integrating ict into language learning and teaching - CiteSeerX

INTEGRATING ICT INTO LANGUAGE LEARNING AND TEACHING Guide for Institutions

Swapna Kumar and Maija Tammelin

We would like to express our appreciation to Pasi Puranen at the Helsinki School of Economics for his valuable contribution in conducting the surveys that this Guide utilizes as its stepping stone

© 2008 photos: © Gerhard Aba publisher: Johannes Kepler Universität Linz, Altenberger Straße 69, 4040 Linz print: Office and more, Goenitzer Ges.m.b.H., Alserstraße 19, 1080 Wien

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

table of CONTENTS CHAPTER 1: INTRODUCTION 1.1 About this Guide 1.2 Benefits of ICT-enhanced foreign language teaching and learning 1.3 Use of ICT by educational institutions in Europe in general 1.4 Considerations for ICT implementation in language teaching and learning 1.5 Structure of the ODLAC Guide for educational institutions

4 5 6 7 8

CHAPTER 2: ADMINISTRATIVE CONSIDERATIONS 2.1 Policy and strategy definition 2.2 Administrative support for teaching staff 2.3 Quality assurance 2.4 Accreditation of courses 2.5 Summary of recommendations

10 12 14 15 16

CHAPTER 3: TECHNICAL CONSIDERATIONS 3.1 Investment and cost-effectiveness 3.2 Technical training and support 3.3 Summary of recommendations

18 21 23

CHAPTER 4: INSTRUCTIONAL AND PERSONAL CONSIDERATIONS 4.1 Teachers’ perceptions and beliefs about ICT for language learning 4.2 Pedagogical training for language teachers in the use of ICT 4.3 Summary of recommendations

26 28 31

CHAPTER 5: LEARNERS – EDUCATIONAL INSTITUTIONS’ ULTIMATE AUDIENCE 5.1 Learners’ perceptions of ICT use for language learning 5.2 Learner training PAGEREF 5.3 Summary of recommendations

32 32 33

CHAPTER 6: LOOKING AHEAD PAGEREF REFERENCES APPENDIX A APPENDIX B

34 38 40 42

ODLAC | guide for Institutions –

CHAPTER 1

INTRODUCTION “Language learning and teaching are essential to the fabric of a functioning Europe.” (ICC -The European Language Network)

1.1 About this Guide The importance of foreign language teaching and learning has long been recognized and acknowledged in multicultural Europe. Rapid advances in the development of ICT (Information and Communication Technologies) have simultaneously been seen to offer new opportunities for enhancing the quality and effectiveness of language teaching and learning. However, although technology is increasingly prevalent in everyday life, education, work, and other sectors, a number of educational institutions across Europe have been perceived as either lagging behind in fully recognizing these opportunities or struggling with the challenges of implementing ICT. This guide is intended for European schools, universities, and adult education institutions that hope to start integrating ICT into their language teaching and learning activities as well as for those who are looking for ways to enhance their current use of ICT for foreign language learning. The guide is particularly aimed at institutional decision-makers and policy makers including heads of language institutions, departments and units in addition to ICT managers, head teachers and other language teachers in charge of developing ICT enhanced teaching. This guide has been written for the ODLAC project, which has been co-funded by the European Commission for Education, Training and Youth. A description of the ODLAC (Open Development of Language Competencies) project is provided in Appendix B and project details can be found on the ODLAC project’s website at http://www.elearningguides.net. Representatives of secondary schools, universities, and adult education institutions in Belgium, Finland, Germany, Lithuania, Slovakia and Spain participated in the ODLAC project co-ordinated by the University of Linz in Austria in 2005–2008.

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Benefits of ICT-enhanced foreign language teaching and learning

1.2

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In the last decade, changing conceptions of learning and rapid technological advances have been accompanied by changes in language teaching and learning. Language classrooms are increasingly turning into blended learning environments that focus on active learning. It is commonly known that active learning advances the learning process and thus raises the quality of the language learning experience. Blended language learning uses multiple teaching and guiding methods by combining face-to-face sessions with online activities and utilizing a mix of technology-based materials. The growing use of ICT in blended language learning environments has changed the face of language teaching and learning in a beneficial way and will continue to do so along with future technological innovations. The main benefits of ICT to language learning are presented below by drawing on the perspectives of Jonassen et al. (1999) who define technology-enhanced meaningful learning as active, authentic and cooperative. First and foremost, ICT–and the Internet in particular–provides language learners with the opportunity to use the language that they are learning in meaningful ways in authentic contexts. The Internet provides an easy and fast access to the use of current and authentic materials in the language being studied, which is motivating for the language learner. Such authentic materials include, for instance, online newspapers, webcasts, podcasts, newsroom video clips or even video sharing websites such as, say, YouTube. Where language teachers earlier searched and carried authentic materials like maps and train timetables to a classroom, they can now ask learners to access such information online, thus helping them learn with current and real-time materials. Another motivating language learning opportunity using ICT is provided by chat rooms and virtual environments such as Second Life where the language learner can practice not only the written use of the language, but also practice speaking and pronunciation, without the fear of making mistakes. A second important benefit derived from the use of ICT in a language classroom is based on the opportunities it affords for cooperation and collaboration with one’s peers. Language teachers all over the world are introducing myriads of ICT-enhanced language learning projects, including simulations, between their students and groups in other countries, thus widening the language learning perspective into that of learning about the cultural context of the language being used. Previously, students or classes would write letters or later even e-mails to each other. Today, using ICT they can ‘skype’ or chat online, where they can not only write to each other in real-time, but also see each other and speak to each other online. Students are thus able to write, read, speak, listen, and react to a conversation using ICT as part of the language learning process. They are motivated to communicate and collaborate with peers to produce common products, for instance, wikis. These beneficial ICT-enhanced language learning activities call for the teacher to organize and monitor them, although in a blended language learning class ODLAC | guide for Institutions –

CHAPTER 1 the overall role of the teacher has changed from the traditional authoritative role to that of a facilitator. A third major benefit of the use of ICT in blended language learning classrooms is the opportunity that ICT-based tools give to language teachers so that they can tutor their learners more effectively. With the help of ICT-based tools and the constantly growing number of available educational resources language teachers are able to give individual and personalized guidance to the learners. The use of several media–audio, video, authentic contexts, and real-world experiences help language learners with different learning styles to assimilate the content according to their needs. In a blended learning environment that uses ICT tools, it is easier for the language teacher/tutor to use different approaches with students and accommodate different learning styles and the different needs of fast, slow, or handicapped language learners. Institutions in all educational sectors have a very important role in supporting their language teaching staff and their language learners in the meaningful use of ICT in language teaching and learning. This guide aims to help institutions to do that. The other two ODLAC guides (http://www.elearningguides.net) focus on the teachers and learners.

1.3 Use of ICT by educational institutions in Europe in general Although the national information society strategies drawn up in many countries and their implementation across Europe have significantly contributed to the integration of ICT into educational practices, not everything has proceeded according to their optimistic vision. For instance, Taalas (2004) examined English teachers’ teaching practices and the use of technology in a seven-year follow-up study (1994, 1997, 2001) in a vocational school setting in Finland. The results showed that the kind of change expected as a result of the implementation of the Finnish information strategies had not taken place, and that the support structures for technology integration needed to be revised. The study indicated that although the teachers’ use of technology had increased during the seven-year time span, this use seemed to be mostly related to administrative issues, not pedagogical innovations. In fact, in their use of technologies in teaching, teachers still tended to apply traditional methodologies. What, then, can the educational institutions do in order to promote the innovative use of ICT in foreign language teaching and learning? Language education in secondary schools, higher education or adult education institutions is rarely offered in a separate and financially independent unit. Therefore the institution’s general policies are reflected in decisions made regarding language teaching and the use of ICT. Consequently, the numerous extensive studies on general educational ICT use and impact conducted in Europe over recent years need to be considered when analyzing and assessing ICT use in foreign language teaching (Davies, 2002). – ODLAC | guide for Institutions

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One such general study is the ICT Impact Report 2006 (Balanskat, Blamire & Kefala, 2006) on schools in Europe, drawing evidence from 17 impact studies across Europe. The overwhelming majority of studies reviewed in the report confirm wider positive benefits of ICT for learning and learners in such areas as motivation and skills, concentration, cognitive processing, independent learning, critical thinking, and teamwork, all important skills for the language learner (Korte & Hüsing, 2006). Furthermore, the report confirms that whether ICT use will deliver its potential depends to a large extent on how teachers use ICT within the teaching and learning process. The ICT Impact Report indicates that the majority of teachers have not yet embraced new pedagogical practices in their use of ICT and that teachers do not feel sufficiently confident in exploiting ICT to support new approaches in their teaching practices. The ICT Impact report emphasizes that the future key aspects in the field of policy making are to support the transformation process and management of change, of which ICT is an enabler and amplifier. The report concludes that ICT has the greatest potential to act as a catalyst for change if the ICT strategy is integrated into the overall institutional strategy, Another ICT impact study called E-learning Nordic 2006 conducted in Denmark, Finland, Norway and Sweden showed similar results, emphasizing, for instance, the need for more focus on organizational implementation of ICT. Chapter 2 in this guide, therefore, details the points that educational institutions need to consider when defining an institutional strategy for language teaching and learning.

