Category Archives: Twitter chat summaries

#AusELT Twitter chat Sunday 5 March 2017 – Discrimination against non-native English speaking teachers

In our Twitter chat for March 2017, we discussed discrimination against non-native English speaking teachers. This chat has now taken place but you can read the summary here.

Have a look at the following questions and links to prepare for the chat.

Questions

  • Why should we be concerned by this topic?
  • Why would students from abroad pay to study in Australia, only to be taught by a teacher from their home country or a surrounding country?
  • Do students need a native speaker to acquire native sounding accent?
  • Is a native sounding accent really important?
  • What can we do about discrimination, and why is it important to do something?

Links

You’ll see we had a similar chat last year, so a quick read through that (link above) would allow us to really move the topic forward.

This chat has now taken place but you can read the summary here.

For those new to Twitter chats, these posts should get you started:

If you are not sure about Twitter and need a hand to get started, do message Gerhard on Facebook or Twitter (@heimuoshutaiwan) or by leaving a comment below.

Teacher Motivation & Recharging your Batteries (#AusELT Twitter chat summary, 6/11/16)

Read the summary for some great ideas and links on how to make your teaching life a more positive and fruitful one. Managers will also find some guidance on how to build teacher motivation in the workplace.

 

Happy 2017!

#AusELT chat summary: Mixed feelings about Twitter? And other social media questions (5th March 2015)

This chat took place in March 2015 and started out as a very meta chat on Twitter about Twitter. You can read a complete transcript of the chat here@sophiakhan4 got the ball rolling before the chat with a post about why Twitter had been so significant for her. It contains an interesting list of things that would never have happened without Twitter (including #AusELT) as well as some reasons why you might want to bother with Twitter if haven’t gone there yet, or if Facebook is your drug of choice.

This chat sumary is divided into two parts. In Part 1, long-time #AusELTer Kylie Tyler (@thesmylers) writes about the Twitter-related part of the chat, reflecting on her own social media journey and sharing tips on how to make it work for you. In Part 2, @sophiakhan4 summarises the later stages of the chat which dealt with social media identity and curation strategies to manage the flow of information.


Part 1: Twitter journeys and how to make it work for you

 I first joined Twitter as @thesmylers in October 2010 but I wasn’t very active and only followed a couple of my friends who’d mentioned they had a Twitter account. I didn’t really know what it meant to “follow” someone and I think I might have “tweeted” maybe twice in the first 2 years. That all changed when I saw my friend @SophiaKhan4 present a talk called The Networked Teacher with @Eslkazzyb at a PD Fest in Sydney. They introduced me to #AusELT and, through the people they followed, the wider world of ELT on Twitter. I gradually built a list of people in the industry I followed and later that year I joined in on my very first #AusELT chat. I have to say it was both overwhelming and exhilarating. I barely had time to read the new tweets that kept popping up 7-at-a-time on my screen, let alone manage to respond to any questions or comments during the hour-long chat. However, afterwards I felt a real sense of achievement and connection with people who were interested in what I was interested in and that made me feel so good! Gradually, as I lurked at the next few chats, I tweeted a comment or two, and following the many conversations became easier and less frantic. Don’t get me wrong, it’s still fast and furious, and I still don’t understand how some people just seem to be part of all the conversations that go on during a chat. That’s why this month’s #AusELT chat was so helpful for me and hopefully in this summary you’ll find some helpful ideas too.

This month’s chat was a small one with some of the usual suspects, as well as newcomer @angelos_bollas, taking part, and some lurkers popping in every now and then. The topic was a good one: advice for those who are new to Twitter and other social media.

What can Twitter do for you and your professional development?

Just joining Twitter and following a couple of people really won’t give you a good idea of just how much benefit it can bring to your professional learning. I read somewhere that you need to follow at least 40 people for at least 6 months before making a decision for or against the usefulness of Twitter and I have to say that I agree, although when I started out I certainly didn’t. The couple of people I followed had nothing to do with ELT and I found myself wondering what all the fuss was. It wasn’t until I started following some #AusELTers, and followed who they were following, and followed who they were following, that, over time, I started seeing the (daily) potential in Twitter. Add to that the monthly #AusELT chats and I was finally sold.

The biggest thing Twitter can offer according to #AusELTers is being able to instantly connect with professionals who share the same beliefs and practices, regardless of whether they are interstate or international. @michaelegriffin referred to a post on his blog in which he exemplified the benefits of Twitter to some colleagues. He tweeted a question and within minutes had responses from around the world appear on his Twitter feed. As well as instant responses, connections like these can lead you to ELT blogs, the latest news and research in the field, lesson ideas and general support. Several #AusELTers even mentioned having formed new friendships through making professional connections on Twitter. This is something that sets Twitter apart from other social media like Facebook and LinkedIn and #AusELTers had a bit to say about this.

