Using New Technology in English Language Teaching
Whats up with Facebook app? A mobile app for ESOL learners
Facebook Pedagogy and Education in Apprenticeships
[Facebook vs Tweeter]
I would like to compare in using new technology in ELT, between Facebook and Tweeter, so I wanted to share an impromptu lesson with you! Let's be honest- most of our students are glued to the mobile device. Some of you may even spend a portion of your teaching time telling them to put it away. Back in 2009, some specialist wrote a popular post, 100 Ways You Should Be Using Facebook in Your Classroom. Now almost three years later, educators are still finding great ideas for putting Facebook to work on our list. But at the same time, Facebook has changed so much, and the site has even more to offer for the classroom, click here 100 ways using Facebook.
So we’ve compiled a fresh batch of ways to make Facebook work in your classroom, some tried and true, and others that have evolved with Facebook. Read on, and you’ll find a wealth of resources, assignments, and amazing uses for Facebook in any type of classroom. Whereas tweeter`s Disadvantage and Education: Rethinking School and Community Relationships click here to find out disadvantages (Tweeter and Education) Challenges of technology use in classrooms, whenever one is working with ITs one need to be aware of the potential frustrations and how to avoid them, at the most basic level are the technical difficulties, which serve to frustrate teachers more than anything else (Erban, Ban, Castaneda, 2009). Its clear that even teachers had some difficulties not only students only in teaching English learners through technology.
My students are using their mobiles as a means of communicating in English! Instead of cringing at sound of the messages beginning through- I thought- I need to use this. So I had a quick chat with my students who are all familiar with the application Facebook. It's a social app where you can text, call and video chat all while sharing pictures and links.
As Stanley (2013:3) points out, as the potential of mobiles and apps are realised, and more and more learners have access to them, teachers are beginning to experiment with using these tools. This is what happened to me yesterday- I knew students could use them for independent study but now I thought of ways I could use this specific app .facebook. I thought about a group chat with a more specific focus, maybe a text or video to comment on. Or as means of sharing research they've done.
Stanley ( 2013) suggests using whatsapp and Facebook to have students share audio or video feedback on texts or lessons! That's what I'm going to try next- students maybe shy to do a video- so I think I'll start with an audio reflection on a text we will read next week. I also want to try it as a medium for sharing in class research and links- that way we don't have to go to the computer lab- they can pull out their mobiles. Some students may not have the app- happily all mine do- but you could do pair or group work so you don't need everyone to have a mobile phone or the app. Of course in class it may be hard to monitor if students are using it for educational purposes, so be vigilant when observing your students partake in such activities.
What apps are you using? Apps are getting more and more sophisticated and most students seem to be familiar with the idea, so we might as well take advantage. And now I'm realising it doesn't even have to be an educational app- but we can use it for educational purposes.
The Scope of Instructional TechnologyTechnology in education is commonly defined as a technical device or tool used to enhance instruction. According to Lever-Duffy, McDonald, and Mizell ( 2005 ) “educational technology might include media, models, projected and non-projected visual, as well as audio, video and digital media.” These authors claim that some “educators may take a narrower view” and are likely to “confine educational technology primarily to computers, computer peripherals and related software used for teaching and learning” (pp. 4, 5). This definition does not take into consideration the pedagogical principles upon which the application of various technologies into educational inquiry are based. Such a definition is narrow because it isolates technology from pedagogical processes that it is intended to support. It does not connect instructional technology with the learning objectives, methods of instruction, learning style and pace of learning, assessment and evaluation strategies, including follow-up procedures. Specifically, technology integration should incorporate the technological skill and ability to use pedagogical knowledge as a base for integrating technology into teaching and learning. This implies that teachers should develop strategies to motivate students to keep them focused as the instruction progresses and to consider that different students prefer different learning styles and that they learn at different rates.
URL link https://altc.alt.ac.uk/blog/2016/08/facebook-pedagogy-and-education-in-apprenticeships/
Facebook and education: A classroom connection?
