The use of mobile devices in the language class: flexibility in the teaching processes.
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The document discusses the flexibility that mobile devices can provide in language teaching and learning. It describes how mobile devices allow learning to take place anywhere and anytime through educational apps, eBooks, and other resources. The document also discusses how mobile devices provide flexibility in the classroom through tools like polling, multimedia recordings, and QR codes. It presents different frameworks for classifying mobile language learning tasks based on factors of time, place, grouping, and flexibility. Overall, the document emphasizes that mobile devices can increase flexibility in obtaining information from learners, classroom management, using different apps and built-in tools, and creating a variety of learning tasks.
The use of mobile devices in the language class: flexibility in the teaching processes.
- 1. The use of mobile devices in the language class: flexibility in the teaching processes Joan-Tomàs Pujolà
- 2. introduction
- 3. m-learning Mobile learning involves the use of mobile technology, either alone or incombination with other information and communication technology (ICT),to enable learning anytime and anywhere. Learning can unfold in a varietyof ways: people can use mobile devices to access educational resources,connect with others, or create content, both inside and outside classrooms. (UNESCO 2013, p.6)
- 4. flexibility to obtain information from learners Go to PollEv.com/joantomaspuj240
- 5. flexibility in the use of devices BYOD Bring Your Own Device
- 6. flexibility of operating systems take into account the operating systems that students use
- 7. flexibility to use built-in tools for language learning Audio and video player Voice recorder Camera – photo & video + Apps
- 8. a diversity of apps to choose
- 9. flexibility to use different apps online courses to learn languages Duolingo Memrise busuu
- 10. types of mobile learning tools for language learning Educational apps eBooks Polling Multimedia recordings Digital storytelling QR codes Geosocial Scavenger Hunts Augmented Reality Communication
- 11. flexibility for classroom management QR Codes – TASK: What do they have in common?
- 12. MALL / MELL Mobile Assisted Language Learning Mobile-enabled Language Learning (Hoven & Palalas, 2013)
- 13. Palalas (2015) flexibility in the types of learning tasks
- 14. six factors time place flexible bound Individual work group/pair work grouping a
- 15. MALL Task Typology 1. TB-PF-GW time-bound, place-flexible, group/pair work 2. TF-PF-GW time-flexible, place-flexible, group/pair work 3. TB-PB-GW time-bound, place-bound, group/pair work 4. TF-PB-GW time-flexible, place-bound, group/pair work 5. TB-PF-IW time-bound, place-flexible, individual work 6. TF-PF-IW time-flexible, place-flexible, individual work 7. TB-PB-IW time-bound, place-bound, individual work 8. TF-PB-IW time-flexible, place-bound, individual work Palalas (2015)
- 16. task typology… factors: time / place / grouping https://todaysmeet.com/dagvantaal18
- 17. Before finishing off… a gamified test– https://kahoot.it
- 18. conclusion: flexibility …to obtain information from students ...for classroom management …in the use of different devices and operating systems …to use a diversity of apps …in the variety of task types … to use built-in tools for language learning
- 19. bibliography Burston, J. (2013). Mobile-Assisted Language Learning: A Selected Annotated Bibliography of Implementation Studies 1994-2012, Language Learning & Technology, vol.17, n.3. Retrieved from http://llt.msu.edu/issues/october2013/burston.pdf Godwin-Jones, R. (2011). Emerging Technologies. Mobile Apps for Language Learning. Language Learning & Technology, vol.15, n.2. Retrieved from http://llt.msu.edu/issues/june2011/emerging.pdf Godwin-Jones, R. (2017). Smartphones and language learning. Language Learning & Technology, 21(2), 3–17. Retrieved from http://llt.msu.edu/issues/june2017/emerging.pdf Hoven, D. & Palalas, A. (2013). The Design of Effective Mobile-enabled Tasks for ESP Students: A Longitudinal Study. Retrieved from http://bit.ly/1SdoWR2 JISC. (2011/2015). Mobile learning. A practical guide for educational organisations planning to implement a mobile learning initiative. Retrieved from https://jisc.ac.uk/full-guide/mobile-learning Palalas, A. (2015). The Ecological Perspective on the “Anytime Anyplace” of Mobile-Assisted Language Learning. Texterbooks.com, Zamówienie nr S/2016/01/002504. Retrieved from http://bit.ly/1SdrZIQ Pegrum, M. (2014). Mobile Learning. Languages, Literacies ansd Cultures. London: Palgrave Macmillan UK Pegrum, M. (2017). Mobile Learning. Retrieved from http://markpegrum.com/tools-for-digital-learning/mobile-learning/ UNESCO. (2013). Policy guidelines for mobile learning. Paris: UNESCO. Retrieved from: http://unesdoc.unesco.org/images/0021/002196/219641e.pdf
- 20. Joan-Tomàs Pujolà jtpujola@ub.edu De dag dat het je het állerslechts uitkomt, ga je deur uit zonder je mobiele telefoon en ben je aan de Goden overgeleverd.