Course Information
TitleΤΕΧΝΟΛΟΓΙΑ ΚΑΙ ΓΛΩΣΣΙΚΗ ΚΑΤΑΡΤΙΣΗ / TECHNOLOGY AND LANGUAGE-LEARNING
Title in ItalianTECNOLOGIA E APPRENDIMENTO LINGUISTICO
Code11234
FacultyPhilosophy
SchoolItalian Language and Literature
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CommonYes
StatusActive
Course ID600000576

Programme of Study: UPS School of Italian Language and Literature 2013

Registered students: 23
OrientationAttendance TypeSemesterYearECTS
Italian Language and LiteratureCompulsory Course746

Class Information
Academic Year2019 – 2020
Class PeriodWinter
Faculty Instructors
Weekly Hours4
Total Hours52
Class ID
600147972
Type of the Course
  • Background
  • General Knowledge
  • Scientific Area
  • Skills Development
Course Category
Specific Foundation / Core
Mode of Delivery
  • Face to face
  • Distance learning
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
  • English (Instruction, Examination)
Prerequisites
General Prerequisites
Prerequisites Students are strongly advised to have attended the module ‘introduction to foreign language teaching theories’, the course on language testing and own a flash disk where they could save the material they construct in class and come to classes with a textbook for Italian leaning.
Learning Outcomes
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.
General Competences
  • Apply knowledge in practice
  • Adapt to new situations
  • Work autonomously
  • Work in teams
Course Content (Syllabus)
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. 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. 2η Theory 2η HISTORY OF CALL, THE NET What is CALL – History of CALL, e-Learning, Mobile Assisted Language Learning (MALL), Lists of software 3η INDEPENDENT LEARNING PRACTICE 4η Class practice Internet in language education, search engines, storing findings. Evaluation and integrations of software in language teaching 5η 1ο QUIZ CLASS PREPARATION 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 9η 2ο QUIZ CLASS PREPARATION 10η Lecture 4η LANGUAGE TESTING -COLLABOR. LEARNING -FEEBACK -Language Testing and modern technology 11η Lecture -Collaborative learning Blogs και WIKIES. Creation of support material -Learning Management Systems, Social networking and language learning. 12η Seminar -Feedback CLASS 15 OLD BUILDING 13η 3ο QUIZ Final Exams
Keywords
CALL (computer assisted language learning), language teaching
Educational Material Types
  • Notes
  • Slide presentations
  • Video lectures
  • Multimedia
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Laboratory Teaching
  • Use of ICT in Communication with Students
  • Use of ICT in Student Assessment
Description
this module is indeed focussing on IT in language teaching
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures502
Seminars502
Laboratory Work
Reading Assigment502
Total1506
Student Assessment
Description
Evaluation methods and scoring procedures Following there are four different approaches to course evaluation: 1) those students who attend classes are invited to participate to three quizzes held during the semester, the average of which will also be the final score. In case of failure these can take the final exam, 2) those who attend from distance are lead to the final examination, 3) those who prepare a research paper do not have to seat in final examinations. Final examinations are related to applications of theories and methods discussed during the course. A list of topics for the final examinations is offered on Blackboard. Marking An excellent exam paper should have: a) the content relevant to the query. Unnecessary data show inability to select the relevant information required for the development of the text, while creating a negative mood to the examiner. 50% of the final grade. b) proper use of the relevant terminology. Correct use of the terms mentioned in the literature. 15% of the final grade. c) consistency in the development of the text. The text provided by the student requires high cohesion. It should be made clear to the examiner how the author reaches conclusions (from A to B and then to C, etc). 15% of the final grade. d) critical view. The opinion of the student in the presentation of the relevant literature on the subject is an asset. 10% of the final grade. e) literature reference. References to articles and views of other authors show knowledge of the literature on the subject. 10% of the final grade.