Considerations for ICT implementation in language teaching and learning

1.4

In order to identify the current state of ICT use in language teaching and learning in the partner countries of the ODLAC project and to propose enhanced quality use of ICT for language teaching and learning in the EU, ODLAC project activities included the development and administration of surveys for learners, tutors, and educational institutions about the implementation of ICT in the partner countries; surveys to determine the needs of learners, tutors, and institutions for the use of ICT in the partner countries. The partner countries in the ODLAC project completed two or more surveys (Table 1). Data from the above surveys forms the basis of assertions about the needs and current state of ICT use in the partner countries in this guide for institutions. (See the survey questionnaire for institutions on the project website at http://www.e-earningguides.net).


CHAPTER 1

Survey s for learner s, tutor s , and in s titution s completed during the ODLAC project

Survey for Institutions Belgium (29) Finland (27) Goethe-Instituts (21) Lithuania (1)

Survey for Tutors Belgium (93) Finland (52) Lithuania (5) 126,8

Survey for Learners Belgium (17) Finland (26) Goethe-Instituts Lithuania (10)

Needs Analysis Survey for Institutions Needs Analysis Survey for Tutors Needs Analysis Survey for Learners Lithuania (11) Lithuania (26) Lithuania (52) Slovakia (35) Slovakia(39) Slovakia (63) Goethe-Instituts (21) Spain (16) Spain (80)

Factors influencing the use of the Internet in teaching have been classified by Piotrowski and Vodanovich (2000) as institutional, instructional, technical, and personal factors that have to be dealt with for effective technology integration into education. In a more recent study, Tammelin (2004) identified four problematic areas in a university setting that need to be considered when introducing technology-enhanced language learning into higher education – administrative, institutional, technical, and pedagogical issues. She concluded that problems related to these areas need to be solved by an institution in order to create high quality teaching and learning. The personal, pedagogical, and instructional problems faced by language teachers and learners influence institutional implementation of ICT. These considerations are thus discussed in detail in this guide.

1.5 Structure of the ODLAC Guide for educational institutions Based on prior research on the use of ICT in education, the experience of the authors in the field of language teaching and learning, and the findings that emerged from the ODLAC surveys, this guide is organized according to the considerations that institutions need to take into account when seeking to implement ICT for language learning. Chapter 2 Administrative considerations, Chapter 3 Technical considerations and Chapter 4 Instructional and Personal Considerations discuss each of these categories of institutional considerations related to the use of ICT for language teaching and learning, provide best practice examples from foreign language learning settings, and propose suggestions for educational institutions to successfully overcome possible challenges arising from these considerations. Administrative, technical, instructional, and personal considerations are not exclusive of one another. Therefore all four areas need to be addressed in order to create an effective learning environment that enhances foreign language teaching and learning using ICT. Chapter 5 of this Guide deals with the institutions’ ultimate audience: the learners. The chapter discusses learners’ perceptions of ICT use for language learning and learners’ need for training. Finally, Chapter 6 offers a glimpse – ODLAC | guide for Institutions

into the current trends that will be likely to have an effect on the future developments in language teaching and learning at educational institutions. A list of resources, journals and organizations related to the concerns and issues that are the focus of this Guide, and that could be useful to educational institutions and educators are listed in Appendix A followed by Appendix B that contains a detailed description of the ODLAC project.

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CHAPTER 2

ADMINISTRATIVE CONSIDERATIONS

“

When complex change is involved, people do not and cannot change by being told to do so” (Fullan 1993, p. 24)

While there is no ready-made formula for the successful implementation of ICT in language teaching and learning in every institution, education professionals can take into account certain administrative considerations that are discussed in this chapter. The initial decisions taken by a school, college, university, or adult education institution about the type of ICT (information and communication technologies) that they will invest in and the areas in which ICT will be implemented can be crucial to the success or failure of such an initiative. Some important points for consideration are discussed in this chapter under the following subheadings: Policy and strategy definition; Administrative support for teaching staff; Quality assurance; and Accreditation of courses. A summary of recommendations is provided at the end of the chapter.

2.1 Policy and strategy definition Thanks What are the long-term goals for driving the implementation of ICT in language education at your institution? Institutions have various reasons for wishing to integrate ICT into teaching and learning. Some questions to be asked at this stage are whether administrative heads at your institution understand and believe in the benefits of ICT for their learners or whether they want to integrate ICT into teaching and learning solely to keep up with technological and educational advancement in the region/country. Notwithstanding their reasons for integrating ICT, it is possible that existing ICT policy at the regional or national level can guide administrators in their plans for ICT at your institution. Being well-informed about research (Conole & Oliver, 2007) can be very helpful as your institution undertakes the task of implementing ICT in language education. Do best practices or models of ICT implementation for language learning or other subjects already exist in similar institutions in your region, country, or the European Union? Despite differences in institution size, learner composition, educational policies, teaching culture, and educational goals in institutions in different parts of a country or the European Union, administrators can learn from the 10 – ODLAC | guide for Institutions

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experiences of colleagues elsewhere and from solutions that have previously worked. Some institutions have also found it useful to employ an ICT expert with relevant experience to advise them on certain aspects of their decisions and policy at this stage. In what ways does your institution plan to use and implement ICT in language learning and teaching? ICT can be used in some of the following ways in language courses: Existing on-campus language courses can be supplemented with course websites and online interactions; Courses that combine classroom teaching with online modules and activities can be offered (blended learning courses) (Littlejohn & Pegler, 2007); Courses can be offered completely online with no classroom-based component (online courses); Mobile learning options can be used and included in the language curriculum (Kukulska-Hulme & Traxler, 2005); Virtual learning environments (e.g. Second Life) can be used for foreign language learning purposes. The different ways of using ICT listed above are not mutually exclusive and can be combined depending on the needs and the environment of your institution. The decisions that you will take about infrastructure, course design, and teaching and administrative support depend on the type of course offerings planned by your institution. When deciding to use ICT institution-wide or at varying degrees in different subject matter areas, it is important to consider whether the proposed integration of ICT, for instance online offerings, negatively impact or positively supplement existing degree or diploma programmes. In many educational institutions, certain departments, teachers, faculty, or subject matter may appear to be more conducive to the introduction of ICT. Institutions often pilot ICT implementation in one subject area, learn from the outcomes, and then extend it to other subjects taught by the institution. In addition to implementing ICT to varying levels in different subject matter areas or in different courses, some institutions also choose to offer the same course in different formats (e.g. as an on-campus course, blended course, and online course) or by using different technologies (e.g. TV, radio) that are supplemented by online activities. One such offering is the ‘redaktion-D’ German language course of the GoetheInstitut (http://www.redaktion-d.de/lang_englisch/0_0_start.shtml), which is available as a face-to-face course supplement, a radio course, a television course, a blended learning course, and a distance education course. German language learners can thus select the type of course that suits their needs, learning preferences, technical skills, infrastructure, and geographical area.

