Gordon Lewis is Vice President, Languages for Laureate Higher Education, based in Princeton, NJ, USA. He earned a B.S. in Languages and Linguistics from Georgetown University, Washington D.C. and an M.S. from the Monterey Institute of International Studies, Monterey , California . From 1991-1999 he ran a language school for children in Berlin, Germany. From 2001 to 2004 he was Director of Instructor Training and Development for Berlitz Kids in Princeton , New Jersey . From 2004-2008 he was Academic Director of Kaplan English Programs, based in New York City. Gordon has served on the committee of the IATEFL Young Learners Special Interest Group and served as an editorial board member of ELT Journal. He is co-author of Games for Children and Grammar for Young Learners and author of The Internet and Young Learners, Teenagers, and Making the Most of Technology, all published by Oxford University Press.
ABSTRACT
Reality Check: Evaluating the Impact of Technology in Language Teaching 10 years after Web 2.0
Technology moves so fast that its progress is considered exponential. Change in pedagogy is arguably less rapid and the disconnect between the two poses challenges to our profession. A decade after the announcement of Web 2.0 and on the threshold to Web 3.0 and beyond, it seems appropriate to take a critical look at what technology has meant for teaching and learning. In this talk we will look at existing data on technology impact on teaching and learning and consider how the experience of the last 10 years will inform our coming future.
Reality Check: Evaluating the Impact of Technology in Language Teaching 10 years after Web 2.0
In his presentation, Gordon Lewis reminded us that technology is a valuable asset in teaching ELT to the new generation of leaners – but we are still learning how to use it. Drawing upon his many years of experience in management and research roles in ELT, he encouraged teachers, administrators and even students to take a broader perspective on the roles and capabilities of tech tools in language learning. He emphasized the importance of selectively and effectively incorporating it into a sound curriculum. As teachers today, we are operating in an environment of rapid technological, i.e. digital innovation and we want to keep pace with what the world of tech is doing. We feel we need to in order to attract and hold the attention of our students. This is understandable and a reasonable reaction. Yet, we must also be aware that the methodological and pedagogical aspects of this technology may lag behind the technological aspects of it. We should not rush to be so dependent on tech without being sure that it is working for the student needs as a part of a well-organized, well-rounded, and well-managed curriculum. The research on such a new and rapidly changing field is limited, but so far it shows that using online and new ELT tech tools has a positive impact on learning when it is part of a well-structured and effective program that handles incorporation selectively and reflects on its effectiveness. In other cases, tech tools and online study have not led to highly improved results in learning outcomes when relied upon too heavily or incorporated without significant analysis. He concluded by calling for: closer collaboration between developers and practitioners as innovation moves forward; more research and good data-keeping by institutions on effectiveness; and the development of a set of core standards of best practice that can benefit all as technology and language learning continue to grow together.
Bilgi ELT Conference 2015 