Reality Check a sober look at the impact of technology Gordon Lewis Bilgi ELT, Istanbul May 9, 2015

The times are changing

Really?

Where are we now?

Inverse Relationship between Technology and Pedagogy The trendier the tech, the weaker the methodology gamified drill and kill Uncertain progression Isolated learners, disconnected teachers

Traditional ELT Publishers not quite ready to take the next step Publishers still converting textbooks into digital versions of same. Enhanced interactivity Increased multimedia Tracking through LMS In both cases multimedia hides traditional model Teaching model still very much 20th century Its still about the book- digital or otherwise Little evidence of tools for teacher and student creation Authoring tools, portable portfolios

The Dilemma Tools for today while designing for tomorrow Who are we designing for? students, teachers, administrators?

New Tech more methods for the post-methodological world

New Tech Few tools here either Fairly locked systems good gamification, content, or analytics, but never all three Technology does not necessarily push change, in fact, done wrong, it can slow innovation.

Big data and adaptive Information in abundance Information does not equal knowledge Adaptive engines Good on grammar, weak with skills Adaptive ≠ personalization Engine dictates content Works best with human adaptive engine Little data needs to help parse big data Action research Localization Empathy- not just what, but how

An inspiring model: Altschool

Collecting the evidence… Few comprehensive impact studies BECTA (2004, 2007) US Dept. of Education (2010) OECD (2007) Even fewer in the world of ELT Most studies focus on early adopters Most are quite anecdotal In aggregate, studies do point to modest improvements in learning outcomes However….

Uncertain Correlation between outcomes and technology adoption While the bivariate correlation between the availability of computers at school and student performance is strongly and statistically significantly positive, the correlation becomes small and statistically indistinguishable from zero once other school characteristics are held constant.  Computers and Student Learning: Fuchs and Woessman 2004

Elements of a successful program leadership vision goals Technology plan funding Resources Prof. Dev. community Elements of a successful program Only one component is specifically related to technology

Core Standards not dependent on specific developments

Seen from a teacher training perspective

Conclusions We are in permanent transition Technology does not necessarily lead to pedagogical change unless it is part of a broader commitment to a changed paradigm Technology has the highest impact in places where effective teaching already takes place Blended learning models are proving to be the most effective

Conclusions (cont.) Developers need to partner with practitioners Get into the classrooms, observe the teacher-student relationship and develop tools that solve a problem or improve conditions Develop a body of best practice that is tied to standards (standards that are not related to a specific set of tools) Collect data over time to convince decision-makers that technology is having the impact