EUROCALL Teacher Education SIG Workshop 2010 Presentation Judith Barna

Judith Barna Université Lille Nord de France, Université d'Artois - IUFM Laboratoires RECIFES & GERIICO

Teacher Education in CALL & CMCTeacher Education SIG Workshop 2010EUROCALL, Lyon INRP

Language learning and teaching (LLT) enhanced by communication technology: Wishful thinking or real practice



Introduction: an anecdote

Advantages and drawbacks of using communication technologies in the classroom

Answer :

More than 60% of trainee teachers thought there were more drawbacks than advantages

Drawbacks : lack of control, no serious learning, just a game

Advantages : easy access to documents of all typesBewilderment



Overview of the presentation1) Research questionsAccording to UNESCO’s ICT Competency Standards for Teachers “Both professional development programs for teachers currently in the classroom and programs for preparing future teachers should provide technology-rich experiences throughout all aspects of the training”(2008). However the project warns us that “The successful integration of ICT into the classroom will depend on the ability of teachers to structure the learning environment in non-traditional ways, to merge new technology with new pedagogy, to develop socially active classrooms, encouraging cooperative interaction, collaborative learning, and group work.” This implies that training programmes should be designed not only to raise technology literacy and to foster positive attitudes to communication technologies among teachers but also help them to do so in a radically reformed learning environment.

Is the current model of teacher training with regards to ICT the most appropriate? This question is untimely due to recent reforms of the teacher training system.3.Will trainee teachers have the fundamental competences with which they

will be able to integrate ICT into their teaching Data :

a) Content analysis of the teacher training programme at the IUFM in the North of France

b) Trainee teachers' surveys : ICT ressources and infrastructure in schools (training establishments)

c) Content analysis of trainee teachers' personal research files 2)Hypothesis : training is insufficient 3) ICT in the teacher training curriculum at the IUFM in the North France – a brief look 4)Implementation -practice5)Conclusions



1) ICT in the teacher training curriculum at the IUFM in the North France

Licence One year preparing the theoretical part of the « concours de CAPES* » The preparation involves pedagogy. Most students go to an IUFM* to prepare the exams event though it is not compulsory. The programme includes TBLT.

CAPESA competitive examination

One year in-service teacher training at an IUFM - compulsoryTrainee teachers have to attend pedagogy classes at an IUFM + they have to teach English in two or three classes about 6 to 8 hours a week – full responsibility

1. 1. How to become a qualified English teacher in France A simplified version Important changes to come In 2010- 2011

!

*concours de CAPES = a highly selective exam for those who want to become teachers (civil servants)* IUFM = instituts universitaires de formation des maîtres» (post-graduate teacher training institutes)

No ICT training at all

ICT training at the IUFM& practice in schools



1.1 The institution

IUFMs (university-level teacher-training institutes) merged with universities in 2008. However it's the State that defines, with a national framework, specifications for professional teacher training. Master degree from 2010-2011.

The IUFM NPC was the second biggest insitution if France after the IUFM of Versaille with 5161 students in 2008-2009.

Actors : Language teachers (3)Technology teachers (10)

Structure :2x 3 hours : specific technical competences (blog, website, powerpoint, interactive board etc)2 x3 hours : basic ICT competences + CMLT computer mediated language teaching 1X 3 hours (option) : creativity and CMLT

1.2 the ICT in the curriculum of future secondary school teachers of English



What are the goals of CMLT teacher training?

To develop skills and knowledge that are necessary to implement CMLT effectively?

Content

CMLT computer mediated language teaching CMCL (Computer Mediated Communication in Language Learning) M.N. Lamy & R. Hampel)



compétences multiples et diversifiées des formateurs

Ressources multimedia

1. Connaissance des ressources :

exploration des ressources pédagogiques existantes

analyse des ressources : type de ressources, intérêts, utilité, qualités pédagogiques, facilité d’utilisation

2. Création des ressources pédagogiques Connaissance des outils de création : (quick overview)

Texte : traitement de texte (html, pdf)son : Audacity, Podcast : http://lve.scola.ac-paris.fr/anglais/tice.phpimage : GIMP 2 / Photofiltrevidéo : Windows Movie Maker, Camstudioexerciseurs : Hot Potatoes, Netquiz diaporama (Powerpoint / open officeBlog:très bonne introduction : http://lve.scola.ac-paris.fr/anglais/blogs.phpsite internet : KompoZer :mind map : carte heuristique (Free mind) et carte conceptuelle Webquests :cf. Exemples sur Moodle

3. Intégration des ressources dans des projets pédagogiques : une pédagogie nouvelle dans la pratique éducative



Students conducted a survey in their own school* to find out about : ICT hardwareComputers (where, how many, access)Additional technology ressources

NetworkInternet accessICT securityStaffB2i

*28 secondary schools ( Collège or lycée) in the north of France

ICT resources and infrastructure trainee teachers can use

Findings Short version : See conclusions next page

Implementation



Conclusions In all secondary schools teachers have access to desktop computers. Some have laptops, interactive whiteboards, digital cameras, data

projectors and DVD players. The average number of computers per school is 91,the average number classrooms per schools equipped with computers

that language teachers can access to is 1.8In 10 out of 28 schools there are computers for teacher in the teachers’

room for pedagogical purposes : average number 3.4

ICT resources and infrastructure



Uses of ICT in teaching and learning

Data : 7 trainee teachers' personal research files

Implementation



Conclusions

Further questions :Link between TBLT and CMCL

Insufficient infrustucture in schools

Lack of cooperation or collaboration among teachers

Basic ICT competences acquired

Teachers' attitude towards the use of ICT has turned into a undoubtedly positive one :

Communication among students increasedRealising the potentialities of group workBetter understanding the rôle of a teacher as facilitator Enhancing pupils autonomyHandling heterogenious classes

Publication model of storage and distribution persists: focus on mass deliveries of common materials to classes



M.N. Lamy & R. Hampel. Online Communication in Language Learning and Teaching, New York, Palgrave Macmillan, 2007

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