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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
Curated by Shona Whyte
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EuroCALL review: Vol 24, No 1 (2016)

EuroCALL review: Vol 24, No 1 (2016) | TELT | Scoop.it
The EuroCALL Review seeks to fulfil the stated aims of EUROCALL as a whole, and more particularly to promote the use of foreign languages within Europe and beyond, providing an international focus for the promulgation of innovative research in the area of computer-assisted language learning and technology-enhanced language learning in education and training. Typical subjects for submissions include theoretical debate on language learning in technology-rich learning environments and their influence on design; practical applications at developmental stage; evaluative studies of the use of technology in the teaching and learning process; assessment of the potential of technological advances in the delivery of language learning materials and enactment of language learning activities; exploitation of on-line information systems; and discussions of policy and strategy at institutional and discipline levels. Survey papers are also welcome.
Shona Whyte's insight:
New issue
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The CALL-SLA interface: Plonsky & Ziegler 2016

... Statistical results indicate a small relative effect ( ES = .512) for the use of technology in L2 learning, suggesting that learners participating in CALL contexts may have better learning outcomes than those in traditional educational contexts . Absolute effects also provide strong evidence for the efficacy of CALL ( ES = .84). Results demonstrate positive benefits for CALL glossing ( ES = .60) and CMC ( ES = .33) relative to non-CALL contexts, although more research i s needed to understand the full impact of game -based or mobi le-assisted language learning. Syntheses also seem to support a general trend towards a developmental advantage for CALL (e.g. , Lai & Li, 2011; Sauro, 2011; Zhao, 2003; although see Lee et al. , 20 15, for an exception).
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New perspectives on teaching and working with languages in the digital era

New perspectives on teaching and working with languages in the digital era | TELT | Scoop.it

Antonio Pareja-Lora, Cristina Calle-Martínez, Pilar Rodríguez-Arancón.


What are the real benefits of applying new technologies to teaching and/or learning? Are they actually also applicable to language teaching and learning? Are CALL, MALL, CLIL, LMOOCs, etc. , as effective as traditional models of language teaching and/or learning? Do they really help language learners? Will language teachers and researchers (or learners) who fail to adapt and apply ICTs to language teaching and/or research (or use ICTs for language learning) be neglected and left aside? The present volume tries to shed a light on these issues. For this reason, it has been divided into three different but fairly interrelated sections . The first aims at describing how information and language technologies are generally applied to language teaching and learning. Its different sections provide detailed information, for instance, about how ICTs are being used in the different levels of face-to-face language learning or in distance language learning and/or e-learning. The second section introduces some new trends in the application of ICTs to language learning, such as MALL or CLIL. Finally, the third section presents how language technologies , i.e. computational linguistics and language resources, are being applied to language teaching and learning.

Shona Whyte's insight:
New open access edited volume on language learning/teaching with technology
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Mobile learning and data-driven language learning.

Mobile learning and data-driven language learning. | TELT | Scoop.it
Puga, Karin, Hehner, Stefanie, and Sandra Götz     Project Agreement Number: 2014‐1‐ES01‐KA203-004782 Project funded by the European Union   Transforming European Learner Language into Learning Opportunities (TELL-OP)   Output 07 Polic
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Recommendations for mobile and data-driven learning from EU project
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Javier Sánchez Bolado's curator insight, March 14, 2016 6:36 AM
Recommendations for mobile and data-driven learning from EU project
Victoria Marín's curator insight, March 16, 2016 5:44 AM
Interesante proyecto europeo sobre el aprendizaje de lenguas y el uso de dispositivos móviles.
Carmen Herrero's curator insight, March 26, 2016 6:44 AM
Recommendations for mobile and data-driven learning from EU project
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Appsmashing avec l’iPad : Jürgen Wagner

Appsmashing avec l’iPad : Jürgen Wagner | TELT | Scoop.it

ETAPE 1   Création d’un contenu à l’aide d’une app

ETAPE 2   Création d’un autre contenu à l’aide d’une autre app

ETAPE 3   Fusion des deux contenus (appsmashing)

ETAPE 4   Publication du nouveau contenu sur Internet

Shona Whyte's insight:

Article clair et utile de l'inimitable Jürgen Wagner :-)

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Webinaire : créations capsules vidéo sur iPad

Webinaire : créations capsules vidéo sur iPad | TELT | Scoop.it

Alain Christophe

- introduction : intérêt de la tablette
- le principe de la classe inversée
- la perspective du professeur et de l'apprenant
- écriture du scénario et du script
- choix techniques
- exemples de réalisation
- présentation de quelques applications (Book Creator, ExplainEverything, Grafio)

- exporter (Youtube)

Shared with Dropbox
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Webinar next Tuesday evening, presumably in French.

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Applying iPad Apps in the Classroom: Goal? Language Proficiency! | The FLTmag

Applying iPad Apps in the Classroom: Goal? Language Proficiency! | The FLTmag | TELT | Scoop.it
Shona Whyte's insight:

Saving this for colleagues - lengthy post with some learning theory and lots of concrete examples (apps, activities)

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iPads et tableaux blancs interactifs à l'école» KARSENTI octobre 2013 - YouTube

Capsule Savoirs du CRIFPE (3) : iPads et tableaux blancs interactifs à l'école : un bilan ni blanc ni noir? De plus en plus de salles de classe sont munies d...

Via Soufyane Zanfoukh
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Soufyane Zanfoukh's curator insight, May 16, 2014 9:08 AM

Merci à Thierry Karsenti pour ce rapport. Ce que je retiens, en général, c'est que l'idée reçue pa rapport au niveau élevé des apprenants en matière de technologie est à revoir. Ce n'est pas parce qu'ils maîtrisent plus ou moins l'utilisation d'appareils informatiques qu'il savent en faire bon usage! Le rôle de l'enseignant est toujours aussi important pour encadrer et accompagner. 

Affaire à suivre...

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Vocational English mobile learning route | VISIR

Vocational English mobile learning route | VISIR | TELT | Scoop.it

Wanna have a a conversation in English  while you walk?  The project is all about learning English outside the classroom by walking through a mobile learning route packed with  qr-code.


Qr-codes are linked to YouTube-videos, where a native English speaker asks different questions. Students read the qr-codes with the qr-reader app on their mobile device. Then they watch the videos and answer the questions by making a video, recording audio clip, making a comic strip and/or writing the answer on the notebook on their device. 

 

Students can send their products to their own blog and/or they can be watched together in the classroom.

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Students' views of mobile devices for EFL: Nicky Hockly

Students' views of mobile devices for EFL: Nicky Hockly | TELT | Scoop.it

Nicky Hockly's quick-and-dirty survey of attitudes to BYOD reveals"the majority of the class enjoyed using mobile devices (questions 3,7,8,9,17), and would like to continue to do so in the future (question 11).  The majority also felt that using their mobile devices had improved their English (question 8), and their mobile literacy (see question 9)  by familiarising them with new apps such as Chirp, Audioboo, Woices, and new mobile-related concepts such as QR codes – the latter were new to everyone in both groups."  One student hated the whole idea.


Via Pascual Pérez-Paredes
Shona Whyte's insight:

Also raised questions about teacher's tech competence and need for all students to use same devices/apps.

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