Welcome everybody. This is the
colloquium on technology-mediated TBLT: Challenges and opportunities.
My name is Marta Gonzalez-Lloret,
from the University of Hawaii, and I am the organizer of the colloquium. We
will have four presentations this morning. As you may have noticed, here with
us we have two presenters: Katie Nielson from the University of Maryland and
Paula Winke from Michigan State University. Our two other presentations will be
technology-mediated. We will have a presentation by Rebecca Adams from Arizona
and July Sykes will join us from Oregon. Finally our discussant, Lourdes Ortega
from Georgetown University will help us wrap up the ideas from the colloquium
and get some conclusions. Each presentation will last about 20 minutes and then
we would like to have 20 to 30 minutes at the end for Questions and Answers.
We wanted to propose a colloquium
on technology-mediated TBLT first because the inclusion of technology i is a
topic that is rapidly growing within TBLT. Testimony of this are the 10
presentation in this conference that include a technological component; And
second, because we are working
on a John Benjamins volume for the TBLT series with this same title and through
the process we realized that although there are some scholars working on the
topic (and we were very lucky to have worked with some of them in this volume),
it was important to try to bring this topic to the attention of the larger TBLT
community.
We think the need to integrate computer and information technologies in education is unquestionable today. Technologies have become embedded in the life and learning processes of many new generations of students and although a digital divide still may exists in most parts of the world, many of our students have grown surrounded by computers and laptops and by increasingly sophisticated communication devices that support personal, portable, wireless networked communication. The incorporation of technology in our societies has meant that teachers are keen on integrating digital technologies into their expertise. Language educators are increasingly interested in welcoming into their teaching current Web 2.0 technologies such as chats, blogs, wikis, synthetic immersive environments, virtual worlds, and gaming environments.
But no matter how
exciting new technologies for language learning may seem, they can become
nothing more than entertainment unless their design, use, and evaluation are
guided by viable educational and language developmental rationales and we want
to propose here that TBLT may be particularly relevant for informing and
maximizing the potential of technological innovations for language learning.
Web 2.0 technologies
create unprecedented environments in which students can engage in “doing
things” with language rather than just reading about language and culture in
textbooks or hearing about them from teachers. It is this potential of new
technologies to engage students in active learning and holistic tasks that
makes them excellent candidates for their integration in TBLT as a
well-theorized approach to language education.
We firmly believe in the
possibility of reciprocal benefits between technologies and TBLT, particularly
if task-and-technology integrations are properly motivated by TBLT theory and we
came out with the term “technology-mediated TBLT” to express this symbiosis (González-Lloret
& Ortega, forthcoming). We would
argue that language learning tasks which are mediated by new technologies can
help minimize students’ fear of failure, embarrassment, or losing face; they
can raise students’ motivation to take risks and be creative while using language
to make meaning; and they can enable students to meet other speakers of the
language in remote locations, opening up transformative exposure to authentic
language environments and cultural enactments, along with tremendous additional
sources of input.
More generally, we
believe fruitful blends of technology and tasks can promote active student
engagement in learning. However, as
technology and innovation advances, TBLT practitioners are faced with the need
to research and adapt basic TBLT principles to new online tools and
environments. This rapid technological change fuels constant
transformations in learning and language use, continually creating new language
education need, new curricular and instructional responses, and new challenges
for the practitioners.
This colloquium focuses on those challenges and opportunities of
integrating and expanding traditional TBLT methodologies with the mediation of
educational technology. The presentations in the colloquium will address four
very different areas of TBLT (task complexity, feedback, assessment and teacher
training) and will present different technologies (CMC, digital games and an
online course). We hope this variety reflects the breath of research in
technology-mediated TBLT.
Hi Marta, My name is Husnawadi, an English lecturer from Lombok, Indonesia. I have read, and I am now reading one of your articles, one which guided me to read this blog. I am teaching writing using flipped classroom grounded in your technology-mediated task principles. I am currently writing an article entitled "Implementing Flipped classroom-mediated task: insights from Lombok post earthquake EFL writing pedagogy." As we were jolted by several deadly earthquakes in Lombok Indonesia, the idea of using learning web, such as Edmodo, with the concept of Flipped classroom mediated task, allowed me to expand the teaching of writing given the fact that our campus buildings were damaged by the jolts. I am of one of you admirers in this area of research Prof. Marta.
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