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Innovative educational technologies in foreign languages teaching…

- - - - pervasive computing
      - ubiquitous computing
      - technologies
      - multiple models
      - social relationships
  - - - Methods
        
        Lecture
        
        Drill and practice
        
        Rote learning
        
        Multiple choise tests
      - Pavlov`s experiments
      - John B. Watson, B.F Skinner, Ivan Pavlov
      - Idea: Stimulos-response
      - Learners viewed as passive, responding to environental stimuli
      - result in reinforcement or punisment
      - Conditing by
        
        reinforcement
        
        habits
        
        imitation
      - Strength
        
        Positive reinforcement
        
        Repetition
      - Weakness
        
        Teacher-centred
        
        problems to adapt to changes
    - - Methods
        
        Lecture
        
        Visual tools
        
        Multiple choice
      - Noam Chovsky
      - Idea: Mental function can be understood
      - Learners viewed as information pocessor
      - Focus on inner mental activities
      - Weakness
        
        The learner learns a way to accomplish to task, but it may not be the best way, or suited to the learner or the situation.
      - Strength
        
        Improves comprehension
        
        Develops problem-solving skills
        
        Promotes long-term memory
        
        Improves confidence
    - - Methods
        
        Discovery
        
        Collaborative group work
        
        Scaffolding
        
        Self-guided learning
        
        Peer grading/review
      - Jean Piaget, John Dewey, Lev Vygotski
      - Idea: Learning is an active, constructive process
      - Learners viewed as information constructor
      - Strength
        
        Encourages instructor to spend more time on the learner’s favorite topics
        
        Cater learners with prior knowledge and experiences
        
        Help learners learn social skills
      - Weakness
        
        Instructors cannot respond each of students interest lack of resources available in the classroom or school
        
        Learners become passive
        
        Comfortable with the current teaching approach
    - - Methods
        
        Self-directed quest for content
        
        Sharing of content
        
        Spontaneous learning
        
        Creates knowledge collaboratively
      - Idea: Online education
  - - - Content
      - Assesment
    - - Skills
        
        Crirtical thinker
        
        Communicator
        
        Collaborator
        
        Creator
      - Content
      - Core subjects
      - Learning and thinking skills
      - ICT literacy
      - Assesment
  - - - Opinions
      - Knowledge
      - Assumptions
      - Emotions
    - - Fixed mindset
        
        Intelligence and general qualities can not be developed
        
        Intelligence and general qualities determine what people
        can learn
        
        Heredity determines the highest level people can reach
      - Growth mindset
        
        Intelligence and general qualities can be developed
        
        Intelligence and general qualities grow through learning
        and thinking
        
        Heredity determines only a part of the variance in
        intelligence
    - - Students with growth Mindset perform better.
      - Teachers / supervisors with growth mindset
        judge and evaluate less and support more
      - Mindsets are visible as patterns of brain
        activities in scans
      - Brain plasticity research supports the growth mindset
  - - - Don’t panic.
      - Be proactive
      - Be flexible and willing to adapt
  - - - Queen’s University Belfast (Велика Британія), Australian National University (Австралія), University of Helsinki (Фінляндія).
    - - University of Pennsylvania (США), New York University (США).
    - - Washington University in St. Louis (США), University of Twente (Нідерланди).
    - - University of Idaho (США), Technische Universität Chemnitz (Німеччина).
    - - Дніпропетровська медична академія (Україна), University of Manitoba (Канада), Accreditation council for genetic counseling (США), Білоруський державний медичний університет (Білорусь).
    - - Technical university of Denmark (Данія), Kingston University London (Велика Британія).
    - - University of Toronto (Канада), University of Pennsylvania (США), Yale University (США).
    - - Aalborg University (Данія), Sapienza Università di Roma (Італія), University of Pennsylvania (США).
    - - Дніпровський національний університет ім. О. Гончара (Україна), Strate, School of Design (Франція), University of Idaho (США).
    - - Hawkins Brown (Велика Британія), University of Tennessee (США).
- - - - Based on
        
        21th - time-based
        
        20th - outcome-based
      - Focus
        
        20th - memorization of facts
        
        21th - on what students know, can do, are like
      - Learning
        
        21th - active
        
        20th - passive
      - Curricullum
        
        21th - integrated and interdisciplinary
        
        20th - fragmented
      - Centricity
        
        21th- Student centered
        
        20th -Teacher centered
      - Expectations
        
        21th - High
        
        20th - Low
      - Diversity
        
        21th - curriculum and instruction address student diversity
        
        20th - diversity in students is ignored
      - Literacy
        
        21th - aligned to living and working in a globalized new millennium.
        
