It was the first Mickey Mouse film released and the first cartoon with synchronized sound.
At the same time, research shows that many teachers are not using technology to its full potential and that inadequate teacher training is in part to blame DelliCarpini, Kesslerfor example, found that graduates of TESOL training programs felt generally dissatisfied with the type and amount of instruction on using technology that they received, and Desjardins and Peters note that even programs that include training in using technology tend to relegate that training to a single course.
Many of these standards focus on skills related to things like using particular software packages, searching the internet for teaching materials, and using technology for record keeping, and assessment purposes.
Many studies suggest, however, that most teachers, especially younger teachers, already feel confident in their ability to use technology. Li and Walshstudying the use of technology by EFL teachers in China, for instance, found that although schools were generally well-equipped and teachers generally possessed high levels of technical knowledge and competence, use of technology in the classroom was generally limited to rather pedestrian applications like showing PowerPoint presentations.
In fact, many learners actually use the target language more in such practices and in a more engaged way than they do in the context of formal instruction Blake, According to Thorne and Blackp.
Given this state of affairs, it seems clear that teacher training programs that focus solely on competencies associated with the use of digital technology in the classroom are not adequate.
Teacher training must also address the attitudes of teachers and learners towards different kinds of digital practices and their engagement with these practices in the larger media eco-system beyond the classroom Lemke, As such, it is more interested in the kinds of literacies learners bring into the classroom from outside and how these interact with more formal processes of learning than it is with using technology to reinforce the more traditional pedagogies of the formal syllabus.
As Barton and Pottsp. Rather, people are taking it upon themselves to master the situated, contingent registers that are used to get things done in life, registers which pattern across contexts of use but which nonetheless are individuated, particular, and dynamic.
It also involves being able to communicate in the target language using modes and media of communication that introduce new sets of affordances and constraints on what can be done with the language. While most approaches to preparing teachers to use technology are either technology based — focusing on the various technical skills necessary to use computers, software and the Internet in teaching — or pedagogy based — focused on ways of adapting technology to support language learning pedagogies — a digital literacies approach is practice based — focused on providing teachers with the ability to understand how technologies actually change the way people use language, and helping them to formulate ways of embedding this understanding into their teaching.
A social practice approach to language learning using technology, Barton and Pottsp.
A practical introductionChristoph Hafner and I outline five different ways digital technologies can affect the way we use language: In the remainder of this chapter I will apply these categories to specifically defining digital literacies for language teachers, exploring how digital technologies challenge us to reflect upon: What we are actually doing as teachers when we teach and how practices of teaching and learning in the classroom interact with other digital practices we and our students engage in ; 2.
The kinds of relationships we form with our students and with one another and how these are affected by networked communication ; 4. The kinds of thinking we and our students bring to practices of teaching and learning and how technologies affect the way we think; and 5.
What exactly it means to be a language teacher in the digital age. Digital Literacies for Language Teachers… 5 2.
Nearly all of these practices are performed using language and to a significant degree shape the way we use language to perform them. At the same time, many of these practices are very different from the kinds of practices we ask students to engage in using computers in the classroom.Discourse and digital practices, doing discourse analysis in the digital age Rodney H.
Jones, Alice Chik & Christoph A. Hafner (edts.) (). New York: Routledge, pp. A book review by Carlos Alberto Noriega Guzmán In recent years, disciplines that study language have .
A Review of Chapter Four in Understanding Digital Literacies, a Book by Christoph A.
Hafner and Rodney H. Jones ( words, 3 pages) Response Paper 3The fourth chapter of Understanding Digital Literacies, Multimodality, examines how the layout, text, and . Wong Scollon), coauthor of Understanding Digital Literacies: A Practical Introduction (, with Christoph A.
Hafner), and author of Discourse Analysis: A Resource Book for Students (). His work on mediated discourse analysis and health communication has been published widely in .
Rodney H. Jones is Professor of Sociolinguistics and New Media at the University of Reading, UK. His main research interests include discourse analysis, health communication, and language and creativity.
His recent books include Understanding Digital Literacies: A Practical Introduction (Routledge, with Christoph Hafner), Health and Risk.
Rodney H. JONES is Professor of Sociolinguistics at the University of Reading. His research interests include discourse analysis, language and digital media, creativity and language teaching, and intercultural communication.
He has published twelve books and over fifty journal articles and book . This item: Understanding Digital Literacies: A Practical Introduction by Rodney H. Jones Paperback $ Only 1 left in stock - order soon. Ships from and sold by Fairview Books/5(6).