Benoît Guilbaud

Social cleavage
Information rich / poor

Social resources
Education
Content
Community
Literacy
Language
Warschauer, 2003

Learning Technologies

Learning Technologies

Why use learning technologies in teaching?
-To recognise the importance of multi-modality
-To teach students using media they know
-To deliver transferable, professional skills
-To prepare students to engage with a society of participatory culture and collective intelligence

“Digital media literacy continues its rise in importance as a key skill in every discipline and profession.”
Horizon Report, New Media Consortium, 2010
“Computer literacy is the third life skill alongside numeracy and literacy.”
DfES: 21st Century Skills, 2003

How to ensure efficient delivery of New Media Literacy?

“Literacy, like ICT access, involves a combination of devices, content, skills, understanding, and support in order to engage in meaningful […] practices.”
Warschauer, 2003

devices content skills understanding support

devices hardware + internet connection content software + teaching material skills understanding support training practice + feedback technical support + peer support

New Media Training Strategies for Language Tutors
Apply the principle of learning by doing
Deliver inclusive initial training session
Provide individual, in-class follow-up by a more experienced peer
Showcase examples of good practice via drop-in sessions

New Media Training Strategies for Language Tutors
Adapt budget allocation
1/3 of budget for hardware, 2/3 for software and support (Morino
Institue, 2001)
Include peer support within staff workload
Ensure reliable and constant technical support and peer support to address the ‘affective barrier’ (Goshtasbpour, 2009)

New Media Training Strategies for Language Tutors
Address the motivational barrier
Do not rely solely on either extrinsic or instrinsic motivation
Provide common goals (e.g. on team-taught courses) to allow easy sharing of resources and peer support
Encourage self-regulated learning (SRL) processes

References
Colvin Clark, R. & Mayer, R.E., 2008. E-learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning . 2 nd ed. San Francisco: Pfeiffer.
Goshtasbpour, F., 2009. Barriers to EFL teachers’ uptake of instructional technology: a case study of an EFL section . M.A. Manchester: Manchester Metropolitan University.
Jenkins, H., 2006. Convergence culture: where old and new media collide . New York; London: New York University
Press.
Levin, T. & Wadmany, R., 2008. Teachers’ view on factors affecting effective integration of information technology in the classroom: developmental scenery . Jl. of Technology and Teacher Education 16(2), pp.233-263.
Morino Institute (The), 2001. From access to outcomes: raising the aspirations for technology initiatives in lowincome communities . [Online] The Morino Institute. Available at: http://www.morino.org/divides/report.pdf
[accessed
15 July 2010].
Reece, I. & Walker, S., 2006. Teaching, training & learning: a practical guide . 6 th ed. Sunderland: Business
Education.
Servon, L.J., 2002. Bridging the digital divide: Technology, community and public policy . Malden, MA; Oxford,
England: Blackwell Publishing.
Warschauer, M., 2003. Technology and social inclusion: rethinking the digital divide . Cambridge, Mass.; London,