More Literate, More Confident, More Powerful

I attended New Technology Course classes with great pleasure. This course was unique; it implied not only reading but also practical assignments. During this course, I learned about many technologies and their educational benefits. I became more technologically literate I learned why and how to integrate technologies in the language learning and teaching process. This course empowered me to create materials owner of which was I.

First of all, this course made me think deeper about technology integration in the teaching process. Before this course, I believed that technologies are used in the classroom to make lessons interesting, or just because they are in “fashion” (it was ridiculous, but yet true).Now I have totally another point of view: technologies are there to solve problems which can’t be solved effectively without them. For example, sending voice or written messages to the teacher will allow students to improve their speaking and writing skills anytime and anywhere. This is impossible to do with traditional teaching methods.

Among my favorite technologies studied during the course are digital video production (DVP), digital storytelling (DST), blogging, MALL and educational games. DVP and DSP can be used as project assignments for students. They will boost students’ multi-literacy and prepare for collaboration. Besides, they are powerful tools for teachers to introduce topics ‘multimodally’ and in engaging manner and create videos appropriate for their lessons.

Movie Maker was one of the most valuable revelations for me in this course.  Sometimes I was not satisfied with the video contents from the Internet, or they did not completely fit my lesson. I needed a video making or editing tool. Now I am confident that if there is a need I can make videos or/and edit them.

Blogging allowed me to have my personal web page. Sending frequent blog posts contributed my writing, and I will use blogging to foster my students’ writing abilities. To enhance and practice students’ vocabulary knowledge I will use educational games. These games are appropriate for children. The interface looks like a game, but in most cases, they are educational activities. If students fail the game, they have the chance to repeat it again and again. This is not the case with a pen and paper.

We are finishing the course, but technologies studied during the course will stay with us for a long time.

Horizons of New Technologies in Education

Time is the most valuable resource that we have. In fact, time is our life. The most successful people are those who manage their time perfectly, those who can meet the challenges of time. New Technologies that evolve and change very rapidly are a solution to these challenges. They help to save time in a very efficient way: teachers, educators can reach every student in an instance; students can find and read recent articles without leaving their apartments; students who do not want to leave their home countries can use services of Open Universities.  Everything has become faster and more convenient with the usage of New Technologies. However, New Technologies have created new challenges. The following tables shows challenges and trends of New Technologies:

Challenges and trends in Higher Ecucation

(taken and adapted from Horizon Report > 2015 Higher Education Edition)

Challenges and trends in K-12

(taken and adapted from NMC/CoSN Horizon Report > 2016 K-12 Edition )

Armenia is following the technological trends, but it is far away from taking any leadership in this new sphere. Armenian universities and public schools encounter all challenges listed above.  Attitude is also a key in adopting more organizational, flexibility and innovative practices (Horizon Report > 2015 Higher Education Edition). In most of Armenian families and schools, the Internet and usage of a smartphone are associated with entertainment (games, videos, and others). Many teachers and students have not revealed the educational importance of New Technologies. Digital literacy is the most challenging component of new technologies in Armenia. Not only students but also teachers need improving their multiple literacies.

Students are not aware of very simple functions of the software. One of my neighbors (he is a 16-year-old student studying in one of the Armenian public schools) was assigned to learn about an Armenian hero from the Internet. He found the information in English in Wikipedia. He was not able to switch to Armenian, though the same page has its Armenian counterpart. He was not able to copy and transfer the information on a Word document and print, either. But, at the same time this student knows how to play games how to download music, videos, how to edit photos. He knows how to use a smartphone to entertain himself, but little idea how technologies can contribute his learning.

International practice shows the effectiveness of New Technologies in education and teaching languages in particular. Many experts believe that a blending of formal and informal methods of teaching and learning can create a higher education environment that fosters experimentation, curiosity, and above all, creativity (Smith, 1999, 2008). Blended Learning, improving Multiple Literacies, and Flipped Classrooms are the most followed trends in Armenia.

For example, my children’s music teacher assigns listening to operas or music, their Russian teacher assigns watching cartoons on the Internet at home. I have an 8th grade tutee, whose English teacher assigns reading articles from the Internet and presenting the information during class time. Here, Flipped Classroom solves two problems: it helps to save time, and schools do not have necessary gears.

 

 

 

Big Data and Analytics

Initially, computers were a spacious place to gather information. Now data is collected and stored beyond millions of computers. Hence we have Big Data. Big data is a term that describes the large volume of data. According to Long and Siemens (2011) article, Big Data is “datasets whose size is beyond the ability of typical database software tools to capture, store, manage and analyze.” But it’s not the amount of data that’s important. It’s what organizations do with the data that matters. Big data can be analyzed for insights that lead to better decisions and strategic planning (view this link).  Companies hire Big Data expertise to track changes inthe world.

