Teaching and Learning Greek in a Technology mediated environment
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International Symposium for teaching and learning Greek, Bristol, UK, June 1st&2nd, 2013
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Teaching and Learning Greek in a Technology mediated environment
- 1. φ Teaching and Learning Greek as a second Language in a technology mediated environment: Constrains and Possibilities Presentation Prepared for : International Symposium on Teaching and Learning Greek 1 & 2 June 2013, The Arnolfini, Bristol – U.K. Panayiota Mouxouri Student at MSc Education, Technology and Society programme – University of Bristol, UK, 2013 Panayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013 1
- 2. 2 1. pedagogy and theory that underlies a technology- mediated environment 2. second language learning in a technology mediated environment 3. Constrains and possibilities of introducing ICT to supplementary education’s curriculum structure of the presentation Panayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013
- 3. 4 Panayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013
- 4. 5 pedagogyandtheory Technology-mediated environment • the environment we live and learn is per se technologically mediated; technology might refer to a washing machine, a bottle lid or even a pencil • ‘technology’ in education refers to Information and Communication Technologies(ICT) • ICT vast range of tools and devices(Esch& Zähner, 2000) for communication and information sharing • What we mean technology-mediated environment in formal education? Panayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013
- 5. 6 pedagogyandtheory The teacher? teacher is the facilitator, the ‘more capable and mature peer’ that will assist students in the ‘scaffolding’ teacher’s role of pivotal importance • they designs and leads the lesson by choosing the correct teaching and learning tools(Lim&Barnes, 2002) Panayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013
- 6. 7 pedagogyandtheory Teaching in a technology-mediated environment There is nothing inherent in technology that will automatically guarantee transformation and enhanced learning. (Olivero et al, 2008,p.58). Panayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013
- 7. 8 Panayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013
- 8. 9 second-language learning in a technology mediated environment • one important factor in leading individuals in second language learning is attitude and motivation (Gardner, 1991) • ICT and research: technology key-factor in enhancing the learner’s motivation for both language learning and linguistic proficiency (Lee, 2000 in Young, 2003) • ‘promoting language and literacy development can be a major strength of technology use with young children through the opportunities and motivation it provides’ (Van Scoter, Ellis,&Railsbeck, 2001) Panayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013
- 9. 10 second-language learning in a technology mediated environment • Concerns on social isolation and prevention of language development when young children use computers young children can extend their vocabulary with the help of an adaptive and interactive software program ( Cordes and Miller(2000) Brooker & Siraj-Blatchford(2002) empirical study: ‘the use of the computer by the bilingual children that we observed was especially valuable. It was frequently found that accessible language forms were being exemplified and supported through visual cues and animations, and that these were frequently repeated(p.269). Panayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013
- 10. 11 Panayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013
- 11. 12 thecaseofGrekSchoolofBristol What is constraining the use of ICT? (1) lack of money appears to be the number one reason • Introducing ICTs in classroom means not only money for purchasing them but also money for maintaining them due to the economic crisis that strakes both Greece and Cyprus, any request for extra money is not feasible Panayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013
- 12. 13 Panayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013 thecaseofGreekSchoolofBristol
- 13. 14 Panayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013
- 14. 15 thecaseofGreekSchoolofBristol What Constrains the use of ICT? (2) the notion that ICT is so ‘new’ that its use will be accompanied by ‘new’ pedagogies most teachers feel that: the features of digital technologies are difficult to implement in educational practices because they challenge the traditions of teaching and learning on which the learning is based (Sajlo, 1999) ! why taking the unknown path of ICT when we already know a safer path where the results of our teaching are secured? Panayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013
- 15. 16 thecaseofGreekSchoolofBristol Panayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013 3/4 of Greek School of Bristol ‘s pupils-despite their young age- know how to use a computer and a smart phone “digital natives” ? ( Prensky,2001)
- 16. 17 thecaseofGreekSchoolofBristol Could we make our lessons pedagogically valuable and engaging in learning Greek(or any other language) through ‘cheap’ and easy functioning digital tools? Panayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013
