Changes in teachers profile affecting the use of technology
Introduction Generation Y The course The pilot group The research
Results Suggestions Conclusion
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Abstract Nowadays most teachers-to-be are digital natives.
However, this change in teachers profile does not guarantee better
use of technology in the classroom. This presentation shows the
findings of a study which compares groups of university students,
and discusses the possible adaptation of language teacher
development courses.
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Cacique Almir, Paiter-Suru tribe, Rondonia Almir Suru: Elected
one of the most creative leaders in the business world by the
American magazine "Fast Company, he uses/prescribes technology to
preserve traditions
urgos4patas.blogspot.com.br/2012/06/cacique-de-cocar-terno-e-iphone.html
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Introduction
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Hadfields reversed pyramid Language labs, videos, computers,
PowerPoint Cassette recorders, OHPs, photocopiers Whiteboards,
books Paper and pens Blackboard Nothing (Harmer 2007:175)
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Other way up resources pyramid People Real life Blackboard
Paper and pens Whiteboards, books Cassette recorders, OHPs,
photocopies Language labs, videos, computers, PowerPoint (Harmer
2007:176)
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Technological awareness process
AccessUseKnowledgeCreativity
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Generations 1946-1964 post-war The Baby Boomer Generation
1965-1980 Working, independent and skeptical Generation X 1981-1999
confident and technologically advanced, and they come with a sense
of entitlement Generation Y 2000-present A group that has received
little attention in the literature thus far. Generation Z (Reilly
2012:03)
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Gen Y characteristics tech-savvy balances personal and work
lives kinesthetic and visual feedback-dependent predilection for
entertainment and games redefine respect seek a purpose and a
passion read less and less well Gen Y and academic dishonesty
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Generation Y
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The Course Teacher development course : Use of technology in
TEFL Compulsory discipline in the graduate UERJ English-Literature
course Objective: discuss the use of new technologies in ELT.
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The First Group (Pilot - 2009) 12 university language learners
Age: 18 to 30 Familiarity with modern technology: only three were
very much familiar; the others mentioned that they used, but were
not confident. Two did not have computers at home, but used cyber
cafs or the university lab.
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The Result of the Pilot Course Not only did learners discuss on
the use of technology, but experienced this technology trying to
find ways of making it useful. The ones who were not very much
familiar with these tools were helped by their partners and now
feel much more comfortable. The result of their work can be shared
with other learners and teachers. They had the opportunity to
practice English all the time.
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The Research A study which compares groups of university
students, and discusses the possible adaptation of language teacher
development courses
PASTNOWADAYS Lack of familiarity with technology More negative
attitude towards technology Little access to the Internet Lack of
modern technology at work Used to read more Methodology awareness
Wish for a less traditional education More familiarity with
technology Addicted to technology, esp. social networking Access to
internet on the phone all the time Read less and dont worry about
what other people will think about their posts Think more about
themselves Very creative and fun Lack of methodology awareness
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The Course: now and then PASTNOWADAYS Introducing modern
technologies Thinking their possible use in the classroom
Technology as a useful tool Main aim: Change of attitude towards
technology Methodology awareness Rethinking the use of technology
adapting it to language teaching Technology without methodology
doesnt work. Technology is just a tool. Main aim: How to apply
their technology skills to their teaching reality
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Findings Learners have more access to technology than they used
to. However, they have less methodology awareness. The need for
more training and development course.
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Findings There may be a generation gap between teachers working
in the same institution. There may also be a greater gap between
coordinators and the new generation of teachers. More study to
understand this new generation as workforce.
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The future is now! Can we still consider the idea of future in
relation to modernity? Nothing surprises us. What can be considered
modern?
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5 WAYS TO ATTRACT GEN Y TO YOUR WORKPLACE Offer flexibility.
Use technology and social media as recruiting tool. Write great job
descriptions to find your best fit. Develop onboarding programs. Be
their mentor. (Huhman, Heather 2010)
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Homework Reflection How does this may affect the teaching and
learning process? How do you cope with this new reality? What about
dealing with the brand-new Generation Z? What is the next after Z?
Does the difference between the generations take into consideration
teachers and learners individual learning styles? Is there a need
to develop different learning strategies depending on the
generation? What is the role of the teacher/developer in this new
scenario?
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