Kumar, S. & Tammelin, M. (2008). Integrating ICT into Language Learning and Teaching - A Guide for European Institutions. Linz, Austria: Johannes Kepler Universität. PDF

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INTEGRATING ICT INTO LANGUAGE LEARNING AND TEACHING Guide for Institutions Swapna Kumar and Maija Tammelin We would like to express our appreciation to Pasi Puranen at the Helsinki School of Economics for his valuable contribution in conducting the surveys that this Guide utilizes as its stepping st...

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INTEGRATING ICT INTO LANGUAGE LEARNING AND TEACHING Guide for Institutions

Swapna Kumar and Maija Tammelin

We would like to express our appreciation to Pasi Puranen at the Helsinki School of Economics for his valuable contribution in conducting the surveys that this Guide utilizes as its stepping stone

© 2008 photos: © Gerhard Aba publisher: Johannes Kepler Universität Linz, Altenberger Straße 69, 4040 Linz print: Office and more, Goenitzer Ges.m.b.H., Alserstraße 19, 1080 Wien

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

table of CONTENTS CHAPTER 1: INTRODUCTION  1.1 About this Guide  1.2 Benefits of ICT-enhanced foreign language teaching and learning 1.3 Use of ICT by educational institutions in Europe in general 1.4 Considerations for ICT implementation in language teaching and learning 1.5 Structure of the ODLAC Guide for educational institutions

4 5 6 7 8

CHAPTER 2: ADMINISTRATIVE CONSIDERATIONS 2.1 Policy and strategy definition 2.2 Administrative support for teaching staff 2.3 Quality assurance 2.4 Accreditation of courses 2.5 Summary of recommendations

10 12 14 15 16

CHAPTER 3: TECHNICAL CONSIDERATIONS 3.1 Investment and cost-effectiveness 3.2 Technical training and support 3.3 Summary of recommendations

18 21 23

CHAPTER 4: INSTRUCTIONAL AND PERSONAL CONSIDERATIONS 4.1 Teachers’ perceptions and beliefs about ICT for language learning 4.2 Pedagogical training for language teachers in the use of ICT 4.3 Summary of recommendations

26 28 31

CHAPTER 5: LEARNERS – EDUCATIONAL INSTITUTIONS’ ULTIMATE AUDIENCE 5.1 Learners’ perceptions of ICT use for language learning 5.2 Learner training PAGEREF 5.3 Summary of recommendations

32 32 33

CHAPTER 6: LOOKING AHEAD PAGEREF REFERENCES APPENDIX A APPENDIX B

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CHAPTER 1

INTRODUCTION “Language learning and teaching are essential to the fabric of a functioning Europe.” (ICC -The European Language Network)

1.1 About this Guide The importance of foreign language teaching and learning has long been recognized and acknowledged in multicultural Europe. Rapid advances in the development of ICT (Information and Communication Technologies) have simultaneously been seen to offer new opportunities for enhancing the quality and effectiveness of language teaching and learning. However, although technology is increasingly prevalent in everyday life, education, work, and other sectors, a number of educational institutions across Europe have been perceived as either lagging behind in fully recognizing these opportunities or struggling with the challenges of implementing ICT. This guide is intended for European schools, universities, and adult education institutions that hope to start integrating ICT into their language teaching and learning activities as well as for those who are looking for ways to enhance their current use of ICT for foreign language learning. The guide is particularly aimed at institutional decision-makers and policy makers including heads of language institutions, departments and units in addition to ICT managers, head teachers and other language teachers in charge of developing ICT enhanced teaching. This guide has been written for the ODLAC project, which has been co-funded by the European Commission for Education, Training and Youth. A description of the ODLAC (Open Development of Language Competencies) project is provided in Appendix B and project details can be found on the ODLAC project’s website at http://www.elearningguides.net. Representatives of secondary schools, universities, and adult education institutions in Belgium, Finland, Germany, Lithuania, Slovakia and Spain participated in the ODLAC project co-ordinated by the University of Linz in Austria in 2005–2008.

