Language Learning and Technology – Showcase of Student Work

September 1, 2018

University of Calgary logoThis post showcases the work of students in Language Teaching and Technology (EDER 669.73), which is a Master’s of Education course. Students who take this course are enrolled in the Language and Literacy Specialization program.

This showcase features the work of students enrolled in the Summer 2018 semester. The students whose work is featured here have given me explicit written permission to share their projects publicly on my blog. I am so proud of the work they have done in an intensive 6-week course.

These projects are examples of authentic assessment for learning at the graduate level. I challenged students to conceptualize, design and develop a project that they could actually use in their own teaching context. Projects were to be tailored to the age, language proficiency level and context of their learners. The results are individualized to each student’s particular professional practice.

Projects had to be evidence-based, supported by relevant research and grounded within pedagogical frameworks, such as TPACK or some other framework that students selected and provided a rationale for.

Check out the amazing projects they created:

Kiran Basran – Language Adapted English 10: Resource and Collaboration Site for Teachers of LAE 10 – https://kiranbasran21.wixsite.com/lae10

Kirsten Cavanaugh – The Name Jar Project – https://kirstencavanaugh.wixsite.com/thenamejarproject

Renee Clark – Canadian Language Benchmark 6 “Buying a Home” Module – https://ellwithrenee.weebly.com/

Danielle Derosier – Life is a Story! What Does Your Say? – https://oralstorytelling.weebly.com/

Soda Pich – English Speech for Beginners – http://englishspeech.my-free.website

Donna Seitz – Signs, Signs, Everywhere Signs – http://summersession.pbworks.com/w/page/127497797/Home%20Page

Jane Tyrell – Student Identity Project – https://jtyrrell1.wixsite.com/student-identity

Man Xu – Stop Motion Movie – https://stopmotion-animation-by-manxu.weebly.com/

Shelam Zhou – Canadian Song Bird – http://blog.sina.com.cn/canadiansongbird

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This blog has had over 2 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

Opinions are my own and do not represent those of the Werklund School of Education or the University of Calgary.

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Living Reading List for Language Learning and Technology

July 3, 2018

U of C logo - 2015I am trying something a little different with my course readings for the Master of Education summer course I am teaching, Language Learning and Technology, a living reading list.

We are required to list the course readings in our syllabus. This helps keep everyone organized and allows students to be fully prepared for their course. The problem is that many of our students are eager change agents who often bring in additional resources that everyone finds useful. So in addition to including a basic set of readings in the course outline, I will update this post throughout the course as a living list of readings, with contributions of gems we find along the way to promote co-creation of knowledge with and along side these very capable graduate students.

Official course materials (as posted in the syllabus)

This page contains a list of all your course readings. One of the readings is no longer freely available on the Internet, but I have posted it below as a .pdf, under Fair Dealing, as approved by the University of Calgary Copyright office.

Required text

Publication Manual of the American Psychological Association. (2010). (Sixth ed.). Washington, D.C: American Psychological Association.

Week 3 Readings

Benson, S. K. & Ward, C. L. (2013). Teaching with technology: Using TPACK to understand teaching expertise in online higher education. Journal of Educational Computing Research, 48 (2), 153-172. doi:10.2190/EC.48.2.c

Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers’; curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3), 211-229. Retrieved from http://files.eric.ed.gov/fulltext/EJ918905.pdf

Mishra, P., & Koehler, M. (2009). Too cool for school? No way! Using the TPACK framework: You can have your hot tools and teach with them, too. Learning & Leading with Technology, 36(7), 14-18. Retrieved from http://files.eric.ed.gov/fulltext/EJ839143.pdf

Mishra, P., Koehler, M. J., & Kereluik, K. (2009). Looking back to the future of educational technology. TechTrends, 53(5), 48-53.

Romrell, D., Kidder, L., & Wood, E. (2014). The SAMR Model as a Framework for Evaluating mLearning. Online Learning: Official Journal Of The Online Learning Consortium, 18(2). Retrieved from https://olj.onlinelearningconsortium.org/index.php/olj/article/view/435

van Olphen, M. (2008). World language teacher education and educational technology: A look into CK, PCK, and TPACK. Annual meeting of the American Educational Research Association (AERA).

Week 4 Readings

Gaebel, M. (2013). MOOCs: Massive open online courses. European University Association Occasional Papers, 2-17. Retrieved from http://www.eua.be/news/13-02-25/Massive_Open_Online_Courses_MOOCs_EUA_to_look_at_development_of_MOOCs_and_trends_in_innovative_learning.aspx

Ham, J.J., & Schnabel, M.A. (2011). Web 2.0 virtual design studio: social networking as facilitator of design education. Architectural Science Review(54)2, 108-116. Doi: 10.1080/00038628.2011.582369.

