An E-learning Supplement to a Teacher Training Course: the Trainees' Perspective An E-learning Supplement to a Teacher Training Course: the Trainees' Perspective (original) (raw)
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Proceedings of the 28th International Conference on Computers in Education, 2020
The paper presents experiences with e-learning among students of educational studies in the biggest Polish pedagogical university that prepares future teaching staff. The research was conducted in May and June 2019 in a group of 450 students (average age=22.660, with st. dev.=4.232). The goal of the study was to present the set of indicators that coexist with the use of distance education platforms by Polish pre-service teachers. Through triangulation of the research tools, eight survey questionnaires of high internal coherence (0.925) were used. Based on the data collected, it was noticed that the respondents have little experience in applying different forms of distance education. Last year, only 8.4% of the students were using paid platforms to develop their interests and knowledge. It was also observed that students who are highly active online (who use different e-services very often or often) show much more interest in online training. Financial status and gender do not determine student engagement in distance education. Participation in one form of e-learning very often coexists with other forms. The key factor indicator of involvement in paid and free e-learning courses is respondents' activity in cyberspace.
Computer-Assisted Language Learning (CALL) for 4 th Year EFL Student Teachers
Faculty of Education, Assiut University, Egypt, 2021
Computer-Assisted Language Learning (CALL) for 4th Year EFL Student Teachers is a complementary language teaching methodology course, with a specific focus on computer-assisted language learning approaches, methods, techniques and procedures as well as the computer-based tools, devices, applications and facilities that can be used to facilitate language learning. With the dominant use of computer and Internet technologies nowadays, it has become necessary that our teaching methodology courses should be updated accordingly; they should include insightful guidance into how to teach English as a foreign language with the aid of computers and the web – including laptops, tablets, and smart phones. The potential to enhance English learning through technology in general and computer-based tools, applications, devices and facilities in particular, has become increasingly a hot topic today. Practically speaking, the ability to use, merge and integrate technology - including computer and web-based tools - into the classroom is a core skill for English language teachers in the 21st century. From a literacy perspective, English language teachers need to cope with learners’ new literacy practices (e.g. social networking, composing messages on mobile phones, using WhatsApp in daily communication, sharing resources online, etc.) in order to properly reach them. If teachers do not consider these new literacy practices in their teaching, a literacy gap will appear. The course is the first CALL course offered at Faculty of Education, Assiut university based on the new bylaws and regulations introduced in the academic year 2017/18. It introduces pre-service English teachers to CALL with the aim of focusing on the ‘how to’ aspect of integrating computer-based technologies into English language teaching and learning contexts. It takes into consideration the dialogic relationship and the complex interaction between language learning content (i.e., reading, writing, speaking, listening, vocabulary and grammar), pedagogy and language instruction (e.g., communicative language teaching and task-based approaches), and technology (i.e., affordances and constraints of different technological tools) with an awareness of the social and linguistic implications. In addition, the course aims to develop a hybrid CALL practitioner, developer, researcher, and trainer in this field. Thus, this course addresses TESOL fundamental concepts, knowledge, skills, and attitudes that enhance pre-service teachers’ technological competencies and promote their integration of Computer Assisted Language Learning (CALL) technology into English language-teaching settings and curriculum with confidence, knowledge, and practice. Therefore, the main goals of the course are represented in: 1. acquainting pre-service English language teachers with the foundational knowledge, competencies and skills in technology in general and computers and the Web in particular, for professional purposes; 2. developing pre-service EFL student teachers’ theoretical understanding of the relationship between computers and the Web on one hand, and English language teaching/learning on the other; 3. expanding pre-service EFL student teachers’ knowledge base in TESOL/TEFL to encompass new CALL theories, approaches, strategies, methods and techniques; 4. developing pre-service EFL student teachers’ computer-based and language-related literacy practices; 5. exploring the possible application of computers and Web-based technologies in English language learning; 6. assisting pre-service EFL student teachers in using computer-based technologies and facilities in the classroom for a variety of language learning purposes; 7. integrating pedagogical knowledge and skills with technology to enhance language teaching and learning; and 8. applying technology and computer-based practices into instruction (e.g. record keeping, feedback, and assessment). Mahmoud Abdallah Assiut, Egypt (July, 2021)
This paper reflects upon the content, the structure and the design principles of an e-course offered for the first time to undergraduates undergoing their initial teacher training programme at the Faculty of English Language and Literature, National and Kapodistrian University of Athens. Given that e-learning and e-training are considered to be a-theoretical, attempts have been made to develop a disciplinespecific course within a theoretical frame which draws upon foreign language didactics and teacher training. Moving away from the technological focus which has dominated eleaning discussions, the paper discusses the underlying principles and the characteristics of an e-course which deals with an innovative area of foreign language didactics, i.e., translanguaging and interlinguistic mediation. This e-course has been built using two virtual learning environments which provide learners opportunities for interaction both between the instructor and the students, and among the students themselves.
2021
A study of technology-enhanced language teaching based on the perceptions of prospective English teachers Technology-enhanced language teaching (TELT) is one of the latest approaches to teaching English as a foreign language (EFL), which refers to the use of computers, mobile devices and Web 2.0 tools for educational purposes. The importance of research into the benefits of integrating digital technologies in language teaching is underlined by the fact that teachers should make their teaching strategies as effective as possible for 21st century learners. This work is focusing on the investigation of TELT based on the study of the attitudes and classroom experience of prospective English language teachers. A questionnaire-based study was conducted with students of English language and literature at Ferenc Rákóczi II Transcarpathian Hungarian College of Higher Education. The results show that the participants prefer a combination of traditional and innovative language teaching methods. Although the integration of TELT into the EFL classes in Transcarpathia is hindered by a number of problems, teachers are highly recommended to modernise their teaching methods.
E-Learning as an Efficient Tool for Language Learning and Teaching Processes
2015
Abstract: The paper deals with a description and tutors ’ experience of three computer aided methods used in English language teaching at the University of Defence: videoconferencing with a Canadian lecturer, interactive electronic learning support and webquests. Based on positive students ’ acceptance of e-learning implementation, further prospects of computer aided instruction are considered.
E-LEARNING A NEW TREND IN TEACHERS TRAINING ACTIVITIES
In Romania, e-learning as a teacher training activity is at the beginning and has o lot of opponents, due to technical, economical, social and ethical problems associated with it. Some of these problems are the subject of this paper.
2019
This paper suggests that, given the increasing pressure exerted by technological developments on education, it is important to discuss in which ways teachers can incorporate some features from the new technologies used today, by the Computer-Assisted Language Learning (CALL) and also by the Mobile Assisted Language Learning (MALL) taking into considerations conditions in which the educator can improve the students’ results in second language acquisition (SLA), at the same time that they feel comfortable using technology. Our objective is to examine how language teachers can possibly apply practical experiences from apps and websites, through CALL and MALL, to their teaching at the same time that they continue their technological professional development. An online course focused on the use of new technologies in the classroom was developed, in which, three in-service teachers were enrolled having to submit new lesson plans with different online tools weekly. The course was perceived to be an alternative for teachers to be able to keep up with technological advancements. (Obs.: Undergrad research conducted by my student Natália E. de Oliveira)