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
