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Cinderella’s Coach or          Just Another Pumpkin?   Emerging Technologies and the ContinuingMarginalisation of Language...
Contextualising the researchstudy              A large supporting cast
Assumptions to be explored                     • Life for the marginalised and                       isolated language tea...
Assumptions to be explored     Bit-idy                  Just where    byte-aby                  am I driving     boo?     ...
Question:How did language teachers in the study use technology toenhance language learning and make their professionallive...
Question:How did language teachers in the study use technology toenhance language learning and make their professionallive...
Question:How did students use ICTs to make language learningmore meaningful and bring them closer to the languagesand comm...
Question:Were Languages, language learners, and languageteachers empowered by opportunities for globalconnectedness and th...
FindingsRather than enhancing language learning and teaching,technologies at the case study sites impacted negativelyon th...
A wicked problemWicked problems are tough to describe and have no clear-cut answers because of the social complexity of th...
Social complexity within thestudy                               If only it                               were that        ...
Critical theory, the magic wand,and the glass slipper
Critical theory, the magic wand,and the glass slipper                      Cinderella language                      teache...
Image creditsSlide 2: Deluxe Cinderella Doll Gift Sethttp://www.disneystore.com/deluxe-cinderella-doll-gift-setSlide 3: Ci...
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Cinderella’s Coach or Just Another Pumpkin? Emerging Technologies and the Continuing Marginalisation of Languages in Australian Schools

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Slides from our paper presentation at the Applied Linguistics Association of Australia National Conference, 12-14 November, 2012 at Curtin University, Perth.

Download the .pptx file to access notes for the slides.

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Cinderella’s Coach or Just Another Pumpkin? Emerging Technologies and the Continuing Marginalisation of Languages in Australian Schools

  1. 1. Cinderella’s Coach or Just Another Pumpkin? Emerging Technologies and the ContinuingMarginalisation of Languages in Australian SchoolsLindy Norris Applied Linguisticsl.norris@murdoch.edu.au Association of AustraliaPenelope Coutas National Conferencep.coutas@murdoch.edu.au 12-14 November, 2012 Curtin University, Perth
  2. 2. Contextualising the researchstudy A large supporting cast
  3. 3. Assumptions to be explored • Life for the marginalised and isolated language teacher should be easier. • The experience of language learners in Australian schools should be more meaningful and bring them closer to the languages and communities that they are studying. • Collectively this should be empowering for students and teachers, and inturn, empower the Languages learning area within the curriculum.
  4. 4. Assumptions to be explored Bit-idy Just where byte-aby am I driving boo? this change?
  5. 5. Question:How did language teachers in the study use technology toenhance language learning and make their professionallives easier? I’ve heard that there’s horseless carriages now?
  6. 6. Question:How did language teachers in the study use technology toenhance language learning and make their professionallives easier? Why not? • Hardware • Maintenance • Technical support • Learning area leadership support • Management of learners and learning
  7. 7. Question:How did students use ICTs to make language learningmore meaningful and bring them closer to the languagesand communities they were studying?
  8. 8. Question:Were Languages, language learners, and languageteachers empowered by opportunities for globalconnectedness and the use of ICTs?
  9. 9. FindingsRather than enhancing language learning and teaching,technologies at the case study sites impacted negativelyon the experience of both learners and teachers, and onthe status of languages learning in schools.
  10. 10. A wicked problemWicked problems are tough to describe and have no clear-cut answers because of the social complexity of theproblem or issues involved (Conklin, 2008).
  11. 11. Social complexity within thestudy If only it were that simple. I will give you jewels, flowers, attention, anything that will make my Princess happy
  12. 12. Critical theory, the magic wand,and the glass slipper
  13. 13. Critical theory, the magic wand,and the glass slipper Cinderella language teachers can exert some influence over the complexity of their circumstances. Living their professional lives within a critical framework has the potential to help with the easing into the glass slipper.
  14. 14. Image creditsSlide 2: Deluxe Cinderella Doll Gift Sethttp://www.disneystore.com/deluxe-cinderella-doll-gift-setSlide 3: Cinderella Promo 1http://www.flickr.com/photos/adplayers/6875925728/sizes/l/in/photostream/Slide 4: Disneys Electrical Parade: Cinderellas Royal Coachhttp://www.flickr.com/photos/armadillo444/3845998492/in/photostream/Slide 5: Cinderella in her coachhttp://www.flickr.com/photos/edrussell/261118061/sizes/l/in/photostream/Slide 7: Learn 9 Languages with Cinderellahttp://www.ioffer.com/i/learn-9-languages-cinderella-language-laerning-software-105711149Slide 8: Cinderella at her computerhttp://i46.tinypic.com/i3b890.jpgSlide 9: Windows errorhttp://favim.com/orig/201107/11/art-cinderella-computer-disney-funny-illustration-Favim.com-101486.jpgSlide 10: Wicked stepmother and ugly stepsistershttp://www.flickr.com/photos/38969690@N00/3175843742Slide 11: A Christmas Fantasy: Prince Charming, Cinderellahttp://www.flickr.com/photos/armadillo444/3318035792/in/photostream/Slide 12: Cinderella (droids)http://www.flickr.com/photos/45940879@N04/5499285074Slide 13: Suck it up Princesshttp://rlv.zcache.com/suck_it_up_princess_button-p145136808965358790en8go_400.jpg

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