Marshall, S. (2014.)  Exploring the ethical implications of MOOCs. Distance Education(35)2, 250-262. doi: 10.1080/01587919.2014.917706.

U.S. Department of State Bureau of Educational and Cultural Affairs. (n.d.). MOOC for English-Teaching Professionals. Retrieved from http://www.americanenglish.state.gov/mooc-english-teaching-professionals

Week 5 Readings

Cornillie, F., Thorne, S. L., & Desmet, P. (eds.) (2012). Digital games for language learning: Challenges and opportunities. ReCALL Journal, 24(3).doi:10.1017/S0958344012000134

deHaan, J., Kuwada, K., & Ree, W. M. (2010). The effect of interactivity with a music video game on second language vocabulary recall. Language, Learning & Technology, 14(2), 74+. Retrieved from http://www.lltjournal.org/item/2689

Mifsud, C. L., Vella, R., & Camilleri, L. (2013). Attitudes towards and effects of the use of video games in classroom learning with specific reference to literacy attainment. Research In Education, 90(90), 32+.

Reinders, H. & Wattana, S. (2014).  Can I say something? The effects of digital game play on willingness to communicate.  Language Learning and Technology, 18(2). Retrieved from http://www.lltjournal.org/item/2858

Additional Resources

This part of the list contains the additional resources that the students and I collaboratively added throughout the course:

Alharbi, H., & Jacobsen, M. (2017). Tracking the Design and Development of a Six Module miniMOOC for Quality Graduate Supervision Paper presented at the AECT Annual Conference. Retrieved from https://members.aect.org/pdf/Proceedings/proceedings17/2017/17_04.pdf

Akyol, Z., & Garrison, D. R. (2011). Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning. British Journal of Educational Technology, 42(2), 233-250.

Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teacher presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1-17.

Barber, M., Donnelly K., & Rizvi S. (2013). An avalanche is coming. Higher education and the revolution ahead. Retrieved from Institute for Public Policy website: http://www.ippr.org/publications/an-avalanche-is-coming-higher-education-andthe-revolution-ahead

Bralić, A., & Divjak, B. (2018). Integrating MOOCs in traditionally taught courses: Achieving learning outcomes with blended learning. International Journal of Educational Technology in Higher Education, 15(1), 1-16.

Cagiltay, N. E., Ozcelik, E., & Ozcelik, N. S. (2015). The effect of competition on learning in games. Computers & Education, 87(1), 35-41.

Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press

Common Sense Education. (2016, July, 12). How to apply the SAMR model with Ruben Puentedura. .  Retrieved from https://www.youtube.com/watch?v=ZQTx2UQQvbU

Common Sense Media. (2018). Digital Citizenship. Retrieved July 18, 2018, from https://www.commonsense.org/education/digital-citizenship

Duenas, M. (2004). The whats, whys, hows and whos of content-based instruction in second/foreign language education. International Journal of English Studies, 4(1), 73-96.

Eaton, S. E. (2011). The Need For Increased Integration of Technology and Digital Skills in the Literacy Field in Canada  Retrieved from https://files.eric.ed.gov/fulltext/ED526087.pdf

Eaton, S. E. (2012). Why some teachers will never love technology (and that’s O.K.).  Retrieved from https://drsaraheaton.wordpress.com/2012/04/24/why-some-teachers-will-never-love-technology-and-thats-o-k/

Gaebel, M. (2013). MOOCs: Massive open online courses. European University Association Occasional Papers, 2-17. Retrieved from http://www.eua.be/news/13-02-25/Massive_Open_Online_Courses_MOOCs_EUA_to_look_at_development_of_MOOCs_and_trends_in_innovative_learning.aspx

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105.

Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1). doi:10.1080/08923640109527071

Garrison, D. R., & Akyol, Z. (2013). Toward the development of a metacognition construct for communities of inquiry. The Internet and Higher Education, 17, 84-89.

Golonka, E.M., Bowles, A. R., Frank, V.M., Richardson, D.L., & Freynik, S. (2014). Technologies for Foreign Language Learning: A Review of Technology Types and Their Effectiveness. Computer Assisted Language Learning, 27(1), 70-105.

