ELT Chat Summary - 30th April

How do you use mobile devices in the classroom? Tips, apps & best practices

Introduction

This was the initial question for the evening's discussion, although there was some debate about the definition of mobile devices. Some people suggested digital cameras, laptops, tablets – there are also dictophones and digital video cameras. This definition question was never really concluded but the focus eventually headed towards mobile phones and smartphones. I think there was some overlap with the recent topic 'How do we cater for the needs of our learners in a digital age?'

Uses of mobile phones for the classroom eventually became the main focus, although I felt that the chat roamed around a number of areas, including the possibilities for use, teachers' feelings, issues and potential problems and useful apps. As a result, I'm going to attack the summary from four different angles and then I'll present a list of useful links that were shared during the chat.

I would like to point out that I was asked, ever so politely, to do this summary because of my summarising tweet...

...and I think it's really important that these things are kept in mind whenever choosing technologies to use. To be honest I was surprised to be asked due to my obvious skepticism and critical stance during the chat. But, hey, I think the technovangelists need to keep at least some toes clinging to terra firma! ; ) Having done this summary and had some chance to reflect, I really can see some great potential for some of the apps and tools mentioned, but I do have some of the issues being a problem when I consider the contexts in which I have experience.

[Critical Ed. btw I think it's worth pointing out that a few pro-technology participants do not actually seem to have any connection to ELT, but have some investment in technology.]

Summary

1) Why bother?

2) What can be done?

3) What could possibly go wrong?

4) What can be done to overcome issues?

1) Why bother?

@Shaunwilden : How do we feel about using them? I'd say why not we use them in life, well I do all the time

@ShellTerrell : Mobile phones allow students to carry the learning in their pocket & study when convenient, 5 min on bus, while in line, etc

@ShellTerrell : I believe it's portable, involves learning anywhere anytime, & involves the learning taking charge of the content

• In some places most people have a smartphone and use it regularly
• In some places more people have smartphones than computers
• In some places it seems that every adult and every child has a smartphone
• There is a lot of potential for extra practice with a one to one student
• Using this technology could be motivating
• Many students try to use them in class anyway, why not allow it?
• Students could be more autonomous if guided to use mobile technology
• Smartphones can do loads of clever multi-media things

2) What can we do?

@ShellTerrell : Best ways to use mobile phones for language learning involves audio/image/video recording, & sms features common to most phones now

• Make short films - in or out of the classroom.
• Use dictionary apps, such as SnaPanda for Android
• Phones can be used to take photos or video for a scavenger hunt activity
• Take photos of the whiteboard
• Text students information (or receive it from them) about class or news about practical stuff like lesson cancellations or room changes
• Get ss to take photos of stuff for hwk, bring to class, show them to a partner and chat about them
• Create QR codes of things you want students to find on scavenging using mobile devices
• Use mobile phone to record/ video the ss speaking and they can listen to themselves 
• Use of the audio or video recording devices could overcome a school's lack of resources
• Adult learners could use language podcasts, record themselves, create videos, use search functions & dictionaries
• Students can watch videos, perhaps from youtube
• Use these apps with young learners - StoryRobe, StoryKit, Talking Tom, Mouthoff, Pubppet Pals, Sticki booth, Fotobabble, Animoto, Audioboo, Woices, 43 Things – see links below
• Use fotobabble to take a picture and record audio talking about it
• Students can share music with the teacher to be played in class
• The technology can be used anywhere, so leave the classroom and go somewhere else!
• Use Newsy app & Video Vocab apps for Business English 

3) So what's the catch?

@efl101 : problem is not all sts have smart phones so fairness/equal access issues arise

• Some schools have banned them – in some countries phones in school are a big NO!
• In some countries smartphones are not used by most students
• If some students have them and others don't there could be issues causing negative feelings or behaviour
• Smartphones can sometimes be a distraction as much as a learning aid
• Students could use them to cheat in tests
• There could be problems with ss feeling inadequate for not having the 'right' phone
• Ss could start thinking they can use the phone all the time, not just when you want them to
• Not so good for exam classes – ss can't use them in exams and shouldn't rely on them
• Kids could start begging their parents for a phone when the parents can't afford one or don't feel that it's appropriate
• It might take time for some students to learn how to use their phone in different ways
• The teacher may have to teach how to use an app
• Sometimes it's a problem getting students off the phone, no need to encourage them!
• Do the phones have roaming internet access or would access to school wifi be needed?
• What about the financial cost to the students of internet access and SMS?
• Teachers don't know what to do with mobile phones
• Many teachers don't even use much technology
• Is it ok for teachers to expect student to be connected to learning all the time?
• Training opportunities for teachers may never arrive
• Can teachers actually afford to own good quality mobile phones?
• Many teachers don't even use computers very much, let alone smartphones