Example

ODLAC | guide for Institutions – 11

CHAPTER 2

2.2 Administrative support for teaching staff What is the level of administrative support available to the language teaching staff and learners in the use of ICT at your institution? Learners at schools, polytechnics, universities, and adult education institutes often need help deciding on the courses in which they should enroll. In some European countries they are also often unaware of institutional policies with respect to transferring credits or courses from one institution to another or one geographical region to another. While planning ICT implementation, institutions have to assess not only the technical skills of their administrative personnel but also their capability to provide information and support in the areas of course choices, policy, registration, transfer, and accreditation. Of the representatives of educational institutions who completed ODLAC surveys, 81% of those at Finnish institutions and 88% of those at the Goethe-Instituts stated that they help their learners with course choices in e-learning courses. Learner training for studying in ICT-enhanced courses will be discussed in Chapter 5. Another aspect of existing administrative services that your institution needs to consider is whether the existing system for registration, information and grades can be extended to the planned ICT implementation and if it will be compatible with the platform or learning management system that will be chosen by the institution. Every institution or school has its own individual culture of learning and functioning that influences teaching practice and the way professional development is perceived, valued, and implemented. While some institutions perceive teacher training as separate from regular teaching practice and see it in terms of isolated workshops that are held before a new technology is introduced or once a year, other institutions have collaborative cultures where learning is built into the day-to-day interactions among staff (Fullan, 1995). The support provided by your institution for the initiative taken by teachers at the institution, for their development and use of ICT, and for their willingness to experiment could play a major role in the success of implementing ICT at your institution. How are language teachers rewarded for developing and teaching ICTenhanced courses at your institution? In addition to technical and pedagogical training at the beginning of elearning implementation, initial and ongoing support needs to be provided to teaching staff for the development and deployment of courses using ICT. Financial incentives and other forms of rewards are important when teachers begin experimenting with ICT as well as later, when their online materials or courses, for instance, need updating. A large amount of time is needed by teachers during their initial learning curve and their initial development of materials for language learning using ICT. Moreover, due to the dynamic nature of online technologies, teachers often have to review and update their online materials continuously. Some examples of incentives that can be offered to teachers are: additional payment for preparation 12 – ODLAC | guide for Institutions

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time, for the development of course materials, for the review and updates of course materials, and for research to improve the quality of course materials. A reduction in other responsibilities during the school or academic year could also make it easier for teachers to spend time integrating ICT into their teaching. Table 2 lists the different ways in which teachers are rewarded for their use of technologies at Finnish, Belgian, and Lithuanian institutions as well as the Goethe-Instituts that participated in the ODLAC institutional surveys in 2006-2007. In Finland, 29% of the participating institutions stated that teachers in their institutions were rewarded with additional pay for developing online materials and course formats, and teachers at 38% at the institutions saw a reduction in their teaching hours. At the Goethe-Instituts, 15% of the teachers were given additional pay and 23% taught a reduced number of hours. 56% of the Belgian institutions stated that their teachers are not rewarded for developing ICT-enhanced teaching while teachers at the one Lithuanian institution that participated in the survey get additional pay for development of online materials.

H o w a r e teacher s rewarded for developing o n l i n e m aterial s and cour s e format s ? Belgian Institutions (n= 29) Finnish Institutions (n= 21) Goethe-Instituts (n= 27) not at all 56 % 19 % 35 % it is part of their regular 48 % 48 % 42 %) teaching tasks with additional pay 4 % 29 % 15 % by reduction of teaching hours 8 % 38 % 23 % With other measures, please specify 4% 14 % 4%

When teaching online or using ICT in language courses, teachers spend a lot of additional time researching online materials, drafting e-mails, participating in chat or Instant Messaging (IM) sessions, or reading and responding to online discussion postings. Therefore institutions are recommended to consider additional ways to appreciate and/or reward the time spent on such activities. Besides incentives for the development of online course materials and formats, continuing support for language teachers in their use of e-learning should not just include technical support, but also instructional support. Workshops and seminars as well as collaborative relationships are different ways of encouraging teachers to share methods of using online technologies. Sharing of best practice and feedback can help teachers tremendously because they not only model their use of technology but also discuss, question, and criticize ICT use for language learning. Moreover, collaboration and sharing between teachers of the same language or different languages can decrease feelings of isolation faced by teachers as they begin experimenting with ICT. ODLAC | guide for Institutions – 13

CHAPTER 2 In the ‘Trinationales Projekt’ of the Goethe-Institut mentioned earlier in this chapter, school teachers from Italy, Slovenia, and Croatia learnt to integrate online resources and use the Internet to supplement their German language teaching. The teachers met three times over a period of six months and thus shared their implementation of ICT with each other at subsequent workshops and in an online yahoo group. A number of doubts, questions, and solutions to individual challenges arose and were discussed, making it more beneficial for all participants. Example 1

Littlemore (2002) reports on the TALLENT project (http://www.solki.jyu.fi/tallent) (Teaching and Learning Languages Enhanced by New Technologies), which was a three-year LINGUA-funded course development project. Its aim was to develop an “ideal” course in which European language teachers could be taught different ways of using ICT in their classes http://www.tell.is.ritsumei.ac.jp/callejonline/journal/4-1/littlemore.html#notes. This course was designed to introduce participants to various ICT applications in the context of a relevant pedagogical theory. As well as ICT, it focused heavily on concepts such as learner autonomy, learning to learn and language learning strategies. The course could be run locally by language centres in Europe.

Example 2

Experience has shown that training projects that involve and lead to networking among language teachers – no matter whether that networking takes place within their own institution, regionally, nationally or internationally – are beneficial for developing and promoting the use of ICT in language teaching and learning. Therefore, your teaching staff needs to be encouraged and supported in their efforts to interact with other colleagues and share their experiences.

2.3 Quality assurance In what way does your institution assure the quality of ICT applications in language teaching and learning? Institutions can attempt to assure the quality of the educational offerings of their institution in many different ways. For instance, the Consortium of Institutions Committed to Quality Online Education (Sloan Consortium, 2004) has designed a quality model for online education. The model consists of the following five pillars: learning effectiveness, cost-effectiveness, access, faculty satisfaction and student satisfaction. We propose that these pillars be applied to assessing the quality of ICTenhanced language teaching and learning as well. The concepts behind the pillars are discussed throughout this guide. The concept of learning effectiveness is especially important for ICT use in language learning. . The primary way in which learning effectiveness is measured in ICT-enhanced language teaching and learning is through testing or other forms of evaluation. For instance, in Finnish tertiary institutions’ language and communication 14 – ODLAC | guide for Institutions

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courses, the trend shifted in the 1990s from the single end-of–the-course exam to several smaller tests during the course or to courses without any tests. In the latter case, the assessment of learner effectiveness is based on continuous evaluation of the coursework completed during the course. Over recent years, the increasing use of e-portfolios (Stefani, Mason & Pegler, 2007) has opened up new opportunities for assessing learning.

Accreditation of courses

2.4

Will the ICT-enhanced language teaching and learning offerings provided by your institution be accredited? The possibility of accreditation and compatibility with regional, national, and European Union standards or recognized language levels is an important consideration for institutions embarking on ICT implementation. While this may not be a relevant issue in some educational institutions, some other types of institutions (e.g. in the adult education sector) attempting to market their language offerings within and outside their countries could find that accreditation can often influence the number of learners who enroll as well as the quality of their course offerings using ICT. The type of learners that your institution hopes to target in addition to its existing student population is also a helpful consideration at this stage. For example, the ‘redaktion-D’ German language courses of the GoetheInstitut described in Example 1 above correspond to the A1 Level (Course 1) or A2 Level (Course 2) of the Council of Europe. At the end of the language courses, learners can take the examinations Start Deutsch 1 or Start Deutsch 2 that are internationally recognized. The alignment of language courses that use ICT to standard European language levels and examinations can be very helpful to learners who might move from one country to another or take a course online from a different geographical area to that in which the institution is located

Example

Summary of recommendations

2.5

Define the long-term goals for ICT use by your institution in general and in language learning courses, specifically. Consult with teachers who are or will be teaching language courses using ICT during the decision-making process. Acquire information on best practices in your region/country/globally. Define the formats in which ICT will be used for language learning (online, blended, or to supplement face-to-face teaching). Determine accreditation requirements and procedures for ICT language courses. Reward the teaching staff and provide time for extra work involved due to the integration of ICT into language courses.


CHAPTER 3

TECHNICAL CONSIDERATIONS

“

The more complex the change, the less you can force it.” (Fullan, 1993, p 22)

Once your educational institution has defined its long-term e-learning strategy and the language courses in which it will use ICT, the next step would be to consider how the necessary investments can be made in a cost-effective way. Because both the implementation and use of educational ICT involve considerable financial costs, educational institutions have a vested interest in the return on investment in ICT. Bates (2000) argues that large investment in technology-based teaching can be justified only if it leads to significant changes in the ways we teach. Investment and cost-effectiveness are therefore discussed first in this chapter, followed by a discussion of technical training and support for the teaching staff. The chapter ends with a summary of recommendations for dealing with technical considerations faced by institutions.

3.1 Investment and cost-effectiveness How does the existing technical infrastructure (e.g. hardware, software, Internet access, bandwidth) at your institution satisfy the requirements for the implementation of ICT in language teaching and learning? Provision of the appropriate technical infrastructure can make all the difference to the success of ICT use at your institution. Administrative representatives of universities, polytechnics, and adult education institutions cited technical infrastructure as a major obstacle to using ICT in Belgian institutions and in the Goethe Instituts that participated in the ODLAC surveys (Table 3), whereas technical infrastructure problems were seen as an obstacle in only 24% of the institutional surveys completed in Finland. Further, 60% of the 10 institutions in Lithuania and 31% of the 35 institutions in Slovakia who filled out needs analysis surveys about the use of ICT in their institutions also stated that there were insufficient Internet connections to be able to use ICT. Depending on the type and format of ICT use in language courses at your institution (see Chapter 2), adequate hardware, software, and Internet access, as well as existing frameworks and controls for data security and privacy need to be provided by your institution.

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Obstacles to technology-enhanced language learning (ODLAC Survey for institutions)

W h at a r e the b igge st o bs tacle s to offering technologye n h a n c e d language learning at your in stitution? Belgian Institutions (n= 29) Finnish Institutions (n= 21) Goethe-Instituts (n= 27) lack of technical infrastructure 52 % 24 % 42 % lack of technical skills 48 % 57 % 50 %) teachers‘ attitudes 48 % 48 % 38 % institution‘s attitudes 0 % 14 % 12 %

According to a synthesis of Sloan-C Effective Practices (Sloan Consortium, 2004), cost effectiveness in online education is often a reflection of institutional commitment to providing quality online, so that online learning achieves outcomes that are equivalent to outcomes achieved in other delivery modes. Educational institutions can improve learning and avoid costs through consortia and other partnerships which offer institutions opportunities to improve quality by sharing knowledge, resources and costs. Furthermore, re-designing courses can improve learning, free up faculty time and reduce physical plant costs. Does the administrative and teaching staff involved with language teaching at your educational institution currently possess the requisite technical skills to participate in ICT implementation? According to administrative representatives in institutions in partner countries surveyed during the ODLAC project in 2006-2007, low technical skills were cited as a major obstacle to ICT use by 57% of the Finnish institutions, 50% of the Goethe-Instituts and 48% of the Belgian institutions, respectively (Table 3) . Besides investing in infrastructure for ICT, determining the existing technical skill sets and the gaps in teacher’s knowledge of ICT is necessary for institutions to craft training programmes for teachers. The process of reviewing existing skill sets can also lead your teaching staff to reflect on their needs and skills, thus helping them express their ideas and needs for professional development. Likewise, the technical skills and ICT awareness of administrative staff at educational institutions are often ignored or taken for granted when assessing the use of ICT by an educational institution. ICT can be tremendously useful for administrative personnel involved in reaching out to learners, disseminating information, managing educational programmes, conducting research and development, and evaluating programme outcomes. Which platform or learning management system (LMS) will be used to support e-learning at your institution? ODLAC | guide for Institutions – 17

CHAPTER 3 The price or fees of the LMS, the number of learners to be served, and the capabilities of the LMS itself are initial factors that institutions consider. The different instructional functions that the LMS supports, for instance, the types of multimedia, variety of exercises or tests, synchronous and asynchronous communication tools, learner study tools, or administrative tools are also important to the goals of the institution as is its scalability. The scalability of the platform or LMS refers to the ways in which it can be adapted and supplemented depending on the future needs of the institution and the number of learners. Technical support provided by the LMS company in the region is also important to many institutions when choosing an LMS. Edutools (http://www.edutools.info/static.jsp?pj=4&page=HOME) is a good resource that reviews commonly used course management systems. Does your institution have or is it planning to install digital facilities for language learning purposes? According to a report by Davies, Bangs, Frisby and Walton (2005), digital language labs have replaced the former analogue language labs. The report defines a digital language lab as “a network of computers, plus appropriate software, which provides most of the functions of a conventional lab together with integration of video, word-processing and other computer applications”. Dedicated digital labs provide versatility, ease of movement between different applications, interactivity, potential for teacher intervention and independent learning. The report also emphasizes certain issues that need to be carefully considered before deciding to install digital facilities - these issues include costs of installing, maintaining, supporting and upgrading equipment. The time needed for staff training and training teachers for adopting totally new approaches to materials and class preparation are further highlighted in the report. Other digital technologies that are now available in the classroom and that can engage and motivate learners are also well worth considering for language learning purposes. For instance, in the UK the widespread use of interactive whiteboards in secondary schools across the country has also opened up new opportunities for language teaching. The process of going digital has also raised the issue of converting old analogue language learning materials into digital formats (Frisby, 2000a; 2000b). Institutions need to be aware that materials cannot be converted “as is” but have to be adapted in a way that they suit the new medium of instructions and exploit new digital technologies. Further, institutions need to be very careful not to infringe upon copyright laws during such a process. The Intellectual Property Rights (IPR) site provides advice on this issue. It is also important that language teachers at your institution who use or adapt old analogue learning materials for digital formats are aware of such laws.


Technical training and support

3.2

3

What is the current state of technical training being provided to teaching staff at all levels of your institution? Administrative representatives who completed the ODLAC surveys for institutions in 2006-2007 stated that 95% of language and communication teachers at the 21 Finnish institutions, 65% of teachers at the 27 Goethe-Instituts, and 80% of teachers at the Belgian institutions had been provided with technical training in the use of technologies used in online learning. In keeping with research that states that technical training alone is insufficient to motivate teachers to enhance language learning with ICT (Ertmer, 1999; Albion, 2000; Cuban, 2001), the institutions surveyed also provide pedagogical training to their teachers. The provision of pedagogical training and support for teachers to overcome instructional considerations at institutions is discussed in more detail in Chapter 4. Identifying the current training offerings at an institution as well as requesting teachers to express their perceptions of their own training needs can help administrators plan or reinforce the type of training in the use of ICT they will provide to teachers, facilitators, and e-tutors who participate in those programmes. As discussed earlier, the technical skills of administrators of ICT programmes are as important to the success of ICT implementation as those of teachers. In addition to technical training at the beginning of ICT implementation, access to just-in-time training modules can be very helpful to administrators who often have to complete tasks under pressure of deadlines and are unable to receive technical support at the time. Another group that is often neglected when planning technical training is the intended audience of teaching initiatives using ICT. Learner’s readiness for the use of ICT for their education, their access to ICT, and their familiarity with the technologies and methods of online learning can contribute greatly to the success or failure of ICT implementation at your institution. Your institution would benefit from analyzing the needs and wishes of their target audience in your country or in the European Union before they structure ICT education and invest in infrastructure. Online or on-campus technical training in using ICT can then be provided to learners who are using ICT for the first time or are not confident using ICT.


CHAPTER 3 Technical help for technology-enhanced language learning (ODLAC Survey for institutions)

Is technical help provided for the teacher s at your in s titution? Belgian Institutions (n= 29) Finnish Institutions (n= 21) Goethe-Instituts (n= 27)

73 % 89 % 72 %

Is there adequate technical support available for administrators, teaching staff, and learners at your institution? Accessibility to systems using ICT and technical support for the use of ICT round the clock seven days a week could contribute tremendously to the success of any e-learning initiative. Despite the existence of some commercial service providers such support is rarely available in European educational institutions. Before introducing educational offerings with ICT, therefore, it is necessary that your institution assesses the number of technical personnel currently available with adequate skill sets to support administrators, teaching staff, and students in their use of e-learning. At least 70% of the Belgian institutions, Finnish institutions, Goethe-Instituts, and Lithuanian institutions who participated in the ODLAC surveys stated that they provide technical help to their teachers in the integration of technology into language learning. Example

In addition to technical support provided by technical personnel, institutions can develop online resources or online modules as ‘just-in-time’ solutions for administrators, teachers, and learners. An example of support for ICT use at an institution can be found at http://www.canterbury.ac.uk/support/learning-teaching-enhancement-unit/staff-development.asp, the Training and Staff development website of the Canterbury Christ Church University in the United Kingdom. Additional instructions and modules for administrators, staff, or learners using different computer-based tools are also provided on the website. There Will online or multimedia language learning materials be developed in-house by teachers or faculty members of your institution? As discussed above, ICT can be used to varying levels for language teaching and learning at an educational institution. If ICT is used to supplement existing face-to-face teaching, it might be possible for teachers who are trained to use ICT in their teaching to develop course materials to support their language courses. On the other hand, if an institution plans to offer online courses, teachers could contribute to the subject matter of a course, but the development and production of online modules might necessitate a team of instructional designers, graphic designers and multimedia experts. For example, video and audio materials are essential to most online language courses. The production of quality video and audio materials and their availability in an online format would require time and technical skills on the part of the teaching staff.


3

At this stage, educational institutions sometimes consider outsourcing the development of such online modules or employing short-term or long-term personnel who will interact with the teaching staff to produce online materials for the institution.


3.3

Guarantee the availability of adequate technical infrastructure (e.g. hardware, software, Internet access). Choose an efficient and cost-effective platform or learning management system (LMS) that suits the needs, size, budget, and plans of your institution. Together with your language teaching staff, identify the needs for digital facilities for language learning purposes at your institution. Provide support for teachers who online or multimedia language learning materials. Provide initial, continuous, and just-in-time technical training for teaching staff and learners. Provide sufficient administrative and technical support services for teachers and learners.


CHAPTER 4

INSTRUCTIONAL AND PERSONAL CONSIDERATIONS

“

It can perhaps be said that the most important pedagogical innovation is the teacher, with his or her pedagogical thinking and personal qualities.” (Kohonen 1992, p. 39)

The administrative and technical considerations faced by an institution when implementing e-learning for foreign language learning were discussed in Chapters 2 and 3. In addition to defining an e-learning strategy and investing in technology and support services, instructional practice and attitudes toward ICT use in language learning also play an important role when institutions implement ICT. It is unlikely that the provision of infrastructure and the presence of an institutional strategy will have positive outcomes if teaching staff at your institution are not trained and willing to use ICT in their teaching. Researchers have reported that the following external factors influence teaching staff’s use of technology: lack of support from administrators, training, accessibility and scheduling problems, lack of time to prepare lessons, connectivity, and home access (Jaber & Moore, 1999; Maddux & Torres, 1999; Vanfossen, 2001). Additional instructional factors that influence teachers’ use of ICT are problems with assessment, teaching experience, teacher attitudes, and teacher beliefs (Albion, 2000; Ertmer, 1999; Russell, Bebell, O’Dwyer & O’Connor, 2003; Yildirim, 2000). The instructional and personal considerations to be taken into account during the implementation of ICT for language learning are discussed in this chapter in the context of the ODLAC surveys and prior research in the field. The chapter is divided into the following sections: Teachers’ perceptions and beliefs about the use of ICT for language learning; Pedagogical training for language teachers in the use of ICT; Summary of recommendations.

4.1 Teachers’ perceptions and beliefs about ICT for language learning Cuban (2001) has continuously maintained that teachers will use technology only if they perceive it to enhance instruction. Studies in this direction have concluded that if teachers perceive technology as adding value to curriculum goals, motivating learners, or augmenting learning they are more willing to teach with technology (Doering, Hughes & Huffman, 2003; Ertmer, Addison, Lane, Ross & Woods, 1999; Russell et al, 2003). Likewise, in the ODLAC institutional surveys, teachers’ attitudes as well as institutions’ attitudes towards e-learning were cited as influencing the implementation of ICT and e-learning initiatives in foreign language teaching (Table 5). Details of the type of attitudes or how they influenced e-learning implementation were not collected during the surveys.


4

Obstacles to technology-enhanced language learning (ODLAC Survey for institutions)

W h at a r e the b igge st o bs tacle s to offering technologye n h a n c e d language learning at your in stitution? teachers‘ attitudes institution‘s attitudes

Belgian Institutions (n= 29) Finnish Institutions (n= 21) Goethe-Instituts (n= 27) 48 % 48 % 38 % 0 % 14 % 12 %

Teachers’ and institutions’ attitudes about the benefits of ICT integration into language teaching were also investigated in the ODLAC needs analysis surveys given to institutions and tutors (Table 6). Of the 11 Lithuanian institutions that completed the ODLAC needs analysis surveys for institutions in 2006-2007, 100% were interested in incorporating technology-enhanced language courses and believed it would be helpful for their students while 67% believed that e-learning could raise the interest of their students. Out of the 35 Slovakian institutions surveyed in the ODLAC needs analysis, 71% stated they would definitely be interested in incorporating technology-enhanced language courses while the other 29% felt they would probably be interested. Further, 89% of the Lithuanian institutions and 77% of the Slovakian institutions agreed that it would raise the quality of education at the institutions. Of the 26 tutors in Lithuania, 39 tutors in Slovakia, and the 17 tutors in Spain who filled out ODLAC needs analysis surveys, 84%, 82%, and 73% respectively were interested in incorporating technology-enhanced language courses. 56% of tutors in Lithuania, 49% of tutors in Slovakia, and 73% of the tutors in Spain believed it could raise the interest of their students.

n e e d s a n aly sis survey for in stitution s and tutor s (Institutions/Tutors) interested in incorporating Agree that e-learning can raise the technology-enhanced language courses interest of students Lithuanian Institutions (n= 11) 100 % 67 % Slovakian Institutions (n=35) 71 % 63 % Lithuanian Tutors (n= 26) 84 % 56 % Slovakian Tutors (n=39) 82 % 49 % Spanish Tutors (n= 17) 73 % 73 %

Besides their perceptions of the benefits of ICT for language learning, teachers’ beliefs about teaching methods, electronic communication with students, perceptions of their role as a teacher, and their confidence with using technology can influence the ways in which they use technology in their teaching. ODLAC | guide for Institutions – 25

CHAPTER 4 For example, when they begin using ICT for language learning, some teachers might not be comfortable asking students to use online resources because of the reading level or the credibility of the websites. Other teachers could be convinced of the benefits of online technologies for teaching and practicing writing skills but might doubt whether students can learn to speak a language when using only online technologies to learn a language. Yet others could find it difficult to moderate what learners write in an online discussion forum and would prefer that beginners not be exposed to inaccurate or inappropriate use of language online. The absence of face-to-face interaction is often a challenge for language teachers who are used to high levels of interaction with learners in the language classroom and begin using online communication tools in their teaching. Example

One way of helping language teachers with the challenges of teaching online is for them to take a professional development course that uses ICT. ‘Multimedia-Führerschein D’ is an online course offered by the Goethe-Institut for teachers wishing to integrate ICT into their teaching. In the basic as well as intermediate course that is offered online, German language teachers learn ICT skills as well as pedagogical skills related to the use of ICT in teaching German as a foreign language. As part of the course, the teachers participate in online activities with peers from various countries, are supported by etutors, and share materials and course ideas online. ‘Multimedia-Führerschein D’ models the use of ICT for teaching and learning, enabling the participating teachers to better understand learner problems when they begin teaching with ICT. It is, therefore, important for your institution to assist teachers in handling the changes imposed on their professional practice by the introduction of ICT. Teachers’ beliefs, knowledge, and experiences are shaped by their experiences as learners, by the social and political context where they grew up, and later by their peers and the culture of the institutions where they work. Both individual and organizational contexts have to be considered if instructional change is to be facilitated. Increased teacher control of professional development and support at every stage of instructional change when using ICT can contribute greatly to teachers’ creation of high quality online learning.

4.2 Pedagogical training for language teachers in the use of ICT The importance of institutions providing technical training for teachers of foreign languages was discussed in Chapter 3. Regardless of the types of technologies that teachers are exposed to during technical training (e.g. course Websites, Internet resources, online communication tools, podcasts, online activities like Webquests) teachers will use those technologies in the language classroom only if they see concrete benefits to their students’ learning. In order to be successful, technology training programmes cannot ignore the


4

connection between technology and school or course curricula (Ertmer, 1999; Albion, 2000; Cuban, 2001). For example, if a teacher has never built a course website before and is creating a course website for the first time, it would be very helpful for her/him to see examples of how course websites are used to supplement foreign language courses or how a course website should be structured for learners learning a foreign language online. Besides learning how to use the technology itself, therefore, teachers beginning to use ICT benefit greatly from examples of how such technologies are used in a foreign language course. Using the same example, hearing about other teachers’ experiences when using course websites for teaching a foreign language and how they structured the activities in the course could also be helpful. Concrete examples of how technology supports language learning and what teaching strategies and activities can be used online vis-à-vis the classroom are thus important for online technologies to be exploited by teachers at your institution. In 1999, the Department of Languages and Communication at the Helsinki School of Economics in Finland decided to include the development of ICTenhanced learning environments in its departmental strategy as one of the Department’s key areas. As the first step in its implementation of the strategy the department planned an extensive, voluntary ICT training programme for its teaching staff together with the Media Education Centre of the University of Helsinki. Two eight-month-long training programmes were carried out in 1999-2000. Sixty per cent of the teaching staff completed the programmes.