Hai-Jew, S. (2010). An instructional design approach to updating an online course curriculum. Educause Review Online. Retrieved from http://www.educause.edu/ero/article/instructional-design-approach-updating-online-course-curriculum

Hoban, G. & Neilson, W. (2014).  Creating a narrated stop-motion animation to explain science: The affordances of “Slowmation” for generating discussion.  Teaching and Teacher Education42(1), 68-78. DOI:  https://doi.org/10.1016/j.tate.2014.04.007

Hughes, A. (2003). Testing for language teachers (2nd ed.). Cambridge: Cambridge University Press.

Hutchison, A., Beschorner, B., & Schmidt-Crawford, D. (2012). Exploring the use of the iPad for literacy learning. The Reading Teacher, 66(1), 15.

Jacobs, G., & Farrell, T. (2003). Understanding and implementing the CLT (Communicative Language Teaching) paradigm. RELC Journal, 34(1), 5-30.

Keat, Jane B., Strickland, Martha J., & Marinak, Barbara A. (2009). Child Voice: How Immigrant Children Enlightened Their Teachers with a Camera. Early Childhood Education Journal, 37(1).

Korda, R J, Clements, M S, & Dixon, J. (2011). Socioeconomic inequalities in the diffusion of health technology: Uptake of coronary procedures as an exampleSocial Science & Medicine 72(2). 222-22. Doi: https://doi.org/10.1016/j.socscimed.2010.11.002

Kumar Basak, S., Wotto, M., & Bélanger, P. (2018). E-learning, M-learning and D-learning: Conceptual definition and comparative analysis. E-Learning and Digital Media, 15(4), 191-216. doi:10.1177/2042753018785180

Liu, E. Z. (2011). Avoiding internet addiction when integrating digital games into Teaching. Social Behavior and Personality: An International Journal, 39(10), 1325-1335. doi:10.2224/sbp.2011.39.10.1325

Martin, A. R. (2015). Is MOOC madness here to stay? an institutional legitimacy study of employers (Order No. 3714173).

Mifsud, C. L., Vella, R., & Camilleri, L. (2013). Attitudes towards and effects of the use of video games in classroom learning with specific reference to literacy attainment. Research In Education, 90(90), 32+. Retrieved from  http://journals.sagepub.com.ezproxy.lib.ucalgary.ca/doi/abs/10.7227/RIE.90.1.3

Museelwhite, C., Martson, H. R. and Freeman, S. (2016). From needy and dependent to  independent homo ludens: Exploring digital gaming and older people. Games and Aging.   11 (1), 3-6. DOI: 10.1177/1555412015605220

Pariser, E. (2011). The filter bubble: How the new personalized web is changing what we read and how we think. New York: Penguin Books.

Prensky, M. (2001). Digital natives, digital immigrants (part 1). On the Horizon, 9(5), 1-6. doi:https://doi.org/10.1108/10748120110424816

Rogers, E. (1997). Diffusion of human factors design: Resistances and how to overcome them. Proceedings of the human factors and ergonomics society…annual meeting, 1(1). Retrieved from http://journals.sagepub.com.ezproxy.lib.ucalgary.ca/doi/pdf/10.1177/107118139704100101

Stoller, F. (2008). Content-based instruction (N. V. Deusen-Scholl & N. H. Hornberger, Eds.). In Encyclopedia of language and education (Vol. 4, Second and foreign language education, pp. 59-70). New York: Springer.

Turow, J. (2013). The daily you: How the new advertising industry is defining your identity and your worth. New Haven: Yale University Press.

Wu, I. X. Y. ; Kee, J. C. Y. ; Threapleton, D. E. ; Ma, R. C. W. ; Lam, V. C. K. ; Lee, E. K. P., Wong, S. Y. S. & Chung, V. C. H.(2018). Effectiveness of smartphone technologies on glycaemic control in patients with type 2 diabetes: systematic review with meta-analysis of  17 trials. Obesity Reviews. 19(6), p.825-838.

 

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This blog has had over 2 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

Opinions are my own and do not represent those of the Werklund School of Education or the University of Calgary.


The impact of tech on how instructors teach and how students learn

April 3, 2018

Use of tech cover.jpgI am thrilled to share a new book chapter that’s just been published. The chapter is, “The impact of technology on how instructors teach and how students learn”. It part of, The Use of Technology in Teaching and Learning, edited by Richard Harnish, K. Robert Bridges, David N. Sattler, Margaret L. Signorella and Michael Munson. It is published by the Society for the Teaching of Psychology. (I know, I know, I’m not a psychologist, but the topic fits with one of my areas of interest.)

