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Attitudes to technology Janaina Cardoso APLIERJ / UERJ/ Celing

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Apresentação em tema: "Attitudes to technology Janaina Cardoso APLIERJ / UERJ/ Celing"— Transcrição da apresentação:

1 Attitudes to technology Janaina Cardoso APLIERJ / UERJ/ Celing

2 Attitudes to Technology Introduction Generation Y Hadfields pyramid Attitudes to technology

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4 Cacique Almir, Paiter-Suruí tribe, Rondonia Almir Suruí: Elected one of the most creative leaders in the business world by the American magazine "Fast Company, he uses/prescribes technology to preserve traditions urgos4patas.blogspot.com.br/2012/06/cacique-de-cocar-terno-e-iphone.html

5 Introduction

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10 Generations post-war The Baby Boomer Generation Working, independent and skeptical Generation X confident and technologically advanced, and they come with a sense of entitlement Generation Y 2000-present A group that has received little attention in the literature thus far. Generation Z (Reilly 2012:03)

11 Gen Y characteristics tech-savvy balances personal and work lives kinesthetic and visual feedback-dependent predilection for entertainment and games redefine respect seek a purpose and a passion read less and less well Gen Y and academic dishonesty

12 Generation Y

13 Hadfields reversed pyramid (Harmer 2007:175)

14 Hadfields reversed pyramid Language labs, videos, computers, PowerPoint Cassette recorders, OHPs, photocopiers Whiteboards, books Paper and pens Blackboard Nothing (Harmer 2007:175)

15 Other way up resources pyramid (Harmer 2007:176)

16 Other way up resources pyramid People Real life Blackboard Paper and pens Whiteboards, books Cassette recorders, OHPs, photocopies Language labs, videos, computers, PowerPoint (Harmer 2007:176)

17 Attitude to technology I can never get into the computer room in class time – its always being used. Using computers isnt interactive. My students could do computer work at home. I dont know anything about technology! I dont like them, so I dont see why I should use them in the classroom, Why use computers anyway? Weve got a perfectly good coursebook. Id like to use computers more, but preparing materials is so time consuming. My students know so much more about computers than I do

18 Technological awareness process AccessUseKnowledgeCreativity

19 Learners profile: now and then PAST Lack of familiarity with technology More negative attitude towards technology Little access to the Internet Lack of modern technology at work Used to read more Methodology awareness Wish for a less traditional education NOWADAYS More familiarity with technology Addicted to technology, esp. social networking Access to internet on the phone all the time Read less and dont worry about what other people will think about their posts Think more about themselves Very creative and fun Lack of methodology awareness

20 The Course: now and then PAST Introducing modern technologies Thinking their possible use in the classroom Technology as a useful tool Main aim: Change of attitude towards technology NOWADAYS Methodology awareness Rethinking the use of technology – adapting it to language teaching Technology without methodology doesnt work. Technology is just a tool. Main aim: How to apply their technology skills to their teaching reality

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22 Findings Younger teachers have more access to technology than they used to. However, they have less methodology awareness. The need for more training and development course.

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24 Findings There may be a generation gap between teachers working in the same institution. There may also be a greater gap between coordinators and the new generation of teachers. More study to understand this new generation as workforce.

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26 The future is now! Can we still consider the idea of future in relation to modernity? Nothing surprises us. What can be considered modern?

27 5 WAYS TO ATTRACT GEN Y TO YOUR WORKPLACE Offer flexibility. Use technology and social media as recruiting tool. Write great job descriptions to find your best fit. Develop onboarding programs. Be their mentor. (Huhman, Heather 2010)

28 Homework Reflection How does this may affect the teaching and learning process? How do you cope with this new reality? What about dealing with the brand- new Generation Z? What is the next after Z? Does the difference between the generations take into consideration teachers and learners individual learning styles? Is there a need to develop different learning strategies depending on the generation? What is the role of the teacher/developer in this new scenario?

