The document summarizes a presentation about using curation and social networking to support the development of pre-service language teachers. It discusses the challenges of pre-service CALL (computer-assisted language learning) teacher education, and describes a course at Nice University where students created curation websites using Scoop.it and Google sites. The students curated resources on language teaching and learning topics. Their sites attracted other teachers and remained active after the course. Student feedback indicated the course helped them learn new tools and resources, but some had concerns about privacy, security and tool appropriateness for learners.
1. Curation and
social networking
for pre-service language
teacher development
Shona Whyte
University of Nice, France
EUROCALL Teacher Education SIG Symposium. Göteborg, Sweden. 23 August 2012
2. Shona WHYTE http://efl.unice.fr @whyshona whyte@unice.fr EUROCALL, 23/12/12
challenges of pre-
service CALL
teacher education
The Tower and the
Cloud (Katz, 2008)
curation
wiki
3. Shona WHYTE http://efl.unice.fr @whyshona whyte@unice.fr EUROCALL, 23/12/12
pre-service CALL teacher
education challenges
MA Languages, Nice
University; ICT for MFL
course
• literary background, no
pedagogy
• teachers of different
languages in same course
• limited secondary school
class contact
28. Shona WHYTE http://efl.unice.fr @whyshona whyte@unice.fr EUROCALL, 23/12/12
Students’ curation sites
sites still“live” after
course end
a)Time 1 = Feb 12
b)Time 2 = July 12
29. Shona WHYTE http://efl.unice.fr @whyshona whyte@unice.fr EUROCALL, 23/12/12
Followed and rescooped (French university Italian teachers)
Italian student12
41 posts on day before final exam
30. Shona WHYTE http://efl.unice.fr @whyshona whyte@unice.fr EUROCALL, 23/12/12
“dead” site still visited
English student E1
a)Time 1 = Feb 12
b)Time 2 = July 12
31. Shona WHYTE http://efl.unice.fr @whyshona whyte@unice.fr EUROCALL, 23/12/12
Effectiveness of student
curation
• sites systematically shared on
social media had more visits
• student sites attracted
secondary/university teacher
following
• sites remain relevant after
course end
32. Shona WHYTE http://efl.unice.fr @whyshona whyte@unice.fr EUROCALL, 23/12/12
0%
10%
20%
30%
40%
50%
60%
70%
Number of students (N=24)
learning activities podcasts
reference sites news sites
teaching blogs video
culture
Content curated: frequency
of resources cited (Scoop.it
Google site)
10
5
4 4 3 3
6
33. Shona WHYTE http://efl.unice.fr @whyshona whyte@unice.fr EUROCALL, 23/12/12
0%
10%
20%
30%
40%
50%
60%
70%
English Italian Spanish
learning activities podcast
reference sites news sites
teaching blogs video
culture
5
11
5
2
1
11
4
3
2 2 2
3
2 2
1 1 1
Resources cited by
language group
34. 0%
10%
20%
30%
40%
50%
60%
70%
Number of students (N=24)
learned new tools
learned to collaborate
learned about teaching
learned social media
want to use tools with learners
want to learn more tools
want to share resources
want to collaborate with teachers
internet privacy
technical problems
complexity
21
10
6
4
12
21
6
4 4
2
6
10
Reflections on
development during
course
[
[
LEARNING
NEW
GOALS
CAVEATS
35. 0%
50%
100%
English Italian Spanish
learned new tools
learned social media
learned to collaborate
learned about teaching
want to learn more tools
want to share resources
want to collaborate with teachers
want to use tools with learners
technical problems
internet privacy
complexity
Reflections by language
group
36. Shona WHYTE http://efl.unice.fr @whyshona whyte@unice.fr EUROCALL, 23/12/12
• learn techno-
pedagogical skills
• access online
teaching resources
• plan for continuing
professional
development
Student reaction papers suggested they were able to ...
but were perhaps less ready to
37. Shona WHYTE http://efl.unice.fr @whyshona whyte@unice.fr EUROCALL, 23/12/12
Misgivings
• suitability for learners
• privacy and security
issues
Students also expressed
38. Shona WHYTE http://efl.unice.fr @whyshona whyte@unice.fr EUROCALL, 23/12/12
Group curation -
experiential modelling
• allowed students
to experience
collaborative
practice
• task-based
training for task-
based language
teaching
• teacher
autonomy?
39. Shona WHYTE http://efl.unice.fr @whyshona whyte@unice.fr EUROCALL, 23/12/12
http://www.scoop.it/t/telt
http://www.scoop.it/t/learning-
technologies-for-efl
Katz, R., 2008a. (Ed).The Tower and the
Cloud: Higher Education in the Age of
Cloud Computing. EDUCAUSE, Boulder,
CO.
Clipart from http://openclipart.org
Classroom photo: cayoup,
http://www.flickr.com/photos/
52678969@N05/5604587723