Industry analyst Doug Laney defines Big Data as the three Vs:

Volume Organizations collect data from a variety of sources, including business transactions, social media and information from the sensor or machine-to-machine data.

Velocity Data streams in at an unprecedented speed and must be dealt with in a timely manner.

Variety Data comes in all types of formats – from structured, numeric data in traditional databases to unstructured text documents, email, video, audio, and others.

Big Data is creating “Digital Universe” that encompasses the inconceivable amount of information. And it is important how you use this information.  We can take data from different sources, analyze and make smart decisions. Combine big data with analytics will empower people, organizations, institutions and even countries to accomplish sensible strategies in different vital spheres (economy, health, education, and others.

Big data and analysis entail the power of knowledge. They allow creating such kind of knowledge that “predicts” future. E. g., having a lot of information about a person’s habitual behavior the doctors can predict if he/she is going to fall ill. In the same way having MLE learning analytics of a student, educators can provide help if needed. Long and Siemens’s (2011) article states “Analytics marries large data sets, statistical techniques, and predictive modeling.”

How can big data and analytics be helpful for educators and EFL professional in Armenia and for me? Only data scattered here and there will not be useful for decision making. Teachers can use data to make their lessons interesting, but if the data is not processed or analyzed, it will not help to make any reasonable decisions. It is not always the case that we have access to bigger data, and sometimes we lack skills of analyzing the data. But if the results are there they become very helpful and invaluable. Without technology, we will not have such kind of knowledge that informs us about the trends, tendency, changes, and preferences in society in a reliable way. Massive data speaks for itself. This analyses will help us to become more flexible, wise and why not, powerful.

 

Personal Learning Environment and Learning Management System

We live in a technology era. Technologies are everywhere: in the streets, hotels, shops, at households. There is no step back. Members of families even with low income have an internet connection. Most of us can’t imagine their lives without the Internet, and many of us prefer internet-based learning. Many of our EFL learners will not be an exception. Students use different software, web pages, Wikipedia, games, Facebook to enhance their knowledge. PLE (Personal Learning Environment) and LMS (Learning Management Systems) are two types of learning styles in the virtual environment. PLE and Web2.0 are academic, personal and professional uses of services that promote a lifelong learning culture. “PLE is not software, instead it is more of a new approach to using technology for learning. Anything in a learner’s life that contributes to his/her formal or informal learning experience is considered part of that individual’s PLE “(visit this link for more information). This picture is an example of PLE

Educational applications of PLE are as follows:

• Students can set their goals, learning plans and manage their learning
• Learners can create communities with their peers and teachers
• PLE increases students’ choice and responsibility

Though PLE is motivating, provides personalized learning, it also has drawbacks:

• There is no a single definition
• High level of self-awareness and discipline required
• Experience is required

(for more information watch this video)

In contrast, LMS can fill in the gaps in PLE. Institutions set LMS or VLE (Virtual Learning Environment). A good example is Moodle.

As a future EFL teacher, I think that both of them are useful learning styles. Young learners or beginners will not be able to create their PLE, and I can start with LMS. Through the time we can shift on PLE. Besides, I should take into account students’ preferences. Some students like to set their own goals; others don’t like making plans for their learning.

 

 

 

 

 

Distance Learning

 

Distance Learning brought new opportunities for language learners. Open universities, Skype, emails, virtual words have changed the modes of language learning. For example, two years ago I took a fortnight online course to prepare for my TOEFL exam. I practiced my speaking and writing skills (I needed more improvement in these areas) via Skype and email. Thus, I was able to adjust learning environment to my needs. White (2004) states that this is one of the advantages of distance language learning. Besides, my daughter was three years old, and I couldn’t leave her alone, and I was not able to find anybody to look after her. Distance learning was the best solution for me.

According to White et al. (2005), modes of interaction and roles in language learning change in distance education environment. Face-to-face interactions are replaced with telephone conferencing and audio conferencing (Hauck & Hampel, 2005). Teacher’s role is not teaching but supporting students, facilitating and organizing the learning process (White et al., 2005; Hauck & Hampel, 2005). Also, distance language learning draws on students’ independent learning styles (White, 2004).

However, distance language learning also has challenges: a feeling of isolation, lack of communication, the teacher is less available (Hauck & Hampel, 2005; White et al., 2004; White, 2004).