- 17. 18 possibilities and suggestions Panayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013 small scale research for the prose of a master’s unit I had to undertake The aim of the lesson to practice simple dialogues ask and reply the question: ‘Πώσ ςε λένε; Με λένε...‘(what is your name?/what do they call you?-they call me/my name is….) and say their favourite colour(Μου αρέςει το...) Activity preparation two groups of three in each group - there was at least a pupil who was able to use the mouse -demonstrating them what to do -let them work in a period of fifteen minutes
- 18. 19 thecaseofGreekSchoolofBristol Panayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013
- 19. 20 Possibilitiesandsuggestions Panayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013 What does the outcome of this activity show? • Pupils, who were feeling afraid or feeling anxious to speak Greek in the class, got engaged with this activity and let themselves speak Greek no matter of their accent or way of structuring the sentences • Even if we were practicing dialogues I was able to hear every groups process even if I was working with another group However… impossible to have an activity like this in every lesson because sometimes time is limited but the teaching material is vast
- 20. φ 21 Possibilitiesandsuggestions Suggestions on software for teaching and learning Greek (as a foreign/second language) Panayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013 http://ts.sch.gr/repo/online-packages/dim-glossa-a-b/
- 21. φ 22 Possibilitiesandsuggestions Suggestions on software for teaching and learning Greek Panayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013 http://ts.sch.gr/repo/online-packages/dim-glossa-a-b/
- 22. Panayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013 23 http://ts.sch.gr/repo/online-packages/dim-mathaino-ti-glossa- mou/Sections/flash.html
- 23. Panayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013 24 Pupils hear and read at the same time-then they click the object to answer the question This activity aims in practicing adverbs that show location (πανω , κατω..) Example : We can work with this activity either in the beginning to introduce pupils the new learning objective and use it as a formative assessment or at the end of our lesson as summative assessment. It depends on each teacher’s aims and on pupils abilities how we will use each tool
- 24. 25 Possibilitiesandsuggestions ‘Voki’ http://www.voki.com/ • A general tool can be use in any language learning setting • students can create their own avatar AND record their voices and then share them with the class • a creative way to test students speaking abilities without the feeling of anxiety and fear of speaking in front of many peoplePanayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013
- 25. 26 Possibilitiesandsuggestions Cannot Afford or use software? Youtube http://www.youtube.com/watch?v=WxzFv-5_OuM • meaning making & engagement • multimodality BUT http://www.youtube.com/watch?v=vbqTJQgQx9g use ICT to give value and transform the lesson Panayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013
- 26. 27 Epilogue Language learning based exclusively on ICT is neither a realistic nor a desirable prospect(Esch&Zähner, 2000) Panayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013
- 27. φ 28 Panayiota Mouxouri – International Symposium on Teaching and Learning Greek - 2013 Thank you for you attention! Find this presentation online at http://www.slideshare.net/pmouxouri/greeksym posium
Hinweis der Redaktion
- First of all, I would [also ] like to thank you for come here today and supporting this innovative idea by Dr. Maria Mertzani, especially in those days where not only Greece but also Greek language are thought to be under threat. In addition I would like to say a big thank you to Maria Mertzani, founder of GreekForYou.com for giving me this opportunity to express my ideas and thoughts around teaching Greek as a second language in regard with information and communication technology(ICT).
- The presentation/essay is consisted of 3 main parts: in the first part I will try to introduce the pedagogy and theory that underlies a technology-mediated environment, in the second part I will focus specifically on second language learning in a technology mediated environment (where some examples derived from my short experience with the children at the Greek School of Bristol will illustrate the potentials of ICT), and lastly, I will focus on the current use of technology at the Greek School of Bristol, on constrains and possibilities of introducing technology to Supplementary education’s curriculum.
- The presentation/essay is consisted of 3 main parts: in the first part I will try to introduce the pedagogy and theory that underlies a technology-mediated environment, in the second part I will focus specifically on second language learning in a technology mediated environment (where some examples derived from my short experience with the children at the Greek School of Bristol will illustrate the potentials of ICT), and lastly, I will focus on the current use of technology at the Greek School of Bristol, on constrains and possibilities of introducing technology to Supplementary education’s curriculum.
