Download Blending Technologies in Second Language Classrooms by Paul Gruba PDF

By Paul Gruba

This publication introduces an method for making principled judgements concerning the use of applied sciences particularly in utilized Linguistics. The study is grounded within the transforming into sector of 'blended studying' that seeks to mix face-to-face guide with online-based interactions to checklist scholars utilizing a overseas language productively.

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Designers of blended approaches, therefore, can make links between graduate attributes and curriculum decisions and thus, perhaps, better demonstrate ways in which language learning is integral to an overall well-rounded education. To illustrate, the University of Melbourne publishes a list of graduate attributes under five main categories: academically excellent; knowledgeable across disciplines; leaders in communities; attuned to cultural diversity; active global citizens. Here are some of the attributes that we have used to contextualize our blended approaches at the university: • be adept at learning in a range of ways, including through information and communication technologies • have a set of flexible and transferable skills for different types of employment • have excellent interpersonal and decision-making skills, including an awareness of personal strengths and limitations • have an understanding of the social and cultural diversity in the community • have a broad global understanding, with a high regard for human rights, equity, and ethics.

Further, one drive very prominent in their projects was the need to produce research. The projects were made successful through combination of 12 Blending Technologies in Second Language Classrooms institutional support, a committed group of colleagues and a conscious effort to become successful. CALL projects, according to Kennedy and Levy (2009), are likely to be sustainable for several reasons: 1) team members view the project as iterative development over many cycles of a curriculum, 2) team members have a complete sense of ownership in the project, 3) ‘oldfashioned’ technologies can persist and be justified if they exhibit robust pedagogies, and 4) the project is allowed to grow and transform over time based on desired learning outcomes, not just initial research aims.

Narrative actions Narrative, as one type of action within this dimension, allows a story to be told, an explanation to be given or an argument to be developed. It is a process of presenting and apprehending. 2 Types of pedagogical actions as a dimension of technologies Types (Laurillard, 2002) Teaching action Learning action (Laurillard, 2002) Example technologies Narrative Presenting Apprehending Interactive Questioning Exploring Adaptive Modelling Practicing Communicative Facilitating Discussing Productive Expressing Coaching Lectures, television, DVD, printed textbooks, printed instructions Pair-work dialogues, hyperlinked text, printed workbooks, quizzes with feedback, Role plays, tutorial programmes, simulations, games, micro worlds Discussion boards, chat dialogues, messaging Publishing, productions, conferences, websites, manuscripts demonstrations, explanations and story-telling, which may also include presentation through course books or movies that are discussed in class.

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