4) Responses to issues

• If parents have issues, invite them into school and do a show and tell to explain the benefits
• If not all students have one, get them to share or work in groups
• Students sharing devices could help YLs develop better collaborative skills
• Using a contract phone should mean there is no cost to the learners and apparently 'mini top-ups [are] now given away with soda cans'
• Teacher training courses – there's one online soon, see links
• Don't wait for training, just dive on in and try it out
• Huddle round phones in groups if necessary

Some different viewpoints

@ShellTerrell : Also mobile learning allows the learner to apply the language & vocabulary in a contextual setting & with others. Authentic! 

@familysimpson : @efl101  how do your students learn? Individually or by discussing in a group? Mobile opens up discussion to all - confidence booster

@japglish : @rliberni  I'm afraid I think m-learning is being overhyped

@rliberni : key to efficacy or not of mlearning is whether or not they are learning - having fun is good but learning must also take place

@AnthonyGaughan ...reluctance to use private resource for work.. which schools provide mobile devices for staff?

@rliberni : mine prefer time away from their laptop - 'an oasis of calm' one std called his English lesson

Links

SnaPanda - wonderfully innovative dictionary app

QR Codes - barcode thing

@ianchia: McGraw-Hill's mConnect will offer vocabulary lessons via SMS, plans for Africa and Asia. http://j.mp/ePCSOT

@ianchia: English in Action: Mobile Learning in Bangladesh ? National Geographic News Watch http://j.mp/hjhBPT

Free 'about mlearning' course taking place in april? 

@ShellTerrell: This created with free StoryRobe app for @CeciELT 's 6 year old son in Brazil http://youtu.be/Kl5p8owr2M0 for 1 of my upcoming pres.

Great video of using speak & repeat apps with kids learning Chinese here: http://www.technolote.com/?p=946

Good ideas here: Audio Apps for the iPod Touch - Handy for the Languages Classroom. http://www.technolote.com/?p=976/?

StoryRobe

StoryKit

Talking Tom

Mouthoff

Puppet Pals

Sticki booth

Fotobabble

Animoto

Ok, there you go. I hope I've managed to cover everything satisfactorily and give a balanced review of the chat transcript. Thanks to all participants for another really interesting #eltchat!

A little comedy to finish off

Reflections of a language learner #3

I missed the last class, but was informed via email by my teacher that they had 'done' the 'pasado perfecto' (past perfect). Unfortunately, the worksheets they used were trapped on her virus-ridden laptop, which has had to be sent off to the repair shop, so she was unable to send then to me. However, as she was helpful enough to let me know the topic of the lesson (grammar McNugget), I was able to pay a quick visit to this site in order to grasp the basics before the class today, though I obviously have no idea whether this language will be revisited. [It wasn't - after class Ed]

Anyway, attending a weekly class but not spending much time attending to the important time in between the classes has me feeling that it's not actually worth the effort. Although when I reflect on the basic grammar that we have covered (definitely, rather than 'uncovered'), I am able to recognise structures and patterns I didn't previously know and so I notice these in texts and sometimes in speech. However, as I haven't really done much practice my evidence for this is flimsy, to say the least. So hey, maybe a basic, once a week, grammar McNugget class does have some use!

The class that I last attended, a fortnight ago, was moved to a different room in an adjacent building due to the normal classroom being booked by another University organisation. Then, two other students appeared, requesting to join in, because their teacher had gone back to Argentina and the school had suggested they go to our class. Typically, just to make things more challenging, they were from a lower level than our group. The teacher, however, was wonderfully calm and accommodating I thought, even though it affected her plans a little. As this incident played out, I couldn't help reflecting on the interruptions that teachers have to deal with and how multi-tasking and problem-solving are such essential skills in teaching. 

Flamenco auténtico de Sevilla!

For that lesson she had planned around a topic, including an opportunity to practice some of the language we had recently covered - directions and imperatives; the topic was Seville. We worked with a map and practised understanding and giving directions, we read a text about Seville and then at the end, because the teacher said she thought it would be fun, we were going to listen to a song associated with Seville (see video below, you might recognise the fellas from a certain irritating popular song). It was quite an enjoyable lesson, although the fact that we had to spend time at the start trying to get the newbies acquainted with the language gave us less practice time than we could have had. 

