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EUROCALL 2015 Critical CALL
Using mobile devices and the Adobe Connect web conferencing tool in the assessment of EFL student teacher
performance
Maria del Carmen Bolona Lopez, Margarita Elizabeth Ortiz and Christopher Allen
Using mobile devices, Adobe Connect
and Moodle
• PurposeDescribe the combination of technologies (smartphones, online Moodle VLE forum, Adobe Connect etc.) in the peer assessment and calibration of classroom pre-service teacher performance in Ecuador.
• Research question
How can technologies be combined to peer assess and calibrate classroom pre-service teacher performance in Ecuador?
• TechnologiesSmartphonesOnline Moodle VLE forumAdobe ConnectDoodle
Using digital technologies in the assessmentof EFL student teacher performance in
Ecuador
Micro-teaching: a definition
A scaled down realistic classroom training context in which teachers, both experienced and inexperienced, may acquire new teaching skills and refine old ones’
McKnight (1980:214)
Micro-teaching
TKT Guidelines for assessment
Research Methodology
Context
Setting Participants
- Casa Grande University English Department- TEFL Accreditation ProgramReading Writing Couse
- 10 TEFL student teachers - 20 to 40 years old- Spanish speakers- English users in class- Micro-teaching R/W sessions
• Research Project:Qualitative and quantitative techniques
• Data sourcesa) Students’ peer micro – teaching session smartphone videos.b) Moodle (VLE) materials: videos, forums comments, files and wikic) Adobe Connect Video Conferencing Room d) Doodle
Research Methodology
1 2 543
MT videos Uploaded to youtube
Student – teachers sessions were filmed in class using a
smartphone
Student – teachers videos were postedthroughthe Moodle forum.
Student – teacherslessons were assessed qualitatively andquantitatively.
Trainers’ responseswere tabulatedand analyzed
Micro-teaching sessions Moodle (VLE) Adobe Connect
Student-teacherslessons wereassessed.
- E-mail contacts
- Blogs
- Doodle appointments organizer
Research Process
ICT Technologies
Review and discussion of teacher training videos from Casa
Grande
Results
Main conclusions
• Potential for mobile phones to record student teacher performance as basis for professional practice reflection- but- recorders must be mobile!
• Trainers must themselves be mobile in the classroom to capture the full complexity of a student lesson
• Mobile phone video records can highlight discrepancies in assessment between trainers
• Adobe Connect can serve as a useful platform to discuss consistencies and discrepancies in performance assessment
• AC can therefore serve as the basis for calibration of the trainers’ observations, enhancing reliability and validity in TP assessment
References
Cooper R., Lavery M., Rinvolucri M. (1991). Video. Oxford, Oxford University Press. Egbert, J. (2005) CALL Essentials, Principles and Practice in CALL Classrooms TESOL Millis B. J. & Smojlowicz G. (2006). A Microteaching Model that Maximizes Feedback, Peer Engagement, and Teaching Enhancement. A publication of The Professional & Organizational Development Network in Higher Education.Vol. 18, No. 6, p.1. http://cft.vanderbilt.edu/files/vol18no06_microteaching.htm Accessed June 13th 2015
McKnight, P. C. (1980). Microteaching: Development from 1968-1978. British Journal of Teacher Education, 6, 214-227.
Richards, J.C. & Farrell, T S. (2005). Professional Development for Language Teachers.
New York. Cambridge University Press. Wallace, M.J. (1991). Training Foreign Language Teachers. Cambridge. Cambridge University Press.