Most people agreed that Twitter has the advantage of being more anonymous. @aparnajacob noted that “unfollowing [on Twitter] is not as bad as unfriending [on Facebook]”, and this is true. Newcomers to Twitter can follow and unfollow people, and comment or not, without anyone being the wiser if that’s what they want. They can “just float on the Twitter tide” as @SophiaKhan4 wrote in this month’s #AusELT chat intro here. Other differences #AusELTers mentioned were @Penultimate_K: “Twitter great for chats & quick exchange. Linkedin/Facebook for more in depth discussion”, and @SophiaKhan4: “I follow ideas on Twitter & people on Facebook – Twitter offers a wider range.”

So who do you follow and how do you manage the volume of tweets?

As @Penultimate_K noted: “It takes time to adjust to the speed of the information flow. And the conventions of Twitter.” This is important to know when you first start out. If you’re used to using Facebook, Twitter can be like entering a different world; posts limited to 140 characters, using symbols like @ and #, “retweeting” and “favouriting”, can all seem a bit like a foreign language. But @michaelegriffin had some good advice for this: “one thing I think was helpful for me on Twitter was not to follow too many people at first. I added more as I got accustomed to the feed.”

Start by following some #AusELTers like @SophiaKhan4, @michaelegriffin, @cioccas, @Penultimate_K, and @forstersensei. Then, see who they’re following and from there follow who you’re interested in. Some recommendations from #AusELTers of people to follow were: @AnneHendler, @nathanghall, @TheSecretDoS, @Ashowski, @teflerinha, @HadaLitim, @michaelegriffin, @Larryfelazzo, ‪@oyajimbo, and institutions/associations like @MacmillanELT@TheConsultantsE @Edudemic @TeachingEnglish‪@English_Aus‪, @acereduau, @VocEdAustralia, @NCVER, @RITCWA and ‪@HeutagogyCoP‪ .

Once you’re following more than a few people, the volume of tweets coming through to your Twitter feed can be overwhelming. Apart from being selective about who you follow or going for periodic culling (my technique until now!), here are a few less drastic suggestions from #AusELTers – and remember, as @SophiaKhan4 said, “Twitter is a garden – you need to cultivate it to the shape you want.”

  • Favourite – @Penultimate_K recommends “using the ‘favourite’ function as a kind of bookmark.” “Favouriting” a tweet saves it in your favourites list which you can access at any time. This is a great way to save your reading for a time that suits you.
  • Mute – Muting people can unclutter your Twitter feed by stopping their tweets from showing on your feed. Muting a user doesn’t unfollow them and you can unmute them at any time. Details on how to mute can be found here.
  • Lists – These help you to filter your tweets into categories. You can create private lists of your own or join other people’s public lists. @aparnajacob said: “I enjoy sorting through a list of only lesson ideas for class or PD. You can customise your twitter feed.” @SophiaKhan4 agrees: “I follow a LOT of people – but some quite different pies (to have a finger in). Lists can help with that.” Twitter explains how to make and use lists here.

For practical info on how to use Twitter for PD and participating in #AusELT chats visit the #AusELT Twitter page. You can also access the #AusELT 1-page guide on how to get started with Twitter which includes a “starter” list of people to follow.


Part 2: Social media identity and managing the flow of information

Do you need to have different social media personas (personal and professional)?

 @sophiakhan said she felt stuck with two identities – one for family and friends and one for work purposes. “I would bore all the teachers with mummy and kids stuff and vice versa if I mixed…” @aparnajacob also felt conflicted and cited this as a reason for considering having two Facebook accounts. After all, she said, “Who wants to hear about your work life?”

Of course we all know, ahem, that having two Facebook accounts is not allowed and no one does it. But is there anther way? Echoing the earlier conversation on using lists on Twitter, @michaelegriffin said “I know some folks that use lists/groups well on FB so their non-teaching friends don’t get swamped with ELT”. A few of us were a bit in awe of that and wanted tutorials – though both @michaelegriffin and @sophiakhan4 – arguably big FB users – still hadn’t got to grips with it and @sophiakhan4 thought this might be because this feature is “not obvious or user friendly.”

