Attitudes to Technology - techweb

Report
Attitudes to technology
Janaina Cardoso
APLIERJ / UERJ/ Celing
[email protected]
www.techweb.wikispaces.com
Attitudes to Technology
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Introduction
Generation Y
Hadfield’s pyramid
Attitudes to technology
Cacique Almir, Paiter-Suruí tribe, Rondonia
Almir Suruí: Elected one of the most creative leaders
in the business world by the American magazine
"Fast Company, he uses/prescribes technology to
preserve traditions
urgos4patas.blogspot.com.br/2012/06/cacique-de-cocar-terno-e-iphone.html
Introduction
Generations
The Baby Boomer
Generation
• 1946-1964
• post-war
Generation X
• 1965-1980
• Working, independent and skeptical
Generation Y
• 1981-1999
• confident and technologically advanced, and they come
with a sense of entitlement
Generation Z
• 2000-present
• A group that has received little attention in the literature
thus far.
(Reilly 2012:03)
Gen Y characteristics
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tech-savvy
balances personal and work lives
kinesthetic and visual
feedback-dependent
predilection for entertainment and games
redefine respect
seek a purpose and a passion
read less and less well
Gen Y and academic dishonesty
Generation Y
Hadfields’ reversed pyramid
(Harmer 2007:175)
Hadfields’ reversed pyramid
Language labs, videos , computers,
PowerPoint
Cassette recorders, OHPs,
photocopiers
Whiteboards, books
Paper and pens
Blackboard
Nothing
(Harmer 2007:175)
‘Other way up’ resources pyramid
(Harmer 2007:176)
‘Other way up’ resources pyramid
People
(Harmer 2007:176)
Real life
Blackboard
Paper and pens
Whiteboards, books
Cassette recorders, OHPs,
photocopies
Language labs, videos , computers,
PowerPoint
Attitude to technology
I can never get into the
computer room in class
time – it’s always being
used.
My students know
so much more
about computers
than I do.
1
I don’t know
anything about
technology!
3
5
6
Why use computers
anyway? We’ve got a
perfectly good
coursebook.
Using computers isn’t
interactive. My students
could do computer work at
home.
2
4
I don’t like them, so I
don’t see why I should
use them in the
classroom,
I’d like to use
computers more, but
preparing materials is
so time consuming.
7
Technological awareness process
Access
Use
Knowledge
Creativity
Learners profile: now and then
• Lack of familiarity with
technology
• More negative attitude
towards technology
• Little access to the Internet
• Lack of modern technology at
work
• Used to read more
• Methodology awareness
• Wish for a less traditional
education
PAST
• More familiarity with
technology
• Addicted to technology, esp.
social networking
• Access to internet on the phone
all the time
• Read less and don’t worry
about what other people will
think about their posts
• Think more about themselves
• Very creative and fun
• Lack of methodology awareness
NOWADAYS
The Course: now and then
PAST
• Introducing modern
technologies
• Thinking their possible use
in the classroom
• Technology as a useful tool
• Main aim: Change of
attitude towards technology
NOWADAYS
• Methodology awareness
• Rethinking the use of
technology – adapting it to
language teaching
• Technology without
methodology doesn’t work.
• Technology is just a tool.
• Main aim: How to apply
their technology skills to
their teaching reality
Findings
• Younger teachers have more
access to technology than they used to.
• However, they have less methodology
awareness.
• The need for more training and development
course.
Findings
• There may be a generation gap between
teachers working in the same institution.
• There may also be a greater gap between
coordinators and the new generation of
teachers.
• More study to understand this new
generation as workforce.
The future is now!
Can we still consider the idea of “future” in relation
to “modernity”?
 Nothing surprises us. What can be considered
modern?

5 WAYS TO ATTRACT GEN Y TO YOUR
WORKPLACE
• Offer flexibility.
• Use technology and social
media as recruiting tool.
• Write great job descriptions to
find your best fit.
• Develop onboarding programs.
• Be their mentor.
(Huhman, Heather 2010)
Homework Reflection
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How does this may affect the
teaching and learning process? How
do you cope with this new reality?
What about dealing with the “brandnew” Generation Z? What is the next
after Z?
Does the difference between the
generations take into consideration
teachers’ and learners’ individual
learning styles?
Is there a need to develop different
learning strategies depending on the
generation?
What is the role of the
teacher/developer in this new
scenario?
Reference
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Beson, Phil & Voller, Peter (eds.) (1997). Autonomy & independence in language learning. New York: Addison
Wesley Longman.
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Cardoso, Janaina (2010). Tecnologia como uma ferramenta poderosa no aprendizado de idiomas. In Possas, Sandra
(org.). Inglês na sala de aula: ação e reflexão. São Paulo: Moderna/ Richmond.
•
Cardoso, Janaina (2005). As Estratégias de aprendizagem: eficácia e autonomia na compreensão oral. Niterói: UFF.
(Doctorate Thesis)
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Dam, Leni (2003). Developing learner autonomy: the teacher’s responsibility. In Little, D. Ridley, J. & Ushioda, E.
(eds.). Learner Autonomy in the Foreign Language Classroom. Dublin: Authentik.
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D’Elboux, Yannik (2010). Aprendizado na era digital. In Profissão Mestre. Ano 11, nº 130 (pp. 15-19)
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Dudeney, G. &Hockly, N. (2007). How to teach English with technology. Harlow: Pearson Longman.
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Frei, S., Gammill, A. & Irons, S. (2007). Integrating technology into the curriculum. Huntington Beach: Shell
Education
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Freire, Paulo (1998). Pedagogia da autonomia. SP: Paz e Terra.
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Freitas, Adriano & Leite, Lígia (2011). Com giz e laptop. Rio de Janeiro: Wak Editora.
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Harmer, Jeremy (2007). The Practice of English language teaching. Harlow: Pearson Longman.
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Huhman, Heather (2010). 5 Ways to attract generation Y to your workplace. http://sme-blog.com/guest-blog/5-ways-to-
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Lewis, Gordon (2009). Bringing technology into the classroom. Oxford: OUP.
attract-generation-y-to-your-workplace SEP 29, ’10 8:30 AM
Moran, J. M. (2004). Proposta de mudança nos cursos presenciais com a educação on-line.
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Negreiros, T. C. (1999). Novas dimensões da organização: autonomia e afiliação. Programa de Desenvolvimento
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 Reilly, Peter (2012). Understanding and teaching generation Y. English Teaching Forum. Number 1 2012.
Santos, R & Sobrinho, J.C. (2009). Computers and the use of English as a foreign language: access to the
diversity of textual genres and language skills. In Tatnall, A. & Jones, A. (2009). Education and technology for a
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