Facebook has become an essential part of student life for most college students; it serves not only as a primary tool of communication but also electronic socialization (Golder, Wilkinson, & Huberman, 2007). Indeed, the vast majority of college students have a Facebook account and are spending a considerable amount of time logged in (Salaway, Caruso, & Nelson, 2008). Yet, can this predominately social space also become a place for learning? To date, the reactions of using social network sites for educational purposes are mixed and empirical research is limited. Issues relating to privacy and safety and an erosion of professional boundaries are the primary reasons cited to not employ social network sites in a classroom. However, other researchers have supported the notion of using social network sites in education (Greenhow & Robelia, 2009a, 2009b; Tynes, B. M. (2007). Internet safety gone wild?: Sacrificing the Educational and Psychosocial benefits of online social environments. Journal of Adolescent Research, 22(6), 575–584. Available at http://jar.sagepub.com/cgi/content/abstract/22/6/575. Retrieved on March 25, 2010; Muñoz, C. L., & Towner, T. (2010). Social networks: Facebook's role in the advertising classroom. Journal of Advertising Education, 14(1), 20–27). This chapter serves to further this discussion by sharing the findings from surveys of instructors and students regarding their attitudes toward Facebook. Specifically, we report how each use Facebook both socially and professionally. Most important, we discuss instructors and students' perceptions of Facebook as an informal and formal teaching tool, particularly its effectiveness as an instructional or course tool, communication device, and in assisting students in their education and learning. Drawing on the survey and experiences using Facebook in multiple classroom settings, we pose specific suggestions on how instructors should use Facebook. In conclusion, the chapter supports the thesis that Facebook and education can indeed be connected.
Type:
Chapter Item
Publisher:
Emerald Group Publishing Limited
Citation:
Terri L. Towner, , Caroline Lego Muñoz, (2011), Facebook and education: A classroom connection?, in Charles Wankel (ed.) Educating Educators with Social Media (Cutting-edge Technologies in Higher Education, Volume 1) Emerald Group Publishing Limited, pp.33 - 57
Downloads:
The fulltext of this document has been downloaded 1922 times since 2011
URL link https://www.emeraldinsight.com/doi/abs/10.1108/S2044-9968%282011%290000001005
Relationship between Technology in Education and Pedagogy
A major part of the problem related to technology integration is that most educators have not addressed the pedagogical principles that will guide their use of technology for teaching and learning. The intricate relationship between technology and pedagogy has not been adequately explored. As teachers explore the process of technology integration and search for ways that it can be effectively accomplished, they will develop the rationale to examine the appropriateness of the technologies they are using and whether such technologies are compatible with their lesson plan and learning outcomes. The process of exploring the relationship between technology in education and pedagogy will encourage critical thinking on the part of teachers as they practice technology integration. Mezirow ( 1990 ) argues:
That thinking critically involves our recognizing the assumption underlying our beliefs and behaviors. It can give justifications for our ideas and actions. Most important, perhaps, it means we try to judge the rationality of these justifications. (p. xvii)
The words of Alfred Kyle, a Dean of Engineering, are very insightful in discussing critical and reflective teaching ( in Schon, 1987 ). Dean Kyle maintains that “we know how to teach people to build ships but not how to figure out what ships to build” (p.11). Accordingly Ripley ( 2001 ) explains that what the Dean of Engineering is conveying is for “students to learn how to determine which ships to build while they master shipbuilding skills. He hopes that students will progress toward becoming reflective practitioners who think and rethink their positions and assumptions …” (p. 19). By the same token, it is hoped that instructors will develop similar awareness by becoming critical thinkers and reflective teachers as they engage in technology integration.
URL link https://scholar.lib.vt.edu/ejournals/JOTS/v32/v32n2/okojie.html
References
F. a. E. A. c. c., 2018. Emeraldinsights. [Online] Available at: https://www.emeraldinsight.com/doi/abs/10.1108/S2044-9968%282011%290000001005
[Accessed 10 May 2018].
app, F., 2018. My Apps. [Online] Available at: https://play.google.com/store/apps/details?id=com.facebook.katana&hl=en_US
[Accessed 10 May 2018].
apprentceships, F. p. a. E. i., 2018. News and Views from the ALT community. [Online] Available at: https://altc.alt.ac.uk/blog/2016/08/facebook-pedagogy-and-education-in-apprenticeships/#gref [Accessed 09 May 2018].
Erben, T., Ban, R. & Castaneda, M., 2009. Teaching English Language learners through Technology. 1st ed. New York and London : Routledge .
Facebook, R. o., 2018. Teach Thought, we grow teachers. [Online] Available at: https://www.teachthought.com/technology/100-ways-to-use-facebook-in-education-by-category/ [Accessed 10 May 2018].
