Transcript A Narrative Inquiry of L2 Curriculum Change: A blended

A Narrative Inquiry of Autonomy
Development and ICT Use: The Story of
an ELT Colombian Department.
By: Jenny Mendieta
Department of Applied Language Studies and Linguistics,
University of Auckland
[email protected]
Inquiry Aims
• What stories of change do teachers live by when participating in the
implementation of a Blended learning program?
• In what ways are these experiences of change shaped by available
institutional stories on language teaching/learning and ICT use?
Examine how teachers
make meaning of the
“new work order”
established by the
(technology-mediated)
innovation
AIMS
Examine how teachers’
experiences of blended
learning are circumscribed
by, but also situated within
broader sociocultural and
institutional contexts.
Personal
Organizational
Institutional
We have to know what change looks like from the
point of view of the teacher, student, parent and
administrator if we are to understand the actions and
reactions of individuals; and if we are to comprehend
the big picture, we must combine the aggregate
knowledge of these individual situations with an
understanding of organizational and institutional
factors that influence the process of change such as
government departments, universities, teacher
federations, school systems, and school interact.
(Fullan, 1991: xi).
Setting and Participants
• Private tertiary Colombian institution
• EFL blended program for undergraduate
students of non-English majors
(Second implementation stage 2012-2)
• 9 Participants
* 4 teachers
* 5 management members
* Students (4 classes- 80 sts)
Methods
NARRATIVE
INTERVIEWS
QUESTIONNAIRES
OFFICIAL
DOCUMENTS
CLASSROOM
OBSERVATION
Autonomy Development and ICT Use: The
Story of an ELT Colombian Department
1996-2003
Learning and
teaching
location
Classroom
Home/
library
Institutionalization
of English
Program
mode/orientation
Language learning
strategies
Activities
implemented
Strategy
training
integrated into
learning tasks
Resources
Printed
Class handouts;
Learning Pathway
Technologies
* Cassettes
* Videos
*Overhead
projector
* Tape recorder
* Internet
(email)
I remember seeing English teachers with a bag full of
portfolios mainly because the strategy was misunderstood.
The strategy they used was to pick them up at three points
and give a mark, but originally it was not thought that
way. In fact, I was one of the few people that never took
portfolios home. I checked them in class. (SAC Director)
Teacher’s
knowledge
Explicit strategy
instruction;
Independent
learning
Teacher’s
roles
Language
expert
(resource);
Facilitator
2003-2007
Adoption of credit
system/ curricular
reform
Learning and
teaching
location
And self-access
center
Program
mode/orientation
And self-access
learning
Activities
implemented
And action
planning;
Self-assessment
Whole CALL
lesson
Resources
Printed
And independent
study guides;
Action Plan
Teacher’s
knowledge
Technologies
And high tech
self-access
center
And SALL;
CALL
(Satellite television,
Internet, interactive
software, cd rom,
audio books, etc.)
They were not doing a transition between
environments, thus repeating what they used to do
in their lessons in a place with computers and selfaccess resources. (SAC Director)
I remembered the existence of a software package
structured to guide students’ writing process, which was
seldom used by teachers. Unsurprisingly …the University
decided not to purchase additional software until what
was already available had been put to good use. (SAC
Director)
Teacher’s
roles
And
language
advisor; IT
expert
(educational
software)
2007-2009
2005-2015
Institutional
Development Plan
Learning and
teaching
location
And the Web
(LMS)
Program
mode/orientation
And Webfacilitated
language learning
Activities
implemented
And provide
access to
resources and
information about
the course.
Online (teacher)
support
Resources
Printed
And re-designed
class handouts;
Independent study
handouts
Technologies
*And LMS;
Wi-Fi
connection;
Computers,
video beams and
audio system in
all classrooms
The moment wireless internet connection was
installed in the University and students started
using personal computers, “there was no point
in telling them, you must go to the center”
(SAC Director).
Teacher’s
knowledge
Teacher’s
roles
And course
management
systems
And course
manager;
material
designer
2009-2011
Students’ response
to IW/
Developments in
technology
Learning and
teaching
location
And the Web
Program
mode/orientation
Web-facilitated
language learning
Activities
implemented
And content
creation and
sharing through
the web.
Online support
and feedback
Resources
Printed
Re-designed class
handouts;
Independent study
handouts
Technologies
And Web 2.0
technologies
(blogs, wikis,
webpages);
Personal
computers
Are students spending more time on the use of the
tool than on the use of the target language? How do
we do follow-up to activities that are not housed in the
institutional platform? What about issues of
institutional image and the risk of students
indiscriminately publishing content on the web? (RJ, 6
May, 2012)
Teacher’s
knowledge
Teacher’s
roles
And Web 2.0
tools; webfacilitated
pedagogy
And
producer of
media
resources
2011-2012
Learning and
teaching
location
Anywhere
Program
mode/orientation
Blended learning
Activities
implemented
And combination
of CALL tasks and
FtF instruction.
Resources
Printed
*Digital learning
objects
Technologies
And Web
conferencing
Software; Social
media tools
Winter wave
Something negative was that maybe we didn’t
know how to carry it out, and so at first it was
somewhat chaotic and did not have the impact we
expected” (Int. 1, Teacher 4).
Teacher’s
knowledge
Teacher’s
roles
And CMC;
online teaching
and learning
And online
tutor; course
designer
Phase
19962003
Learning/
teaching
location
Classroom
Program
mode/orientation
20072009
20092011
20112012
And selfaccess
center
And the
Web (LMS)
Resources
Printed
Language learning
strategies
Home/
library
20032007
Activities
implemented
Self-access
learning
Web-facilitated
leaning
And the
Web
(Web 2.0)
Web-facilitated
leaning
Anywhere
Blended learning
Teacher’s
knowledge
Teacher’s
roles
Technologies
Role of
Technoloy
(Bax, 2003)
Strategy training
integrated into
learning tasks
Class handouts;
Learning
Pathway
* Cassettes
* Videos
*Overhead projector
* Tape recorder
* Email
Explicit strategy
instruction
And action
planning;
Self-assessment;
Whole CALL
lessons at SAC
And Independent
study guides;
Action Plan
And self-access
language
learning;
CALL
And advisor at
SAC; IT expert
(educational
software)
And provide access
to resources and
information
through LMS
And re-designed
class handouts;
Independent
study handouts
And high tech
self-access center
(Satellite television,
Internet, interactive
software, cd rom,
audio books, etc.)
And LMS;
Wi-Fi connection;
Computers, video
beams and audio
system in all
classrooms.
And course
management
systems
And course
manager;
material
designer
And content
creation and
sharing;
Online support
and feedback
And Web 2.0
technologies
(blogs, wikis,
webpages);
Personal computers
And Web 2.0
tools;
technologyenhanced
pedagogy
And producer
of media
resources
Integrated
And combination
of CALL tasks and
FtF instruction.
And Web
conferencing
Software; Social
media tools
And CMC;
online teaching
and learning
And online
tutor; course
designer
Integrated
Language
expert
Facilitator
Monitor
Restrictive
Open
Open
Approach to
AD
(Benson,
2011)
Learnerbased
And
resourcebased
And
technologybased