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Benefits of ICT-enhanced foreign language teaching and learning

1.2

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In the last decade, changing conceptions of learning and rapid technological advances have been accompanied by changes in language teaching and learning. Language classrooms are increasingly turning into blended learning environments that focus on active learning. It is commonly known that active learning advances the learning process and thus raises the quality of the language learning experience. Blended language learning uses multiple teaching and guiding methods by combining face-to-face sessions with online activities and utilizing a mix of technology-based materials. The growing use of ICT in blended language learning environments has changed the face of language teaching and learning in a beneficial way and will continue to do so along with future technological innovations. The main benefits of ICT to language learning are presented below by drawing on the perspectives of Jonassen et al. (1999) who define technology-enhanced meaningful learning as active, authentic and cooperative. First and foremost, ICT–and the Internet in particular–provides language learners with the opportunity to use the language that they are learning in meaningful ways in authentic contexts. The Internet provides an easy and fast access to the use of current and authentic materials in the language being studied, which is motivating for the language learner. Such authentic materials include, for instance, online newspapers, webcasts, podcasts, newsroom video clips or even video sharing websites such as, say, YouTube. Where language teachers earlier searched and carried authentic materials like maps and train timetables to a classroom, they can now ask learners to access such information online, thus helping them learn with current and real-time materials. Another motivating language learning opportunity using ICT is provided by chat rooms and virtual environments such as Second Life where the language learner can practice not only the written use of the language, but also practice speaking and pronunciation, without the fear of making mistakes. A second important benefit derived from the use of ICT in a language classroom is based on the opportunities it affords for cooperation and collaboration with one’s peers. Language teachers all over the world are introducing myriads of ICT-enhanced language learning projects, including simulations, between their students and groups in other countries, thus widening the language learning perspective into that of learning about the cultural context of the language being used. Previously, students or classes would write letters or later even e-mails to each other. Today, using ICT they can ‘skype’ or chat online, where they can not only write to each other in real-time, but also see each other and speak to each other online. Students are thus able to write, read, speak, listen, and react to a conversation using ICT as part of the language learning process. They are motivated to communicate and collaborate with peers to produce common products, for instance, wikis. These beneficial ICT-enhanced language learning activities call for the teacher to organize and monitor them, although in a blended language learning class ODLAC | guide for Institutions – 

CHAPTER 1 the overall role of the teacher has changed from the traditional authoritative role to that of a facilitator. A third major benefit of the use of ICT in blended language learning classrooms is the opportunity that ICT-based tools give to language teachers so that they can tutor their learners more effectively. With the help of ICT-based tools and the constantly growing number of available educational resources language teachers are able to give individual and personalized guidance to the learners. The use of several media–audio, video, authentic contexts, and real-world experiences help language learners with different learning styles to assimilate the content according to their needs. In a blended learning environment that uses ICT tools, it is easier for the language teacher/tutor to use different approaches with students and accommodate different learning styles and the different needs of fast, slow, or handicapped language learners. Institutions in all educational sectors have a very important role in supporting their language teaching staff and their language learners in the meaningful use of ICT in language teaching and learning. This guide aims to help institutions to do that. The other two ODLAC guides (http://www.elearningguides.net) focus on the teachers and learners.

