A Model for Learning How to Teach Advanced Literacy Skills via Computer Mediated Communication איליין חוטר מנחים: פרופסור נאוה בן צבי פרופסור אדי לבנסון

איליין חוטר - סמינר נובמבר 2000 What can the Internet add to Teaching ? group interactiongroup interaction individualizedindividualized equalityequality collaborationcollaboration student –teacher relationship- change in pedagogystudent –teacher relationship- change in pedagogy

איליין חוטר - סמינר נובמבר 2000 Research Question Through monitoring the process of pre-service teachers during and after learning through the proposed model for the CMC course “English Through the Internet”, how far is the learning through teaching process effective?

איליין חוטר - סמינר נובמבר 2000 What models have been used to encourage teachers to integrate the Internet in their classrooms? Model I: give student teachers courses in computers. Rationale: the teachers will learn how to use WORD, the Internet etc and will want to use it in their classes

איליין חוטר - סמינר נובמבר 2000 Learn how to use technology Talk about what you could do in the classroom You don’t get to experience first hand- a “different” type of learning You don’t get to experience first hand- a “different” type of learning but can’t apply the technology in the classroom

איליין חוטר - סמינר נובמבר 2000 Model II: Technology Infusion aspects of technology put into different subject matter courses long-term exposure to technology and technology modeling within subject matter long-term exposure to technology and technology modeling within subject matter not necessarily transfer from the course to actual teaching not necessarily transfer from the course to actual teaching No assurance that the subject matter teachers model “good” use of technology No assurance that the subject matter teachers model “good” use of technology

איליין חוטר - סמינר נובמבר 2000 What might work? prospective teachers study and reflect on the efforts of existing teachers who have incorporated technology into their classroom practices. prospective teachers study and reflect on the efforts of existing teachers who have incorporated technology into their classroom practices. these lesson plans are not at our disposal Model III: Case-based teacher education

איליין חוטר - סמינר נובמבר 2000 assessment & evaluation Model IV: An Alternative Model for Preservice Training preservice teachers EFL Teachers pupils methodology and pedagogy buddy & mentor instructor course content

איליין חוטר - סמינר נובמבר 2000 Elaine Hoter Oct'99 Interaction preservice teachers pupils Internet instructor instructor 2 F F Internet Course content Queries, administration technology, problems Reflective dialogue journals forums Interact with course material bibliography and links, Publish finished assignments Interaction, collaboration mentor & buddy: giving feedback, motivating, empathizing Help with technology F 2 internet F

איליין חוטר - סמינר נובמבר 2000 Elaine Hoter Oct'99 Interaction preservice teachers pupils Teachers of EFL instructor Internet course content internet F 2 F Internet

איליין חוטר - סמינר נובמבר 2000 Course Content: English Through the Internet For teacher trainees learning to be English teachers For pupils of English as a foreign language Improvingreading and writing skills Learning the theory of teaching advanced literacy skills literacy skills Teaching advanced literacy skills through the tools of the Internet Learning about the tools of the Internet

איליין חוטר - סמינר נובמבר 2000  Preservice teachers at Talpiot College of Education  English teachers for the Israeli schools  group I - academics - new immigrants retraining in EFL  group II - preservice 3rd year students. Preservice Teachers

איליין חוטר - סמינר נובמבר 2000 Pupils  9th grade pupils at the Gymnasia High School, Jerusalem  heterogeneous class  enrichment program - 4 hours each week  Foreign students in year program at Snow College Utah  intermediate level, from 7 different countries  regular course - 4 hours a week

איליין חוטר - סמינר נובמבר 2000 Instructors Instructors Jeb in Utah Sara in Jerusalem teach EFL/ESL high level of CMC literacy meet F2F with pupils use online course correspond with project leader on daily basis Coordinator and instructor for student teachers

איליין חוטר - סמינר נובמבר 2000 Technology Asynchronous   forum  listserv Synchronous  irc  chat  MOO

איליין חוטר - סמינר נובמבר 2000 The Buddy & Mentor System Buddy - preservice teacher :  collaborates with a pupil to carry out assignments using the tools of the Internet,  e.g writing a poem about one another, carrying out a project, working on a newspaper a poema poem Mentor - preservice teacher:  coaches the pupils in literacy skills through and using the Internet  models and gives feedback

איליין חוטר - סמינר נובמבר 2000 Igor's Poem about Linda Linda likes sport and I like sports too. Linda lives in the city and I do too. We are both human beings and we are learning English And at the same time we are learning about each other. Linda is a teacher and I am a pupil. But in this course we can be friends. You see, we are very similar people so it's good that you are my unseen teacher.

