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Slide 2: Technology Overload in Teacher Education Dan Craig dan@danielcraig.com Seoul National University, Language Education Institute Shijuan Liu shijliu@indiana.edu Indiana University
Slide 3: What is CALL?  60 s -70  Computer-Assisted Instruction (CAI)  Behaviorist theoretical foundation  70s-80s  Lab work and collaboration  Cognitivist theoretical foundation  80s-90s  Authentic tasks & materials  Socio-cognitivist theoretical foundation
Slide 4: What is CALL? So what’s going on now?  Read/Write Web  Consumers & Producers  Making new connections to people & information  Emerging theories, such as Connectivism (Siemens, 2004)
Slide 5: What is Web 2.0?  Web 2.0 coined in session on Web-based technologies after the dot-com bubble burst in 2001 (O’Reilly, 2005):  Web as a platform  harness the collective intelligence of users  run on data-data is king  Perpetual beta  keep it simple;  Cross platform/device compatible  provide rich user experiences. 2.0
Slide 6: Web 2.0 – A Definition There is really no good definition of what a Web 2.0 application is (Clarke, 2006), but there seems to be a general consensus of what these tools should have or should be able to do.  Web 2.0 applications should:  enable users to both consume and produce content,  allow users to comment on content,  allow users to share content with others, and syndicate (e.g., RSS) content for easy distribution.
Slide 7: Web 2.0 – Popular Technologies  Blogs - Blogger (http://www.blogger.com), EduBlogs (http://edublogs.org), WordPress (         http://wordpress.com); Podcas ts - Grammar Girl (http://grammar.qdnow.com), Breaking News English ( http://www.breakingnewsenglish.com), English as a Second Language Podcast ( http://www.eslpod.com); Wi kis - Wikispaces (http://www.wikispaces.com), Zoho Wiki (http://wiki.zoho.com), Wetpaint (http://www.wetpaint.com); Photo Sharin g Si tes - Flickr (http://www.flickr.com), Picasa (http://picasa.google.com), Photobucket (http://photobucket.com); Video Shari ng Sites - YouTube (http://www.youtube.com), Google Video ( http://video.google.com), TeacherTube (http://www.teachertube.com); Onlin e Soci al Networ ks - Cyworld (http://www.cyworld.com), MySpace ( http://www.myspace.com), Facebook (http://www.facebook.com), italki (language learning - http://www.italki.com), and Soziety (language learning - http://soziety.com); Social Bookmar kin g - del.icio.us (http://del.icio.us), StumbleUpon ( http://www.stumbleupon.com), diigo (http://www.diigo.com); A gg regators - Google Reader (www.google.com/reader), Bloglines ( http://www.bloglines.com); Pers onali zed Star t Pag es - Netvibes (http://www.netvibes.com), PageFlakes ( http://www.pageflakes.com), iGoogle (http://www.google.com/ig).
Slide 8: The CALL Class: Overview  An 8-week, online, graduate Introduction to Computer Assisted Language Learning (CALL) course in the Language Education Department of a large, mid-western University in the summer of 2006.  Roughly half in-service and half pre-service teachers  Integrating technology in the classroom.  Dual foci on application and theory.  In older courses, these were mixed each week. In latter courses, we alternated weeks.
Slide 9: The CALL Class: Deliverables  Class was product driven, with technologies and concepts assessed via multiple assessments.  W ee kl y di s c u s si on s (6) – topical discussions  R e a di n g re f l e ct i on s (4) – reflections to course readings posted to blogs  C ou rse re f l e c ti ons (3) – “how am I doing” reflection exchanged with instructor  W eb s it e / Soft w a re Ev a l u a ti on s (4) – evaluations posted to blogs  Ex te rna l D oc u m en ts A s si gn m e n t - Supplemental materials development for     use with a technology. W eb P a g e De v e l op m e n t A s si gn m e n t - Creation of a basic Web page, involving some HTML and uploading documents to a web server (no services) A s se s sm e n t A ss i gn m e nt - Do research on an assessment category and write it up in the wiki W eb Q u e st As s i gnm en t (final project) - Development of a WebQuest with a group I n f o rma ti on/ T ec h nol ogy A ct i v i ti e s - installing, signing up for, and using applications, blogging, commenting on blogs, updating/formatting the wiki, chats, visiting websites, exploring topics on their own, and so forth. These differed slightly for each participant.