1.3 Use of ICT by educational institutions in Europe in general Although the national information society strategies drawn up in many countries and their implementation across Europe have significantly contributed to the integration of ICT into educational practices, not everything has proceeded according to their optimistic vision. For instance, Taalas (2004) examined English teachers’ teaching practices and the use of technology in a seven-year follow-up study (1994, 1997, 2001) in a vocational school setting in Finland. The results showed that the kind of change expected as a result of the implementation of the Finnish information strategies had not taken place, and that the support structures for technology integration needed to be revised. The study indicated that although the teachers’ use of technology had increased during the seven-year time span, this use seemed to be mostly related to administrative issues, not pedagogical innovations. In fact, in their use of technologies in teaching, teachers still tended to apply traditional methodologies. What, then, can the educational institutions do in order to promote the innovative use of ICT in foreign language teaching and learning? Language education in secondary schools, higher education or adult education institutions is rarely offered in a separate and financially independent unit. Therefore the institution’s general policies are reflected in decisions made regarding language teaching and the use of ICT. Consequently, the numerous extensive studies on general educational ICT use and impact conducted in Europe over recent years need to be considered when analyzing and assessing ICT use in foreign language teaching (Davies, 2002).  – ODLAC | guide for Institutions

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One such general study is the ICT Impact Report 2006 (Balanskat, Blamire & Kefala, 2006) on schools in Europe, drawing evidence from 17 impact studies across Europe. The overwhelming majority of studies reviewed in the report confirm wider positive benefits of ICT for learning and learners in such areas as motivation and skills, concentration, cognitive processing, independent learning, critical thinking, and teamwork, all important skills for the language learner (Korte & Hüsing, 2006). Furthermore, the report confirms that whether ICT use will deliver its potential depends to a large extent on how teachers use ICT within the teaching and learning process. The ICT Impact Report indicates that the majority of teachers have not yet embraced new pedagogical practices in their use of ICT and that teachers do not feel sufficiently confident in exploiting ICT to support new approaches in their teaching practices. The ICT Impact report emphasizes that the future key aspects in the field of policy making are to support the transformation process and management of change, of which ICT is an enabler and amplifier. The report concludes that ICT has the greatest potential to act as a catalyst for change if the ICT strategy is integrated into the overall institutional strategy, Another ICT impact study called E-learning Nordic 2006 conducted in Denmark, Finland, Norway and Sweden showed similar results, emphasizing, for instance, the need for more focus on organizational implementation of ICT. Chapter 2 in this guide, therefore, details the points that educational institutions need to consider when defining an institutional strategy for language teaching and learning.

Considerations for ICT implementation in language teaching and learning

1.4

In order to identify the current state of ICT use in language teaching and learning in the partner countries of the ODLAC project and to propose enhanced quality use of ICT for language teaching and learning in the EU, ODLAC project activities included the development and administration of surveys for learners, tutors, and educational institutions about the implementation of ICT in the partner countries; surveys to determine the needs of learners, tutors, and institutions for the use of ICT in the partner countries. The partner countries in the ODLAC project completed two or more surveys (Table 1). Data from the above surveys forms the basis of assertions about the needs and current state of ICT use in the partner countries in this guide for institutions. (See the survey questionnaire for institutions on the project website at http://www.e-earningguides.net).

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CHAPTER 1

Survey s for learner s, tutor s , and in s titution s completed during the ODLAC project

Survey for Institutions Belgium (29) Finland (27) Goethe-Instituts (21) Lithuania (1)

Survey for Tutors Belgium (93) Finland (52) Lithuania (5) 126,8

Survey for Learners Belgium (17) Finland (26) Goethe-Instituts Lithuania (10)

Needs Analysis Survey for Institutions Needs Analysis Survey for Tutors Needs Analysis Survey for Learners Lithuania (11) Lithuania (26) Lithuania (52) Slovakia (35) Slovakia(39) Slovakia (63) Goethe-Instituts (21) Spain (16) Spain (80)

Factors influencing the use of the Internet in teaching have been classified by Piotrowski and Vodanovich (2000) as institutional, instructional, technical, and personal factors that have to be dealt with for effective technology integration into education. In a more recent study, Tammelin (2004) identified four problematic areas in a university setting that need to be considered when introducing technology-enhanced language learning into higher education – administrative, institutional, technical, and pedagogical issues. She concluded that problems related to these areas need to be solved by an institution in order to create high quality teaching and learning. The personal, pedagogical, and instructional problems faced by language teachers and learners influence institutional implementation of ICT. These considerations are thus discussed in detail in this guide.