Clock Face - Free Foto

Speaking of timing, I have noticed that in these classes, our teacher likes to make sure we do all the activities she has planned. Her method of dealing with timing is, I feel, the same as countless teachers the world over; get through the plan. As a result, tasks start and finish abruptly without an easy flow and there is little time for questions. Often we are told, 'don't worry about it now' and she suggests that we only need to recognise the language at this level, we'll be able to use it later, betraying an interesting belief in the idea that learning a language is a series of fences to be jumped like a horse in the Grand National.

Anyway, towards the end of the lesson, as we were attempting to squeeze the song in (obligatory gap-fill on desk) the wi-fi signal failed and the connection to youtube wouldn't work. I was very pleased to be able to help out, finding the song on youtube via my mobile phone and playing it from there, which was nice because it was actually quite an enjoyable activity, despite the fact it was 'only' a gap-fill and by luck or design, it was a challenging but achievable task. The other thing was that due to not having enough worksheets, thanks to the appearance of the new students, I found myself working in a pair. This was the first time that pair work had occurred in the class.

I have observed inexperienced teachers doing exactly the things that I pick up in this post: rushing through the plan and teaching it rather than the students, jumping into tasks rather than staging them, not allowing for enough time to practise language and not employing pair or group work to make the class less teacher-centred. None of these things, I would say, from experience, are particularly unusual in private language schools the world over.

#WelcomeWednesday

Helping Hand - by leodelrosa on Flickr

On a recent post about what a PLN means to me I mentioned my idea of Welcome Wednesday, a hashtag for twitter (#WW) which more experienced twitter users could be used to give a welcome to new teachers on the platform. This can help them get involved in tweeting as a means of building a PLN (or joining an 'eCommunity of practice'). 


LATEST NEWS! It seems #ww is also weightwatchers, weddingwednesday and some other stuff. Therefore it would be a good idea to think of something different, so please vote on your favourite, or suggest another option on this poll.


Even more up to date news: The hashtag #ttww has been chosen to be the hashtag to welcome ELT twitter newbies to twitter.

I think most of us can remember what it was like at the beginning, it ain't easy that's for sure! I joined and tweeted, but I had no response - I didn't know what the hell to write and I didn't have an audience in mind. Recently, I've chatted to a few people who have expressed interest in using twitter, but I remember the initial barrier to involvement and the need to build connections, so how can we be more inclusive and help people join in?

I suggested #WW on twitter a few weeks ago but it disappeared without echo into the great chasm of unnoticed tweets. Since noting it on my blog, I have received some feedback from others who agree that it would be a good idea to introduce #WW as #TT seems to have run its course (though it played a significant role in the 'early days') and has, in fact, been getting some criticism about its use to self-advertise and to strengthen cliques by slapping the backs of the same friends week in week out. It's a free tweet-world mind you, and people can do what they damned well like, so keep doing whatever floats your boat. However, if this connected group is to develop as a community of practice, then it should certainly try to be as inclusive as possible.

I chatted to Karenne Sylvester this evening and she has written some guidelines (which you can see at the end of her article here), based on previous experience with these matters and I agree with what she proposes. 

So, what do you say? Next Wednesday, give a little leg up to a newbie or two (assuming they are happy to receive one!) and help them get over the first step before they give up on twitter without having a real opportunity to find out what's going on and whether it could be useful for them. 

My Blog as a Word Cloud

In response to this challenge from Mr. Dave Dodgson, this is my blog as a word cloud, done with Tagxedo.

PLN: What does it mean to you?

A Personal Learning Nebula!

Over on Gavin Dudeney's blog his latest post outlines a critique of personal learning networks particularly in reference to that associated with ELT. He also questions how useful twitter really is in allowing learning to take place from 'the' PLN. Gavin is quite critical of the PLN idea, but I think he might be trying to provoke a debate to encourage everyone to reflect on the situation, which is a good idea, as reflection should lead to positive change where it is necessary. I have been reflecting, so this is what I think. I am, to be honest, a bit surprised to find myself writing this, which is essentially going to be a defence of the ELT network, because I am by nature quite cynical about the occasional self-congratulation, I have some issues with the nature of some online interaction and I see twitter as a great aid to procrastination as much as an aid to learning.