        20th - reading, writing and math
      - Assessment
        
        Performances, projects and multiple forms
        of media
        
        Print is primary vehicle of learning and assessment
    - - Assessment
        
        20th -Summative
        
        21th - Formative
      - Centricity
        
        20th -Teacher centered
        
        21th- Student centered
      - Technology use
        
        20th - Litercay(about technology), Augementative(with technology)
        
        21th - Transformative (through technology)
      - Learning Styles
        
        20th- Read, Write and Auditory
        
        21th- Visual, Auditory, Kinesthetic and
        Read/Write
      - Feedback
        
        21th - Self, Peers and Teacher
        
        20th - Limited
      - Teaching methodologies
        
        21th - Project and Problem Based learning
        
        20th - Lecture, Stand and Deliver
  - - - (of a method of teaching) allowing students
        to learn by discovering things themselves
        and learning from their own experiences
        rather than by telling them things
    - - exclamation, a cry of joy or satisfaction
        when one finds or discovers something
    - - is an approach to learning that emphasizes
        the student’s role in the learning process.
      - natural way to learn a second language
      - Cycle of Inquiry
        
        Create
        
        Investigate
        
        Ask
        
        Discuss
        
        Reflect
    - - Data collection
      - Analysis
      - Problem Statement
      - Conclusion
  - - - об’єднання однодумців, які керуються
        спільною метою.
      - люди, об’єднані спільною
        відповідальністю, які взаємодоповнюють
        одне одного
    - - Thought Oriented Roles
        
