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Post by mstrubell on Apr 19, 2012 8:06:50 GMT -5
Dr. Glyn Williams, member of the steering committee of the EUNoM 2009-2012 project, is starting the discussion with the following two questions: [glow=red,2,300]
* How is the new technology modifying job descriptions and
working practices?
* What are the implications for language use?[/glow]
For background information, and particularly the symposium rationale, please go to in3.uoc.edu/opencms_in3/opencms/webs/projectes/EUNOM/EN/take_part/index.htmlWe look forward to your views and experience! |
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Post by mstrubell on Apr 19, 2012 8:22:20 GMT -5
I'm not sure about job descriptions and multilingualism, but I frequently use ICT for writing in languages that I do not have a good command of: French and Italian. What I do is write in what I think is good French, and then I put the text through a machine translator (google translate, traductor.gencat.cat, www.softcatala.org/traductor...), and see if it translates back fully into Catalan (or English). Anything that isn't translated (or is translated into something odd, like Churchill's statement when reminiscing on his own past: " Quand je regarde mon arrière je vois qu'il est divisé en deux parties") I take a new look at. Sometimes I keep the whole of my original text, but then put these unresolved problerms into the translator in reverse: from the word I know, I ask for the translation into French. Have you tried this? |
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Post by emckendry on Apr 26, 2012 8:06:36 GMT -5
The UCET (Universities' Council for the Education of Teachers - UK) has mapped Teachers’ Standards 2011 The Professional Standards for Teachers (QTS) 2007.
The Standards mentioning ICT are:
Subject and curriculum knowledge and pedagogy - Literacy, numeracy and ICT:
Q16 Have passed the professional skills tests in numeracy, literacy and information and communication technology (ICT). (Nb. These are shortly to become entry tests for teacher training and the proposal is to limit candidates to two resits. These changes will come into force from September 2012 for trainees who are starting training from September 2013).
Q17 Know how to use skills in literacy, numeracy and ICT to support their teaching and wider professional activities.
Effective classroom practice - Planning
Q23 Design opportunities for learners to develop their literacy, numeracy and ICT skills.
Language Teacher Education requires students to comply with these standards and so ICT is central to Initial Teacher Education and Continuing Professional Development.
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Post by Sònia prats on May 2, 2012 16:21:17 GMT -5
I think it is changing working practices in the FL classrooms, and not only in FL settings. Students use their mobile apps, their computers and ipads while in class, as well as during their free time... should the teacher punish it, ignore it or, else, make the most of it? Dr. Glyn Williams, member of the steering committee of the EUNoM 2009-2012 project, is starting the discussion with the following two questions: [glow=red,2,300]
* How is the new technology modifying job descriptions and
working practices?
* What are the implications for language use?[/glow]
For background information, and particularly the symposium rationale, please go to in3.uoc.edu/opencms_in3/opencms/webs/projectes/EUNOM/EN/take_part/index.htmlWe look forward to your views and experience! |
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Post by Natalia Marrugat on May 3, 2012 12:39:24 GMT -5
1. Can language learning through new technology (using ICT) fully replace traditional, face-to-face language contact?
Which elements need to be developed further?
Do productive language skills (speaking in particular) get enough attention?
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Post by Natalia Marrugat on May 3, 2012 12:40:52 GMT -5
How can ICT-applications in language learning bridge the gap between formal and informal language learning?
A positive example is that pupils using a (partly) digital method for Frisian, also log on to and use the website after school when there is no need for it (comment from Saskia Benedictus- Fryske Akademy)
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Post by Natalia Marrugat on May 3, 2012 12:42:18 GMT -5
How do we conceptualise 'learning languages', and indeed 'coping with multilingualism', now that the web is so prevalent in so many people's lives?
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Post by Natalia Marrugat on May 3, 2012 12:43:18 GMT -5
- Is e-learning going to boost the importance of English in higher education even more? Or is it the other way round. Can less widespread languages use the new ICT tools to strengthen their position?
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Post by Natalia Marrugat on May 3, 2012 12:48:08 GMT -5
How can ICT enhance the quality of teaching specialized skills like community interpreting or audio-visual translation skills?
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Post by Natalia Marrugat on May 3, 2012 12:51:15 GMT -5
What is e-learning? Where does it begin? Is making documents available on an online platform e-learning, or the use of computer-mediated communication, or the use of a web course?
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Post by Natalia Marrugat on May 3, 2012 12:51:48 GMT -5
What is the most effective way of interacting/corresponding with students? E-mail, Facebook, Twitter, fora on learning platforms? Is e-mail getting outdated?
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Post by Natalia Marrugat on May 3, 2012 12:52:13 GMT -5
What is your policy on mobile phones and smartphones in the classroom: ban them or encourage them?
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Post by Natalia Marrugat on May 3, 2012 12:54:39 GMT -5
Guided self-study by use of e-learning tools: a teacher's heaven or hell?
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Post by Natalia Marrugat on May 3, 2012 12:55:08 GMT -5
How do Web 2.0 tools can enhance language learning? How can they open up the classroom walls?
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Post by Natalia Marrugat on May 3, 2012 12:55:40 GMT -5
Are Web 2.0 technologies a viable option for all students or just for advanced students?
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