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Attitudes to technology

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Apresentação em tema: "Attitudes to technology"— Transcrição da apresentação:

1 Attitudes to technology
Janaina Cardoso APLIERJ / UERJ/ Celing Biodata: Janaina Cardoso Doctor in Applied Linguistics, MA in English Language, Dip RSA, President of APLIERJ, Celing manager and university teacher and coordinator of two special language projects (PLIC/LICOM and NEL) at Universidade do Estado do Rio de Janeiro. (38)

2 Attitudes to Technology
Introduction Generation Y Hadfield’s pyramid Attitudes to technology


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





10 The Baby Boomer Generation
Generations The Baby Boomer Generation post-war Generation X Working, independent and skeptical Generation Y confident and technologically advanced, and they come with a sense of entitlement Generation Z 2000-present A group that has received little attention in the literature thus far. (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
(Harmer 2007:176) People Real life Blackboard Paper and pens Whiteboards, books Cassette recorders, OHPs, photocopies Language labs, videos , computers, PowerPoint

17 Attitude to technology
Using computers isn’t interactive. My students could do computer work at home. I can never get into the computer room in class time – it’s always being used. 2 My students know so much more about computers than I do. 1 I don’t know anything about technology! 4 3 I don’t like them, so I don’t see why I should use them in the classroom, 5 6 Why use computers anyway? We’ve got a perfectly good coursebook. I’d like to use computers more, but preparing materials is so time consuming. 7

18 Technological awareness process
Access Use Knowledge Creativity Access to technology (hardware and software); Know how to Use the technology you have; Transform data/information into knowledge; Create

19 Learners profile: now and then
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 More familiarity with technology Addicted to technology, esp. social networking Access to internet on the phone all the time Read less and don’t worry about what other people will think about their posts Think more about themselves Very creative and fun Lack of methodology awareness PAST NOWADAYS

20 The Course: now and then
PAST NOWADAYS Introducing modern technologies Thinking their possible use in the classroom Technology as a useful tool Main aim: Change of attitude towards technology Methodology awareness Rethinking the use of technology – adapting it to language teaching Technology without methodology doesn’t work. Technology is just a tool. Main aim: How to apply their technology skills to their teaching reality


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.


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.


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?

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?


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 teacher’s responsibility. In Little, D. Ridley, J. & Ushioda, E. (eds.). Learner Autonomy in the Foreign Language Classroom. Dublin: Authentik. D’Elboux, 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. 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. 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 ) 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 ) 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.. 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 ) Ur, Penny. (1996). A Course in language teaching.Cambridge: CUP.

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