Online Group Project: ICT & ESL

The following link explores the uses and mis-uses of ICT in the ESL classroom. My group used voicethread to explore some of our own experiences of ICT in schools which we then articulated into an online discussion.

Kami, Dave & Chris

http://www.voicethread.com/share/2361977

IT and VELS

"ICT provides a rich and flexible learner-centred environment in which students can experiment and take risks when developing new understanding. "

Drawing on my experience of teaching an ICT task this semester to my year 7 ESL students I can whole heartedly say that ICT has a strong place in language acquisition. Learning the infinite possibilites that are made available for myself and my students in terms of how learning can be achieved or articulated through ICT has been an eye-openig experience. Digital literacy seems to be an open book of choices, particularly in the ESL classroom where diveristy is central to all learning. I guess the fundamental question at heart for me as a teacher is what choices do I make?According to one theorist, digital literacy is more about a deep understanding of the media pupils are working with. He adds, digital literacy is the ability to distil information, validate it's worthiness and put it in a form that audiences are able to make sense of. (Kenny, 2011) When working with students from myriad cultural backgrounds it seems imperative to broaden their knowledge of the plethora of different types of communication.
For me, ICT does provide a rich learner-centred environment where students can take risks. But it is important to recognise that risk-taking is a complex and profusely confronting task in the ESL classroom. For me taking risks in my own teaching of ICT involves reconceptualising my view of what literacy means. According to Turner research over the past few years suggests new literacies build on traditional elements of literacy, such as comprehension, phonics, and writing, but demand new strategies, skills. and dispositions to navigate through complex semiotic systems and critically synthesise, evaluate, distribute and produce new knowledge in a timely way using emergent technologies. (Turner, 2011). In attempting to foster a risk-taking environment in my ESL classroom I've made every effort to incorporate ICT tasks that aim to develop student's critical and digital literacy skills while at the same time broadening my own understanding of technology in the classroom. For me literacy today is about mulit-platforms in communication.
By allowing my students to script, present and perform a text analysis related task and record and edit it through imovie I'm essentially integrating the metalanguage of media into my ESL classroom. And according to Callow, contemporary studies in sociocultural theory suggest there is a strong need to develop metalinguistic skills in developing conecptual and discursive understandings. (Callow, 2008). For me providing a range of meanigful tasks that allow my ESL students to express themselves and become critical users of technology is my undestanding of what a "rich and flexible learning-centred environment" is.

References:
Kenny, Jack. (2011) ICT-Caught out, The Times Educational Supplement (Feature)

Turner, K.C. Nat. (2011) "Rap Universal": using multimodal media production to develop ICT literacies: instead of teaching reading and writing universally applicable neutral skills..., Journal of Adolescant & Adult Literacy.

Callow, Jon. (2008) Show me: principles for assessing students' visual literacy: artisitic elements were the focus of lessons on reading and responding to literature in one third-grade class.

Notes from Hanson-Smith E., (2001) computer-assisted language learning (chapter 15), The Cambridge Guide to teaching English to speakers of other...

"'Constructivism' involves the use of problem-solving during tasks and projects, rather than or in addition to direct instruction by the teacher. In CALL this theory implies learning by using computer tools to explore simulated worlds, to build presentations and websites that reflect on personally engaging and significant topics, and to undertake authentic communication with other learners around the world."

In repsonse to this reading I think it's incredibly important to allow ESL students to explore their own identities through the use of engaging and authentic communication tasks embedded in ICT.

Uncertainty at its best

Born Not Made notes

Born not made: the nativist myth and teachers’ thinking
Catherine Scotta* and Steve Dinhamb

Notes that inform my practice: "...pertinent is the lack of language or framework with which to discuss classroom practices, which partly has its origins in the apparent isolation of the classroom."

"People have culturally conditioned biases in the way they make attributions."

"...culturally differing causal theories seem to be rooted in more pervasive, culture-specific mentalities in East Asia and the West."

"In the context of education, understanding the consequences of people’s models of human traits and characteristics is extremely important. Education is, after all, about changing people – what they know, think and can do – but if one believes that certain aspects of people are entities – inborn and unaffected by environmental factors – then this powerfully influences one’s expectations about what can and cannot be achieved with students."

For me, I think it's incredibly important to be aware of how my identity as a teacher fits into the broader discourses of Western thinking and use this to inform my practice particularly in my ESL classrooms. Although I might be automatically predisposed to a certain way of thinking I think technology provides ample ways of bridging the gaps. If students can express themselves through myriad mediums than there is more chance for cross cultural learning to take place.

Kami= student teacher

So, my methods are Media and ESL with a bit of English thrown into the mix. I like all things creative and somewhat inspiring.

The Light and the Tunnel

As I begin to find my footing in the world of teaching I constantly remind myself the journey's only just begun.
The journey through this abyss we call uni never seems to stop, its endless and relentless waves of theory crashing over our heads as we gasp for air time and time again clutching at the hope that it will all be over soon.
But the light is there gleaming at the end of the tunnel beckoning us to push forward and not to give up.
This is only the beginning.