Stockwell
(2012) brought up many important points about mobile assisted language
learning (MALL), related specifically to the use of mp3 players,
personal digital assistants (PDAs), and mobile phones. I was not really
familiar with PDAs, and I was thinking about tablets as I read the
article, but I do not think they are the same. It seems PDAs are not
really used anymore, highlighting once again how quickly the technology
changes! I was really interested in Stockwell's observation that "There
is an obvious psychological difference between using a device which is
dedicated to language learning (as in the loaned PDA) and a device which
is owned by the learner and has practical uses apart from learning" (p.
208). This is a distinction that I had not really thought about before.
Stockwell goes on to claim "when the cost of using a technology is
placed onto the learners, there is likely to be an adverse effect on how
much they are willing to engage with it" (p. 208). I wish he had
elaborated on this point a bit more because I am not sure I agree.
Personally, when I am paying for something I am more likely to stick
with it than if it was free, so I am not sure how this would lead to
adverse effects. Did I miss something? I also think that using a device
owned by the learner can increase learner autonomy. I know that some
districts provide students with tablets or other types of technology to
use for classes, so I would be interested in hearing more about the
differences in learner perceptions and outcomes between using personal
devices and school-owned ones.
I appreciated how Stockwell divided the issues of concern with MALL into physical issues, psychological issues, and pedagogical issues, and these sections gave me a lot to think about. Of particular interest is the increased use of "textisms" (p. 211). If students are going to use these types of abbreviations when they use mobile technology, should we spend time teaching this type of language? Finally, the idea of using GPS, "augmented reality," and the "Internet of Things" (p. 212) is both exciting and frightening. I like the idea of being able to use technology to make learning more relevant to students by enabling them to "interact with their surroundings in a way that can facilitate language learning through relating it to potential opportunities that arise as a part of their daily lives rather than just what occurs in the classrooms or in completing activities or tasks as a part of the class" (p. 213). However, this could potentially get a bit too personal and intrusive.
Duffy (2007) shared some great ideas for using blogs, YouTube, and wikis in class, and I found a lot of his suggestions really useful. I was unfamiliar with the term "folksonomy" (p. 121) so that was also useful to read about. I felt that he spent too much time on general descriptions on what blogs, YouTube, and wikis are, but I realize that not all readers would be familiar with these, especially not in 2007. If he updated this article today, he might not include as much background. I really appreciated how he used bullet points to lay out educational benefits and strategies for using these resources, which made it easy to follow. The "guidelines relating to the specific use of video to promote active viewing and maximize learning" (pp. 124-125) was particularly useful to me. I use videos a lot in my classes, and I am guilty of making it too passive at times. Duffy offered some great tips for making video viewing more active. Perhaps the suggestion that stood out the most to me was to "give students a specific responsibility while viewing" (p. 125).
Prichard (2013) offered some convincing arguments about the effectiveness of using social networking sites (SNSs) such as Facebook, and I like how he mentioned several action research studies in various contexts. I certainly agree that there are language learning opportunities, but I would be concerned about it getting too personal. I like to keep a professional distance from my students (I work at a women's university, after all). I have accepted friend requests from some former students on my personal Facebook page, but not until after the course is over. I would not want to use personal pages for class purposes. I do use Edmodo, which has some similar features, but it is used specifically for the class. I realize that students can learn a lot from informal and social interactions, such as reading friends status updates or articles they have posted. This gives them an authentic audience and some learner autonomy which will help them develop the language, but I think that is something they should do independently, not part of the class.
Like I mentioned before, I have used YouTube videos in classes. I have also shown TED Talks and some news clips. After reading Duffy this week, I am going to make a much more conscious effort to ensure active viewing. Although I usually do some pre- and post-viewing discussion/comprehension questions about the videos, I am going to make sure they are aware of their viewing responsibility by mentioning specific things to watch for. I am also going to pause the videos more frequently to ensure comprehension and do some predicting/recalling. I have also been using Edmodo as a forum for students to post work and comment on each other's posts. I plan to continue using this, but I might explore other ways of making it more social. Perhaps getting the students to keep personal blogs about their own interests would be fun. It would be hard to keep track of all the links to all the different blogs. Do any of you know of a good website that would enable each student to blog individually, but within one class page? Maybe Edublogs? Has anyone used this website before?