        Team worker
        
        Encourages cooperation
        
        Resource investigator
        
        Explores outside opportunities
        
        Coordinator
        
        Acts as a chairperson
      - People oriented roles
        
        Monitor evaluator
        
        Analyzes the options
        
        Specialist
        
        Provides specialized skills
        
        Plant
        
        Presents new ideas and approaches
      - Action oriented roles
        
        Shaper
        
        Challenges the team to improve
        
        Implementer
        
        Puts ideas into action
        
        Completer finisher
        
        Ensures through, timely completion
- - - - are organized into layers that are connected
        to each other via simulated lines
    - - The gathered knowledge is broken down
        into small pieces, the neurons, and then
        connected and built into groups.
    - - works with abstract symbols that are used to represent knowledge
- - - - The collaborative learning concept is organized in such a way that a student is able to achieve learning goals as fellow student achieve theirs.
      - Responsibilities are accepted among group members with a common goal and no view of competition among their peers.
      - helps to promote team spirit among students in small groups in view of optimizing their own and each other’s learning
      - The practice of collaborative learning is vastly growing in online education.
      - one of the practical concepts of
        Educational Technology
      - Students have the liberty of engaging themselves in deep discussions and sharing of ideas
  - - - Collaborative Vocabulary Activity
      - Collaborative Writing
      - Blog
      - Group Discussion/Ask Questions
      - Notes for Class, Meetings, Project Planning
      - Share successful lesson plans with
        colleagues
      - Published Work-Share Function
      - Google Translate
      - Field Trip Collaboration
      - Error Correction
      - Picture Sequence Collaborative Writing
      - Collaborative Professional Documents
      - Learning Portfolios
    - - Practices
      - Webinar environment
      - Vocabulary
    - - Homework/Assignment Tracker
      - Coordinate sign-ups
      - Vocabulary
      - Idea Generator
    - - Connection between Students & Teachers
      - Student Referrals across the
        Department/Grade Level/School
      - Sign IN Sheet for Tutoring
      - Club
      - Smartphone or iPad Teacher/Student/Course Evaluations
      - The Everything Form
      - Generic Answer Sheet
      - Ongoing Vocabulary lists
      - Quizzes and Flubaroo
      - Organization
      - Feedback/Opinions/Surveys
      - Surveys to practice vocabulary
      - Vocabulary onto a Wordle
      - Evaluate a Website
      - Answer Guided Learning
      - Key Competencies
      - Learning Expeditio
      - Creating a Story
      - Debate
      - Share Forms with students in other countries
      - Close or Exit Ticket
      - Skype Conference Preparation
    - - Seating Chart
      - Bingo
      - Collaborative Brainstorming: Visual Map for any Task
      - Vocabulary Cubes
      - Infographics
      - Visual Literacy & Student Creativity
      - Oral/Composition Organization Word webs
    - - Project Starting Point
      - Rubrics
      - Consistent Page Formatting
    - - Project Timelines
      - Coordinate Work & Personal Calendars
      - Class assignments
      - Schedule Shared Meetings/Events
      - Schedule Shared Resources
      - Map of Standards
      - Conferences
    - - Student created sites
      - Curriculum Portal
    - - Discussion Board
      - Distribute differentiated materials and resources
      - Parent Groups
    - - Share Fotos, Links, Events
      - Video Chat
    - - Student Reflections
      - Student Projects
      - Teacher assigned tasks with Student answers/reflections
  - - - The engagement of faculty and desire to expand their classrooms/course offerings to have a COIL or internationalization component
      - an increase in student interest to participate in physical mobility programs like study abroad
      - The student impact stories and the role it has played on
        increasing international perspectives
    - - Include a variety of assignment formats to draw engagement from students and encourage asynchronous communication outside of class;
      - Review technology set up with partner faculty extensively before the course start and anticipate potential technology and connectivity issues with backup class plans;
      - Give students time in the initial exchange sessions to get to know each other and feel comfortable sharing opinions before moving into deeper conversations
      - Clearly communicate course objectives and virtual exchange expectations with partner faculty and administration staff before beginning
    - - Technology support
      - Senior leadership buy-in
      - Logistics
  - - - Lifelong learning
      - Informal Learning
      - Collaborative Learning
      - Navigationism / Navigationist Learning
      - Context-awareness learning
      - TAUT (The Unified Theory of Acceptance
        and Use of Technology)
      - Situated learning
      - Constructivist learning
      - Cognitivist Learning
      - Behaviorist Learning (Transmission Model)
    - - The most preferred way of vocabulary acquisition
      - Various vocabulary learning strategies
      - Improvement of language skills
      - Different games exercise
      - Increased engagement
      - Exposure to the target language
    - - Language Dynamics
      - Device Features
        
        Mobile technology partly depends on the ability to connect to the internet in different locations
        
        Mobile technology can be understood in simple terms
      - Teacher Wisdom
        
        highlights the teacher’s personal role and experience in enacting pedagogy.
        
        Enacting a mobile pedagogy means considering pedagogy in relationship with the other three spheres of the framework
      - Learner Mobilities
        
        include the places and times when people can learn, the range of contexts and cultural settings they occupy and the personal goals that motivate learners to keep on learning beyond the confines of the classroom
        
        New channels and media become available for learning
        and interpersonal communication
      - Mobile learning
        outcomes
        
        learning to notice
        
        connecting language users
        
        developing a habit of reflection on
        language learned
        
        using language for real purposes
        
        identifying gaps in knowledge
        
        developing ability to respond to a context
        
        rehearsing, experimenting
        
        developing multiple perspectives
      - Inquiry
        
        The mobile device can be used to capture and share
        language data
        
        to pose questions and seek answers
        
        Mobile devices are not only tools for teaching and learning
      - Rehearsal
        
        Mobile learning can support a greater
        variety of language forms
        
        Mobile technologies expand and extend
        the territory where language may be
        rehearsed and practised.
      - Reflection
        
        They enable the learning process and
        provide feedback
        
        Mobile devices can assist in this process, enabling more
        frequent reflection.
        
        Teachers deploy their teaching experience
    - - Not all games are useful for language learning
      - A lack of game-based learning
      - Technical, instructional, financial and sociological barriers to implementing game-based learning
      - A lack of studies on this topic
      - Lack of knowledge about computer
      - Low efficacy of studies
    - - Minuses
        
        My increase the possibility of theft
        
        The oportunity of cheating
        
        Overload Wireless Network
        
        Students may not be able to afford these devices
      - Pluses
        
        Learning became student-driven
        
        Cost saving
        
        Student participation increase
        
        Individualized learning
        
        Student collaboration and communication increase