Student Assessment methods
  • Written Exam with Short Answer Questions (Summative)
  • Written Exam with Extended Answer Questions (Summative)
  • Written Assignment (Summative)
  • Written Exam with Problem Solving (Summative)
Bibliography
Course Bibliography (Eudoxus)
Συνιστώμενη βιβλιογραφία προς μελέτη Στο μάθημα αυτό γίνεται χρήση εκτενούς βιβλιογραφίας. Ο στόχος είναι να μελετηθούν όσοι το δυνατόν περισσότεροι συγγραφείς, έτσι ώστε οι φοιτητές να εκτεθούν σε διαφορετικές απόψεις. Αρχικά γίνεται εντοπισμός του θέματος είτε στα περιεχόμενα είτε στο index και στην συνέχεια στις σελίδες που αναφέρονται εκεί. Δεν είναι απαραίτητο να διαβασθεί ολόκληρο το βιβλίο εκτός και αν εντοπισθούν σε αυτό θέματα που εγείρουν το προσωπικό ενδιαφέρον του φοιτητή και δεν συζητούνται στο μάθημα. Αναμφίβολα, η εύρεση νέας βιβλιογραφίας και νέων απόψεων (είτε από συγγραφείς είτε προσωπικές) είναι απόλυτα αποδεκτές και επιθυμητές, εφόσον κατατίθεται με επιχειρήματα (προσωπικά ή από την βιβλιογραφία). Όσοι από τους φοιτητές δικαιούνται βιβλία από τον Εύδοξο μπορούν να επιλέξουν αυτό που θεωρούν ότι καλύπτει περισσότερα από τα θέματα που συζητούνται κατά την διάρκεια του εξαμήνου. Παρακαλούνται οι φοιτητές να μην ζητούν την προσωπική παρέμβαση του διδάσκοντα καθώς αυτό είναι αντιδεοντολογικό και προσωπικό τους δικαίωμα. Τα παρακάτω βιβλία και άρθρα βρίσκονται στην βιβλιοθήκη του τμήματος ή σε άλλες βιβλιοθήκες της φιλοσοφικής για χρήση των φοιτητών. Συμπληρωματικό υλικό διανέμεται στην τάξη. -Ahmad, K., Corbett, G., Rogers, M., and Sussex, R. (1985). Computers, Language Learning and Language Teaching CUP Παλιό καλό εισαγωγικό βιβλίο στο θέμα. -Beatty, K. (2003). Teaching and Researching Computer-assisted Language Learning Longman -Cameron, K. (1999). CALL: Media, Design & Applications Swets & Zeitlinger Publishers Περιέχει ερευνητικά άρθρα για τη χρήση Η/Υ στη γλωσσική διδασκαλία. -Carobene, A. (2001). Internet per gli Insegnanti. La “rete” come strumento di lavoro e di aggiornamento professionale. Alpha Test S.r.I. Στο συγκεκριμένο βιβλίο υπάρχουν προτάσεις για χρήση του διαδικτύου για την διδασκαλία των ιταλικών. -Chapelle, C. (2001). Computer Applications in Second Language Acquisition Cambridge University Press Παρουσιάζει την ερευνητική διάσταση της χρήσης Η/Υ στη γλωσσική διδασκαλία. -Chapelle, C.A. & Douglas, D. (2006). Assessing Language through Computer Technology Cambridge University Press Πρόσφατο βιβλίο σχετικό με την χρήση του υπολογιστή για αξιολόγηση γλωσσικής εκπαίδευσης. -Cremascoli, F. e Gualdoni, M. (2000). La lavagna elettronica. Editori Laterza Γενικό βιβλίο για την χρήση του υπολογιστή στην εκπαίδευση. -Crystal, D. (2001). Language and the Internet Cambridge University Press -Dudeney, G (2000). The Internet and the Language Classroom Cambridge University Press Βιβλίο με πρακτικές γλωσσικές εφαρμογές με αναφορά στο διαδίκτυο. -Everhard, C. & Ypsilandis, G.S. (1996) "The role of computer technology in independent learning" Proceedings of the 10th Symposium, School of English, Aristotle Univ. of Thessaloniki. -Gitsaki, C. and Richard P. Taylor (2000). Internet English. Oxford University Press -Hardisty, D. & S. Windeatt (1989) CALL. Oxford: Oxford University Press. - Herring, C. Susan (eds). (1996). Computer-Mediated Communication. John Benjamins Publishing Company -Hubbard, P.L. (1987). “Language Teaching Approaches, the Evaluation of CALL Software, and Design Implications” in Flint Smith, Wm. (eds) Modern Media in Foreign Language Education: Theory and Implementation National Textbook Company -Jones, C., and Fortescue, S. (1987). Using Computers in the Language Classroom Longman Κλασσικό βιβλίο με πρακτικές συμβουλές για τη χρήση Η/Υ στη γλωσσική διδασκαλία. -Kenning, M.J. and Kenning, M.M. (1983). An Introduction to Computer Assisted Language Learning Oxford University Press