About this paper

Appears in:
Page: 3978 (abstract only)
Publication year: 2012
ISBN: 978-84-695-3491-5
ISSN: 2340-1117

Conference name: 4th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2012
Location: Barcelona, Spain

THE TELL VOICES OF LEARNERS

M. Hunter

ENSA-PM (FRANCE)
Computer-mediated language learning has become commonplace as technology means multiply, offering complete virtual learning environments (VLEs) through commercial proprietary software or free hosted and open-source solutions which can be adapted and customized to learner preferences. The multimodality afforded by some virtual learning environments, albeit artificial as opposed to the natural setting of face-to-face meetings, provides virtual spaces for more authentic and real-world based learning to occur for learners who would normally never meet face-to-face in the physical world. However, there can be no underpinning assumption that the implementation of a learning environment will transform learning practice (Engeström, 2009, Hakkarainen, 2009). Hakkarainen posits that “technology enhances learning through transformed social practices” (2009, p. 214) and that “deliberate efforts of transformation are facilitated by providing instruments and methods that allow making visible, reflecting on, and transforming prevailing practices” (p. 215).

This paper offers insights into technology enhanced language learning (TELL) where deliberate efforts were made to change the routine activity and material agency regarding register and tool mediation. The rationale was to make learners aware of their oral language performance with specific focus on lexical content and to introduce synchronous and asynchronous technology-mediated learning environments.

Activity theory was considered an appropriate framework to examine the activity system in these studies in order to allow for a dynamic design procedure through interruption to routine (Hakkarainen, 2009) and to make contradictions visible to all actors. These contradictions in turn served as springboards for change and expanded learning (Engeström, 2009) negotiated between the group members.

References:
Engeström, Y. (2009). From Learning Environments and Implementation to Activity Systems and Expansive Learning. An International Journal of Human Activity Theory, 2, 17-33.
Hakkarainen, K.( 2009). A knowledge-practice perspective on technology-mediated learning. Computer-Supported Collaborative Learning, 4, 213-231.
@InProceedings{HUNTER2012TEL,
author = {Hunter, M.},
title = {THE TELL VOICES OF LEARNERS},
series = {4th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN12 Proceedings},
isbn = {978-84-695-3491-5},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {2-4 July, 2012},
year = {2012},
pages = {3978}}
TY - CONF
AU - M. Hunter
TI - THE TELL VOICES OF LEARNERS
SN - 978-84-695-3491-5/2340-1117
PY - 2012
Y1 - 2-4 July, 2012
CI - Barcelona, Spain
JO - 4th International Conference on Education and New Learning Technologies
JA - EDULEARN12 Proceedings
SP - 3978
EP - 3978
ER -
M. Hunter (2012) THE TELL VOICES OF LEARNERS, EDULEARN12 Proceedings, p. 3978.
User:
Pass: