MODERN TECHNOLOGICAL AIDS IN EDUCATION I

Specific Foundation / Core

Course Description This course aims at training future teachers of Italian in the use of modern technology in foreign language teaching. Initially a brief historical background to Computer Assisted Language Learning is offered with insides from various projects that have taken place in the field. During the course issues discussed are: a) the integration of Microsoft programs in language teaching, b) evaluation, decoding and integration of ready-made material from websites and CD-ROMs, c) use and integration of electronic non-teaching material for language teaching, d) the use of electronic dictionaries and corpora in language education, e) the teaching of skills with modern technology. In addition, Learning Management Systems (BLACKBOARD) are presented and discussed for the potential these can offer to language education. Electronic tests with authoring programs are also presented (HOT POTATOES, WIDA) as well as social media sites and sites offering environments to create electronic material (BLOGS, WIKIES, FACEBOOK, etc). Opportunities for Computer Mediated Communication are investigated while topics such as the role of the teacher are also discussed. Those students wishing to attend classes of a parallel module offered for the MA students of the department are welcome. Teaching and learning delivery strategies of course development Students are offered four different approaches to complete the course, leading to four different methods of evaluation (see below): 1. Traditional mode. The students attend a series of lectures, a seminar and a workshop on different topics related to the theme. In addition, there are periods of autonomous learning for preparation on the topics before the seminar or the workshop, which require active participation by the student. The seminar is offered by colleagues from the same school, university, or from another university - via live face to face classes or through SKYPE, either through videotaped lessons sent by international scholars or though video selected from UTUBE, or finally, by invited experts from the private sector. The workshop works with the active participation of students and it is organized after autonomous study by the students in a prearranged topic. Students studying independently (or in groups – in the form of communities of practice) and arrive at conclusions which are later presented and discussed in the classroom. Finally, in these workshops experts on the subject, academics or individuals from the private sector are invited, for live or distance collaboration. The course evolves over a period of 13 weeks with 3-hour lessons per week, a total of 39 hours: a) theory 12 hours, b) hands on practice (internship), 9 hours, c) autonomous learning, 9 hours, d) class work on decoding electronic teaching materials seminars or workshops, 3 hours, e) seminar, 3 hours, f) quiz, 9 hours and g) course introduction and exam information, 6 hours. Additionally 26 hours for student counseling are offered during the course through tutorials. Classes are held every Thursday 18:00 to 21:00 in room 15 in the basement of the Old Philosophy Building. The consulting hours are offered between 09.00 and 11.00 or from 13.00 to 15.00 every Tuesday and Thursday respectively, either face to face or via SKYPE or after other arrangements between the teacher and the students. 2. Autonomous learning or supervised study. Those students who select this approach need to study the learning material autonomously and come in face to face or through SKYPE contact with the instructor every week (tutorials), individually or in groups of up to four people. Also, they are invited to attend via SKYPE seminars which are offered during the course. Monitoring of their work can be performed via an external partner, expert on the subject, or the course instructor. This option is designed primarily for students who cannot access the university premises due to some disability or heavy work schedule. 3. Independent primary empirical research. The students who select this approach study the material offered (by secondary research) related to the issue they wish to deal with and then investigate a hypothesis. They are in constant contact with the instructor face to face or via SKYPE. This approach is offered as an option to students who teach large groups of pupils in state or private schools. The completed study is presented at the end of the semester to the instructor and is submitted for presentation at international conferences and publication in scientific journals. Also, these students are invited to attend via SKYPE seminars offered during the course. 4. Independent secondary research. The student approaches a subject through secondary research, studying the views of other researchers on the issue. His/her study results in solid conclusions on the topic. During the semester there is continuous face to face or via SKYPE contact with the instructor. Also, these students are invited to attend the via SKYPE seminars offered during the course. The above options are not associated with the cognitive abilities of the students or their general skills (which I'm sure they would be sufficient for any work) but based on existing knowledge on the subject, their motivation and their personal obligations during the course. The ultimate goal is to support students for successful completion of the module with the largest scientific benefits for them. Finally, discussions via SKYPE are recorded and sent to students at the end of the conversation as supporting material for their learning. Course aims and objectives and learning outcomes The primary objective of this course is to assist future teachers of Italian to develop skills (technical and methodological) that would allow them to make appropriate use of electronic material on offer in their teaching. In particular students are instructed how to identify, evaluate, integrate and design electronic material and further how to decode ready-made programs and websites for language teaching. In parallel, the course aims to offer hands-on practice in order for the students to be able to construct their own digital material with a specific methodological background and specific integration techniques. Students are also instructed how to prepare online exercises with authoring programs and make decisions relating to their role in the learning process. In more detail, at the end of the course students should be able to: - Install a computer program, track an internet site and organise their findings - Download and set up software from the net and use if to create their own exercises - Evaluate and decode software dedicated to the teaching of Italian while rethinking for their active role in the learning process - Add support material - Integrate sites in their teaching - Run and use software such as MS FRONT PAGE or DESKTOP AUTHOR At the end of the course each student should have saved the work s/he has created in a flash disk for future reference and development.

Course content/Syllabus The module is deployed in three chapters containing 5 units, each one ending with a quiz. The first and the last units are dedicated to inform students on topics related to the module (description, teaching methods, learning outcomes, assessment, and collaboration). The other units contain lectures, seminars and practice on topics related to the subject. In the lectures the instructor presents and discusses topics related to the subject. The seminars are offered by invited professors or experts form the private sector and students are expected to actively participate. Hands on practice relates with experience in using dedicated or non-dedicated computer software that could be used for language learning purposes. In particular, the topics presented and discussed are: ΕΒΔΟ ΜΑΔΑ ΕΝΟΤΗΤΑ ΘΕΜΑ ΧΩΡΟΣ 1η 1η ΕΙΣΑΓΩΓΗ Module Description, Classes, Modes of collaboration Examination. CLASS 15 OLD BUILDING 2η Theory 2η HISTORY OF CALL, THE NET What is CALL – History of CALL, e-Learning, Mobile Assisted Language Learning (MALL), Lists of software CLASS 15 OLD BUILDING 3η INDEPENDENT LEARNING PRACTICE 4η Class practice Internet in language education, search engines, storing findings. Evaluation and integrations of software in language teaching CLASS 15 OLD BUILDING 5η 1ο QUIZ CLASS PREPARATION CLASS 15 OLD BUILDING 6η 3η Η ΔΙΔΑΣΚΑΛΙΑ ΤΩΝ ΔΕΞΙΟΤΗΤΩΝ ΜΕ Η/Υ INDEPENDENT LEARNING PRACTICE 7η INDEPENDENT LEARNING PRACTICE 8η Lecture -The teaching of skills with modern technology CLASS 15 OLD BUILDING 9η 2ο QUIZ CLASS PREPARATION CLASS 15 OLD BUILDING 10η Lecture 4η LANGUAGE TESTING -COLLABOR. LEARNING -FEEBACK -Language Testing and modern technology CLASS 15 OLD BUILDING 11η Lecture -Collaborative learning Blogs και WIKIES. Creation of support material -Learning Management Systems, Social networking and language learning. CLASS 15 OLD BUILDING 12η Seminar -Feedback CLASS 15 OLD BUILDING 13η 3ο QUIZ Final Exams CLASS 15 OLD BUILDING

CALL, Mobile Learning, Computers in Language Education

14-07-2015