Featured Keynote Speaker

Dr. Stephen Bax

Reader in English Language, Learning, Assessment and Technology

University of Bedfordshire, UK

How does technology become fully effective in language education?
The social and psychological dimensions of educational normalization.

This talk revisits the concept of normalisation (Bax 2003) as a way of understanding innovation and CALL in language education. Normalisation in education is the process whereby a technology gradually becomes an integrated part of our daily pedagogy, when it becomes as invisible and normal to us as a pen or a book, and is used to maximum pedagogical effect. The talk examines current thinking on normalisation and what it means for us as teachers and administrators. It focuses in particular on the role of the teacher and the role of the manager  and other stakeholders in implementing new technological innovation in educational settings, and emphasises the centrality of syllabus integration in the normalisation process.

In addition it reflects on neo-Vygotskian interpretation of concepts such as *internalisation*and *scaffolding*, and others which emphasise the social dimension in conceptual development. I will suggest that these concepts can be helpful as ways of understanding the processes we go through when using technology in the language classroom in increasingly normalised ways, until we reach the stage when the technology is a fully normalised part of our educational practice. It will be suggested that these neo-Vygotskian concepts can help us to understand why some technologies succeed in reaching normalisation and others do not. The concepts can also permit us to set out a number of recommendations to follow if we wish to make the use of technology more effective in our daily teaching and learning of language using ICT. The talk will then conclude by discussing a set of such principles or recommendations which could be helpful to teachers,managers and other stakeholders seeking to integrate technology more effectively in language teaching settings. My aim is to combine insights into the theory of educational technological change and also to offer some more practical recommendations for those in the field.

Plenary Speaker

Mr. Lance Knowles

President and Director of Courseware Development

DynEd International, USA

Defining Roles: Who Does What and Why?

Many teachers are still unprepared to deal with technology. Though Technology Assisted Language Learning has become an important force, it remains outside the mainstream of many teacher training programs, which relegate technologies to an interesting but supplementary role.

This presentation argues that a learning theory is needed to define the roles of teacher, learner and technologies in blended learning configurations. Though the term ‘blended’ learning is often used, it has a range of interpretations, which leads to confusion and inefficiency. An often-asked question from teachers is: “What is my role? What do I do in the classroom?” Without a model or guide, teachers do what they have in the past, leaving students to work with technologies on their own or in ways that fail to take advantage of the potential of what technology can provide.

One reason for this is that many teacher-training programs don’t adequately prepare teachers for a future where technologies play an increasing role. Without a learning theory that identifies the strengths and weaknesses of technologies and teacher-led activities, resources and teacher time are used inefficiently. One such theory is a brain-based theory that is being used with some success in blended learning situations on a large scale in several countries. A major challenge remains the issue of teacher training and orientation. Fundamental assumptions about language teaching and language sequencing are challenged, and a new set of skills are developed, including increased oral proficiency levels for teachers, and a means for assessing progress.

Plenary Speaker

Dr. John Brine

Professor, Center for Language Research
University of Aizu, Japan

Language Technology: Predictions and Unintended Outcomes

In the late 1970s and early 1980s, the availability of the first microcomputers in North America made the realization of their educational potential seem imminent. A widely held expectation among educators at the time was that computers with the necessary hardware and software characteristics for useful application in schools were almost ready for delivery. For example, even if intelligent computer-assisted instruction (ICAI) were not yet possible, it was commonly believed that, with more memory and improved programming languages, ICAI would soon arrive. However, in the ensuing years, as computer technology increased in power and diffused widely, and as networked and mobile technologies made it possible to be connected persistently, it is not surprising that unmet prior predictions were often updated or revised. For example, early expectations about intelligent computer-assisted language learning (ICALL) have been superceded by new predictions emphasizing the relevance of mobile technology to language acquisition. Repeatedly, the promise of the educational potential of technology continues to motivate enthusiasm for each new development. However, focusing excessively and optimistically on potential seems to contribute to inadequate attention to the unintended outcomes, or side-effects, of new technologies. (This is not to say that all unintended outcomes are negative.) Interestingly, early signs of unintended outcomes of mobile technologies, and other technologies of relevance to language learning, are now being detected and debated. Given that the use of mobile technologies in Japan is pervasive, paying attention to unintended outcomes within this context may provide insights into social, cultural and educational features that will help to inform our educational practice. This presentation will discuss the importance for language educators of considering both predictions about technology and unintended outcomes

Conference Dates

June 1 – 3, 2012

Place

Konan CUBE, Hirao School of Management, Konan University

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