Example

Although technical training in using new technologies was also given, the main focus was on pedagogical training. The teachers were made to rethink their teaching philosophies in the light of the new media and technologies. For some teachers training did not result in any significant changes in their teaching practices whereas for many, training brought along fundamental changes in their teaching. Many of the projects developed during the training programme in which teachers integrated ICT into their courses became a permanent part of the courses in several different languages. The projects developed were presented at yearly seminars for the whole staff. (Tammelin, 2000a; 2000b) In the example described above training was considered necessary and successful by the participants. The following factors contributed to the success of the training: participants’ strong awareness of the department’s strategic choice and financial investment collegial pressures and a sense of belonging to a close community of learners sufficient length of the training programme linking training directly to participants’ own work ICT for Language Teachers (ICT4LT) (http://www.ict4lt.org) is a web-based course in ICT for language teachers. The site consists of 15 modules (in English, FinODLAC | guide for Institutions – 27

CHAPTER 4 Example 2

nish, Italian and Swedish) at three different levels plus on Computer Aided Assessment (CAA). Access to the site is free of charge. The English language version of the site is regularly being updated. The modules can be studied by teachers as self-study. To increase teachers’ motivation, small study and discussion groups could be established where the modules could be dealt with collaboratively. According to the ODLAC surveys completed by representatives of Finnish and Belgian institutions, as well as Goethe-Instituts, teachers in these institutions are currently provided with both technical as well as pedagogical training in the use of technologies (Table 7).

Pedagogical training for teacher s in ICT Belgian Institutions (n= 29) Finnish Institutions (n= 21) Goethe-Instituts (n= 27) Teachers are provided technical 80 % 95 % 65 % training in the use of technologies Teachers are provided pedagogical 60 % 85 % 88 % training in the use of technologies)

You Pedagogical training should also include exposure to best practices currently used at other institutions or modeling of exemplary use of e-learning for the teaching of a foreign language in similar settings. On being exposed to other models and best practices, teachers should be encouraged to reflect on which technologies would work best in their context, for their learners, and for their curriculum. If you encourage teachers at your institution to decide which online technologies they want to use, how they want to use those technologies, and why they do not want to use certain technologies for teaching a foreign language, you can help them craft a plan for developing online materials for courses they teach. Example


Teacher motivation to use technologies is higher when they choose the type of technology they will use with a certain part of their curriculum. One such example was the ‘Trinationales Projekt,’ an ICT training programme funded by the Goethe-Institut for teachers of German in Italy, Slovenia, and Croatia in 2002-2003. Among the various topics taught during the programme, the participating language teachers chose to create materials using the technologies that fit their curriculum and the available infrastructure at their schools. Those teachers who had access to a computer room with Internet access created and used activities that could be carried out in that room while others who had access to LCD projectors and Internet in their classroom could utilize those technologies to engage learners in the classroom itself.


4.3

4

Provide assistance and support for the teachers at your institution in dealing with changes in their professional practice as a result of the introduction of ICT. Provide not only technical but also pedagogical training for your language teaching staff in the use of ICT.


CHAPTER 5

LEARNERS – EDUCATIONAL INSTITUTIONS’ ULTIMATE AUDIENCE 5.1 Learners’ perceptions of ICT use for language learning

“

The first indication that technology is part of the mainstream of vlearning will be when the “e” in e-learning disappears.” (Lynch, McVay, & Roecker, 2007, p. 70)

The use of ICT in language learning not only involves pedagogical changes for teachers but also involves environmental and pedagogical changes for learners who are traditionally used to face-to-face teaching in classrooms. Although an increasing number of learners have access to online technologies and use ICT for personal interactions, they find it challenging to use ICT in an educational context. Many learners hesitate to take an online language course because they can only conceive of learning a language in the presence of a teacher and peers and cannot imagine learning to speak at a distance. Although many online language courses include spoken elements and oral interactions with the teacher, learners are often unsure how such elements would work and whether they could actually learn using ICT resources in the physical absence of the teacher. Often students are more willing to listen to audio materials, watch video materials, and take self-tests online as a supplement to face-to-face interaction and communication in a language course. Learners’ prior experiences with language learning and with learning with ICT, their technical skills, and their personal learning preferences can play a role in their perceptions of teaching and learning in general and with ICT in particular. It is common for learners to feel isolated from their instructor and peers while using ICT, while in other cases, learners who hesitate to speak in front of peers are more comfortable writing their opinions online (Kumar, 2007). In order to help language learners deal with the challenge of using ICT to study, institutions can provide regular contact with tutors or teachers, telephone numbers and/or face-to-face access to peers and the teacher, as well as administrative and study support systems. Study support systems include guidance about self-study and discipline when using ICT to learn a language from a distance, access to library resources, and activities for collaboration and communication with peers.

5.2 Learner training Table While many institutions are aware that their teaching staff needs training in ICT use, few realize that their learners are also in need of training when they study in ICT-enhanced courses. Likewise, many teachers seem to think their students are more knowledgeable about the use of technologies 30 – ODLAC | guide for Institutions

5

than they themselves are. This is in many ways true as the “digital natives,” as the younger generations are now called, are accustomed to using various technologies in their everyday activities outside of school. However, this may lead to the false impression that learners in ICT-enhanced or online learning environments automatically know how to study in online learning environments, which requires a high degree of learner autonomy. In order to support learners with varying degrees of experience with ICT and online learning, guidance should be provided to help them become autonomous learners. In the Department of Languages and Communication at the Helsinki School of Economics, Puranen (2007) has created a website (http://cie.hkkk.fi/e-kielet/) (in Finnish) for learners studying in online language courses. The website illustrates the role of an e-learner and how studying in an online course differs from traditional classroom-based studying. The website first attempts to motivate the learners by explaining the affordances of the Net. It then emphasizes the importance of interaction and how learners can get more out of their online learning experience through interaction.

Example

The website gives tips for attending online discussions and giving peer feedback. Practical instructions are also given on how to improve one’s selfdiscipline and time management skills. The site is especially meant for learners with little experience in studying in ICT-enhanced courses, but it is also useful for others wishing to refresh their online study skills. Learners also need training that focuses on citing sources properly in their written assignments. A clear institutional policy is needed on the topic of plagiarism, which has increased along with the growth of the Internet. When individual teachers suspect or discover plagiarism in their students’ written assignments, they are often unaware of the institution’s policy or are left alone to deal with the problem. Therefore an educational institution needs to make it clear to its students what its institutional policy and rules regarding plagiarism (and cheating in general) are and what sort of sanctions result if students break the rules.

Summary of recommendations p p p

5.3

Encourage your teaching staff to provide their students with learner guidance for studying in ICT-enhanced learning environments. Provide the teaching staff and the students with a clear institutional policy regarding plagiarism and cheating. Support your teaching staff in their efforts to design teaching methods that suit different types of learning styles.with ICT.