Slide 10: The CALL Class: Summer 2006  14 students (12 female, 2 male)  9 in-service teachers, 5 pre-service  Half participated from Indiana. The other half were in Virginia, Ohio, Georgia, Puerto Rico, Taiwan, Thailand, and Trinidad. (teacher was in Indiana for 4 weeks and Korea for 4 weeks)  All students completed the course  8 students (7 female, 1 male) signed consent forms for their documents to be used in this study.  5 students (all female) made themselves available to be interviewed (2 email, 3 phone)
Slide 11: Document Analysis  Email Correspondence  Course Reflections  Discussion Forums  Blog Postings  Wiki Postings items contained relevant information. Blogs and wikis were more for assignments, so it’s no surprise that they did not contain personal information.
Slide 12: Document Analysis - Overview “I felt like being in an explosion of technology in learning.”  5 out of 8 wrote about their frustrations  These feel into 3 categories: 1. Can’t find it 2. Don’t know where to put it 3. Too much information
Slide 13: Document Analysis Can’t find it  “I think I am still being dumb, but I can't seem to find the place in the Wiki to sign up for a chat time.”
Slide 14: Don’t know where to put it  “So, my question is, would you prefer for us Document Analysis to post things on the website, or is the Messenger an appropriate place to chat about the readings and other topics presented in class?”  “Is there a due day for this assignment? As I am still taking in all the information, I hope I don't miss any due days.”
Slide 15: Document Analysis Too much information  “I had pressure when I was overwhelmed by the technology used in this class.”  “I found myself distracted by all the places that contained information on our Moodle. I spent many hours reading everything…”  “I wrote about being impressed and even overwhelmed by the many resources that are available online.”
Slide 16: Interviews  2 students were interviewed via email. They filled out a question sheet and answered follow-up emails.  3 students were interview by phone. They were emailed questions in advance. Interviews averaged an hour each.  The interview was both used to gather more data and to perform a member check on what had already been processed.
Slide 17: Interviews - Overview  All experienced some frustration  Frustration was the result of:  Time constraints  Procedural errors (Web page development)  Group work  Frustration was mediated by:  Personal attention (Chat, phone, video conferencing)  Strong connections with others in the course  Relevance to studies, jobs, and career plans.  Moodle (organization of the course page)  Time (both chronological and reflective)
Slide 18: Surveys I did a survey of participants in a variety of education-related listservs (EDNET, EDTECH, evonline, IATEFL, LLTI, and wwwedu) and one Ning group (Classroom 2.0) . These are very active resources and the response was great with 55 respondents at the time of analysis (the survey is still open for a few more days The respondents provided great insight on the findings of this study and, in fact, provided so much more data further analysis will have to wait. For our purposes here, I am only going to provide descriptive statistics.
Slide 19: Survey - Participants  55 Respondents  27 Classroom Teachers  28 Teacher Educators
Slide 20: Surveys – Personal Usage Other Technologies Used: • VoiceThread • Web conferencing • Second Life • Teacherweb • Yahoo Groups • Podcasts • Videocasts • e-portfolios • Discussion Forums • Basecamp • Chinswing
Slide 21: Surveys – Personally Overwhelmed
Slide 22: Surveys – Class Technology Other Technologies Used: • VoiceThread • Web conferencing • Second Life • MS Office • Teacherweb • Podcasts • Videocasts • Class website • e-portfolios • Zimmer twins • Dfilm
Slide 23: Surveys – Student Overwhelmed
Slide 24: Surveys - Overview  Most respondents indicated that they sometimes feel overwhelmed with the technologies.  37 - yes or sometimes  15 – no  3 - skipped  A little less that half of the respondents indicates that their student felt overwhelmed.  24 – yes or sometimes  26 – no  2 – skipped  3 – don’t know
Slide 25: What’s it all mean?  Stressors  Too little personal support  Too much information  Too little time  Too little relevance  Mediators  Personal support (email, chat, call, carrier pigeon..)  Pacing of instruction  Time of reflection  Hands on experience
Slide 26: Conclusion Computers, the Internet, the World Wide Web, Web Pages, Email, Blogs, Wikis, RSS, Aggregation, Online Social Networks, Laptops, Pocket PCs, Smart Phones, Broadband, Wi-fi, …. Teachers (and administrators) hear these buzzwords that seem somehow magical. When you add these to 100s, even 1000s, of websites teachers “need” to access, this can seem overwhelming. Given the proper support teachers can learn an amazing amount in a short amount of time.
Slide 27: much Any Questions? Dan Craig Email: dan@danielcraig.com Website: http://danielcraig.com CALL Blog: http://iucall.blogspot.com (today’s files will be posted there) Facebook: danielcraig@hotmail.com Classroom 2.0: danielcraig Skype: daacraig Too many ways to contact me