Παλιό καλό εισαγωγικό βιβλίο στο θέμα. -Levy, M (1997). Computer-Assisted Language Learning (Context and Conceptualization) Oxford University Press Ένα από τα σχετικά καινούργια εισαγωγικά βιβλία στο θέμα. -Maragliano, R. (1994) Manuale di didattica multimediale Editori Laterza Maragliano, R. (2004). Nuovo manuale di didattica multimediale Editori Laterza -Mezzardi, M. (2001). Internet nella didattica dell’ italiano: la frontiera presente Edizioni Guerra -Panciroli, C. (2001). Insegnare con Internet in Classe edizioni junior -Pennington, M.C. (1996). The Power of CALL Athelstan Καλή εισαγωγή στο συγκεκριμένο θέμα. -Sandholtz, J.H., Ringstaff, C., and Dwyer, D.C. (1997). Teaching with Technology: Creating Student-Centered Classrooms Teachers College Press -Scholfield, P.J. & Ypsilandis, G.S. (1992) "Evaluation of CALL Programs" Proceedings of the 10th International Conference: Assessment and Evaluation Vol. 6, Greek Association of Applied Linguistics. -Scholfield, P.J. & Ypsilandis G.S. (1994) "Evaluating the Theory and Practice of CALL - A Consumer's Eye View" in Graddol, D. and Swann, J. Evaluating Language Clevedon: Multilingual Matters. -Scholfield, P.J. & Ypsilandis, G.S. (1994) "Categorising CALa Software" with the Proceedings of the 8th Symposium on English and Greek, School of English, Aristotle Un. Of Thessaloniki. -Sperling, D. (1997). The Internet Guide for Language Teachers Prentice Hall Από τα πρώτα με πολλές αναφορές σε ιστούς (πολλοί από τους οποίους ίσως να μην υπάρχουν πλέον ή να έχουν αλλάξει διεύθυνση). - Thurlow, Crispin, Laura Lengel, and Tomic Alice (2007). Computer Mediated Communication. SAGE Publications -Τσοπάνογλου, Α.Γ. και Υψηλάντης, Γ.Σ. (2011). Αξιολόγηση επίδοσης και γλωσσομάθειας με χρήση ηλεκτρονικού υπολογιστή. Εκδόσεις ΖΗΤΗ Υψηλάντης, Γ. και Επιτρόπου, Μ-Σ. (2007). “Σύντομη ιστορική αναδρομή στη χρήση υπολογιστών για διδασκαλία γλωσσικών μαθημάτων” (Eds) Γκικόπουλος, Φ., Crocco, G., Κασάπη, Ε. Επετηρίδα Τμήματος Ιταλικής Γλώσσας και Φιλολογίας, Τόμος ΙΙ, σς195-230 . -Ypsilandis, G.S. (1995). Computer Assisted Language: A Communicative Attempt Ph.D. Thesis unpublished. -Ypsilandis, G.S. (1999) "Computer Programs in English for Specific Purposes" Proceedings of the 3rd ESP conference on Compelling Learning Techniques in ESP/EAP, English Language Unit, University of Macedonia, Greece. -Ypsilandis, G.S. (2000) "Computers in ESP: Business Letter Writing" Proceedings of the 13th International Symposium on Theoretical and Applied Linguistics, (Eds) Nicolaidis, K. and Mattheoudakis, M. published by the School of English, Aristotle University of Thessaloniki. pp. 501-510. -Ypsilandis, G. S. (2000) “Teacher and computer role(s) in the language classroom” BRIDGES English Language Teaching Review published by the Teachers of English Union of Thrace. -Ypsilandis, G.S., Giouroglou, H., Economides, A. (2002) “Evaluation of Internet-based materials for language learning” Proceedings of the conference on learning and technology organised by the Pedagogiko Instituto, Athens. -Warschauer, M. (1996) “Computer-Assisted Language Learning: An Introduction”. In S. Fotos (Ed.), Multimedia Language Teaching (pp. 3-20). Tokyo: Logos International. Available: http://www.lll.hawaii.edu/markw/call.html -Warschauer, M., and Kern, R. (2000). Network-based Language Teaching: Concepts and Practice Cambridge University Press Βιβλίο για μυημένους στην χρήση Η/Υ στη γλωσσική κατάρτιση. -Warschauer, M. (eds). (1995). Virtual Connections Second Language Teaching & Curriculum Center, University of Hawai’i at Manoa. -Windeatt, S., Hardisty, D., Eastment, D. (2000). The Internet Oxford University Press Βιβλίο με πρακτικές γλωσσικές εφαρμογές με αναφορά στο διαδίκτυο. -Underwood, J. (1984) Linguistics, Computers, and the Language Teacher: A Communicative Approach. Rowley, MA: Newbury House.