I'm very curious about the criticism twitter gets in Gavin's post and in the comments. I see twitter as only part of the social space that exists as a PLN. It sort of oils the wheels, allowing for rapid sharing, quick discussions, requests for help or advice and advertising blog posts. Furthermore, the #eltchat forum has been hugely successful and offers a great opportunity for learning, despite the fact that I haven't participated as much since the earlier days due to a feeling that most topics are not immediately relevant to my context and what I want out of the PLN. That's my choice and as this is a free, unguided, open and uncontrolled environment I feel under no pressure to do so, it is my choice. 

Actually, no.
The circles suggest boundaries
- see the nebula!

The ELT social network also includes a huge number of blogs, Facebook pages, some ning groups, websites, wikis, second life interaction, yahoo groups and probably more things I have no idea about. Through the interconnected use of all these things knowledge is shared, allowing learning and development to take place. I have seen reference to 'the' PLN. There isn't even a single PLN, what is THE (deliberately emphasised definite article) PLN? I have A PLN. It is mine. It consists of the people I choose to interact with, either actively or passively, people whose blogs I read, tweets I follow, ning groups I join or links I follow up. There is no boundary, no set number of people, no consciously constructed group of people around whom I could draw a line in order to define my PLN. Nor do I think that there should be, people float in and out of my radar and I take what information I can from them, I reflect on what I have discovered and will either bookmark their link, follow their blog, add them to my google reader or follow them on twitter.

As for the fact that the term PLN sounds horrible to some people, well, it's jargon, terminology, it describes a concept, which is a network of people you engage with in order to further your professional development. If you don't like that, call it something else. Any idea? 'Hey guys, I have a 'group of interconnected, professionally-related people from and with whom I gain knowledge and increase my potential for personal teacher development'. Not quite as catchy, is it? There is another option, which is going with PLE - Personal Learning Environment, but that tends to be associated with a particular platform and is a closed environment. The idea is to get people to interact in a way that leads to learning. The PLE that I see myself using online is a mashup of various platforms and I like the fact it is open, although some boundaries do exist, most of them self-constructed, due to perceptions of outsider status, seeing cliques where there perhaps aren't any and feeling anxious or inadequate, leading to a lack of interaction. The clique situation could partly be overcome by people being aware of it and trying not to be cliquey. However, let's face it, all professional and social circles have cliques, why is it going to be any different online?   

As for whether people learn anything, on my MA course we are introduced to a lot of tools and new technologies, often I have already used, experienced or at least heard of these things. Most of the others haven't. Why? Well, because I learned about them online from people who I consider to be participants in my PLN or people who have floated into my PLN space temporarily. I am also exposed to many teaching ideas and details about other teaching contexts, which I think is a valuable thing. Simply by reading what other people think about things has allowed me to reflect on my opinions, beliefs and teaching philosophy. Not having an immediate teaching context while doing my MA, I have been able to vicariously live the life of a practising teacher through reading the journal-like postings of various teachers in different contexts. Furthermore, while studying and thinking about teacher development, it has been interesting to find out more about how teachers think and feel in different contexts and at different stages of their career.

I think the idea that a PLN has to be guided or controlled (which has been suggested in a comment on Gavin's blog) misses the point that this is an autonomous collection of people ("I didn't know we had a king. I thought we were an autonomous collective") who are using each other to make forward steps in their development as more knowledgeable and competent teachers. I don't want to play follow the leader, I don't need or want one. Perhaps for some people there is an issue of not really knowing why they are bothering to develop a PLN, they just thought it was something they should do. Well, without good reason, I would maybe agree that there is no point. Yet perhaps there is a potential reason that has been missed and finding it might be the key to unlocking the point of constructing a PLN. Likewise, if you are happy with the colleagues you have in your staffroom and the professional development you are already engaged in, then this is also a reason not to get involved online. You don't have to. Originally, I got involved because I effectively had no staffroom, there was no opportunity to interact with anyone and being able to do it online really improved my situation.