Integration, J. v. -. T. P. o. T., 2018. VT Virgina TCH. [Online] Available at: https://scholar.lib.vt.edu/ejournals/JOTS/v32/v32n2/okojie.html [Accessed 12 May 2018].
london, U. C., 2018. Instititue of Education. [Online] Available at: http://www.ucl.ac.uk/ioe/news-events/events-pub/apr-2016/disadvantage-and-education
[Accessed 11 May 2018].
So we’ve compiled a fresh batch of ways to make Facebook work in your classroom, some tried and true, and others that have evolved with Facebook. Read on, and you’ll find a wealth of resources, assignments, and amazing uses for Facebook in any type of classroom. Whereas tweeter`s Disadvantage and Education: Rethinking School and Community Relationships click here to find out disadvantages (Tweeter and Education) Challenges of technology use in classrooms, whenever one is working with ITs one need to be aware of the potential frustrations and how to avoid them, at the most basic level are the technical difficulties, which serve to frustrate teachers more than anything else (Erban, Ban, Castaneda, 2009). Its clear that even teachers had some difficulties not only students only in teaching English learners through technology.
My students are using their mobiles as a means of communicating in English! Instead of cringing at sound of the messages beginning through- I thought- I need to use this. So I had a quick chat with my students who are all familiar with the application Facebook. It's a social app where you can text, call and video chat all while sharing pictures and links.
As Stanley (2013:3) points out, as the potential of mobiles and apps are realised, and more and more learners have access to them, teachers are beginning to experiment with using these tools. This is what happened to me yesterday- I knew students could use them for independent study but now I thought of ways I could use this specific app .facebook. I thought about a group chat with a more specific focus, maybe a text or video to comment on. Or as means of sharing research they've done.
Stanley ( 2013) suggests using whatsapp and Facebook to have students share audio or video feedback on texts or lessons! That's what I'm going to try next- students maybe shy to do a video- so I think I'll start with an audio reflection on a text we will read next week. I also want to try it as a medium for sharing in class research and links- that way we don't have to go to the computer lab- they can pull out their mobiles. Some students may not have the app- happily all mine do- but you could do pair or group work so you don't need everyone to have a mobile phone or the app. Of course in class it may be hard to monitor if students are using it for educational purposes, so be vigilant when observing your students partake in such activities.
What apps are you using? Apps are getting more and more sophisticated and most students seem to be familiar with the idea, so we might as well take advantage. And now I'm realising it doesn't even have to be an educational app- but we can use it for educational purposes.
The Scope of Instructional TechnologyTechnology in education is commonly defined as a technical device or tool used to enhance instruction. According to Lever-Duffy, McDonald, and Mizell ( 2005 ) “educational technology might include media, models, projected and non-projected visual, as well as audio, video and digital media.” These authors claim that some “educators may take a narrower view” and are likely to “confine educational technology primarily to computers, computer peripherals and related software used for teaching and learning” (pp. 4, 5). This definition does not take into consideration the pedagogical principles upon which the application of various technologies into educational inquiry are based. Such a definition is narrow because it isolates technology from pedagogical processes that it is intended to support. It does not connect instructional technology with the learning objectives, methods of instruction, learning style and pace of learning, assessment and evaluation strategies, including follow-up procedures. Specifically, technology integration should incorporate the technological skill and ability to use pedagogical knowledge as a base for integrating technology into teaching and learning. This implies that teachers should develop strategies to motivate students to keep them focused as the instruction progresses and to consider that different students prefer different learning styles and that they learn at different rates.
URL link https://altc.alt.ac.uk/blog/2016/08/facebook-pedagogy-and-education-in-apprenticeships/
Facebook and education: A classroom connection?
