Instructors – Page 4 – Adult Settlement Blended Language Learning: Selected Annotated Bibliography

del Puerto, F. G., & Gamboa, E. (2009). The Evaluation of Computer-Mediated Technology by Second Language Teachers: Collaboration and Interaction in CALL. Educational Media International, 46(2), 137–152.

In this multi-country European study, language teacher respondents reported that they used computers for personal use more than for teaching. It reveals that despite teachers’ belief that interaction is the most effective method for language learning teachers are more likely to use basic tools to produce grammar exercises and individual work, than to work with computer applications that encourage interaction e.g., forums, text chat, web chat, video chat. New versions of Moodle do provide these types of activities, but there is a need for teachers to be comfortable using them. Del Puerto ends by saying that no matter what new collaborative and interactive elements are developed in platforms like Moodle, teacher training and teachers’ attitudes towards technology will be the most important factor influencing whether they are used in the language classroom. This point is also stated clearly in the TESOL Standards (2011) in the Technology Standards for Language Teachers section. For example, Goal 2: Language teachers integrate pedagogical knowledge and skills with technology to enhance language teaching and learning (p.213).

Available for Purchase (USD $39.00) at: http://www.tandfonline.com/doi/pdf/10.1080/09523980902933268

Bax, S. (2013). Normalisation Revisited: The Effective Use of Technology in Language Education.

This article revisits the issue of the normalisation of technology in language education, defined as the stage at which a technology is used in language education without users being consciously aware of its role as a technology, as an effective element in the language learning process (Bax, 2003). It proposes a methodology to introduce new technologies into language education settings with maximum impact. The article cites some of the researchers who have addressed normalisation in discussions concerning the role of technology in language education. Bax uses the examples of attitudes of “excessive awe” and “exaggerated fear” to emphasize the importance of looking critically at whether any proposed new technology is necessary. He presents elements of effective educational practice and shows how modern technology can help with providing those elements, but emphasizes that learning also requires mediation from teacher experts who will intervene as needed. This article suggests tools and processes that would be helpful in the area of program readiness.

Retrievable from:

http://www.academia.edu/3754724/Normalisation_Revisited_The_Effective_Use_of_Technology_inLanguage_Education