Having said all that though, I must be honest. There is something about the relentless positivity that gets my goat, although perhaps that's my upbringing as a northern English cynic. Nobody is always happy. Nobody is always positive. I sometimes also get a slightly unnerving feeling about some interaction that borders on self-help guru and religious evangelism, the latter referring mostly to outrageous claims about the wonders of technology and the internet. Furthermore, when I joined twitter I only managed to get going due to the help of a real life friend and former colleague, which was of great help. As a result, I found it quite easy to make connections, perhaps it's not as easy for others and that's why they gave up. As much as I like people including me I'm a bit fed up with #TT and #FF. I tried to start a new # a while back, but nobody responded. I wanted to initiate a #WW - 'Welcome Wednesday', through which new users relevant to the ELT community can be given an introduction and as it's on the same day as #eltchat as well, more people are likely to be around. Any takers?

Anyway, all in all, a PLN is personal, as the big P suggests, so make of it what you will. I for one do not think it is an outrageous claim to suggest that having a PLN online can be a hugely beneficial experience and I think there are people I know who would agree, having perhaps been able to take even more out of it than I have; other people spend a hell of a lot more time online than me. Perhaps people who don't feel like it has worked for them have not found the right people to interact with or the right media to use.

In terms of the wider world, it is true that the percentage of English language teachers online is a small part, but I will happily explain the benefits I have felt of having a blog, reading blogs and from meeting people on twitter. Maybe it's just a start or maybe it's destined to be a small gang, but if it works for me, then I'm happy with my PLN. 

Related:

• Willy C on social networks 
• Sue Lyon Jones' Twitter resource links
• Gavin Dudeney On PLNs
• Connected Principals Why social media can and is changing education 

Comic Relief

For anyone who doesn't know, every year there is a special event organised by the BBC called Comic Relief, which helps raise millions of pounds for charity and the money is used mainly to help struggling communities in Africa as well as disadvantaged people in the UK. Charity organisations, such as Oxfam, are involved, as are many celebrities, who make idiots of themselves or do sponsored challenges. Even the Prime Minister, love him or loathe him, got involved. 

Despite this year being a relatively tough time for a lot of people in the UK and despite the fact many people have donated money to the cause in Japan recently, the event has managed to raise over £70million, breaking last year's record, which I think is a fantastic thing. I'm sure other countries have similar events and I hope that all the money raised anywhere is used as efficiently as possible. Raising awareness about charity work can come across as self-righteous or preachy, but I felt like posting this, so I am. 

I think it is always worth remembering that although the recent natural disaster in Japan was unimaginably horrible, it is always the most recent event that draws the attention of the media and therefore the eyes of the world. There will still be people struggling after the tsunami in 2004, but their plight is out of sight now as the media focus drifts away. On a more permanent note, some people live in a permanent disaster zone, but there was no big event that made it newsworthy. That's just how it is. 

This video below is one of the most heart-breaking things I have ever seen. Have you ever been asked by a child why these people have to live like this? I don't think I have, but I was just thinking of how I could answer it. Where do you start?

I think it's important to recognise that working in education can help drive change by raising awareness about inequality, though obviously context dictates to what extent this is appropriate. We can encourage children to think critically about world issues and consider whether they are fair and what could be done to help. As for the scramble for the use of new technology, millions of people don't even have drinking water, never mind an iPad 2.

I recently began reading 'Pedagogy of the Oppressed, in which Paulo Freire uses the term 'conscientização' which is explained by the translator as 'learning to perceive social, political, and economic contradictions, and to take action against the oppressive elements of reality'; possessing a 'critical consciousness' in order to recognise and question the reality of dehumanisation. Freire might suggest that charity events such as Comic Relief are a construct of 'false generosity', helping the oppressors feel better about themselves while not really doing anything to alter the status quo. His position seems to be (I have a lot more to read!) that educating the oppressed can enlighten them to their position, leading them to the knowledge they need in order to challenge their oppressors. It's not a comfortable read, through being linguistically difficult and also ideologically challenging, for those of us born luckier than others. We are not the oppressed (well, arguably not as oppressed, depending on your position) but through ignorance and a lack of conscientização we can unwittingly foster the continuation of oppression. 

I believe that financial aid is beneficial though I hope that it is used well, as misuse of resources is often a criticism of charity. For me though, the thing is that if you don't give anything, believing charities to be useless or, at worst, corrupt, then nobody is ever going to be helped. However, it isn't the only, or best, form of help. Education is so important in both the developed and developing world, so that the privileged recognise their luck and their responsibility towards helping others, and that the underprivileged are given some tools to challenge the oppression they face. 

Quite sobering. Sorry for the depressing subject, but hey, the world is shit for lots of people so it's good to think about them. These are just some thoughts that I wanted to share, there are no answers here.