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126233 VK MEd 01A/B: VK Specific Issues in Language Learning and Teaching (2024W)
Technology in Teaching EFL
Prüfungsimmanente Lehrveranstaltung
Labels
An/Abmeldung
Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").
- Anmeldung von Mo 09.09.2024 12:00 bis Mo 23.09.2024 12:00
- Abmeldung bis Do 31.10.2024 23:59
Details
max. 25 Teilnehmer*innen
Sprache: Englisch
Lehrende
Termine (iCal) - nächster Termin ist mit N markiert
There will be a combination of blocked on-site (4x) and online (3x) classes. On 22 June (last online class) there will be individual final consultations all throughout the day (time slots will have to be booked).
- Samstag 05.10. 11:30 - 15:30 Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
- Samstag 19.10. 12:00 - 15:15 Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
- Samstag 09.11. 12:00 - 15:15 Digital
- Samstag 23.11. 12:00 - 15:15 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
- Samstag 30.11. 12:00 - 15:15 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
- Samstag 07.12. 12:00 - 15:15 Digital
- Samstag 18.01. 12:00 - 15:15 Digital
Information
Ziele, Inhalte und Methode der Lehrveranstaltung
The aim of this elective seminar is to first familiarise prospective teachers of English as a foreign language (EFL) with some modern, technology-inclusive activities by providing an insight into the uses of technology (EdTech and AI) in the EFL classroom. Students are continuously expected to professionally reflect on their experiences, then plan and microteach a technology-inclusive task. Later, students put together their own mini-portfolio featuring their activity plan, self-reflections, peer-reflections, and their professional statement. Whilst this course is on the possible inclusion of technology in the EFL classroom, students are expected to showcase their technological skills that are of vital importance for surviving in a modern, technology-based environment. Therefore, students are expected to professionally plan, teach, and reflect on using technology in teaching EFL and skilfully document their experiences in a shared online collaborative environment (i.e., Moodle).
Art der Leistungskontrolle und erlaubte Hilfsmittel
The final grade will be based on the following:
- 10% (up to 10 points) active participation in the class discussions, evidence of notes and original ideas based on the readings, willingness to participate in the discussions
- 50% (up to 50 points) microteaching activity
- 40% (up to 40 points) individual mini e-portfolio
- extra occasional points can be earned for completing additional assignments
- 10% (up to 10 points) active participation in the class discussions, evidence of notes and original ideas based on the readings, willingness to participate in the discussions
- 50% (up to 50 points) microteaching activity
- 40% (up to 40 points) individual mini e-portfolio
- extra occasional points can be earned for completing additional assignments
Mindestanforderungen und Beurteilungsmaßstab
Attendance (max. 2 absences)
Minimum 60% of the points have to be collected in case of each criterion (in-class participation, microteaching, e-portfolio).
Grading scale: 1 (sehr gut) 100-90%; 2 (gut) 89-80%; 3 (befriedigend), 79-70%; 4 (genügend) 69-60%; 5 (nicht genügend) 59-0%.
Minimum 60% of the points have to be collected in case of each criterion (in-class participation, microteaching, e-portfolio).
Grading scale: 1 (sehr gut) 100-90%; 2 (gut) 89-80%; 3 (befriedigend), 79-70%; 4 (genügend) 69-60%; 5 (nicht genügend) 59-0%.
Prüfungsstoff
There is no oral or written exam. For assessment see above.
Literatur
Reading materials:
- Fekete, I., & Divéki, R. (2022). The role of continuous professional development workshops in the techno-pedagogical skills development of teacher trainers: A case study in the Hungarian university context during COVID-19. In J. LeLoup & P. Swanson (Eds.), Handbook of research on effective online language teaching in a disruptive environment (pp. 201–220). IGI Global. https://doi.org/10.4018%2F978-1-7998-7720-2.ch011
- Mishra, P., Oster, N., & Henriksen, D. (2024). Generative AI, Teacher Knowledge and Educational Research: Bridging Short- and Long-Term Perspectives. TechTrends, 68(2), 205–210. https://doi.org/10.1007/s11528-024-00938-1
- Tondeur, J., Roblin, N. P., van Braak, J., Voogt, J., & Prestridge, S. (2016). Preparing beginning teachers for technology integration in education: Ready for take-off? Technology, Pedagogy and Education, 26(2), 1–21. https://doi.org/10.1080/1475939X.2016.1193556Familiarity is expected with the following websites/tools (to be discussed in the classes):
Cambridge Online Dictionary / Canva / Duolingo / Genially / Kahoot / Mentimeter / Padlet / Piktochart / Quizlet / Slidesgo / TedEd / The Digital Competence Wheel (https://digital-competence.eu/) and AI tools such as ChatGPT / Quillbot / Twee / jenniAI etc.Recommended (reading) marterials:
- https://education.ec.europa.eu/focus-topics/digital-education/action-plan
- https://www.oecd.org/dac/sustainable-development-goals.htm
- Dringó-Horváth, I., Dombi, J., Hülber, L., Menyei, Zs., M. Pintér, T., & Papp-Danka, A. (2021). Educational technology in higher education: Methodological considerations. Károli Gáspár University. Retrieved on 20 July 2023 from https://www.researchgate.net/publication/356718662_Educational_Technology_in_Higher_Education_-_Methodological_Considerations
- Graham, C. B., Borup, J., & Smith, N. B. (2012). Using TPACK as a framework to understand teacher candidates’ technology integration decisions. Journal of Computer Assisted Language Learning, 28(6), 530–546. https://doi.org/10.1111/j.1365-2729.2011.00472.x
- Hismanoglu, M. (2012). Heralding and ICT environment in initial EFL teacher training programmes through a curricular innovation. Journal of Language Teaching Research, 3(1), 1–10.