Having said that, many other chat participants felt it wasn’t an issue and just having one Facebook account or one Twitter account was fine. @thesmylers felt that having multiple log ins on a single account was too difficult. @Penultimate_K also added, “I connect with people [on Facebook] who may not be actual friends through groups/pages.” @angelos_bollas also said he was happy with one Facebook account – but he later admitted “my real friends & family have unfollowed me on Facebook! They can IM me so we keep in touch … plus I post in English – they are Greek and when they post something on my wall in Greek, I tell them off so … they did what they had to!”  So it could be that using different channels for different audiences is a natural evolution that suits some people. It is true that that different platforms lend themselves to certain types of posts and so tend to appeal to different sorts of people – each has a very distinct character and audience.

14897753798_8dc6ed61b5_z

cc http://www.flickr.com/photos/davidberkowitz/14897753798

 So what about LinkedIn?

While many #AusELTers thought it was worthwhile to have a LinkedIn profile, @thesmylers will find sympathy with many when she says: “I think I’m on LinkedIn but never used it”. @aparnajacob finds it “clunky”, @sophiakhan4 said she couldn’t “weed out rubbish well” and @penultimate_K wondered if “Linkedin makes it harder to be selective in order to tempt you to a paid account.”

And Google+?

Again people often seemed to have profiles that they did not use much. @Penultimate_K said “I could never get into Google+ – not sure why. It just didn’t appeal to me as a channel” and @Angelos_bollas commented: “Google+ looks so… old, doesn’t it?”

However, several participants were intrigued by the idea of G+ hangouts, with the end result that a week later @sophiakhan4 and @angelos_bollas actually did hang out on G+, a few weeks after their initial random meeting via an #ELChat on Twitter. And it was pretty great! Easy to use, with a lot of potential for small group meetings and…hanging out.

How do you curate useful links?

@Penultimate_K said: “choose the channel where the audience would be most appreciative of the info. Cross-post with care!” @sophiakhan4 said she felt “split over several platforms” for exactly this reason. However, other chat participants kept it simple: @thesmylers said “I only use FB and Twitter – copying links to posts across those works for me” and @Penultimate_K said: “I share on Twitter/LinkedIn. I discuss on the Facebook group” She also added that “FB (whether we love it or hate it) is really great! And searchable!” – however, I would add that while a group page, such as #AusELT, is searchable, if you are curating links on your personal profile page or your business page, you cannot search, you just need to keep scrolling back, and this is a drawback for me.

Some other curation favourites within the group were:

  • Pinterest: looks great – user-friendly – but better for visual things (it save images as a link to other sites, so a post without an image cannot be “pinned”)
  • ScoopIt: useful for curating more information-based teaching-related links but not much social interaction
  • PearlTrees: used to allow for “mind-mappy” curation of links, where links in different categories could still be linked to each other. Now it has been revamped it looks and behaves more like a less user-friendly version of Pinterest.
  • Pocket: A favourite app for @angelos_bollas who says it is similar to Diigo but much simpler to use
  • Wikis: @angelos_bollas suggested curating via a wiki, and even sharing it for public use. He mentioned the ‘almost endless’ storage capacities of a wiki and the flexibility in the kind of content you can store (links, PDFs, pictures etc.) Many of us agreed as we actually do have an #AusELT wiki that we use to curate things of interest to our community. However, we have recently decided to transition the content over to our blog primarily due to the more attractive interface and to curate all content in one place.

And that was about all we had time for. We covered a lot of ground, and as usual I would say – find what works for you!


For a complete workshop on social media for teachers, including presenter’s notes, PowerPoint and other materials, please click here. It’s under a Creative Commons license so it is adaptable and free to use in your institution.

#AusELT chat summary: “Professional development – that’s what I want!” (3rd July 2014)

What do we want imageWhat a lively chat about professional development! @cioccas posted some questions for us to think about before the chat and then structured the chat around these. This was a great idea because we could formulate some answers before the chat and this made it easier to post (copy and paste our pre-written ideas) and took the stress off us to constantly type (well, at least that’s what I did!) The questions and issues we discussed are below, and the main comments are summarised.

 

What do teachers want and expect from PD?

@andrea_rivett posted: “It should be relevant, interesting and get me to think about my own practice.” @Penultimate_K commented that newer teachers wanted direction and skills development and more experienced teachers wanted refinement and innovation. @KateRoss0901 reminded us that some teachers wanted traditional forms of PD such as post-graduate study, seminars and workshops. @sujava and @sophiakhan4 wondered whether all teachers wanted PD. @sujava mentioned that any PD should include a takeaway for use in the classroom as teachers are time poor.

What is PD?