Additional bibliography for study
Recommended basic reading This course uses extensive bibliography. The ultimate goal is for students to study the views of many writers on the same topic. The method of approaching a topic is to initially identify the relevant pages in a book either the contents or the index. It seems not necessary to read the entire book unless it is an introductory book on the subject. Undoubtedly, finding new literature and new views (either of other authors or personal) is perfectly acceptable and desirable, provided it is supported by coherent arguments (personal or from the literature). The following books and articles are in the departmental library or in other libraries. Supplementary material is distributed in class. -Ahmad, K., Corbett, G., Rogers, M., and Sussex, R. (1985). Computers, Language Learning and Language Teaching CUP Παλιό καλό εισαγωγικό βιβλίο στο θέμα. -Beatty, K. (2003). Teaching and Researching Computer-assisted Language Learning Longman -Cameron, K. (1999). CALL: Media, Design & Applications Swets & Zeitlinger Publishers Περιέχει ερευνητικά άρθρα για τη χρήση Η/Υ στη γλωσσική διδασκαλία. -Carobene, A. (2001). Internet per gli Insegnanti. La “rete” come strumento di lavoro e di aggiornamento professionale. Alpha Test S.r.I. Στο συγκεκριμένο βιβλίο υπάρχουν προτάσεις για χρήση του διαδικτύου για την διδασκαλία των ιταλικών. -Chapelle, C. (2001). Computer Applications in Second Language Acquisition Cambridge University Press Παρουσιάζει την ερευνητική διάσταση της χρήσης Η/Υ στη γλωσσική διδασκαλία. -Chapelle, C.A. & Douglas, D. (2006). Assessing Language through Computer Technology Cambridge University Press Πρόσφατο βιβλίο σχετικό με την χρήση του υπολογιστή για αξιολόγηση γλωσσικής εκπαίδευσης. -Cremascoli, F. e Gualdoni, M. (2000). La lavagna elettronica. Editori Laterza Γενικό βιβλίο για την χρήση του υπολογιστή στην εκπαίδευση. -Crystal, D. (2001). Language and the Internet Cambridge University Press -Dudeney, G (2000). The Internet and the Language Classroom Cambridge University Press Βιβλίο με πρακτικές γλωσσικές εφαρμογές με αναφορά στο διαδίκτυο. -Everhard, C. & Ypsilandis, G.S. (1996) "The role of computer technology in independent learning" Proceedings of the 10th Symposium, School of English, Aristotle Univ. of Thessaloniki. -Hardisty, D. & S. Windeatt (1989) CALL. Oxford: Oxford University Press. Hubbard, P.L. (1987). “Language Teaching Approaches, the Evaluation of CALL Software, and Design Implications” in Flint Smith, Wm. (eds) Modern Media in Foreign Language Education: Theory and Implementation National Textbook Company -Underwood, J. (1984) Linguistics, Computers, and the Language Teacher: A Communicative Approach. Rowley, MA: Newbury House. -Jones, C., and Fortescue, S. (1987). Using Computers in the Language Classroom Longman Κλασσικό βιβλίο με πρακτικές συμβουλές για τη χρήση Η/Υ στη γλωσσική διδασκαλία. -Kenning, M.J. and Kenning, M.M. (1983). An Introduction to Computer Assisted Language Learning Oxford University Press Παλιό καλό εισαγωγικό βιβλίο στο θέμα. -Levy, M (1997). Computer-Assisted Language Learning (Context and Conceptualization) Oxford University Press Ένα από τα σχετικά καινούργια εισαγωγικά βιβλία στο θέμα. -Maragliano, R. (1994) Manuale