- Jung, I. (2005). ICT-pedagogy integration in teacher training: Application cases worldwide. Educational Technology & Society, 8(2), 94–101.
- Lai, C., & Li, G. (2011). Technology and Task-Based Language Teaching: A critical review. CALICO Journal, 28(2), 498–521.
- Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
- Redecker, C. (2017). European framework for the digital competence of educators. Publication Office of the European Union. https://doi.org/10.2760/178382
- Fekete, I., & Divéki, R. (2022). The role of continuous professional development workshops in the techno-pedagogical skills development of teacher trainers: A case study in the Hungarian university context during COVID-19. In J. LeLoup & P. Swanson (Eds.), Handbook of research on effective online language teaching in a disruptive environment (pp. 201–220). IGI Global. https://doi.org/10.4018%2F978-1-7998-7720-2.ch011
- Mishra, P., Oster, N., & Henriksen, D. (2024). Generative AI, Teacher Knowledge and Educational Research: Bridging Short- and Long-Term Perspectives. TechTrends, 68(2), 205–210. https://doi.org/10.1007/s11528-024-00938-1
- Tondeur, J., Roblin, N. P., van Braak, J., Voogt, J., & Prestridge, S. (2016). Preparing beginning teachers for technology integration in education: Ready for take-off? Technology, Pedagogy and Education, 26(2), 1–21. https://doi.org/10.1080/1475939X.2016.1193556Familiarity is expected with the following websites/tools (to be discussed in the classes):
Cambridge Online Dictionary / Canva / Duolingo / Genially / Kahoot / Mentimeter / Padlet / Piktochart / Quizlet / Slidesgo / TedEd / The Digital Competence Wheel (https://digital-competence.eu/) and AI tools such as ChatGPT / Quillbot / Twee / jenniAI etc.Recommended (reading) marterials:
- https://education.ec.europa.eu/focus-topics/digital-education/action-plan
- https://www.oecd.org/dac/sustainable-development-goals.htm
- Dringó-Horváth, I., Dombi, J., Hülber, L., Menyei, Zs., M. Pintér, T., & Papp-Danka, A. (2021). Educational technology in higher education: Methodological considerations. Károli Gáspár University. Retrieved on 20 July 2023 from https://www.researchgate.net/publication/356718662_Educational_Technology_in_Higher_Education_-_Methodological_Considerations
- Graham, C. B., Borup, J., & Smith, N. B. (2012). Using TPACK as a framework to understand teacher candidates’ technology integration decisions. Journal of Computer Assisted Language Learning, 28(6), 530–546. https://doi.org/10.1111/j.1365-2729.2011.00472.x
- Hismanoglu, M. (2012). Heralding and ICT environment in initial EFL teacher training programmes through a curricular innovation. Journal of Language Teaching Research, 3(1), 1–10.
- Jung, I. (2005). ICT-pedagogy integration in teacher training: Application cases worldwide. Educational Technology & Society, 8(2), 94–101.
- Lai, C., & Li, G. (2011). Technology and Task-Based Language Teaching: A critical review. CALICO Journal, 28(2), 498–521.
- Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
- Redecker, C. (2017). European framework for the digital competence of educators. Publication Office of the European Union. https://doi.org/10.2760/178382
Zuordnung im Vorlesungsverzeichnis
Studium: MA UF EN 046/507
Code/Modul: MA UF 01A + B
Lehrinhalt: 12-4811
Code/Modul: MA UF 01A + B
Lehrinhalt: 12-4811
Letzte Änderung: Mi 23.10.2024 12:45