@Penultimate_K reminded us that self-directed PD is often forgotten as a form of informal PD. @KateRoss0901 made the insightful comment that we encourage our students to be self-directed learners but don’t seem to follow this approach in our own PD. @andrea_rivett raised the question of a definition of PD. Is it formal, informal, online, F2F, written, spoken, individual, collaborative, paid, unpaid, teacher-directed, institution-directed? Does it result in a certificate / assessment / observation / some form of classroom practice? Is it private reflection? Who defines it and how do we motivate teachers to participate in it?

@cioccas said that teachers should choose what PD they wanted and that it should be differentiated. @sophiakhan4 recommended we all read Karen Benson and Phil Chappell’s contribution on PD in the English Australia Journal as it deals with a program for differentiated PD.

Expectations around PD

@sujava said that some teachers felt pressed for time and felt that PD was an imposition. @MeredithMacaul1 reminded us of teacher workload as obstacles to attending PD. @cherrymp asked if these things were excuses. @sujava mentioned that some people want to teach / do their job and then go home and @SophiaKhan4 asked if we had unrealistic expectations of teachers. Are people in other professions required / expected to do PD?

A few people mentioned that PD should be provided as part of the job and @aparnajacob said that people expected to be paid as part of PD. Personally, I would expect mandated PD to be paid but anything I was interested in I could pursue myself. It’s always worth putting in a proposal to management to have PD subsidized (e.g. travel and accommodation expenses). Online PD would save costs here but @cioccas has observed that online PD is not always accepted by managers.

What do managers want and expect from teacher PD?

@andrea_rivett said PD was everyone’s responsibility but teachers and managers could suggest, deliver and organise it. @michaelgriffin asked how we can encourage and support teachers to manage their own PD, seek opportunities for PD on their own and become independent learners. This is a question those in management and teacher development constantly grapple with.

 A PD budget

The conversation turned to how to allocate a PD budget. Some recommendations included:

  • any budget for group and individual PD should be aligned to organizational goals
  • teachers who were sponsored by their organisation to attend an event could come back to their campus / college and share what they learned
  • learning institutions could take turns in hosting PD to keep costs down
  • teachers can share delivery (reduced prep time) so a guest speaker is not needed (and therefore no payment required)
  • teachers can put in proposals for external PD conferences and if accepted their college could pay for them to go
  • get staff to deliver PD, everyone votes and the best presenter gets a PD allowance (to attend a conference etc.) with the aim always being to bring back and share the ‘learning’

 Sharing PD opportunities

The conversation then turned to how to share PD opportunities / advertise PD. Some ideas were:

  • Bulletin board, newsletter, group / email list
  • Scoop.It (online magazine), English Australia newsletter

@cioccas asked how information about PD opportunities was disseminated to teachers who weren’t connected and @KateRoss0901 commented that this could be approached from various angles (formal, informal, electronic, spoken, written), which would catch a wider audience. She also commented that employees had a responsibility to develop themselves.

Who participates in PD? Why / why not?

@hairychef asked the pertinent question: “Has the issue of low engagement in highly qualified staffrooms been addressed?” @sujava mentioned PLNs: Facebook, Pearltrees and Twitter and showing people how to sign up. @cioccas mentioned that she has seen little take up of this from teachers even after several attempts.

This prompted the question from @cioccas: “How to encourage and support teachers to manage their own PD, seek opportunities for PD on their own and become independent learners?” @cioccas suggested a series of teacher-led PD sessions, which are starting to take off where she works. @sophiakhan4 mentioned the benefit of having models to inspire and show others what is achievable. She met her models through social media. A few people commented that managers should model best practice.

NB: If interested, you can

What is the role of teachers in their own PD?

 Some suggestions included:

  • to think about what they are interested in vs what they “need” to improve in
  • to run a PD session each – nothing too fancy (30 mins)
  • to do PD in pairs
  • to have active roles in Professional Organisations

Explore here for more ideas on:

What is the role of managers in teacher PD?

 Some suggestions included that managers should:

  • give PD presenting opportunities and responsibilities to teachers
  • have active roles in Professional Organisations
  • model good learning and development (mentoring)
  • use / allocate mentors to promote enthusiasm and commitment

Engagement and feeling valued

The conversation turned to teachers not feeling engaged because they didn’t feel valued and two points were raised. Firstly, do teachers not feel valued because of low self-esteem? Secondly, is the issue here industry baseline standards? Should entry to TEFL be like entry to medicine with the same standards? Would this make teachers more engaged in PD? @hairychef suggested ongoing demand-high teacher training. @KateRoss0901 mentioned that teachers may feel that remuneration didn’t warrant further investment in their careers. @cherrymp suggested we keep working on it that change will come.

On that hopeful note the chat was wrapped up at 9.30pm and we were all left with ideas for moving forward with PD in our centres. I suggest we try some of these ideas and report back from time to time on the AusELT Facebook page.