If I were to design a distance English teaching program for young adults and adults in remote areas of Armenia, I should take into account all the advantages and challenges of a distance learning course. First of all, I should ensure if students have all the facilities to start an online course. These include gears and the internet connection. Then teachers and students should re-evaluate their roles and responsibilities. Students should be aware that they have more independent and initiative roles. Teachers in their turn should identify their roles as facilitators and organizers. They are also the ones who provide content and answer questions (Hauck & Hampel, 2005).

I should also ensure that students have enough practice opportunities, and the course suffices their needs. Students should be familiarized with the environment gradually, encouraged to collaborate with other students via email or other means of distance learning.

 

 

What are Open Educational Resources?

According to UNESCO web page, education is a key to the building of peace, sustainable social and economic development, and intercultural dialogue. Open Educational Resources (OER) provide a strategic opportunity to improve the quality of education as well as facilitate policy dialogue, knowledge sharing, and capacity building. OERs are teaching, learning or research materials that are in the public domain or released under an intellectual property license that allows for free use, adaptation, and distribution.

Open Educational Resources (OER) movement began in 2001 by Massachusetts Institute of Technology. Other universities and colleges joined to this movement and shared their own educational resources. The OERs emphasize building a community of students and scholars and also provide access to educational resources (Brown & Adler, 2008). Learners can also become members of educational communities and via participation gain better knowledge. Newcomers can join open source communities and work on simple tasks (e. g., improving drivers of software) or use on-line resources (e. g. , the on-line telescope for astronauts).

OERs allow learners to gain knowledge according to their needs and demands. Thus, students are highly motivated and have passion towards education. Besides, the world is changing very rapidly. People need to expand their knowledge to meet changes in the world. Employees and employers need new skills. Most of them will not be able to go back to colleges and universities to learn again. In addition, knowledge gaining is a continuous process. OERs can fill this gap, “the Internet has created a global ‘platform’ that has vastly expanded access to all sorts of resources, including formal and informal educational materials” (Brown & Adler, 2008, p. 18).

OERs are useful tools for language teachers. I found useful Open Resources for English Language Teaching (ORELT) Portal. Armenian EFL teachers can adapt free on-line resources to their classroom needs. Besides, after leaving university OERs will provide life-long learning opportunities for EFL teachers.

 

 

What is a Chatbot? Is It Helpful to Language Learners?

Artificial intelligent has always been an uncharted aspect for me and a source of amusement. I have heard many times that computer beats chess-players. And now it tries to compete with language learners and teachers. It hasn’t passed its Turing Test, yet. Hopefully, it will do one day. But this is for future. What do we have today?

According to Coniam’s (2008) article, chatbots have benefits as well as limitations.

The use of chatbots in EFL environment is related to its ability to maintain a coherent conversation. It makes possible for language learners to talk to an English speaking “person” whenever they choose. In their turn, ASR (automatic speech recognition) involve many aspects of language: speaking practice, comprehension strategies, aspects of politeness, word choice, and others. Walker et al. (2001) state that ASR helps students to elevate their correct pronunciation.

Among limitations are problems that chatbots have with misspelled words. Some chatbots (e.g., George)can deal with ill-formed questions efficiently. But some will not be able to continue the conversation if an error occurred. E.g., Evi is not able to maintain a conversation or tend to change the topic when questions are not composed correctly.  ASR have problems with mispronounced words. Almost all the catboats and ASRs are not able to respond logically when the input is more than a single clause.

However, chatbots are fun. Talking to “a computer”  is engaging and unusual.

I will use chatbots and ASR software programs for my future students.

The context will be as follow:

Age: 12+

Level: high elementary

Task description:

I will pre-teach some vocabulary connected to a lesson topic. Then I will ask the student to use these words in one clause questions. After proofreading the questions, I will ask the students to communicate with George and Evi, and compare the answers that he/she will get from the chatbots.

MALL is not a mall

Many students use MALL even without knowing its name. I was constantly using an English–Russian and Russian- English dictionary on my mobile which was on its menu when I purchased it. I found it very convenient. It was not heavy; I could take it with me wherever I wish. Reinders (2010) asserts that MALL contributes anytime and anywhere learning.  Mall provides opportunities to increase students’ access to language thus boosting their progress. Mobiles also contribute independent learning.

Though mobiles are portable and convenient, I consider that MALL activity can’t be applied in many Armenian universities and schools. In most institutions, mobiles are viewed as distracting factor during the lessons. In a way, it is not culturally accepted in the educational environment. Besides, in most of the cases, MALL assumes additional costs that many educational institutions can’t afford or will not find MALL useful enough to invest money.