CHAPTER 6

LOOKING AHEAD

“

The goal is an organization that is constantly making the future rather than defending the past”

(Hamel & Välikangas, 2003, p. 22)

As we attempt to look into the future of ICT use in language teaching and learning from the institutional perspective, it would be useful to remember what Kershaw (1996) wrote about the advent of new technologies such as the World Wide Web and videoconferencing in the last decade of the past century. Kershaw examined why new technologies and efforts to integrate them into teaching and learning in pedagogically sound ways seemed to make little impact on educational practices. In doing so, he underlined the importance of institutional commitment and pointed out that the people who use the new technologies must be provided with training, technology access, and encouragement to use the technology in their day-to-day work. He particularly stressed that “there must be a clear focus on the people who use the technology, not on the technology itself” (p. 14). Furthermore, he emphasized the slowness of institutional change by pointing out that the transformational process can be expected to take between five and ten years, and that it is easy to slip back into old ways if an institution begins to lose its focus on change. In order to keep their focus on change, educational leaders need to be aware of the future trends that may or will have an impact on teaching, studying and learning. Many new technologies have been greeted with a great deal of enthusiasm, but their real value as educational tools has remained questionable. Based on their research, Lynch and Roecker (2007) identify three delivery trends in formal education and corporate education. The first trend is the freedom to learn at a time that is convenient for the learner. The second trend is the emphasis on personal choice. Learners want to make choices at the module level instead of the course level as all topics in a course may not be interesting or needed at that particular time in the learner’s life. For instance, many learners will demand just-in-time learning applications. Finally, the third trend focuses on peer support in learning. Most learners seem to want contact with their peers and opportunities for such contact need to be provided. The increasing use of Web 2.0 (e.g. wikis, podcasts, social networking, Web-based applications) provides new opportunities for learner interactions and increased contact with their peers that appear to fit in with these trends. Language learners will be able to communicate and collaborate in real-time on the Internet like never before, creating shared products and learning while creating those shared products online. How these technologies will be integrated into language teaching and learning by institutions and foreign language teachers and whether new technologies can contribute significantly to learner effectiveness remains to be seen. The ways in which learner effectiveness will


be measured will also have to be adapted to assess, for instance, application of knowledge in a world where information is readily available online.

6

Lynch and Roecker (2007) also state that the current trends suggest that growth of demand for e-learning from users will grow faster than our supply capability or innovation capacity. They argue that learners will want and demand better and more interactive forms of e-learning, often becoming frustrated by what is not yet available. Furthermore, they claim that as learning becomes more integrated with technology, it will be assumed that all learning includes electronic access. Consequently, educational leaders need to be aware of these signals and trends and be proactive in preparing to educate their learners to meet the needs of the rapidly changing working environments and society. According to the DeSeCo project (Rychen & Salkanik, 2003) that aims to define the key competencies for a successful life and a well-functioning society, key competencies include the ability to act autonomously, the ability to interact in heterogeneous groups and the ability to use tools (e.g. language, ICT) interactively. Language education, being rooted in teaching and learning not only content but skills, has great potential in combining teaching language skills with teaching the key competencies that are expected from citizens in 21st century Europe. Finally, educational institutions will need to prepare themselves for educating a new generation of learners. According to Oblinger andOblinger (2005), the characteristics of the “net generation” include the following: p p p p p p p

digitally literate connected experiential (learn better through discovery than by being told) immediate social have visual-spatial skills have an ability to concentrate on many simultaneous activities Educational institutions need to recognize and analyze the characteristics of this new generation of learners that Prensky (2005) calls the “digital natives”. According to Prensky, digital natives are the native speakers of technology, fluent in the digital language of computers, video games, and the Internet compared with those not born into the digital world, the “digital immigrants”. Digital immigrants have adopted many aspects of the new technologies, but have retained “an accent” because they still have one foot in the past and do a great many things the old way. Prensky does not mean that teachers should master all the new technologies. Instead, he emphasizes that teachers must practise putting engagement before content when teaching. He proposes that educational institutions should select teachers for their empathy and guidance abilities rather than exclusively for their subject-matter knowledge. These abilities will be needed more than ever before in educational institutions moving into the digital age. ODLAC | guide for Institutions – 33

CHAPTER 6

Language teachers who are familiar with new technologies and can integrate ICT thoughtfully and effectively in their teaching will be better able to empathize with and guide learners, preparing the “digital” European citizens of the future. This guide, produced as a result of the ODLAC/Minerva project, is an attempt to guide language institutions, departments, and units committed to supporting and empowering their teachers in their endeavor to educate “digital natives” using ICT.


6


REFERENCES Albion, P.R. (2001). Some factors in the development of self-efficacy beliefs for computer use among teacher education students. Journal of Technology and Teacher education, 9 (3), 321-347. Balanskat, A., Blamire, R. and Kefala, S. (2006). The Impact Report. The Review of Studies of ICT impact on schools in Europe. 11 December 2006. European Schoolnet. Retrieved August 20, 2007, from http://ec.europa.eu/education/doc/reports/doc/ictimpact.pdf

Bates, A. W. (2000). Managing Technological Change: Strategies for College and University Leaders. San Francisco, CA: Jossey-Bass. Common European Framework of Reference for Languages (CEFR). Retrieved October 3, 2007, from http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp Conole, G. & Oliver, M. (Eds.) (2007). Contemporary Perspectives in Elearning Research: Themes, methods and impact on practice. London: Routledge. Cuban, L. (2001). Oversold and underused: Computers in the classroom. Cambridge, MA: Harvard University Press. Davies, G., Bangs, P., Frisby, R., & Walton, E. (2005). Setting up effective digital language laboratories and multimedia ICT suites for Modern Foreign Languages. London: CILT. Retrieved August 20, 2007 from http://www.languages-ict.org.uk/managing/digital_language_labs.pdf

Davies G. (Ed.) (1999/2007) Information and Communications Technology for Language Teachers (ICT4LT), Slough, Thames Valley University. Retrieved December 8, 2007 from http://www.ict4lt.org Davies, G. 2002 (updated 2007). The impact of the use of new information technologies and the Internet on the teaching of foreign languages and on the role of teachers of a foreign language. European Commission Report. Retrieved August 31 from http://www.camsoftpartners.co.uk/docs/ICC_Grahams_Report_Final.htm

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Felix, U. ( 2001). Beyond Babel: language learning online. Melbourne: Language Learning Australia. Felix, U. (Ed.) (2003). Language Learning Online: Towards Best Practice. Lisse: Swets & Zeitlinger. Frisby, R. (2000a). Digitisation of audio files. AULC. Retrieved August 15 from http://www.aulc.org/audio/digitisation.pdf

Frisby, R. (2000b). Sound recording for language teachers. AULC. Retrieved August 15 from http://www.aulc.org/audio/soundrec.pdf Fullan, M. (1993). Change Forces: Probing the Depths of Educational Reform. London: The Falmer Press. Fullan M. G. (1995). The Limits and the Potential of Professional Development. In T. R. Guskey & M. Huberman, (Eds.) Professional development in education: New paradigms and practices. (pp. 253-267). New York: Teachers College Press. Hamel, G. & Välikangas, L. (2003). The Quest for Resilience, Harvard Business Review, September, 2–63. ICC -The European Language Network. Retrieved August 15 from http://www.icc-europe.com

Jaber W.E. & Moore, D.M. (1999). A survey of factors which influence teachers’ use of computer-based technology. International Journal of Instructional Media 26(3), 253-266. Jonassen, D.H., Peck, K.L., & Wilson, B.G. (1999) Learning with technology. Upper Saddle River, NJ: Merrill Publishing. Kershaw, A. (1996). People, Planning, and Process: The Acceptance of Technological Innovation in Post-Secondary Organizations. Educational Technology, September-October. Kohonen, V. (1992). Experiential language learning: second language learning as cooperative learner education. In D. Nunan (Ed.), Collaborative Language Learning and Teaching. Cambridge: Cambridge University Press. Korte, B.K. & Hüsing, T. (2006). Benchmarking Access and Use of ICT in European Schools 2006: Results from Head Teacher and A Classroom Teacher. Retrieved August 20, 2007, from http://www.elearningpapers.eu/index.php Kukulska-Hulme, A. & Traxler, J. (Eds.) (2005). Mobile Learning. A Handbook for educators and trainers. London: Routldege.


