126233 VK MEd 01A/B: VK Specific Issues in Language Learning and Teaching (2023W)
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 11.09.2023 00:00 bis Mo 25.09.2023 12:00
- Abmeldung bis Di 31.10.2023 23:59
Details
max. 25 Teilnehmer*innen
Sprache: Englisch
Lehrende
Termine (iCal) - nächster Termin ist mit N markiert
There will be a combination of on-site (4x) and Zoom (4x) blocked classes.
14 October - 12:00-13:30 - Zoom
21 October - 12:00-15:00 - on-site (Raum 3 Anglistik UniCampus Hof 8 3E-EG-13 3E-EG-13)
04 November - 12:00-15:00 - on-site (Raum 3 Anglistik UniCampus Hof 8 3E-EG-13 3E-EG-13)
11 November - 12:00-15:00 - Zoom
25 November - 12:00-15:00 - on-site (Raum 3 Anglistik UniCampus Hof 8 3E-EG-13 3E-EG-13)
02 December - 12:00-15:00 - on-site (Raum 3 Anglistik UniCampus Hof 8 3E-EG-13 3E-EG-13)
09 December - 12:00-14:15 - Zoom
20 January - 12:00-14:15 - Zoom
Samstag
14.10.
12:00 - 13:30
Digital
Samstag
21.10.
12:00 - 15:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Samstag
04.11.
12:00 - 15:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Samstag
11.11.
12:00 - 15:00
Digital
Samstag
25.11.
12:00 - 15:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Samstag
02.12.
12:00 - 15:00
Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Samstag
09.12.
12:00 - 14:15
Digital
Samstag
20.01.
12:00 - 14:15
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 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 / video material(s), 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 exceptional class performance
- 10% (up to 10 points) active participation in the class discussions, evidence of notes and original ideas based on the readings / video material(s), 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 exceptional class performance
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 (some of them to be discussed in the classes following a set of questions*):
- 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
- *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
- *Lai, C., & Li, G. (2011). Technology and Task-Based Language Teaching: A critical review. CALICO Journal, 28(2), 498–521.
- Redecker, C. (2017). European framework for the digital competence of educators. Publication Office of the European Union. https://doi.org/10.2760/178382
- *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/)Recommended (reading) marterials:
- https://education.ec.europa.eu/focus-topics/digital-education/action-plan
- https://www.oecd.org/dac/sustainable-development-goals.htm
- 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.
- 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
- 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
- *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
- *Lai, C., & Li, G. (2011). Technology and Task-Based Language Teaching: A critical review. CALICO Journal, 28(2), 498–521.
- Redecker, C. (2017). European framework for the digital competence of educators. Publication Office of the European Union. https://doi.org/10.2760/178382
- *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/)Recommended (reading) marterials:
- https://education.ec.europa.eu/focus-topics/digital-education/action-plan
- https://www.oecd.org/dac/sustainable-development-goals.htm
- 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.
- 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
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: Do 07.09.2023 17:27