <ul><li>Teachers have constraints </li></ul> <ul><li><ul><li>Time to learn </li></ul></li></ul> <ul><li><ul><li>Safe space to practice </li></ul></li></ul> <ul><li><ul><li>Resources </li></ul></li></ul> <ul><li><ul><li><ul><li>Training, access to appropriate material, equipment, learning space, support </li></ul></li></ul></li></ul> <ul><li><ul><li>Systematic barriers </li></ul></li></ul> <ul><li><ul><li><ul><li>mandated syllabi, testing, no noise</li></ul></li></ul></li></ul> <p> 25. Its a cycle </p> <ul><li>ignorance toboggans into know </li></ul> <ul><li>and trudges up to ignorance again </li></ul> <ul><li>(ee cummings, One Times One, 1944:39) </li></ul>