di didattica multimediale Editori Laterza Maragliano, R. (2004). Nuovo manuale di didattica multimediale Editori Laterza -Mezzardi, M. (2001). Internet nella didattica dell’ italiano: la frontiera presente Edizioni Guerra -Panciroli, C. (2001). Insegnare con Internet in Classe edizioni junior -Pennington, M.C. (1996). The Power of CALL Athelstan Καλή εισαγωγή στο συγκεκριμένο θέμα. -Sandholtz, J.H., Ringstaff, C., and Dwyer, D.C. (1997). Teaching with Technology: Creating Student-Centered Classrooms Teachers College Press -Scholfield, P.J. & Ypsilandis, G.S. (1992) "Evaluation of CALL Programs" Proceedings of the 10th International Conference: Assessment and Evaluation Vol. 6, Greek Association of Applied Linguistics. -Scholfield, P.J. & Ypsilandis G.S. (1994) "Evaluating the Theory and Practice of CALL - A Consumer's Eye View" in Graddol, D. and Swann, J. Evaluating Language Clevedon: Multilingual Matters. -Scholfield, P.J. & Ypsilandis, G.S. (1994) "Categorising CALa Software" with the Proceedings of the 8th Symposium on English and Greek, School of English, Aristotle Un. Of Thessaloniki. -Sperling, D. (1997). The Internet Guide for Language Teachers Prentice Hall Από τα πρώτα με πολλές αναφορές σε ιστούς (πολλοί από τους οποίους ίσως να μην υπάρχουν πλέον ή να έχουν αλλάξει διεύθυνση). -Τσοπάνογλου, Α.Γ. και Υψηλάντης, Γ.Σ. (2011). Αξιολόγηση επίδοσης και γλωσσομάθειας με χρήση ηλεκτρονικού υπολογιστή. Εκδόσεις ΖΗΤΗ Υψηλάντης, Γ. και Επιτρόπου, Μ-Σ. (2007). “Σύντομη ιστορική αναδρομή στη χρήση υπολογιστών για διδασκαλία γλωσσικών μαθημάτων” (Eds) Γκικόπουλος, Φ., Crocco, G., Κασάπη, Ε. Επετηρίδα Τμήματος Ιταλικής Γλώσσας και Φιλολογίας, Τόμος ΙΙ, σς195-230 . -Ypsilandis, G.S. (1995). Computer Assisted Language: A Communicative Attempt Ph.D. Thesis unpublished. -Ypsilandis, G.S. (1999) "Computer Programs in English for Specific Purposes" Proceedings of the 3rd ESP conference on Compelling Learning Techniques in ESP/EAP, English Language Unit, University of Macedonia, Greece. -Ypsilandis, G.S. (2000) "Computers in ESP: Business Letter Writing" Proceedings of the 13th International Symposium on Theoretical and Applied Linguistics, (Eds) Nicolaidis, K. and Mattheoudakis, M. published by the School of English, Aristotle University of Thessaloniki. pp. 501-510. -Ypsilandis, G. S. (2000) “Teacher and computer role(s) in the language classroom” BRIDGES English Language Teaching Review published by the Teachers of English Union of Thrace. -Ypsilandis, G.S., Giouroglou, H., Economides, A. (2002) “Evaluation of Internet-based materials for language learning” Proceedings of the conference on learning and technology organised by the Pedagogiko Instituto, Athens. -Warschauer, M. (1996) “Computer-Assisted Language Learning: An Introduction”. In S. Fotos (Ed.), Multimedia Language Teaching (pp. 3-20). Tokyo: Logos International. Available: http://www.lll.hawaii.edu/markw/call.html -Warschauer, M., and Kern, R. (2000). Network-based Language Teaching: Concepts and Practice Cambridge University Press Βιβλίο για μυημένους στην χρήση Η/Υ στη γλωσσική κατάρτιση. -Windeatt, S., Hardisty, D., Eastment, D. (2000). The Internet Oxford University Press Βιβλίο με πρακτικές γλωσσικές εφαρμογές με αναφορά στο διαδίκτυο.
Last Update
12-02-2019