Barring Mobile Phones and Indiscipline or Sacrificing Learning Gains?

That teachers of English are actively contributing to the discussion of the value of using ICTs in the English classroom, and the importance of learning by doing is very significant evidence of their reflection on practice. Yet, their argument against any encouragement for them to allow learners to exploit the value of the mobile phone as a learning tool is a drawback and one in spite of proponents’ description of the mobile phone as the most widely available basic ICT. Many teachers fear that the mobile phone will disrupt established order and be a freeway to pornography and numerous kinds of idleness. This paper argues the value that guided and supervised use of the mobile phone can bring to learning experiences both within and outside of the English classroom. Citing the various communication and learning functions of the phone, it illustrates the potential contribution that this ICT tool can make to the effectiveness of teaching English through not only supporting research and reading and writing but also making learning more curious and exciting as well as active, hands on and immediately rewarding.

Robinah Kyeyune trained at Makerere University, Kampala, Uganda, as a secondary teacher of English language and literature in English, going on to practice in a peri-urban girls-only boarding school, which she herself had attended as a student, and a large metropolitan co-sex boarding school. She describes her teaching experience as the understanding of varied learner interests and abilities that are directly linked to what parents, teachers, and political leaders tell learners, often indirectly, about the value of language in education and in life after school. Her teaching and research passion is in what learners and teachers do with language, and what language education policies do to learners, their teachers, and entire societies. She has written on English as a language of instruction in secondary school and on the bilingual instruction policies. From a background of training secondary language teachers at Makerere University, she is the senior education technical advisor at the USAID/Uganda School Health and Reading Program implemented by RTI International with Uganda’s Ministry of Education and Sports. The program aims to improve the reading abilities of early grade learners and the health seeking behaviors of youth. Dr. Kyeyune holds a bachelor of arts degree with a concurrent diploma in education, and a master of education (teaching English language and literature) both fromMakerere University; a master of education (TESOL) from University of Leeds, UK, and a doctorate (managing change in education) from University of Kent, UK.

Creating Educational Experiences for the Future: Intelligent Tools, Automation and Enhanced Reality

The presenter will share a number of recent developments related to language and technology, including automated assessment tools, speech and gesture control interfaces, and a variety of automated and intelligent tools. Some of the tools and resources associated with these developments have found their way into language learning while others certainly will in the near future. While some of these developments are easily integrated into language education, other developments have the potential to threaten or intimidate language teachers and learners. The presenter will share of a number of these developments and guide participants through the creation of learning experiences using some of these technologies. He will also share thoughts about the need to embrace these developments as we move toward a new era of language learning: One in which these intelligent assistants and resources may take precedence over classroom instruction.

Greg Kessler is the director of the Language Resource Center and associate professor of computer-assisted language learning (CALL) in the Department of Linguistics at Ohio University. He is also an affiliated faculty member in instructional technology in the Patton College of Education, also at Ohio University.

His research addresses instructional technology, teacher preparation, language teaching, language learning, and associated human behavior.

He was an author of the TESOL Technology Standards and has served as the chair of the TESOL CALL Interest Section. He has also been president of Ohio TESOL and the Computer Assisted Language Instruction Consortium (CALICO). He has published widely and been a featured speaker around the world.

Creating Compelling Educational Experiences Through Social Media and Authentic Language Practice

Social media compels people to communicate in authentic, engaging and participatory ways. As a result, language teachers and learners now have opportunities unlike any in the past. Unfortunately, these are often overlooked. In particular, we have an amazing wealth of digital resources to support extensive language practice in authentic contexts. When designed thoughtfully, these experiences can be incredibly active and rewarding. Introducing social media practices in the language classroom can promote learning by engaging students in the compelling nature of participatory culture, which encourages participants to actively communicate with others as they co-construct knowledge. This engagement allows learners to practice their use of the target language extensively with others who have a shared interest in successful communication. The presenter will share a number of examples of such engaging projects and guide participants through the creation of authentic and compelling materials and learning experiences.

Greg Kessler is the director of the Language Resource Center and associate professor of computer-assisted language learning (CALL) in the Department of Linguistics at Ohio University. He is also an affiliated faculty member in instructional technology in the Patton College of Education, also at Ohio University.

His research addresses instructional technology, teacher preparation, language teaching, language learning, and associated human behavior.

He was an author of the TESOL Technology Standards and has served as the chair of the TESOL CALL Interest Section. He has also been president of Ohio TESOL and the Computer Assisted Language Instruction Consortium (CALICO). He has published widely and been a featured speaker around the world.

Technology in Language Teaching & Learning

Technology is an integral part of the teaching and learning process in the 21st century classrooms. Effective and efficient technology integration practices can help teachers to engage students in deeper and more meaningful learning experiences. In a language classroom, technology can help teachers to provide authentic learning experiences to students, to differentiate and adapt to various learning needs within a classroom and also to reach all learners at any time, beyond the classroom walls.

While technology can help to transform the teaching and learning environment, as educators we need to ensure that it serves a purpose and is not merely an add on. This workshop will focus on the use of web 2.0 tools and applications that can be used to create learning activities for all language skills. Participants will engage in hands-on activities to explore and evaluate a range of technology tools that focus on digital differentiation in language classroom, collaborative work and brainstorming, generating and using QR codes and infographics, and web-based assessment tools. Participants will also have access to course material and online resources through iTunesU and Edmodo.

Anjali Rajan is an English language teacher at Applied Technology High School, Ras Al Khaimah. She has over 17 years of experience teaching English as a second language in the UAE. She is an Apple Distinguished Educator and is currently on the ADE Advisory board, EMEIA region. Anjali is currently working on her PhD from Pune University, India. Her areas of interest are language teaching in technology rich self-organized learning environment and the impact of challenge based learning on second language learner’s speaking skills.