This post by @sujava

 

#AusELT summary – Psuedoscience and Neuromyths in ELT 1/5/14

‘Hype, hope, and what are we actually meant to do with it all???’ Attitudes to edtech.  Part 2 of the #AusELT chat summary ‘The mouse that roared? Issues with edtech in ELT’ (6 Feb, 2014)

Photo: Victoria Boobyer @eltpics

Photo: Victoria Boobyer @eltpics

This is the second in a series on 4 blog posts summarising the many issues that were raised in the recent #AusELT chat with Scott Thornbury on the subject of edtech in ELT. The title quote is a comment made by @eslkazzyb during the beginning of the discussion. References or links have been included as far as possible but let us know if we need to make corrections or additions.

 

@Eslkazzyb gave us a neat summary of the different attitudes towards the use of edtech in our #AusELT community. The ‘hype’ is the technoevangelism – the idea that you have to use tech in ELT because it is ‘better’ and that means, whether you like it or not, you should embrace it and incorporate its use in your lesson planning. This is definitely an idea that has frustrated and annoyed a lot of teachers.

Then there’s the ‘hope’. Edtech has its supporters too – some are approaching it cautiously, beginning to see benefits where before they saw none, gradually coming around to the idea that there might be some scope for the inclusion of tech in the language learning classroom.

Others (the technovores!) are the early-adopters. Not necessarily technoevangelists, they are the daily users, those who have fully integrated edtech into their daily teaching, manage to get the right blend for their blended learning and appreciate the advantages that it brings, while acknowledging that there can sometimes be a downside. These people already have an idea of ‘what we are actually meant to do with it all’.

 HYPE

There is a push to use edtech but it isn’t necessarily coming from educators. There were suggestions that blended learning is driven by publishers and corporate training/e-learning (@ElkySmith), by sales and marketing (@tamzenarmer, @Penultimate_K), and that there is a perception that this is something that the learners want – students are meant to be motivated by tech so we’ll sell them tech!

TamzenATweet

@thornburyscott stated that ‘we need to be suspicious of technology when it is being co-opted by multinationals to commodify education for profit, as in the US.’ This need for suspicion extends to directives that we ‘must use tech’ or ‘tech improves teaching/learning’ with @harrisonmike making the point that we should show the quote below to anyone who tells us this is so:

BfyFYkkIAAAcpzt.jpg-large

@Penultimate_K mentioned that it seems that often the choices we are meant to be making when it involves tech have been curated for us and there are ‘so many lists of what we’re meant to do/need.’ You don’t need to look very far to find ‘The Top 10 Apps to Use in Class’ or ‘7 Effective Ways to Teach Language with iPads’ and, of course, this leads to a ‘race for money’ (@trylingual) by the developers of those apps and the makers of those iPads, and along the way the need for those tech tools to be pedagogically sound is lost.

@thornburyscott supported this idea as tech being the driver rather than the tool with this 2003 quote from Diane Laurillard:

“Technological innovation is driven by many factors, but not one of them concerns a pedagogical imperative.”

And the results of the hype? Confusion and frustration. The decision to use edtech or not, to believe in its advantages or not, can divide teachers (@Eslkazzyb). Both @ChristineMulla and @roboloughlin mentioned the sense of demoralisation that teachers experience when you don’t live up to the expectations to use tech. In some cases, teachers can even be penalised for not including tech with @harrisonmike commenting that Ofsted (the UK Office for Standards in Education, Children’s Services and Skills) will not grade a teacher as ‘outstanding’ if tech is not used. This also brings us back to the problem of where the expectations are coming from: from accrediting bodies such as Ofsted, from students, from managers, or from sales? If you don’t make the effort to use tech, then who exactly are you disappointing? @thornburyscott commented that ‘teachers are often blamed for not instituting tech, but maybe they don’t see the need?’ and too often this blame is coming from technoevangelists who ‘lose sight of the learners and the learning’ (@ElkySmith) and who may not even be teachers.

The pressure to use tech can often be seen in institutions with blended learning courses, where teachers feel an obligation to use, for example, the Interactive Whiteboard, just because it is there or just because content has been developed for it. This can result in reduced teaching quality when the focus becomes ‘having to use the IWB’ rather than the learning objectives. There can also be avoidance, ‘When we got IWBs, teachers wanted to use them just for effect. Many just avoided them and used the WB’ (@MerMac) and use that has no real pedagogical benefit, ‘often only use IWB to display IWB notebooks of Word documents – and to project the Internet.’