Facebook has become an essential part of student life for most college students; it serves not only as a primary tool of communication but also electronic socialization (Golder, Wilkinson, & Huberman, 2007). Indeed, the vast majority of college students have a Facebook account and are spending a considerable amount of time logged in (Salaway, Caruso, & Nelson, 2008). Yet, can this predominately social space also become a place for learning? To date, the reactions of using social network sites for educational purposes are mixed and empirical research is limited. Issues relating to privacy and safety and an erosion of professional boundaries are the primary reasons cited to not employ social network sites in a classroom. However, other researchers have supported the notion of using social network sites in education (Greenhow & Robelia, 2009a, 2009b; Tynes, B. M. (2007). Internet safety gone wild?: Sacrificing the Educational and Psychosocial benefits of online social environments. Journal of Adolescent Research, 22(6), 575–584. Available at http://jar.sagepub.com/cgi/content/abstract/22/6/575. Retrieved on March 25, 2010; Muñoz, C. L., & Towner, T. (2010). Social networks: Facebook's role in the advertising classroom. Journal of Advertising Education, 14(1), 20–27). This chapter serves to further this discussion by sharing the findings from surveys of instructors and students regarding their attitudes toward Facebook. Specifically, we report how each use Facebook both socially and professionally. Most important, we discuss instructors and students' perceptions of Facebook as an informal and formal teaching tool, particularly its effectiveness as an instructional or course tool, communication device, and in assisting students in their education and learning. Drawing on the survey and experiences using Facebook in multiple classroom settings, we pose specific suggestions on how instructors should use Facebook. In conclusion, the chapter supports the thesis that Facebook and education can indeed be connected.
Type:
Chapter Item
Publisher:
Emerald Group Publishing Limited
Citation:
Terri L. Towner, , Caroline Lego Muñoz, (2011), Facebook and education: A classroom connection?, in Charles Wankel (ed.) Educating Educators with Social Media (Cutting-edge Technologies in Higher Education, Volume 1) Emerald Group Publishing Limited, pp.33 - 57
Downloads:
The fulltext of this document has been downloaded 1922 times since 2011
URL link https://www.emeraldinsight.com/doi/abs/10.1108/S2044-9968%282011%290000001005
Relationship between Technology in Education and Pedagogy
A major part of the problem related to technology integration is that most educators have not addressed the pedagogical principles that will guide their use of technology for teaching and learning. The intricate relationship between technology and pedagogy has not been adequately explored. As teachers explore the process of technology integration and search for ways that it can be effectively accomplished, they will develop the rationale to examine the appropriateness of the technologies they are using and whether such technologies are compatible with their lesson plan and learning outcomes. The process of exploring the relationship between technology in education and pedagogy will encourage critical thinking on the part of teachers as they practice technology integration. Mezirow ( 1990 ) argues:
That thinking critically involves our recognizing the assumption underlying our beliefs and behaviors. It can give justifications for our ideas and actions. Most important, perhaps, it means we try to judge the rationality of these justifications. (p. xvii)
The words of Alfred Kyle, a Dean of Engineering, are very insightful in discussing critical and reflective teaching ( in Schon, 1987 ). Dean Kyle maintains that “we know how to teach people to build ships but not how to figure out what ships to build” (p.11). Accordingly Ripley ( 2001 ) explains that what the Dean of Engineering is conveying is for “students to learn how to determine which ships to build while they master shipbuilding skills. He hopes that students will progress toward becoming reflective practitioners who think and rethink their positions and assumptions …” (p. 19). By the same token, it is hoped that instructors will develop similar awareness by becoming critical thinkers and reflective teachers as they engage in technology integration.
URL link https://scholar.lib.vt.edu/ejournals/JOTS/v32/v32n2/okojie.html
References
F. a. E. A. c. c., 2018. Emeraldinsights. [Online] Available at: https://www.emeraldinsight.com/doi/abs/10.1108/S2044-9968%282011%290000001005
[Accessed 10 May 2018].
app, F., 2018. My Apps. [Online] Available at: https://play.google.com/store/apps/details?id=com.facebook.katana&hl=en_US
[Accessed 10 May 2018].
apprentceships, F. p. a. E. i., 2018. News and Views from the ALT community. [Online] Available at: https://altc.alt.ac.uk/blog/2016/08/facebook-pedagogy-and-education-in-apprenticeships/#gref [Accessed 09 May 2018].
Erben, T., Ban, R. & Castaneda, M., 2009. Teaching English Language learners through Technology. 1st ed. New York and London : Routledge .
Facebook, R. o., 2018. Teach Thought, we grow teachers. [Online] Available at: https://www.teachthought.com/technology/100-ways-to-use-facebook-in-education-by-category/ [Accessed 10 May 2018].
Integration, J. v. -. T. P. o. T., 2018. VT Virgina TCH. [Online] Available at: https://scholar.lib.vt.edu/ejournals/JOTS/v32/v32n2/okojie.html [Accessed 12 May 2018].
london, U. C., 2018. Instititue of Education. [Online] Available at: http://www.ucl.ac.uk/ioe/news-events/events-pub/apr-2016/disadvantage-and-education
[Accessed 11 May 2018].