EDER 669.73 – Language Teaching and Technology (Summer 2015)

June 25, 2015

U of C logo - 2015I am so happy that I get to teach this course again in the summer semester!

Course description

This course has been designed for students who want to learn how to effectively incorporate technology in their present and future careers as language teachers. The course will cover both theoretical and practical issues in teaching second language and the use of new technology to support and enhance the learning process.

A special emphasis will be on combining both face-to-face and the use of technologies in and beyond the classroom walls to enhance the second language learning process. Although the course may address the different types technologies such as Web 2.0 technologies (e.g., blogs, wikis; audio and video podcasting; online videos; mobile tools); mobile technology (e.g., mobile phones; MP3 players; digital cameras; camcorders), and other type of interactive technologies, the focus of the course is on the pedagogical and practical aspects of integrating new technology to face-to-face language teaching.

The course is open to second language present and future teachers at the elementary, secondary, and post-secondary level. The course also invites language teachers with limited knowledge of the target language to learn how to enhance their language teaching by integrating blended teaching into their practice.

Learner Outcomes

The intent of this course is to explore the integration of technology to enhance language learning, particularly in in blended or distance environments.

Specific objectives include:

  • understand different learning theories informing pedagogical practices, and in particular the TPACK and SAMR models, as they apply to language learning;
  • review current research on the learning of additional languages enhanced by digital technologies;
  • explore digital mediated communication methods that can be used effectively in distance and blended language learning programs;
  • examine current and emerging trends in educational technology as they apply to language learning; and
  • design and evaluate language-learning modules integrating digital technology for online or blended environments.

Here’s a link to the full course outline for EDER 669.73 – Language Teaching and Technology for Summer 2015: EDER 669.73 Language Teaching and Technology – Eaton – 2015 Summer

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This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


Language Learning and Technology (EDER 669.79)

January 24, 2015

U of C logo - 2015This winter I am so excited to be teaching Language Learning and Technology for the Master’s of Education program at the University of Calgary.

Here’s the course description:

This course has been designed for students who want to learn how to combine a face-to-face language teaching approach with the use of technology in their present and future careers as language teachers. The course will cover both theoretical and practical issues in teaching second language and the use of new technology to support and enhance the learning process.

A special emphasis will be on combining both face-to-face and the use of technologies in and beyond the classroom walls to enhance the second language learning process. Although the course will address the different technologies (Web 2.0 technologies (e.g., blog and wiki; audio and video podcasting; online video; mobile tools), mobile technology (e.g., mobile phones; MP3 players; digital cameras; camcorders), and other type of interactive technologies), the focus of the course is on the pedagogical and practical aspects of integrating new technology to face-to-face language teaching. The course is open to present and future second language teachers at the elementary, secondary, and post-secondary level. The course also invites language teachers with limited knowledge of the target language to learn how to enhance their language teaching by integrating blended teaching into their practice.

We are two weeks into the new semester and I’ve been working with an excellent group of students who are actively sharing their ideas and experiences about teaching languages with technology. I am so excited to see what the rest of the semester brings!

Here’s a copy of the course outline.

Here’s the reading list for the course.

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This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


2014 in review

December 29, 2014

The WordPress.com stats helper monkeys prepared a 2014 annual report for this blog.

Here’s an excerpt:

The Louvre Museum has 8.5 million visitors per year. This blog was viewed about 240,000 times in 2014. If it were an exhibit at the Louvre Museum, it would take about 10 days for that many people to see it.

Click here to see the complete report.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

 


5 Websites to avoid referencing in your research papers

October 27, 2014

In one of the graduate-level research courses I teach, we guide students through an action research project. Each student choses the topic, shares a problem of practice and crafts a research question before starting the research topic. The projects include a substantive review of the literature on whatever topic they’ve chosen. Here are 5 websites I advise them to avoid (and why):

Dictionary.com

If you need to define a term for a research paper, look to published research, not a dictionary. Why? Because you’re a university student who is a novice researcher and part of your job entails going beyond simple dictionary definitions to understand the deeper, more complex meaning of terms, particularly in the context of research.

BrainyQuote

If you want to quote someone, for heaven’s sake, don’t use this — or any other — quotation website. Referencing websites like this sends a clear message to your prof: “I am too lazy to find the original source myself.” You’re a university student! You have the ability and resources to find the original source material yourself and cite that instead.

But just for the sake of argument, let’s say you can’t easily access the original source because it is an ancient text in a foreign language (like the work of Plato or Socrates). You can still find modern translations of the work of the ancient philosophers and quite honestly, if you do then you are well on your way to developing your own skills as a scholar.

Oprah

Who doesn’t love Oprah? She’s inspiring and magnetic. But she’s not a scholar. She doesn’t publish academic papers and she doesn’t conduct research. Feel free to talk about Oprah’s views and visions for a better world at the dinner table or with your friends when you are out for a latte, but when you put on your researcher hat, seek out the “big names” in the field of research you’re interested in. Chances are, they won’t have a TV show, but they’ll probably have one hell of a publication list.

Dr. Phil

Let’s get one thing straight. Just because someone carries the title of “Dr.”, that doesn’t mean you should cite them in your research papers. Even if your research topic is about relationships, coping, resilience or some other topic related to psychology, unless you can find a research article published by Dr. Phil McGraw in a peer-reviewed academic journal, then don’t cite him. Learn to distinguish between TV personalities who are experts in a given field and scholarly authorities whose work is peer-reviewed and academic. For research, always opt for academic sources over mass media.

Dr. Oz

Are you getting the picture here? Like Oprah and Dr. Phil, Dr. Oz is a well-known TV personality who is a credentialed  physician in the United States. But that doesn’t mean you should take his views on medical issues as evidence for your research papers.

It’s not that there’s anything wrong with any of these websites. They’re meant for popular consumption. But as a researcher, you want to dig deeper and be relentless in your quest for using quality scholarly sources in your research papers. Don’t settle for sources that are not deeply credible and obviously academic.

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This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


Let’s fix our broken education system

June 27, 2014

I’ve got some fun news to share. I’ve been invited to write a regular column for Troy Media. My job is to write provocative, edgy, thought pieces on education in Canada. They’ve just published my first column:

“Let’s fix our broken education system: How to go from B-roken to A-wesome while there’s still time”

Canada was recently ranked against 15 other countries around the world for the quality of its education. How did we do? Read more…

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.