HOPE

‘It is easy to feel that the edtech tide is going out and you’re getting stranded’ (@ElkySmith) but there is hope for those who are feeling somewhat left behind. @trylingual asked ‘Can teachers change this? Are we responsible?’ and the answers seem to be ‘yes’ and ‘yes’.

If we take @ElkySmith’s view and consider technology ‘equal alongside all [the] other methodological technologies’ then it becomes a slightly less daunting prospect. It isn’t ‘a silver bullet’ (@Shaunwilden) but another tool to add to a teacher’s repertoire. The fact is that rarely do teachers use edtech wholesale.

While the plethora of edtech (the tools, the apps, the sites, the techniques) can be daunting, the majority of teachers are working to get past this and see the potential. It’s the difference between not writing off IWBs because you’ve been pushed into using them but also not writing off IWBs because you don’t know how to use them effectively (@SophiaKhan4 and @thesmylers).

And let’s not forget the students in all this. @thesmylers asked about what the students expect and @Eslkazzyb commented that she hadn’t seen the demand for the use of edtech that she had anticipated, which made her wonder about how much impact its use has on engagement and motivation. If this demand has been exaggerated, then the onus is off teachers to provide tech-centred lessons all day every day, and return to a pedagogically-focused class with tech as just one tool among many at the teacher’s disposal.

WHAT ARE WE ACTUALLY MEANT TO DO WITH IT ALL???

@mattellman pointed out that yes, there might be hype and hope, but there is no actual evidence of disappointment and that learners have a lot more access to English now via edtech. Technofundamentalism is not restricted to the sphere of ELT – it ‘pervades all sectors of society’ (@english_safari) and there are many who feel there are benefits to be gained from it while maintaining a balanced perspective.

The teachers who feel the most hope seem to be those who have been able to harness the tech as a tool rather than a driver and who perceive the use of tech in ELT as augmented learning rather than blended learning (@Innov8rEduc8r & @forstersensei)

Augmented learning can be implemented either by teachers or tech developers or a combination of the two. The teachers will look for pedagogically sound applications (@ElkySmith) and the developers will create ‘tech specifically designed for ed rather than tech which could be used for ed’ (@Penultimate_K) or as @forstersensei put it, ‘don’t sell tech, sell education and let tech be incorporated.’

@lukeealexander pointed out the liberating effect of using free tools (‘if you know where to look’) and also commented that he perceived tech ‘as a site of contestation rather than (a) monolithic force for neoliberalism.’ Tech can be time-saving or let you expedite the exposition stage, freeing teachers up to engage more with students. Tech can bring breadth to your lesson content.

@innov8torEduc8tor summed up the balanced approach best with this idea:

GregCtweet

 

References

Coffield, F. & Edward, S. (2009). Rolling out ‘good’, ‘best’, and ‘excellent’ practice. What next? Perfect practice? British Educational Research Journal, 35 (3), June, pp. 371-390. Retrieved from http://teambath.bath.ac.uk/education/documents/seminars/ORE_Reading_Group_01.07.13.pdf

Laurillard, D. (2002). Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies (2nd ed). London: Routledge/Falmer.

McCann, U. (2008). Universal McCann Social Media Tracker Wave 3. Universal McCann, New York. Retrieved from http://www.universalmccann.com/Assets/2413%20-%20Wave%203%20complete%20document%20AW%203_20080418124523.pdf

Postman, N. (1993).Of Luddites, Learning, and Life. Technos Quarterly, 2(4). Retrieved from http://www.ait.net/technos/tq_02/4postman.php

 

This summary by @Penultimate_K

“What is the problem to which this technology is the solution?” Part 1 of the #AusELT chat summary: ‘The mouse that roared? Issues with edtech in ELT’ (6 Feb, 2014)

Question Mark Key on Computer KeyboardThis is the first in a series on 4 blog posts summarising the many issues that were raised in the recent #AusELT chat with Scott Thornbury on the subject of edtech in ELT. The title quote is drawn from Neil Postman. References or links have been included as far as possible but let us know if we need to make corrections or additions.

 

Scott (‪@thornburyscott) started by outlining his position based on his recent #AusELT blog post:

‘The framing of digital technology as a generally “good thing” has become an orthodoxy within education thinking’ (Selwyn, 2011). Yet history of edtech has been one of endless cycles of ‘hype, hope and disappointment’ (Selwyn, 2011, p. 59). Witness: radio, TV, films, microcomputers, language labs, IWBs. Now mobiles, tablets, one laptop per child.

Techno-fundamentalism: an uncritical faith in the inevitable benefits of technology. Does it pervade ELT? I argue that it does. Typically it takes the form ‘101 things you can do with Blogster/Wordle, etc.’ Is this the way to make pedagogically sound choices?