REFERENCES Kumar, S. (2007). Professor Use, Facilitation, and Evaluation of Asynchronous Online Discussions in On-campus Courses. In C. Montgomerie & J. Seale (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2007 (pp. 2855-2863). Chesapeake, VA: AACE. Littlejohn, A. & Pegler, C. (2007). Preparing for Blended e-learning. London: Routledge. Littlemore, J. (2002). Setting up a course in ICT for language teachers: some essential considerations. CALL-EJ Online 4, 1. Retrieved September 19, 2007 from http://www.tell.is.ritsumei.ac.jp/callejonline/journal/4-1/littlemore.html Lynch, MacVay L. & Roecker, J. (2007). Project Managing E-learning. A handbook for successful design, delivery and management. London: Routledge. Löfström, E., Kanerva. K., Tuuttila, L., Lehtinen, A. and Nevgi, A. (2007). Quality teaching in web-based environments. Handbook for university teachers. University of Helsinki Publications. http://www.helsinki.fi/julkaisut/aineisto/hallinnon_julkaisuja_34_2006.pdf

Maddux, C., Cummings, R.E., & Torres, R.E. (1999). Facilitating the integration of information technology in higher-education instruction. Educational Technology 39(3) 43-47. Oblinger, D. & Oblinger, J. (2005). Educating the Net Generation. Retrieved July 23, 2007 from http://www.educause.edu/educatingthenetgen Prensky, M. (2006). Listen to the natives. Educational Leadership, December 2005/January 2006, Volume 63, Number 4, 8-13. Retrieved September 19, 2007 from http://www.ascd.org/authors/ed_lead/el200512_prensky.html Piotrowski, C. & Vodanovich, S. J. (2000). Are the reported barriers to Internet-based instruction warranted? A synthesis of recent research. Education (Chula Vista, Calif.) 121(1) 48-53. Russell, M, Bebell, D., O’Dwyer, L. & O’Connor, K. (2003). Teachers’ beliefs about and use of technology: Enhancing the use of technology for new and veteran teachers. Boston, MA: Boston College, Technology and Assessment Study Collaborative. Rychen D.S. & Salganik L.H. (Eds.). (2003). Key Competencies for a Successful Life and a Well-Functioning Society. Göttingen: Hogrefe & Huber Publishers. Summary. Retrieved September 1, 2007 from http://www.deseco.admin.ch/ Sloan Consortium. Retrieved October 3 from http://www.sloan-c.org Stefani, L., Mason, R. & Pegler, C. (2007). The Educational Potential of ePortfolios: Supporting personal development and reflective learning. London: Routledge. 38 – ODLAC | guide for Institutions

Taalas, P. (2005). Change in the making: Strategic and pedagogical challenges of technology integration in language teaching. Centre for Applied Language Studies. University of Jyväskylä. Tammelin, M. (2000a). ICT Training and Media Education as Keys to Facilitating Educational Change in Higher Education. In S. Tella (Ed.), Media, Mediation, Time and Communication: Emphases in Network-Based Media Education. Media Education Centre. Department of Teacher Education. University of Helsinki. Media Education Publications 9, 213–227. Retrievable at http://www.edu.helsinki.fi/media/mep9/tammelin_mep9.pdf or http://www.edu.helsinki.fi/media/mep9/articles_mep9.html

Tammelin, M. (2000b). Turning Language Teachers into Online Tutors: Identifying Criteria for Successful Staff Development Programs. Keynote presentation given at the EADTU Millennium Conference “Wiring the Ivory Tower: Linking Universities across Europe” Language and Culture Section in Paris on September 28-30, 2000. Tammelin, M. (2004). Introducing a Collaborative Network-based Learning Environment into Foreign Language and Business Communication Teaching: Action Research in Finnish Higher Education. Media Education Publications 11. Department of Applied Sciences of Education. University of Helsinki. Helsinki: Yliopistopaino. Available in a PDF format via http://www.helsinki.fi/~tella/mep11.html

Vanfossen, P.J. (2001). Degree of Internet/WWW use and barriers to use among secondary social studies teachers. International Journal of Instructional Media 28(1) 57-74. White, C. (2003). Language Learning in Distance Education. Cambridge: Language Learning in Distance Education. Yildirim S. (2000). Effects of an Educational Computing Course on Preservice and In-Service Teachers: A Discussion and Analysis of Attitudes and Use. Journal of Research on Computing in Education, 32(4)


APPENDIX A

Recommended websites Language teaching and learning Lingu@Net Europa www.linguanet-europa.org

Lingu@net Europa is a multilingual, on-line resource centre for foreign language learning. It provides information about, and links to good on-line resources from around the world relating to the learning and teaching of any modern foreign language. The whole site can be accessed in: Basque, Bulgarian, Catalan, Danish, Dutch, English, Estonian, Finnish, French, Galician, German, Greek, Icelandic, Italian, Lithuanian, Maltese, Polish, Portuguese, Spanish and Swedish. The European Barometer by the European Commission. Europeans and their Languages. http://europa.eu.int/comm/public_opinion/archives/ebs/ebs_243_en.pdf Key data on Teaching Languages at School. 2005 Edition. http://www.eurydice.org/ressources/eurydice/pdf/0_integral/049EN.pdf

elearningeuropa http://www.elearningeuropa.info

National Center for Language Learning - CILT http://www.cilt.org.uk/

Dialang (Test your level of FL proficiency) http://www.dialang.org

A common European framework for teachers’ professional profile in ICT in education http://www.univirtual.it/uteacher/framework/matter/example.htm Web-based resources for French, German, Italian and Spanish http://www.ioe.ac.uk/schools/clc/pachler/pgcemfl/indexnew.html

BBC http://www.bbc.co.uk/languages/

Favourite websites of Graham Davies http://www.camsoftpartners.co.uk/websites.htm#anchor14220

ICT for Language Teachers (ICT4LT) http://www.ict4lt.org

Getting started with Open and Distance Learning in Adult Education http://www.odlexpert.net

Second Life http://www.secondlife.com 40 – ODLAC | guide for Institutions

Organizations EUROCALL (The European Association for Computer-Assisted Language Learning) http://www.eurocall-languages.org CALICO (The Computer Assisted Language Instruction Consortium) https://calico.org

CercleS (the European Confederation of Language Centres in Higher Education) http://www.cercles.org IATEFL Learning Technologies Sig http://ltsig.org.uk/

European Center for Modern Languages www.ecml.at/

European Language Council http://www.celelc.org/

Online journals Language Learning & Technology (online journal) http://llt.msu.edu/

European Journal of Open, Distance and E-learning http://www.eurodl.org/

Quality control and assessment European quality observatory (EQO) http://www.eqo.info

Quality implementation in open and distance learning in a multicultural European environment (e-Quality) http://e-quality.uta.fi Supporting excellence in e-learning (SEEL) http://www.eife-l.org/activities/projects/seel

Sustainable Environment for the Evaluation of Quality in E-learning (SEEQUEL) http://www.education-observatories.net/seequel/index


APPENDIX B Description of the ODLAC project The overall objective of this 2-year project is to contribute to the quality of technology-enhanced foreign language learning in different educational institutions (secondary schools, universities, adult education) in European countries. This enhancement is aimed at by means of both an improvement of language learning programmes and a better use of the related financial and personnel resources. The focus of the project design is on the implementation aspects of this quality programme, with particular attention to transferability (specific objective). A policy for a more innovative practice in language learning in schools, universities and adult education, is the long-term objective of the project outputs. The partnership consists of didactic and academic institutions representing secondary schools, universities and adult education in AT, BE, DE, ES, FI, LI, NL and SK, selected on the basis of both a needs‘ analysis on educational systems and sustainability criteria. The project plan includes the following activities and outputs: a)

A Survey (evaluating analysis) on currently used e-learning materials (target languages of the evaluation sample: DE, EN, ES, LI); envisaged population: about 600 people, including end users, language teachers/tutors/counselors, and representatives of educational institutions). The aim of the survey is to identify learning efficiency factors, best conditions of implementation of ICT, needs and difficulties experienced by the three target groups in respect to the implementation of e-learning programmes in the respective educational contexts (1st project year.)

b)

On the basis of the Survey‘s results, three Implementation Guides will be drawn up for language learners/teachers/trainers/counselors and representatives of secondary schools, universities and adult education institutions interested in technology-enhanced language learning programmes. The Guides intend to support the target groups in implementing efficient and, possibly, resourcesaving blended learning programmes. After a testing phase, the Guides will be published in EN and in the 6 partner national languages, and finally disseminated (1st-2nd project year). The project activities will be organised in work packages. The project activities and products will be monitored and evaluated internally and externally. The dissemination plan includes a website displaying links with several networked institutions and CEF (1st-2nd project year). A strong impact of the project activities and results is envisaged, given the high number of publication languages of the Guides, the planned project website and related links, and the large networking resources of the partner institutions.


ICT = Information and Communication Technology; Information and Communication Technologies; (esp. the UK) Information and Communications Technology E-learning Nordic 2006–Uncovering the impact of ICT on Education in the Nordic Countries [http://insight.eun.org/ww/en/pub/insight/policy/policies/elearningnordic.htm] [http://www.intellectual -property.gove.uk]