In this chapter I talk about how technology is impacting educators in terms of their pedagogical knowledge and classroom practice, as well as how tech impacts how students learn.

One of the best things about this book is that is freely available online! You can download your own copy from: https://teachpsych.org/ebooks/useoftech

In fact, the publishers have an entire collection of free books that anyone can download on topics ranging from academic advising to research on teaching, among others. Check them out here: https://teachpsych.org/ebooks/index.php

On a personal note, I have to say that I really appreciate contributing to works that are Open Access, so readers from anywhere can download, read and enjoy. There’s much to be said for this kind of publishing model and as a writer and a scholar, being able to share my work in this way is energizing.

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This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

Opinions are my own and do not represent those of the Werklund School of Education or the University of Calgary.


Dear students, please use your phones in class.

January 5, 2017

For the past five years or so, I have been teaching exclusively online. But this past fall I was asked to teach a classroom-based course at the last minute due to a health issue with the instructor who was originally scheduled to teach. It was a big shift to go back into the classroom after working online for so long.

Before the course even began I e-mailed the entire class to let them know that I expected them to bring a device (laptop, tablet or phone) to class. I was perfectly transparent that I’d be expecting them to use their devices throughout class for learning purposes to look things up, share information and do projects together during class time.

Students used their devices to take notes, look up articles or websites or whatever they needed. We used Google docs to take notes and work on projects in real time.

It was a 3-hour class, so we also took a break halfway through. I found that most of students took some time during their break to text or check their email. Most of them self-regulated so they were doing personal stuff during break time, but if they did happen to check their e-mail during class, I didn’t chastise them. My attitude is that everyone in a graduate-level course is an adult and they can figure it out.

I aimed to keep my “lecturing” to a minimum. I had students learn through activities, games and projects. They had to work on specific tasks or activities during class, often with a partner or in groups, so they were busy the whole time.

I have changed my teaching approach dramatically over the years. I talk way less than I used to. Now, I focus on having my students engage in more doing and less sitting-and-listening.

Some profs still think it is a good idea to stand up and lecture for 3 hours. If you’re going to do is ask students to sit there and do nothing more than passively listen for 3 hours, you’d better be a spectacularly captivating speaker is all I can say.

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This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


English for All: Technology in English at The White House

December 15, 2016

On November 29, 2016 I was one of approximately 30 participants invited to The White House in Washington, D.C. to take part in the English for All Technology in English event. It was an amazing event that brought together thought leaders from academia, government and industry.

Here’s an album of photos taken by an official U.S. Department of State photographer: https://www.flickr.com/photos/exchangesphotos/albums/72157677134648376

You can check out my complete report here: white-house-report

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This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


Designing Synchronous Online Interactions and Discussions

May 17, 2016

IDEAS 2016: Designing for InnovationA few weeks ago I co-presented a session at the University of Calgary’s IDEAS 2016 conference. This year the theme was “Designing for Innovation”. My colleagues, Barb Brown and Meadow Schroeder and I presented on how to effectively design synchronous sessions for e-learning.

The three of us are all award-winning educators, and each has her own approach to how we design and deliver real-time sessions via Adobe Connect in our classes. We offered ideas and tips on what we do and how we do it. Our paper has been included in the conference proceedings, which have just been released. Here’s a link to our paper:

Brown, B., Schroeder, M., & Eaton, S.E. (2016, May). Designing Synchronous Online Interactions and Discussions. In M. Takeuchi, A.P. Preciado Babb, & J. Lock. IDEAS 2016: Designing for Innovation Selected Proceedings. Paper presented at IDEAS 2016: Designing for Innovation, Calgary, Canada (pg 51-60). Calgary, Canada: Werklund School of Education, University of Calgary. Available from: http://hdl.handle.net/1880/51209

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This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


How to use Scribd to publish your own documents online: A free, downloadable, step-by-step guide

September 2, 2013

With a new school year about to start, a great online tool for teachers and students to know about is Scribd. This online service lets you publish all kinds of documents, including:

  • Resources (like the guide I am sharing with you in this post)
  • Slide presentations
  • Digitally created books
  • Basically any document you can save in Word or .pdf format.

Here’s a preview, step-by-step, “how to” guide for you:

View this document on Scribd

To download a free copy, click on the download icon next to the word “Scribd” at the bottom of the frame. (It looks like an arrow pointing downwards.)

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If you enjoyed this post, please “like” it or share it on social media. Thanks!

Share or Tweet this: How to use Scribd to publish your own documents online: A free, downloadable, step-by-step guide  http://wp.me/pNAh3-1Em

Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


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