1.5 Structure of the ODLAC Guide for educational institutions Based on prior research on the use of ICT in education, the experience of the authors in the field of language teaching and learning, and the findings that emerged from the ODLAC surveys, this guide is organized according to the considerations that institutions need to take into account when seeking to implement ICT for language learning. Chapter 2 Administrative considerations, Chapter 3 Technical considerations and Chapter 4 Instructional and Personal Considerations discuss each of these categories of institutional considerations related to the use of ICT for language teaching and learning, provide best practice examples from foreign language learning settings, and propose suggestions for educational institutions to successfully overcome possible challenges arising from these considerations. Administrative, technical, instructional, and personal considerations are not exclusive of one another. Therefore all four areas need to be addressed in order to create an effective learning environment that enhances foreign language teaching and learning using ICT. Chapter 5 of this Guide deals with the institutions’ ultimate audience: the learners. The chapter discusses learners’ perceptions of ICT use for language learning and learners’ need for training. Finally, Chapter 6 offers a glimpse  – ODLAC | guide for Institutions

into the current trends that will be likely to have an effect on the future developments in language teaching and learning at educational institutions. A list of resources, journals and organizations related to the concerns and issues that are the focus of this Guide, and that could be useful to educational institutions and educators are listed in Appendix A followed by Appendix B that contains a detailed description of the ODLAC project.

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CHAPTER 2

ADMINISTRATIVE CONSIDERATIONS

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When complex change is involved, people do not and cannot change by being told to do so”  (Fullan 1993, p. 24)

While there is no ready-made formula for the successful implementation of ICT in language teaching and learning in every institution, education professionals can take into account certain administrative considerations that are discussed in this chapter. The initial decisions taken by a school, college, university, or adult education institution about the type of ICT (information and communication technologies) that they will invest in and the areas in which ICT will be implemented can be crucial to the success or failure of such an initiative. Some important points for consideration are discussed in this chapter under the following subheadings: Policy and strategy definition; Administrative support for teaching staff; Quality assurance; and Accreditation of courses. A summary of recommendations is provided at the end of the chapter.

2.1 Policy and strategy definition Thanks What are the long-term goals for driving the implementation of ICT in language education at your institution? Institutions have various reasons for wishing to integrate ICT into teaching and learning. Some questions to be asked at this stage are whether administrative heads at your institution understand and believe in the benefits of ICT for their learners or whether they want to integrate ICT into teaching and learning solely to keep up with technological and educational advancement in the region/country. Notwithstanding their reasons for integrating ICT, it is possible that existing ICT policy at the regional or national level can guide administrators in their plans for ICT at your institution. Being well-informed about research (Conole & Oliver, 2007) can be very helpful as your institution undertakes the task of implementing ICT in language education. Do best practices or models of ICT implementation for language learning or other subjects already exist in similar institutions in your region, country, or the European Union? Despite differences in institution size, learner composition, educational policies, teaching culture, and educational goals in institutions in different parts of a country or the European Union, administrators can learn from the 10 – ODLAC | guide for Institutions

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experiences of colleagues elsewhere and from solutions that have previously worked. Some institutions have also found it useful to employ an ICT expert with relevant experience to advise them on certain aspects of their decisions and policy at this stage. In what ways does your institution plan to use and implement ICT in language learning and teaching? ICT can be used in some of the following ways in language courses: Existing on-campus language courses can be supplemented with course websites and online interactions; Courses that combine classroom teaching with online modules and activities can be offered (blended learning courses) (Littlejohn & Pegler, 2007); Courses can be offered completely online with no classroom-based component (online courses); Mobile learning options can be used and included in the language curriculum (Kukulska-Hulme & Traxler, 2005); Virtual learning environments (e.g. Second Life) can be used for foreign language learning purposes. The different ways of using ICT listed above are not mutually exclusive and can be combined depending on the needs and the...