The Pedagogical Potential of Interactive Whiteboards 2.0

The first part of this chapter discusses the transformative potential of Interactive Whiteboards (IWBs), by analyzing the opportunities of using this technology in conjunction with Web 2.0 tools to support constructivist practice in the language classroom. The second part draws upon research data and literature review results to examine the role played by teachers in the realization of this potential. A special focus has been placed on the various evolutionary stages that teachers go through as they integrate IWB technology into their teaching. The research data derives from a case study conducted with nine English teachers from a secondary school in Germany. The study was conducted within an interpretative research paradigm, and data were collected via qualitative research instruments, namely interviews, classroom observations and the video recording of one IWB training session. Research findings revealed that the teachers investigated were gradually becoming aware of the transformative potential of IWB technology.

Personal Learning Environments for Language Learning

This chapter discusses the potential of social software and Web 2.0 tools to enhance language learning in a blended learning context. It describes an English as a Foreign Language course that introduces students to several Web 2.0 tools with the aim of helping them develop their own Personal Learning Environment. As students become familiar with the almost endless opportunities for accessing and participating in authentic language on the Web today, they must also learn to find appropriate resources, filter unsuitable materials, manage this information overload, and decide which tools best suit their own learning style. The chapter argues that accompanied with the right pedagogical approach, these tools enhance learning by allowing students to engage in self-directed learning and gain skills and resources that are transferable to their informal, lifelong language learning.

Improving Online Readability in a Web 2.0 Context

This study describes a task-based assessment (TBA) approach to teaching reading and writing online. It then analyzes key factors emerging from the results of implementing this approach with graduate engineering students in Japan. It is argued that these factors should be considered when designing or assessing any online reading or writing course for ESL/EFL students. The findings of this study are especially relevant to task-based approaches and technical or pedagogical innovations which can help foster more effective and enjoyable learning for teachers and students in blended learning environments. It is hoped that this discussion can serve as a model of what can be done to enhance online EAP/ESP/ETP courses, as well as any other online reading or writing course being designed for speakers and readers of languages other than English. The goal in this chapter is to summarize research aimed at integrating some of the most useful Web sites for English language learning into a user-friendly system for optimal online vocabulary development — which could be self-monitored by students as well as tracked by teachers via a course management system.

Podcasting as a Next Generation Teaching Resource

This chapter aims to investigate how podcasts can be made to fit into the repertoire of resources utilized by teachers, especially in language education. It focuses on arming the language teacher with a fundamental knowledge of podcasting, centering on its potential applications in the classroom. Podcasts are ideal resources for language teachers, especially English language teachers, because almost all topics imaginable are now being treated in podcasts and the bulk of podcasts are recorded in English. Aside from making use of language-teaching podcasts, language teachers can also incorporate English language podcasts dealing with a wide range of issues to cater to the varying preferences of students. In addition to discussing these points, this chapter also provides suggestions for the practical incorporation of podcasts in language learning and teaching, both inside and outside the classroom. Two case studies demonstrating possible ways to use podcasts in an English as a Foreign Language (EFL) context are presented.

The Use of Weblogs in Language Education

This chapter explores in how far Web 2.0, Weblogs in particular, has changed foreign language learning. It argues that Weblogs, along with Web 2.0, have created new genres for which users need new forms of literacy. A qualitative study on the relationship between the online audience of Web 2.0 and learners’ writing processes is presented and the findings are discussed. The study supports the assumption that learners are aware of the social interaction taking place through weblogs and that this awareness of audience influences the writing process. The author’s intention is to point out that Web 2.0 has created new communities of language practice and that foreign language learning is happening in these discourse communities through social interaction. The challenge in foreign language education is to integrate these communities of practice into the foreign language classroom.

Using Mobile Technology and Podcasts to Teach Soft Skills

Training ESL students in soft skills and employability skills with the help of Web 2.0 technologies is the current trend in Indian educational institutions. Students, who aspire to grow to greater heights in the corporate world, have understood the importance of learning soft skills such as verbal and non-verbal communication as well as employability skills such as interpersonal, problem solving and organizational skills to secure placements in leading companies. To meet these demands, teachers are required to play the role of facilitators of learning, and use innovative training methods. They no longer depend totally on textual materials but use advanced technological tools to supplement their teaching. The curriculum is designed to accommodate these innovations. Thus one finds more and more teachers using Web 2.0 technologies like podcasts, mobile phones, Wikis, blogs and Skype. Research studies conducted on the use of these Web 2.0 technology tools have shown the possibility of creating a virtual classroom and promoting students’ participatory learning in a more effective manner.

A Context-Based Approach to Web 2.0 and Language Education

Web 2.0 offers potentially powerful tools for the field of language education. As language teacher tutors exploring Web 2.0 with participants on an MA in Educational Technology and TESOL at the University of Manchester, UK, we see that the potential of Web 2.0 is intimately linked with teachers’ perceptions of their teaching contexts. This chapter will describe a “context-based” approach to the exploration of Web 2.0 on a module focusing on the potential role of distributed courseware in language education. It will begin by giving an overall picture of where and how the exploration of Web 2.0 tools fits into the MA program. It will then describe the main aims and aspects of the module and discuss in some detail our context-based approach in relation to participants as well as Web 2.0 in existing literature. The chapter will conclude with two case studies concerning how teachers incorporate Web 2.0 technologies in courseware for their contexts.

The Role of Community Formation in Learning Processes

The aim of this chapter is to discuss the effectiveness and the necessity of forming a community when engaged in online learning. The Internet and its online communities offer new learning opportunities for many who cannot attend full-time, residential training sessions or higher education courses. Web-based course delivery affords these students and professionals the opportunity to work together, “anytime, anywhere,” exchanging information, resources, expertise, without leaving their homes or their jobs

Infoxication 2.0

This chapter reviews the issue of information overload, introducing the concept of “infoxication 2.0” as one of the main downsides to Web 2.0. The chapter describes some of its potential effects on the learner, on the one hand, and puts forward some solutions to deal with the informational and communication barrage worsened by Web 2.0 plethora, on the other. The review of the issue reveals that although the problem of information overload has existed for many years, the massive abundance of fragmented Web 2.0 informational and communicative resources for the language learner might become an obstacle, i.e. it is often difficult to find what’s useful. Two kinds of solutions are identified, those based on common sense and time management, and those based on technology agents such as RSS readers and especially the future generation of RSS mash-up tools. An emphasis is placed on the role of the teacher as the facilitator to provide the know-how on these tools.

Criteria for the Implementation of Learning Technologies

The grand narrative of educational policy statements lack clear guidelines on Information Communications Technology (ICT) integration. A review of current academic literature fails to provide consistent strategies for institutions and practitioners determined to adopt ICT in an informed way. This chapter introduces criteria for the successful implementation of ICT-enabled tasks. It argues that the integration of ICT is best supported by a pedagogy that facilitates experiential learning and a development of academic competencies. The context for demonstrating the importance of the informed use of ICT is a research project entitled, “iPod therefore iWrite,” in which multiple-media content was developed by students in Japan and the United Kingdom.