Download Blending Technologies in Second Language Classrooms by Paul Gruba PDF

By Paul Gruba

This e-book introduces an procedure for making principled judgements concerning the use of applied sciences in particular in utilized Linguistics. The examine is grounded within the starting to be quarter of 'blended studying' that seeks to mix face-to-face guide with online-based interactions to checklist scholars utilizing a international language productively.

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Adaptive actions An adaptive action involves making use of technologies that can be modified to fit the learners’ level or interests. For teachers, ‘modelling’ is a primary form of pedagogical adaptations; for learners, ‘practice’ and ‘simulation’ are the primary forms of action (Laurillard, 2002). Adaptive actions may also take place, for example, when students engage in role plays and games, for example, that are cooperative, puzzle-solving, exploratory and adventurous (Westecott, 2003; Thorne & Reinhardt, 2008).

Concern for sustainability is growing. ‘Sustainable change’ is a key concept in project management (Cummings & Worley, 2009) in work to do with online communities (Preece, 2000) and within higher education in general (Sterling, 2001). Threats to sustainability include the possibility that selected technologies will be out-of-date, expensive or time consuming, which provides a reason to pause before committing (Kennedy & Levy, 2009). Although technology use and research has been plagued by onetime-only projects, Kennedy and Levy (2009) studied the sustainability of the use of CALL in an Italian program which ran for more than 15 years.

Aligning the integration of technologies up and down an entire course of study is yet another consideration. In a four-year degree structure, for example, what occurs in the first year must lead to learning outcomes in terms and years that follow. Ideally, we see learners gaining proficiency in information technologies in tandem with their language skills, moving from an individual-centred mastery to an increasingly social one. What technologies, for example, best suit the progression of listening proficiency from phoneme identification to an ability to participate in online, interactive video-chat seminars?

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