The use of modern technology in the fl
Digital Technologies for Language Teaching (Distance Learning)
Educational Technology is an ever growing academic field which recognises the centrality of technology in education and in modern life in general. Digital technologies have revolutionised the ways in which we teach and learn languages by opening a wealth of opportunities to interact with people and resources in the target language.
The MA in Digital Technologies for Language Teaching is an innovative programme for language teachers with at least one year teaching experience (or equivalent). The programme brings together theories and practice of language acquisition, educational technology and foreign language teaching and provides a solid grounding in the pedagogical and practical aspects of new learning technologies with a specific focus on language learning and teaching.
The programme specializes in catering for language professionals from diverse educational sectors, geographical locations and language backgrounds. In particular, it focuses on both teachers of English as a Foreign Language as well as teachers of languages other than English.
The MA in Digital Technologies for Language Teaching is strategically placed within the School of Cultures Languages and Area Studies which is a vibrant environment of national and international expertise in all aspects of several world languages, cultures and language learning and teaching.
The programme is delivered fully online and is offered over two years (part-time). This will allow you to continue with your life commitments while pursuing your academic and professional interests. Although the MA is a distance learning programme it is designed to offer you regular support and to encourage the creation of a learning community of students and tutors sharing common interests, knowledge and experiences. You can rest assured that digital technologies will play a central role in doing so!
b) Work in pairs and discuss: Which of them positive and negative technology?
POSITIVE |
NEGATIVE EFFECT |
• (a) provide practices for students through the experiential learning,
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• Lack of Support
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Task XI.In pairs or small groups, you should to present an example of one lesson plan by using Smart Board, Multimedia and Moodle.
Elements of Planning:
Climate:
Multi-sensory, stimulating, complex, challenging...
Knowing the Learner:
Learning Styles, Multiple Intelligence, Observations,
Assessing the Learner:
Pre-assessment, During, After Assessment; Formal and Informal
Adjustable Assignments:
Compacting, T.A.P.S, Total Group work, Alone work, Paired, Small Group Work
Instructional Strategies:
Brain/ Research Based, (Memory Model, Elaborate rehersal, Focused Activities, Graphic Organizers, Metaphors, Cooperative group work, Role playing
unit 3 |
Foreign Language Education and Intercultural Communication |
LESSON 1: Competency Model of a Foreign Language Teacher .
LEAD - IN
TASK I.
- What is the role of Foreign Language Teacher in our society?
- How do you imagine the Model of Foreign Language Teacher?
Study the scheme of how to make a Mind Map.
(http://www.mind-mapping.co.uk/mind-mapping-information-and-advice/how-to-make-a-mind-map/)
- Make your own Mind Map on ‘Modern Foreign Language Teacher’.
- What competences should ‘Modern Foreign Language Teacher’ own?
TASK II.
Before reading the text express your opinion about the differences between knowledge - based and competency - based approaches.
Read the text and answer the following questions:
The competency-based approach, which personifies today’s innovative educational process, corresponds to the general conception of educational standards found in the majority of countries. An understanding of the teacher competence as the dynamic combinations of cognitive and meta-cognitive skills implies that there are four fundamental aspects: learning to think, know, feel and act as teachers (Feiman-Nemser, 2008). Learning to think as teachers implies a critical examination of one’s beliefs and the development of pedagogical thinking, i.e. linking objectives and means in teaching-learning processes. It implies not only analytical and conceptual thinking, but also the development of metacognitive awareness, i.e. thinking and deciding in teaching; reflecting and adapting practices (Anderson, 2004; Hay McBer, 2000). Learning to know as teachers concerns the several aspects of knowledge required - including knowledge generated by one’s own practices. Deep subject knowledge and pedagogical content knowledge are both needed; the knowledge of new technologies applied to subject teaching is also fundamental in the digital age (Mishra & Koehler, 2006). The knowledge and understanding of historical, cultural and structural features of the subject area, linked with others across the curriculum are needed. Knowledge of school curricula, class management, methodologies, education theories and assessment ought to be embedded in a wider awareness of the impact of educational aims (Darling-Hammond & Bransford, 2005). Learning to feel as teachers is linked with professional identity: intellectual and emotional aspects (Hagger & McIntyre, 2006). It includes attitudes (commitment, confidence, trustworthiness, respect), expectations (initiative, drive for improvement, information seeking) and leadership (flexibility, accountability, passion for learning). It has to do with self-efficacy, self-awareness, and mediation between ideals, aims and school realities (Geijsel et al., 2009). Learning to act as teachers entails integrating thoughts, knowledge and dispositions in practices that are informed by consistent principles. Quality teaching requires adaptive skills, and a systematic assessment of professional knowledge and actions - against a range of criteria coming from theories, research, professional experience and evidence - for improvement and innovation (Hagger & McIntyre, 2006).
According to S.S. Kunanbayeva the competency model of teacher consists of 4 competencies: Intercultural Communicative Competency (ICC), Professionally-oriented Competency, Professionally-based and Professionally-identified Competencies.
(adapted from S.S.Kunanbayeva. The Modernization of Foreign Language Education: the Linguo-Cultural Communicative Approach. - United Kingdom: Hertfordshire Press,2013,293 p.)