Better to ask ‘What is the problem for which this tool/aid/app is the solution?’ (after Neil Postman)

So what problems have you encountered for which some technology has provided a solution? Specifically:  1 input, 2 output 3 interaction 4 feedback 5 motivation and (possibly) 6 data. How does technology solve these?

This summary looks at what the chat participants had to say on those 6 areas (NB: some of the areas have been collapsed together, not because they don’t deserve individual attention, but because the issues are related and ran together in the chat).

INPUT & DATA

No one would disagree with ‪@lukeealexander that “tech provides sts in TEFL contexts far more authentic material/input than 10-15 years ago.”

Participants were also quick to point out that “tech allows more universal access to corpora, from Google all the way to Corpus of Contemporary American Eng for example” (@ElkySmith) and that “explaining vocab, particularly abstract ideas, is much easier via images online.” (@forstersensei)

‪@thornburyscott stirred the pot again, suggesting that while digital media may offer massive input, it is at a low level of engagement:

“The Web is a technology of forgetfulness” (Nicholas Carr)

@sophiakhan4 agreed and suggested that it also often offers a low level of language development: “Lots of beginner and elem stuff – tapers off noticeably above intermediate level.”

OUTPUT & INTERACTION

I thought people might have a bit more to say about the extent to which edtech really helped their learners produce meaningful language in meaningful contexts, but it was a fast moving chat and it seemed to fall by the wayside somewhat – although some of the issues return in the section on FEEDBACK (below).

Several participants were positive about the the role tech can play in promoting interaction:

  • “Found tech wonderful for real-world communication tasks – real-meaningful-purposeful tasks” (@Innov8rEduc8r)
  • “interaction . . . learning beyond the classroom is a big plus. Apps, social media (when used properly) & online tools” (@forstersensei)
  • “Have just set up a wall for an exam class to link and add to. Faster comm from me to them, them to each other (I hope) . . . I find it great to allow SS to come together and solve problems. Fosters autonomy and builds a team.” (‪@ChristineMulla)
  • “I love to use pages and walls for exam classes – they use them to share photos, ideas and chat using target language.” (@PeloKaren)

@MeredithMacAul1 agreed with this, having experimented with Moodle forums to get students adding comments on a topic, but she added that it was “difficult to get everyone to participate.”  @Eslkazzyb agreed and commented that students “really have to see value very explicitly to participate.”

@trylingual took a neutral position: “Tech has brought the real world into my classroom. But it does not solve everything and often creates more issues.”

FEEDBACK

Participants were quick to pick up the connection between output, interaction and feedback. Arguably, in terms of language learning, output and interaction always requires feedback of some kind, whether that comes from the teacher, the software, a friend, or some other source.

  • “Feedback is the big Q for me. St seem to like using authentic tools, e.g Facebook, but less interested in feedback loop . . .” (‪@Eslkazzyb)
  • “Computers aren’t ready to respond to real output. Still need people” (@SophiaKhan4)
  • “Feedback is an issue for tech with a closed design. i.e. Only one correct answer.” (‪@trylingual)

‪@thornburyscott, as ever, had a quote to hand:

“Conclusion: CALL products ‘are not yet able to offer an alternative to human support or interaction’ (Nielson 2011).”

However, chatters were keen not to throw the baby out with the bathwater:

  • “Agreed.. but they can assist. Socrative is a great example of a tool that can be programmed w/ feedback.” (@forstersensei)
  • “How [else] to collect audio samples from all Ss in one short lesson so you can give individual feedback, individually? (@cioccas)
  • “Tech can b used 2 facilitate feedback between sts eg mobile phones to record and send speaking task, other st gives fb” (@lukeealexander)

‪@thornburyscott agreed that recording students output seemed to be at least one positive use of mobile phones for example, though @GwendaAtkinson queried the wisdom of winding up with 100 recordings to grade at home. @cioccas, however, thought that “recordings used like taking home papers to check” was a good idea and noted that we can provide audio feedback instead of written.

‪@thornburyscott was also quick to jump on the fact that tech doesn’t correct writing, “nor give-at-the-point-of-need feedback on meaning.” @ElkySmith proposed that this was just a matter of time, though @cioccas was less optimistic: “I’ve seen tech that tries & if that’s the future I’m worried.” @forstersensei felt that edtech could still assist, nonetheless, and suggested trying Kaizena for providing oral feedback on writing (according to  @trylingual there is a plug-in for Google Docs that does the same).

@IH_Barcelona also suggested that if the problem is getting feedback from learners, then Google forms is a “brilliant, easy, useful” solution.

