神奈川県立外語短期大学

Developing Digital Natives

Third International Wireless Ready ConferenceFeb 20, 2009 NUCB Graduate School, Nagoya, Japan

Yuichi ShiozakiMarcel Van Amelsvoort

Kanagawa Prefectural College of Foreign Studies

神奈川県立外語短期大学

Digital Natives?

神奈川県立外語短期大学

Digital Literacy

USA 56% (2005)

神奈川県立外語短期大学

Digital Literacy at Gaitan 1 Percentage of Students with Computers

54%

72%

2003 20082005

60%

神奈川県立外語短期大学

Digital Literacy at Gaitan 2 Digital Devices in 2007-08 (Incoming 1st Year Students)

38%5%…a “one-seg” cell phone

3%6%…a Sony PSP

27%12%…a Nintendo DS

47%29%…an Mp3 player

20082007% of students who have…

神奈川県立外語短期大学

Digital Literacy at Gaitan 3 Digital Learning Literacy in 2008 (Incoming 1st Year Students)

11%Used Skype

64%Downloaded an mp3 file to their cell phone

37%Used a CALL room

64%Used Wikipedia (in English or Japanese)

4%Made a podcast

9%Listened to an English podcast

31%Written an e-mail in English

47%Made a blog or website (mostly Mixi)

50%Used a computer for listening training

神奈川県立外語短期大学

Can they? Do they?

Will they?(How will they?)

神奈川県立外語短期大学

They will…but…

Culture of

Technology Culture of

Learning

神奈川県立外語短期大学

Culture of Technology

PC familiarity

Typing

Mp3 players: music or more?

神奈川県立外語短期大学

Culture of Learning

Teacher-centeredness

Autonomy

Focus on tests

Willingness to jump communities

Willingness to get involved

神奈川県立外語短期大学

Hubbard (2004)

• Experience CALL yourself

• Give learners teacher training

• Use a incremental/cyclical approach• Use collaborative debriefings

• Teach general exploitation strategies (linguistic and technical).

神奈川県立外語短期大学

Our Approach for Implementation

Know Your Learners

Institutionalize (Multi-course and required) Immerse (Multi-course; regular assignments)

Support Actively (Multi-lingual; all stages)

Allow Sufficient Time

神奈川県立外語短期大学

Our Strategy

Teach and promote tool use in, across and beyond 3 courses

神奈川県立外語短期大学

Goals

Improve computer literacy

Improve computer learning literacy

Promote learner autonomy

神奈川県立外語短期大学

Subjects

18 (20 at start) 1st year students in the lowest proficiency class at a junior college in Yokohama.

神奈川県立外語短期大学

Tools

Blogs: As writing tool; web presence; personal learning space

Various Web 2.0 Tools: Voki (personalized talking avatars ESL Video (video learning) Voice of America (news and listening) IKnow (personalized social learning) Quizlet (personalized quizzes) Chatroll (interactive social writing)

神奈川県立外語短期大学

Institutionalize and Immerse

Writing 2 (1×90 min.) Blogs (but only 1 posting

required; more encouraged)

Workshop (2×90 min.)

Blogs; Quizlet;

Chatroll; Voki

Writing 1 (1×90 min.)

Blogs; ESL Video;

iKnow; Voice of America;

Quizlet; Voki

Second TermFirst Term

神奈川県立外語短期大学

Results: Blogs vs. Journals

0%6%6%8%37%Improved

0%6%19%31%44%Enjoyed

0%6%6%50%37%Tried hard

Blogs

6%0%0%19%72%Improved

6%0%37%25% 31%Enjoyed

0 %6%6%31% 56%Tried hard

Disagree Strongly

DisagreeNot SureAgreeAgree Strongly

Journals

神奈川県立外語短期大学

Results: Blog Difficulty

By the end of the course…

0%28%61%0% 11%Difficulty

Very EasyEasyNot so Hard

HardVery Hard

神奈川県立外語短期大学

Blog Assessment by Learners

5%0%28%61%5%Interesting

BoringNot ReallyA LittleInterestingVery

0%0%61%39%Useful

Not at AllNot So Much

UsefulVery

神奈川県立外語短期大学

Learner Intentions and Reality

5%

No

45%50%Want to Continue Using Blogs

Haven’t Decided

Yes

• 17% wrote over the summer• Writing 2 produced an average of 4.1 postings

though only one was required (ranging from 0-9 postings)

神奈川県立外語短期大学

Factors We Found Important

Know Your Learners

Institutionalize (Multi-course and required) Immerse (Multi-course; regular assignments)

Support Actively (Multi-lingual; all stages)

Allow Sufficient Time