References
Duffy, P. (2007). Engaging the YouTube Google‐Eyed Generation: Strategies for Using Web 2.0 in Teaching and Learning. In European Conference on ELearning, ECEL (pp. 173-182).
Prichard, C. (2013). Using Social Networking Sites as a Platform for Second Language Instruction. TESOL Journal, 4(4), 752-758.
Stockwell, G. (2012). Mobile-assisted language learning. In M. Thomas, H. Reinders & M. Warschauer (Eds.), Contemporary computer-assisted language learning (pp. 201-216). London/New York: Bloomsbury.
I appreciated how Stockwell divided the issues of concern with MALL into physical issues, psychological issues, and pedagogical issues, and these sections gave me a lot to think about. Of particular interest is the increased use of "textisms" (p. 211). If students are going to use these types of abbreviations when they use mobile technology, should we spend time teaching this type of language? Finally, the idea of using GPS, "augmented reality," and the "Internet of Things" (p. 212) is both exciting and frightening. I like the idea of being able to use technology to make learning more relevant to students by enabling them to "interact with their surroundings in a way that can facilitate language learning through relating it to potential opportunities that arise as a part of their daily lives rather than just what occurs in the classrooms or in completing activities or tasks as a part of the class" (p. 213). However, this could potentially get a bit too personal and intrusive.
Duffy (2007) shared some great ideas for using blogs, YouTube, and wikis in class, and I found a lot of his suggestions really useful. I was unfamiliar with the term "folksonomy" (p. 121) so that was also useful to read about. I felt that he spent too much time on general descriptions on what blogs, YouTube, and wikis are, but I realize that not all readers would be familiar with these, especially not in 2007. If he updated this article today, he might not include as much background. I really appreciated how he used bullet points to lay out educational benefits and strategies for using these resources, which made it easy to follow. The "guidelines relating to the specific use of video to promote active viewing and maximize learning" (pp. 124-125) was particularly useful to me. I use videos a lot in my classes, and I am guilty of making it too passive at times. Duffy offered some great tips for making video viewing more active. Perhaps the suggestion that stood out the most to me was to "give students a specific responsibility while viewing" (p. 125).
Prichard (2013) offered some convincing arguments about the effectiveness of using social networking sites (SNSs) such as Facebook, and I like how he mentioned several action research studies in various contexts. I certainly agree that there are language learning opportunities, but I would be concerned about it getting too personal. I like to keep a professional distance from my students (I work at a women's university, after all). I have accepted friend requests from some former students on my personal Facebook page, but not until after the course is over. I would not want to use personal pages for class purposes. I do use Edmodo, which has some similar features, but it is used specifically for the class. I realize that students can learn a lot from informal and social interactions, such as reading friends status updates or articles they have posted. This gives them an authentic audience and some learner autonomy which will help them develop the language, but I think that is something they should do independently, not part of the class.
Like I mentioned before, I have used YouTube videos in classes. I have also shown TED Talks and some news clips. After reading Duffy this week, I am going to make a much more conscious effort to ensure active viewing. Although I usually do some pre- and post-viewing discussion/comprehension questions about the videos, I am going to make sure they are aware of their viewing responsibility by mentioning specific things to watch for. I am also going to pause the videos more frequently to ensure comprehension and do some predicting/recalling. I have also been using Edmodo as a forum for students to post work and comment on each other's posts. I plan to continue using this, but I might explore other ways of making it more social. Perhaps getting the students to keep personal blogs about their own interests would be fun. It would be hard to keep track of all the links to all the different blogs. Do any of you know of a good website that would enable each student to blog individually, but within one class page? Maybe Edublogs? Has anyone used this website before?
References
Duffy, P. (2007). Engaging the YouTube Google‐Eyed Generation: Strategies for Using Web 2.0 in Teaching and Learning. In European Conference on ELearning, ECEL (pp. 173-182).
Prichard, C. (2013). Using Social Networking Sites as a Platform for Second Language Instruction. TESOL Journal, 4(4), 752-758.
Stockwell, G. (2012). Mobile-assisted language learning. In M. Thomas, H. Reinders & M. Warschauer (Eds.), Contemporary computer-assisted language learning (pp. 201-216). London/New York: Bloomsbury.
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