- One would argue that the environment we live is per se technologically mediated; technology might refer to a washing machine, a bottle lid or even a pencil. Hence, the term‘technology’ used in this text refers to Information and Communication Technologies-ICT; a wide ranging term. It includes both communication and information technologies ‘for general purpose’ such as e-mail, videophones, the web and encyclopaedias or dictionaries on CD-ROMs as well as CALL, i.e. language learning materials designed with a specific pedagogical angle and consistent with a particular approach (Esch& Zähner, 2000). Thus, a technology-mediated environment in the field of formal education is the environment in which the learner's interactions with learning materials (readings, assignments, projects, etc.), peers, and/or instructions are mediated through information and communication technology (ICT) (Chou, 2005).
- In the context of sociocultural theory presented above, the teacher is the facilitator, the ‘more capable and mature peer’ that will assist students in the ‘scaffolding’. In addition, teacher’s role is of pivotal importance since he/she designs and leads the lesson by choosing the correct teaching and learning tools(Lim&Barnes, 2002). Moreover, dialogue between teachers and students in the ICT environment are also extremely important to promote comprehension, critical thinking and learning (Shneiderman, 1998).
- However, it is important to keep in mind that there is nothing inherent in technology that will automatically guarantee transformation and enhanced learning. Technologies do not work by themselves; is teachers’ role that will guarantee a transformative and of value learning environment(Olivero, 2008).
- The presentation/essay is consisted of 3 main parts: in the first part I will try to introduce the pedagogy and theory that underlies a technology-mediated environment, in the second part I will focus specifically on second language learning in a technology mediated environment (where some examples derived from my short experience with the children at the Greek School of Bristol will illustrate the potentials of ICT), and lastly, I will focus on the current use of technology at the Greek School of Bristol, on constrains and possibilities of introducing technology to Supplementary education’s curriculum.
- According to Gardner(1991) one important factor in leading individuals in second language learning is attitude and motivation. What research shows is that technology considers to be a key-factor in enhancing the learner’s motivation for both language learning and linguistic proficiency (Lee, 2000 in Young, 2003). In addition, as Scoter et al. denote ‘promoting language and literacy development can be a major strength of technology use with young children through the opportunities and motivation it provides’ (Van Scoter, Ellis,&Railsbeck, 2001).
- Notwithstanding, a significant concern is expressed on social isolation and prevention of language development when young children use computers (Cordes & Miller, 2000). However, according to Cordes and Miller(2000) young children can extend their vocabulary with the help of an adaptive and interactive software program. In addition, an empirical study carried out by Brooker & Siraj-Blatchford(2002) showed that ‘the use of the computer by the bilingual children that we observed was especially valuable. It was frequently found that accessible language forms were being exemplified and supported through visual cues and animations, and that these were frequently repeated(p.269).
- The presentation/essay is consisted of 3 main parts: in the first part I will try to introduce the pedagogy and theory that underlies a technology-mediated environment, in the second part I will focus specifically on second language learning in a technology mediated environment (where some examples derived from my short experience with the children at the Greek School of Bristol will illustrate the potentials of ICT), and lastly, I will focus on the current use of technology at the Greek School of Bristol, on constrains and possibilities of introducing technology to Supplementary education’s curriculum.
- So, one would rationally argue, ‘why don’t they use technology in class’? The answer to this question is complicated and involves many different sectors. First and foremost, lack of money appears to be the number one reason. Introducing ICTs in classroom means not only money for purchasing them but also money for maintaining them. This image is an example of the available technology in the class I teach: An out-of-order computer lying on the desk.
- This image is an example of the available technology in the class I teach: An out-of-order computer lying on the desk.
- This image is an example of the available technology in the class I teach: An out-of-order computer lying on the desk.