However, I think that MALL can be implemented in private tutoring and language centers.

Context

This activity will be for adult learns in a language center, whose level of proficiency is pre-intermediate or above. It will be a vocabulary learning activity through mobiles. Via this activity teacher will foster independent learning and enhance the depth of students’ vocabulary knowledge.

Activity Description

During a week teacher will send his/her students words through messages, and students should find different contexts or sentences where the word is used. Then they will message sentences to the teacher.

Before starting a MALL activity teacher first will find out if all the learners have mobile phones (Principle 4 from Stockwell & Hubbard, 2013). Assumedly, the majority of the students will be able to send English messages, but the teacher should get sure that it is so (Principle 9). The teacher should also find out when it is convenient for them to receive a message (Principle 2 and 3). The teacher should also identify students’ preferences. E. g., some students may prefer receiving messages on their e-mails rather than on the message feature of the phone (Principle 5). The teacher will not send more than one or two words simultaneously (Principle 7).

Second Life for EFL

When I visited a second life space, I admired its design. It seemed that I was exploring the environment. Then I entered spaces where I met scenes that were not appropriate for teaching purposes (at least for under aged students). Thus, I was not very excited about my first experience.  I was a bit disappointed. Is this applicable for educational purposes?  After I read the articles assigned for homework I had an impression that SL is a very powerful learning tool. But I feel myself like a dilettante that can admire from aside. I would like to have the skills and resources of creating a virtual world for my teaching goals. Now, I feel confident in using blogs, wikis and Google docs, podcasts, digital storytelling and video production, and educational games in teaching practice, but I am not sure that I can use SL. Articles that I read (Calogne, 2008; InterviewWelch,2008; Milton et al., 2012) showed that teachers put a lot of effort to involve students in SL environment around meaningful activities.  Sometimes they needed experts’ help (e.g. programmers), and they also needed financial resources to carry out projects and research in the second life environment.

To my opinion SL is a fine opportunity to speak to native speakers. It suggests all the best that can offer social nets. Here you can talk and send messages to people that you don’t know. This interaction ought to very authentic. At this point, I can use SL with adult tutees. From my teaching experience, I am aware that most of the students’ desire is not writing or reading competence in English but speaking. SL can become a platform where students can hone their speaking abilities. To apply SL fist I should explore the space myself, warn students about negative aspects of SL then according to Cologne’s (2008) article follow these steps:

• Introduce benefits of virtual worlds
• Teach how to move
• Mitigate the risks of using unfamiliar technology

I should also set goals for students. E.g., how many words did you learn in a session in SL? After a session students should present the learnt new words.

Video Gaming

 

 

I have always liked games. When I was a child I played a lot of out-of- door games, board games, and games that are played with a pen and paper (“Sea Battle”, “Xs and Os). I liked games most of all for their entertaining nature and for their usefulness in creating a better relationship with my friends. As to COST computer games, I have been a bit of skeptical because I consider that they are sucking my time. But even these games were sometimes useful for me. When I wanted to relax from my daily duties and tiresome lessons, computer games are there to console. I like educational games best of all (you can find some them here) because they are entertaining and you learn something new while playing.

When I think of using computer games in the classroom, I always imagine educational games. No doubt, educational games help students to learn a lot of vocabulary, idioms, students practice the language in a meaningful context.  What about COTS DGBL? Implementing COTS DGNL for teaching a language is a challenge. Do we want to push children to play computer games? Or Do we want to establish a better relationship with our students when we let them bring their playing experiences into the classroom? If you know that your students play a lot of computer games at home, then you can make this contribute learning. First of all, the teacher should find out their favorite games, play the game him/herself and see how the tasks based on these games can be implemented during the class time.  Let’s consider that students play Sao’s Legend game (you can find it here). Teacher can assign the following task for 11-12-year-old students whose level of proficiency is at least high elementary:

1. Describe characters
2. Describe the castle
3. Students can also reflect on their playing experience
4. Students can consider how they would like to change the game.

Students can do this tasks in groups or individually. Tasks can be done in a written form or orally. This assignment can help the teacher to evaluate his/her students’ ability to use the language for the tasks. The teacher can also create other activities based on the game, for example, matching words (relevant to the game) with definitions, matching the description of characters to the names of characters. To mitigate adverse psychological effects of the computer games teacher should have discussions with students about the possible negative outcomes.

To conclude I would refer to Van Eck’s (2006) remark, “ We have to ask ourselves if the amount of potential learning is justified by the amount of work and time that will be needed to implement the game’’ (p. 26).