ecuadorrev

EUROCALL 2015 Critical CALL

Using mobile devices and the Adobe Connect web conferencing tool in the assessment of EFL student teacher

performance

Maria del Carmen Bolona Lopez, Margarita Elizabeth Ortiz and Christopher Allen

Using mobile devices, Adobe Connect

and Moodle

• PurposeDescribe the combination of technologies (smartphones, online Moodle VLE forum, Adobe Connect etc.) in the peer assessment and calibration of classroom pre-service teacher performance in Ecuador.

• Research question

How can technologies be combined to peer assess and calibrate classroom pre-service teacher performance in Ecuador?

• TechnologiesSmartphonesOnline Moodle VLE forumAdobe ConnectDoodle

Using digital technologies in the assessmentof EFL student teacher performance in

Ecuador

Micro-teaching: a definition

A scaled down realistic classroom training context in which teachers, both experienced and inexperienced, may acquire new teaching skills and refine old ones’

McKnight (1980:214)

Micro-teaching

TKT Guidelines for assessment

Research Methodology

Context

Setting Participants

- Casa Grande University English Department- TEFL Accreditation ProgramReading Writing Couse

- 10 TEFL student teachers - 20 to 40 years old- Spanish speakers- English users in class- Micro-teaching R/W sessions

• Research Project:Qualitative and quantitative techniques

• Data sourcesa) Students’ peer micro – teaching session smartphone videos.b) Moodle (VLE) materials: videos, forums comments, files and wikic) Adobe Connect Video Conferencing Room d) Doodle

Research Methodology

1 2 543

MT videos Uploaded to youtube

Student – teachers sessions were filmed in class using a

smartphone

Student – teachers videos were postedthroughthe Moodle forum.

Student – teacherslessons were assessed qualitatively andquantitatively.

Trainers’ responseswere tabulatedand analyzed

Micro-teaching sessions Moodle (VLE) Adobe Connect

Student-teacherslessons wereassessed.

- E-mail contacts

- Blogs

- Doodle appointments organizer

Research Process

ICT Technologies

Review and discussion of teacher training videos from Casa

Grande

Data Analysis

Link to one of the videos

Results

Main conclusions

• Potential for mobile phones to record student teacher performance as basis for professional practice reflection- but- recorders must be mobile!

• Trainers must themselves be mobile in the classroom to capture the full complexity of a student lesson

• Mobile phone video records can highlight discrepancies in assessment between trainers

• Adobe Connect can serve as a useful platform to discuss consistencies and discrepancies in performance assessment

• AC can therefore serve as the basis for calibration of the trainers’ observations, enhancing reliability and validity in TP assessment

References

Cooper R., Lavery M., Rinvolucri M. (1991). Video. Oxford, Oxford University Press.  Egbert, J. (2005) CALL Essentials, Principles and Practice in CALL Classrooms TESOL Millis B. J. & Smojlowicz G. (2006). A Microteaching Model that Maximizes Feedback, Peer Engagement, and Teaching Enhancement. A publication of The Professional & Organizational Development Network in Higher Education.Vol. 18, No. 6, p.1. http://cft.vanderbilt.edu/files/vol18no06_microteaching.htm Accessed June 13th 2015

McKnight, P. C. (1980). Microteaching: Development from 1968-1978. British Journal of Teacher Education, 6, 214-227.

 Richards, J.C. & Farrell, T S. (2005). Professional Development for Language Teachers.

New York. Cambridge University Press.  Wallace, M.J. (1991). Training Foreign Language Teachers. Cambridge. Cambridge University Press.