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30 Reference Beson, Phil & Voller, Peter (eds.) (1997). Autonomy & independence in language learning. New York: Addison Wesley Longman. Cardoso, Janaina (2010). Tecnologia como uma ferramenta poderosa no aprendizado de idiomas. In Possas, Sandra (org.). Inglês na sala de aula: ação e reflexão. São Paulo: Moderna/ Richmond. Cardoso, Janaina (2005). As Estratégias de aprendizagem: eficácia e autonomia na compreensão oral. Niterói: UFF. (Doctorate Thesis) Dam, Leni (2003). Developing learner autonomy: the teachers responsibility. In Little, D. Ridley, J. & Ushioda, E. (eds.). Learner Autonomy in the Foreign Language Classroom. Dublin: Authentik. DElboux, Yannik (2010). Aprendizado na era digital. In Profissão Mestre. Ano 11, nº 130 (pp ) Dudeney, G. &Hockly, N. (2007). How to teach English with technology. Harlow: Pearson Longman. Frei, S., Gammill, A. & Irons, S. (2007). Integrating technology into the curriculum. Huntington Beach: Shell Education Freire, Paulo (1998). Pedagogia da autonomia. SP: Paz e Terra. Freitas, Adriano & Leite, Lígia (2011). Com giz e laptop. Rio de Janeiro: Wak Editora. Harmer, Jeremy (2007). The Practice of English language teaching. Harlow: Pearson Longman. Huhman, Heather (2010). 5 Ways to attract generation Y to your workplace. attract-generation-y-to-your-workplace SEP 29, 10 8:30 AM Lewis, Gordon (2009). Bringing technology into the classroom. Oxford: OUP.

31 Moran, J. M. (2004). Proposta de mudança nos cursos presenciais com a educação on-line. Moran, J. M. (2004). Proposta de mudança nos cursos presenciais com a educação on-line. Negreiros, T. C. (1999). Novas dimensões da organização: autonomia e afiliação. Programa de Desenvolvimento de Quadro Diretivos. RJ: Senac DN. Negreiros, T. C. (1999). Novas dimensões da organização: autonomia e afiliação. Programa de Desenvolvimento de Quadro Diretivos. RJ: Senac DN. Prado, M.E.B. & Almeida, M.E.B. (2009). Criando situações de aprendizagem colaborativa. In Valente, Prado e Almeida (2009[2003]). Educação a distância via Internet. SP:Avercamp. (pp ) Prado, M.E.B. & Almeida, M.E.B. (2009). Criando situações de aprendizagem colaborativa. In Valente, Prado e Almeida (2009[2003]). Educação a distância via Internet. SP:Avercamp. (pp ) Reilly, Peter (2012). Understanding and teaching generation Y. English Teaching Forum. Number Reilly, Peter (2012). Understanding and teaching generation Y. English Teaching Forum. Number Santos, R & Sobrinho, J.C. (2009). Computers and the use of English as a foreign language: access to the diversity of textual genres and language skills. In Tatnall, A. & Jones, A. (2009). Education and technology for a better world. Melbourne: Springer. (pp ) Santos, R & Sobrinho, J.C. (2009). Computers and the use of English as a foreign language: access to the diversity of textual genres and language skills. In Tatnall, A. & Jones, A. (2009). Education and technology for a better world. Melbourne: Springer. (pp ) Scharle, Ágota & Szabó Anita (2000). Learner autonomy: a guide to developing learner responsibility. Cambridge: CUP. Scharle, Ágota & Szabó Anita (2000). Learner autonomy: a guide to developing learner responsibility. Cambridge: CUP. Silva, Luciana (2010). O uso de tecnologias digitais nas aulas de inglês: um relato de uma experiência. In Possas, Sandra (org.). Inglês na sala de aula: ação e reflexão. São Paulo: Moderna/ Richmond.. Silva, Luciana (2010). O uso de tecnologias digitais nas aulas de inglês: um relato de uma experiência. In Possas, Sandra (org.). Inglês na sala de aula: ação e reflexão. São Paulo: Moderna/ Richmond.. Sokolik, Maggie (2001). Computers in language teaching. In Sokolik, Maggie (2001). Computers in language teaching. In Celce-Murcia, Marianne (ed.) Teaching English as a second or foreign language. Boston: Heinle Cengage Learning. Valente, J. A. (2009). Curso em especialização em desenvolvimento de projetos pedagógicos com o uso das novas teconologias: descrição e fundamentos. In Valente, Prado e Almeida (orgs) (2009[2003]). Educação a distância via Internet. SP:Avercamp. (pp ) Valente, J. A. (2009). Curso em especialização em desenvolvimento de projetos pedagógicos com o uso das novas teconologias: descrição e fundamentos. In Valente, Prado e Almeida (orgs) (2009[2003]). Educação a distância via Internet. SP:Avercamp. (pp ) Ur, Penny. (1996). A Course in language teaching.Cambridge: CUP. Ur, Penny. (1996). A Course in language teaching.Cambridge: CUP.


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