- I will answer this question not only as a supporter of ICT but also as a teacher who tried technology in class
- I will answer this question not only as a supporter of ICT but also as a teacher who tried technology in classSo, let me give the example of my pupils at the Greek school of Bristol. I am responsible for teaching the pre-primary stage, in a class of eight pupils aged six to seven. Almost 3/4 of my pupils-despite their young age- know how to use a computer(I will expand on this in a later section) and a smart phone(two of my pupils when saw my new smartphone where asking me questions about the applications I have on my phone and about the brand of this phone); this is a clear example of what Prensky(2001) calls ‘digital natives’. Thus, combining the aim denoted in the website of the general Secretariat for Greeks abroad for a high standard of education and development of Greek students of being competent in the countries they live but also in Greece, along with the need for motivation and creativity, introducing ICT in the Greek language learning community would lead to better and creative Greek language learning environments.
- A third constrain why embedding ICT in our lessons is difficult to implement is the lack of appropriate training. Many teachers feel overwhelmed by the technology (Stuherland et al., 2004) feeling that they cannot the former in their lessons. But, instructor's positive attitude towards technology, interactive teaching style, and control over the technology have an important impact on learning effectiveness(Lim &Barnes, 2002). Below, I will try to give some examples of how we could make our lessons of-value, creative and engaging in learning Greek through cheap and easy functioning digital tools.
- In this section, reflecting on my short experience teaching Greek at the Greek school of Bristol, I will argue that if an institution willing to introduce ICT in its curriculum, it is possible even with a minimum budget. In addition, I will suggest a few generic tools that might be used in a learning-Greek-as-a-second-language classroom.
- The interface of the software
- the teacher was working with the other pupils, this group worked on their own helping unconsciously one another. When the first girl mistakenly says: ‘το μ’αρεσει χρυσο’ her fellow-pupil responded saying by giving an instant feedback: ’that doesn’t make sense’. Then, the third girl who appears to be in a higher Greek-language-performance level repeats the sentence in the correct form: ‘Moυ αρεσει το κίτρινο’. So, technology not only created the right environment in this situation but it also enabled pupils to scaffold each other’s learning. Apart from this, As this incident I was able to give feedback even if I had missed the actual happening of this dialogue because what the girls said was voice recorded.
- A totally free to use software built by the Computer Technology institute of Ministry of Education in Greece for teaching Greek in early years. http://ts.sch.gr/repo/online-packages/dim-glossa-a-b/
- A totally free to use software built by the Computer Technology institute of Ministry of Education in Greece for teaching Greek in early years. http://ts.sch.gr/repo/online-packages/dim-glossa-a-b/
- For example: http://www.youtube.com/watch?v=WxzFv-5_OuM One would argue, ‘why I should use video story-telling instead of reading the story through a book?’. The answer is connected to meaning making and engagement. A video combines sound, image, and motion thus it makes the story livelier and apparently more meaningful (imagine your-self watching a drama film in a language you are not fluent at without music or motion. Would the meaning still be the same?). Give the example of my voice recorded and that George was amaxinglywillginti hear it more than 3 times and that he was trying to read the text using his finger to find the text that was recorded!
- At this point, it is important to mention-as stated above- that there is nothing inherent in technology that will automatically guarantee transformation and enhanced learning unless the teachers manipulate this power in right direction. On addition, we need to note that language learning based exclusively on ICT is neither a realistic nor a desirable prospect(Esch&Zähner, 2000). Besides, ‘παν μετρον αριστον΄!
- In case internet access is not possible, ICT still oxygenates the potentials of a creative and engaging lesson by the use of the most commonly known tool, namely PowerPoint. Using animation, colour and pictures we make our lesson more creative and more motivating to students. Finally, I would suggest that it is feasible for Supplementary School to introduce ICT in their classes with low budget; for example laptop-donations from universities who each year through away tens of out-of-date but well-functioning laptops. Those laptops could change the ‘ecology’ of the school and bring a new and creative era of teaching. Furthermore, in classes where whiteboards are installed the use of a projector could be feasible and cheap- there are reasonably cheap mobile projectors that could be purchased in that case.