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

2. The times are changing

3. Really?

4. Where are we now?

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

7. 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

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

9. New Tech more methods for the post-methodological world

10. 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.

11. 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

12. An inspiring model: Altschool

14. 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….

15. 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

16. 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

17. Core Standards not dependent on specific developments

18. Seen from a teacher training perspective

19. 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

20. 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