PROGRAM

UNIVERSIDAD INDUSTRIAL DE SANTANDER FACULTAD DE CIENCIAS HUMANAS ESCUELA DE IDIOMAS Subject: Tecnología Educativa Schedule: Wednesday and Friday Professor: Luz Mary Quintero E-mail address: luzmaq03@yahoo.com, lumaquin@uis.edu.co Office hours: Monday: 8:00-10:00 a.m.; Tuesday: 2:00-3:00 p.m. JUSTIFICATION Integration of Information and Communication Technologies (ICT) into the general educational system has become an imperative according to the national and international educational policies. Numerous state documents have claimed the need to support the inclusion of technologies, computers and Internet as tools to improve academic performance and achievement. However, it cannot be taken for granted that the mere fact of integrating technologies into the classrooms will definitely produce a great change in students’ learning outcomes. Apart from having the technological resources and technical knowledge, it is crucial to have teachers who understand that ICT are just the means to create alternative learning environments that bring about substantial changes in educational practices. This course intends to provide pre-service English language teachers with theoretical and critical practical uses of ICT that can be further used in their work contexts. GENERAL OBJECTIVES This course aims to: Raise awareness about the pedagogical uses of ICT in classroom contexts. Provide students with a basic critical theoretical framework that allows them to design learning spaces mediated by ICT. Explore the national policies for the implementation of ICT (2008-2019) into the Colombian educational system Cognitive competences Understands how to integrate ICT into the EFL curriculum. Discusses, based on theoretical support, the possibilities and the problems implied in the integration of ICT in the EFL classroom. Knows how to use some programs and technological tools. Procedural competences Writes on a virtual platform critical reflections on the assigned readings and his/her personal ideas and experiences and raises questions to be discussed by the group. Designs, in groups of maximum four people, a pedagogical project that integrates ICT in the EFL classroom. Writes a report on a practical experience using technology for EFL learning purposes. Attitudinal competences Contributes to the enrichment of the class by teaching his/her classmates how to use specific programs. Participates actively in the activities proposed by the teacher or his/her classmates. CONTENT Some basic practical concepts on how to use some technological tools Practical experiences on the use of ICT for Pedagogical purposes Historical background of ICT National and local policies and practices on ICT New learning and teaching environments Network based language teaching Communities of Practice On conceptualizing online collaboration METHODOLOGY This course has a strong emphasis on the reflective and practical uses of ICT for language teaching/learning purposes. Students will participate in a virtual platform that will include space for forums and reflections based on the readings. The discussions help students understand why and how to include ICT into the educational practices in the EFL classroom. The theoretical background is the basis of all the activities included in the program as it becomes the sound foundation that supports students‘ decisions in regards with the use of technology. On the other hand, students will be required to work collaboratively in order to construct a group space to explore themes of their own interest in which they will have the chance to use all kind of technological tools to enrich such space. Participants are kindly requested to read the documents for each session and share their insights and ideas derived from the readings and their personal experiences. EVALUATION ACTIVITY DESCRIPTION DATE PERCENTAGE Participation in Virtual forums and debates Students upload reflections based on the readings; and participate in a monthly forum. Every week 25% Project Proposal Students present a proposal for a group project that includes technology as the means to implement it. 10% Final Group Project presentation Each group does and oral presentation of the project that was developed. 20% written report. 20% Oral presentation. Self Evaluation Students will evaluate their own performance throughout the course development. There will be specific criteria that will lead students to critically reflect upon their own work. 20% WEEKLY SCHEDULE WEEK/DATE ASSIGNED READING ACTIVITIES 1 Oct. 28, 30 Teacher and students discuss the program and propose changes. 2 Nov. 4, 6 Clavijo, A. Hine, N. and Quintero, L.M. (2009). Exploring the EFL Curriculum through the Use of a Virtual Platform. Teacher presents some preliminary outcomes of a research and pedagogical project. A teacher-researcher shares the results of a research project carried out on the field of ICT and literacy processes with the national program computadores para Educar. 3 Nov. 11, 13 Thorne, S. (2008). Computer Mediated Communication (CMC). Write a critical reflection on the reading in the virtual discussion space. In class discussion. Practical session on how to use: Power Point. 4 Nov. 18, 20 Conacher, J.E., Taalas, P. and Vogel, T. (2004) new language learning and teaching environments: How does ICT fit in? Write a critical reflection on the reading in the virtual discussion space. In class discussion and activities. Practical session on how to use movie maker. 