MOTIVATION

I’m not sure motivation and engagement are the same thing but for the purposes of this Twitter chat, they were certainly closely intertwined.

Tech is engaging – but where’s the evidence?

@Shaunwilden started off with: “I’m not sure if it is a problem per se but [tech] definitely helps engage sts.” @Innov8rEduc8r agreed: “Engagement was sky high with tech for my sts. And desire to improve pronunciation, grammar was also high.”

@thornburyscott wasn’t willing to take this as evidence: “If technology engages learners, where is the proof? Questionnaires (Do you like using mobiles in class?) are unreliable . . . Better to assess motivation by degree of attention, time-on-task. Evidence is not good . . . I’d just love to see some evidence that students are more engaged.”

There were many responses:

  • “My proof would be watching lessons before and after” (@Shaunwilden)

Where’s the evidence that ANY tool is engaging?

@TomTesol set the cat among the pigeons by drawing an analogy with textbooks: “Where’s the proof that textbooks engage learners?“

‪@thornburyscott was quick to respond: “Textbooks don’t engage learners either. Other learners do. And teachers.”

@Eslkazzyb thought the analogy was very valid: “The skill is in the T using the book and tech to suit their learners’ needs & interests.” ‪@SophiaKhan4 agreed that whether textbook or tech, “life has to come off the page/screen. They can help but not alone.”

As a final word on this topic,  @forstersensei implied that the combination of textbook and tech might be the best of both worlds: “digital textbooks can be much more engaging than photocopies . . . add interactive content” – however, the jury was definitely out on the whole area of this kind of blended learning tool (more on this in Part 2!)

Whether tech is engaging or not depends on . . .?

Returning to the problem of motivation/engagement, participants were clearly divided on whether they saw tech as essential or not.

Admitted technophile@Innov8rEduc8r was all in favour: “Engagement was never really an issue if I designed projects that catered to their interests and needs . . . My students were more engaged – more attuned to their English skills – and where they needed to improve – and had a sense of agency.”

On the other hand, admitted Luddite @Eslkazzyb wrote: “Interestingly I don’t see as much drive from Sts as expected. They seem to prefer solid lessons with or w/o tech . . . Tech did not necessarily add to levels of engagement for my classes . . . Seems some of the most simple ‘low tech’ ideas are often most effective.” ‪@Penultimate_K agreed, putting it in a nutshell: “I’ve never had a student come to me & complain that they don’t use enough edtech.”

@Innov8rEduc8r wrote: “Wonder if our approach is affected by our own engagements with tech. Me: I love tech” and @tamzenarmer thought there was definitely truth in this: “The teachers in my institution who love tech most can get Ss to engage.”  @PeloKaren summed it up: “It’s like any topic/idea: if the teacher is engaged in it the students will be more engaged – but it has to be balanced.”

Is there evidence that tech is NOT engaging?

‪@thornburyscott then widened the scope of the discussion by equating motivation to attention and arguing that the internet as a whole may be contributing to reduced attentiveness: “Motivation = attention. But Internet fosters ‘continuous partial attention’ and reading online is typically ‘shallow.’”

@trylingual didn’t take this as read, asking: “Can we install better habits? Have these phenomena been verified to be present in all st populations?”

‪@thornburyscott  referred to a study that tracked more than 100 very motivated students using online self-study software. The study found that only 5 of those students completed the course. This rang bells for several chat participants. @cioccas said: “I’m not surprised given most self-study courses I’ve seen. Still need humans for real support, FB, etc.” and @SophiaKhan4 felt that it was “easy to enroll [on an online course]/buy a package. But w/o real-life feedback [it] is meaningless in long term . . . much easier  to enroll & feel like that is an achievement than do the work & finish.”

However, the quality of the self-study package that the study evaluated was questioned, with @IH_Barcelona asking “Was the fault with the course design or the technology itself? . . . Was the online experience primarily a technological one? Or a social one? Social way more likely to ‘work.’” @forstersensei asked: “Was there a concrete outcome in the course? ie. a degree? If not, why do it?” and he also added “Tech can’t be the sole medium . . . better as a support.”

And there you have it. If you have some more ideas in response to Scott’s 6 questions, please let us know in the comments. Part 2 looks at attitudes to edtech in more detail, including ‘technofundamentalism’ and how teachers really feel about the implementation of blended learning programs.

References

Postman, N. 1993. Of Luddites, Learning, and Life. Technos Quarterly, 2(4). Retrieved from http://www.ait.net/technos/tq_02/4postman.php

Selwyn, N. 2011. Education and Technology: Key Issues and Debates. London: Continuum.

This summary by @SophiaKhan4