1st Annual Ohio University CALL Conference 21st Century Technology in the Language Classroom Friday May 1st 9 am-5:30 pm With Featured Speaker Dr. Philip Hubbard, Stanford University Schedule
Time Event Location 8:15-8:45 Registration (Coffee and tea) Gordy Hall 113 9:00 - 9:50 CALL Theory- Keynote Presentation (Dr. Phil Hubbard) Bentley Hall 136 10:00-10:50 Workshop Session 1 (See Session Descriptions) Gordy Hall 012 & 009 11:00-11:50 Collaborative Writing in Web 2.0 (Drs. Greg Kessler and Dawn Bikowski) Bentley Hall 136 12:00-12:50 Lunch 1:00-1:50 Technology Fair Gordy Hall 012 2:00-2:50 Multiliteracies and the Teaching of L2 Composition (Dr. Joel Bloch) Bentley Hall 136 3:00-3:50 Workshop Session 2 (See Session Descriptions) Gordy Hall 012 & 009 4:00-4:50 Learner Training by Dr. Phil Hubbard Bentley Hall 136 5:00-5:30 Conference Wrap-Up Bentley Hall 136
Description of Events Presentations
Developing CALL Theory Keynote Presentation by Dr. Philip Hubbard, Stanford University
While the past couple of decades have seen quite active development in CALL practice and research, development of anything we could properly refer to as “CALL theory” has been surprisingly limited. A look at some of the CALL literature over the past quarter century suggests that while many papers reference one or more linguistic or learning theories, they often do so with little or no reference to the differences the technology environment provides. That is, they simply borrow theories wholesale from SLA and other fields. Following a brief review of the role of theory in CALL to date, I offer a classification of CALL theory based on a continuum ranging from a theoretical CALL to construction of native theories for the field. I highlight two of the intervening categories of theory development processes- theory adaptation and theory synthesis -as areas of particular value in promoting the recognition of CALL as a legitimate discipline of practice and inquiry. I conclude with a sketch of a theoretical framework characterizing technology as a central mediator in communication and learning that I believe shows promise in supporting the further development of CALL theory.
Collaborative Writing in Web 2.0 Presentation by Drs. Greg Kessler and Dawn Bikowski, Ohio University
This presentation integrates findings from three recent studies investigating NNES student discourse in collaborative writing projects using wikis and Google documents. Attention to form, focus on meaning and response to feedback were studied in varied interactions. Implications for a shift in research and practice regarding collaborative writing will be discussed.
Technology Fair Hosted by Greg Kessler
The Technology Fair will highlight innovation in the use of technology for language teaching. Simultaneous presentations offer visitors exposure to a wide variety of computer assisted language learning resources and solutions. (All Attendees will be added to the wrap up raffle)
Multiliteracies and the Teaching of L2 Composition Presentation by Dr. Joel Bloch, Ohio State University The idea of multiliteracies has long been used as a means of discussing the variety of literacy experiences individuals may use as well as how the definition of literacy has been continually evolving. Today the development of the "read/write" or "participatory web" has greatly expanded our definition of literacy. The L2 composition teacher is faced with a variety of forms of literacy - micro blogging, blogging, multimedia - along with a huge amount of information that students can use in their writing. The paper discusses how teachers can negotiate this new universe of literacies for teaching both new and traditional forms of writing.
Exploring Learner Training for Computer Assisted Language Learning Presentation by Dr. Philip Hubbard, Stanford University
The choices in technology applications for language learning and the complexity of options for controlling them are growing at an increasingly rapid rate. In order to make effective use of those options, language students need support and direction, a new kind of learner training. I begin this talk by providing evidence in support of this proposal to integrate learner training more centrally into language courses that use technology. I then outline a general approach for such training incorporating technical, strategic, and pedagogical domains derived from a set of five organizing principles. I follow with examples of how the approach is currently being used in an advanced ESL listening comprehension class to lead students to connect their online actions with learning objectives, aimed at building autonomy both to improve their learning during the course and to support independent learning in the future.
Workshops
Session One (10:00 -10:50) Using Mobile Technology for Language Learning (Gordy Hall 009) Directed by: Mike Dombroski, Ryan Dotson, and Ashley Ford
This workshop will cover great ways to engage students such as geocaching (using GPS navigation to create a sort of scavenger hunt), iPods (which, besides playing video and audio, can also be fitted with numerous great programs), and Twitter (the popular social networking website wherein a user updates with short “tweets” saying what the user is doing).
Moodle in the Language Classroom (Gordy Hall 012) Directed by: Jen Parnell and Stephanie Buechele
Moodle is a free, open-source course management system. Moodle is incredibly versatile and offers great opportunities for students to collaborate with both each other and with instructors. It is easy to set up, easy to edit, and easy to use for student and instructor alike.
Session Two (3:00 -3:50) Computer Activities, the Four Skills and the Culture-Based Language Class (Gordy Hall 009) Directed by: Dr. Mary Jane Kelley
This presentation will offer two examples of activities for the computer classroom in which students use a Web browser and a word processing program to explore a specific cultural topic. Through careful Website selection and activity design, the instructor leads students to practice all four language skills as well as react thoughtfully to authentic Internet material.
Audio and Video Recording for the Language Classroom (Gordy Hall 012) Directed by: Juan Soto and Jordan Boggs
Get your students involved with great audio programs like the easy to use Audio Recorder and Audacity, the free, open-source audio editor. Have your students work together to create movies with Flip Video cameras and edit them in Apple iMovie.
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