126233 VK MEd 01A/B: VK Specific Issues in Language Learning and Teaching (2024W)
Technology in Teaching EFL
Continuous assessment of course work
Labels
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Mo 09.09.2024 12:00 to Mo 23.09.2024 12:00
- Deregistration possible until Th 31.10.2024 23:59
Details
max. 25 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
There will be a combination of blocked on-site (4x) and online (3x) classes. On 22 June (last online class) there will be individual final consultations all throughout the day (time slots will have to be booked).
- Saturday 05.10. 11:30 - 15:30 Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
- Saturday 19.10. 12:00 - 15:15 Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
- Saturday 09.11. 12:00 - 15:15 Digital
- Saturday 23.11. 12:00 - 15:15 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
- Saturday 30.11. 12:00 - 15:15 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
- Saturday 07.12. 12:00 - 15:15 Digital
- N Saturday 18.01. 12:00 - 15:15 Digital
Information
Aims, contents and method of the course
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 (EdTech and AI) 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).
Assessment and permitted materials
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, 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 completing additional assignments
- 10% (up to 10 points) active participation in the class discussions, evidence of notes and original ideas based on the readings, 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 completing additional assignments
Minimum requirements and assessment criteria
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 (very good) 100-90%; 2 (good) 89-80%; 3 (average), 79-70%; 4 (satisfactory) 69-60%; 5 (fail) 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 (very good) 100-90%; 2 (good) 89-80%; 3 (average), 79-70%; 4 (satisfactory) 69-60%; 5 (fail) 59-0%.
Examination topics
There is no oral or written exam. For assessment see above.
Reading list
Reading materials:
- 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
- Mishra, P., Oster, N., & Henriksen, D. (2024). Generative AI, Teacher Knowledge and Educational Research: Bridging Short- and Long-Term Perspectives. TechTrends, 68(2), 205–210. https://doi.org/10.1007/s11528-024-00938-1
- 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/) and AI tools such as ChatGPT / Quillbot / Twee / jenniAI etc.Recommended (reading) marterials:
- https://education.ec.europa.eu/focus-topics/digital-education/action-plan
- https://www.oecd.org/dac/sustainable-development-goals.htm
- 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
- 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.
- Lai, C., & Li, G. (2011). Technology and Task-Based Language Teaching: A critical review. CALICO Journal, 28(2), 498–521.
- 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
- Redecker, C. (2017). European framework for the digital competence of educators. Publication Office of the European Union. https://doi.org/10.2760/178382
- 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
- Mishra, P., Oster, N., & Henriksen, D. (2024). Generative AI, Teacher Knowledge and Educational Research: Bridging Short- and Long-Term Perspectives. TechTrends, 68(2), 205–210. https://doi.org/10.1007/s11528-024-00938-1
- 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/) and AI tools such as ChatGPT / Quillbot / Twee / jenniAI etc.Recommended (reading) marterials:
- https://education.ec.europa.eu/focus-topics/digital-education/action-plan
- https://www.oecd.org/dac/sustainable-development-goals.htm
- 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
- 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.
- Lai, C., & Li, G. (2011). Technology and Task-Based Language Teaching: A critical review. CALICO Journal, 28(2), 498–521.
- 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
- Redecker, C. (2017). European framework for the digital competence of educators. Publication Office of the European Union. https://doi.org/10.2760/178382
Association in the course directory
Studium: MA UF EN 046/507
Code/Modul: MA UF 01A + B
Lehrinhalt: 12-4811
Code/Modul: MA UF 01A + B
Lehrinhalt: 12-4811
Last modified: We 23.10.2024 12:45