איליין חוטר - סמינר נובמבר 2000 Methodology and Pedagogy  interaction  feedback  collaboration ..  content based  constructivist  project work  theme based

איליין חוטר - סמינר נובמבר 2000 Assessment For Preservice Teachers  joint webfolio with pupil  reflective dialogue journal with instructor  assignments with pupil & ongoing correspondence  participation in class forum based on required readings For Pupils of EFL  joint webfolio with preservice teacher  assignments with preservice teacher

איליין חוטר - סמינר נובמבר 2000 Research Questions Through monitoring the process of pre-service teachers during and after learning through the proposed model for the CMC course “English Through the Internet”, how far is the learning through teaching process effective?

איליין חוטר - סמינר נובמבר 2000 The process will be monitored and examined through data collection  interviews with the participants during and after the course, (up to two years after the course)  preservice teachers journal reflections,  group discussions,  Assignments and projects  teacher observations  pre-post questionnaires on:  attitudes to computers  computer literacy  learning styles  knowledge of subject matter

איליין חוטר - סמינר נובמבר 2000 ?Will using the model change the attitudes of the participants to using the Internet? ?Will participating in the course supply the students with knowledge of CMC? ?Will the preservice teachers have learned the subject matter, i.e. improving students reading and writing skills ? ?What is the connection between the amount of time the preservice teacher spends working on the computer during and after the course and their attitude to and use of CMC? ?What types of feedback do the preservice teachers use to help the EFL students in their literacy skills?

איליין חוטר - סמינר נובמבר 2000 Stages in Integrating technology 1 Stage 1: Awareness I am aware that technology exists but have not used it – perhaps I’ve even avoiding it “The computer was my enemy and the Internet was intimidating”

איליין חוטר - סמינר נובמבר Stage 2: Learning the process I am currently trying to learn the basics. I am often frustrated using computers. I lack confidence when using computers. “I need more time to practice because I have still not mastered basic computer skills….”

איליין חוטר - סמינר נובמבר 2000 Stage 3: Understanding and application of the process 32 1 I am beginning to understand the process of using technology and can think of specific tasks in which it might be useful

איליין חוטר - סמינר נובמבר 2000 “… In fact last week I was able to get through on the Internet to explore other interests of my own. Finally I was not blocked by techno=wierdness on computer and I got access to several sites and downloaded real tangible interesting stuff. “ 32 1

איליין חוטר - סמינר נובמבר 2000 Stage 4: Familiarity and confidence I am gaining a sense of confidence in using the computer for specific tasks. I am starting to feel comfortable using the computer I am gaining a sense of confidence in using the computer for specific tasks. I am starting to feel comfortable using the computer.

איליין חוטר - סמינר נובמבר 2000 “As I began to build confidence - particularly in building the lessons for my on-line pupil in Jerusalem, I found that I was more tolerant to ask for help, explore and integrate material” 432 1

איליין חוטר - סמינר נובמבר 2000 Stage 5: Adaptation to other contexts I think about the computer as a tool I think about the computer as a tool to help me and am no longer concerned about it as technology. I can use it in many applications and as an instructional aid.

איליין חוטר - סמינר נובמבר 2000 “Each class would do some research using the Internet and in groups present both a written and visual presentation in front of the class. A bibliography would include only websites. Perhaps I’d do this together with the computer course teacher using PowerPoint etc.”

איליין חוטר - סמינר נובמבר 2000 Stage 6: Creative application to new contexts I can apply what I know about technology in the classroom. I am able to use it as an instructional tool and integrate it into the curriculum

איליין חוטר - סמינר נובמבר 2000 “I felt as though I went through a transition process where I learned how to integrate technology in a real teaching situation. I feel I am able to integrate the technology in my class because I practiced dealing with actual learning difficulties and processes with my pupil.”

איליין חוטר - סמינר נובמבר 2000 Stage 7: Widening the learning community I know how to integrate the technologies to widen the learning community: to form and participate in communities and online projects with other teachers, pupils and professionals I know how to integrate the technologies to widen the learning community: to form and participate in communities and online projects with other teachers, pupils and professionals.

איליין חוטר - סמינר נובמבר 2000 “what I particularly like about teaching using the Internet is that it encourages learner independence and allows the students to practice their English with people other than their teacher.”

איליין חוטר - סמינר נובמבר