5 Nov. 25, 27 Kern, R. And Warschauer, M. (2000). Theory and Practice of Network-based language teaching. Suggested reading: Dalsgaar, C. Social Networking Sites: Transparency in online education Write a critical reflection on the reading in the virtual discussion space. In class discussion. Practical session on how to use Photoshop and Paint. 6 Dic. 2, 4 Plan Nacional de Tecnologías de la Information y las Comunicaciones. (2008). Ministerio de Comunicaciones. República de Colombia. Write a critical reflection on the reading in the virtual discussion space. In class discussion. Practical session on how to create a Blog, a yahoo group. 7 Dic. 9, 11 Rodríguez, C. and Hine. N. (2009). Media as a medium in Colombian Education: How media and ICT are changing communication and the Curriculum in the school Write a critical reflection on the reading in the virtual discussion space. In class discussion. Practical session on how to design a web page. 8 Dic. 16, 18 Ward, R. (2007). Just Don’t Call Them Cartoons. The New Literacy Spaces of Anime, Manga and Fanfiction. Write a critical reflection on the reading in the virtual discussion space. In class discussion. Practical session on how to design a web page. 9 Jan. 20, 22 Students present a proposal that includes the use of ICT. Oral presentation and written report. Teacher and students’ feedback and suggestions. 10 Jan. 27, 29 Shumar, W. and Renninger, A.(2002). On conceptualizing community. Suggested reading: Harrison, R. and Thomas, M. Identity in online Communities: Social Networking Sites and Language Learning. Write a critical reflection on the reading in the virtual discussion space. In class discussion. 11 Feb. 3, 5 Pallof, R. and Pratt, K. (2005). Collaboration in the online Environment: collaboration Basics. Suggested reading: Pallof. R. and Pratt, K. Transformative Learning. Write a critical reflection on the reading in the virtual discussion space. In class discussion. 12 Feb. 10, 12 Henao, A. O.(2006). Developing digital Literacies: Educational Initiatives in Colombia. Write a critical reflection on the reading in the virtual discussion space. In class discussion. 13 Feb. 17, 19 Freda Meshan. (2004). A task-based approach to Web authoring for learning languages. Write a critical reflection on the reading in the virtual discussion space. In class discussion. 14 Feb. 24, 26 Pallof. R. and Pratt, K. Transformative Learning. 15 March 3, 5 FINAL PROJECT PRESENTATIONS Students will share the results of the group project they developed. 16 SCORES SCORES BIBLIOGRAPHY Chambers, A., Conacher, J.E. and Littlemore, J. (Eds.). (2004). ICT and Language Learning: Integrating Pedagogy and Practice. The University of Birmingham, University Press. Clavijo, A., Hine, N. and Quintero, L.M. (2009). Exploring the EFL Curriculum through the Use of a Virtual Platform. In: Graves, K. (Ed.). A New Curriculum for school-age students. USA: TESOL Series. Kern, R. And Warschauer, M. (2000). Network-based Language Teaching: Concepts and Practice. Cambridge: Cambridge University Press. Pallof, R. and Pratt, K. (2005). Collaborating Online. Learning Together in Community. USA: JOSSEY-BASS. _________________ (2007). Building Online Learning Communities. Effective Strategies for the Virtual Classroom. USA: JOSSEY-BASS. Plan Nacional de Tecnologías de la Información y las Comunicaciones. (2008). Ministerio de Comunicaciones. República de Colombia. Prieto, P.; Prada, M.; Vera, E.; and Ramírez, J. (2007). Políticas y Prácticas Pedagógicas en ICT en Educación. UPN. Rodríguez, C. and Hine. N. (2009). Media as a medium in Colombian Education: How media and ICT are changing communication and the Curriculum in the school. Applied Linguistics Journal. Bogotá: Universidad Distrital. Shumar, W. and Renninger, A.(2002). Building Virtual Communities: Learning and change in cybersapce. Cambridge: Cambridge University Press. Thorne, S. (2008). Encyclopedia of Language and Education. Vol. 4. Ward, R. (2007). Just Don’t Call Them Cartoons. The New Literacy Spaces of Anime, Manga and Fanfiction. In: Hanbook of ICT and Literacy Education. http://www. Citejournal.org GENERAL GUIDELINES FOR STUDENS’ SELF EVALUATION Write a brief objective reflection on your own performance throughout the course development. To guide your reflection take into account the following issues and questions listed below: Your participation in the weekly reflections and forums. Did you actively engage in the discussions? Did you comment on your classmates’ postings? Did you use other academic sources to support your ideas? Your commitment to reading the documents assigned for each session and your participation in the activities in the classroom. The group project. Were you responsible with the activities the group agreed and assigned you as a member of the team? Did you suggest innovative ideas for the project? Did you do everything on time? Did you work enthusiastically in the majority of the activities proposed by your classmates and teacher? Did you attend punctually all class sessions? Were you respectful with your classmates’ ideas, proposals and work? After you write the reflection, assign yourself a quantitative score from 1.0 to 5.0. GENERAL GUIDELINES FOR THE PROJECT PROPOSAL Title Justification Objectives Theoretical framework Phases of the project Description of the final product GENERAL GUIDELINES FOR THE FINAL PROJECT REPORT Title Justification Objectives Theoretical framework Theory of learning that underlies the project Phases of the project Final product Reflection on the outcomes of the project Pedagogical applications Conclusions Recommendations References