Collaborative Technology in Languages Initiative Steve Cayley

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Collaborative Technology in Languages
InitiativeSteve Cayley
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Background
The centrepiece of the National Languages
Strategy Languages for All - Languages for Life
is our commitment to give every child between the
ages of 7 and 11 the entitlement to learn a new
language. This marks a fundamental shift in our
approach to language learning in this country
and, by 2010 will transform the shape of language
learning in our schools. The Key Stage 2
Framework for Languages
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Background
Every child should have the opportunity
throughout Key Stage 2 to study a foreign
language and develop their interest in the
culture of other nations. They should have access
to high quality teaching and learning
opportunities, making use of native speakers and
e-learning. The Key Stage 2 Framework for
Languages
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Background

• Training and Development Agency (TDA) England
• Ministère de la Jeunesse, de lEducation
  Nationale et de la Recherche (MJENR) France
• Kultus Ministerium in a number of Bundesländer
  Germany
• Ministerio de Educacion Cultura y Deporte Spain
• have an agreement to
• develop teaching and learning in languages in
  primary schools through the exchange of trainee
  teachers.

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Background

• 58 HEI training partnerships
• (Higher Education Institutions)
• 30 Anglo/French
• 11 Anglo/German
• 14 Anglo/Spanish
• 2 Anglo/Italian
• 1 Anglo/Portugese

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The Videoconferencing initiative

• The videoconferencing initiative has been set up
  in three of the French partnerships, three of the
  German partnerships and one of the Spanish
  partnerships.

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31 Primary Schools

• UK/GERMANY
• Manchester 2
• Sindelfingen 2
• Hull 2
• Meckenbeuren 2
• Oxford 2
• Siegberg 2

• UK/FRANCE
• Sunderland 4
• Darlington 2
• Avignon 2
• Durham 2
• Brtittany 2
• Loeuilly 1

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Aims
The broad aims of this initiative are to explore
and develop the use of video conferencing and
other technologies

• To support and enhance teaching and learning in
  primary languages
• To support and enhance other aspects of teacher
  training
• To bring native speakers into the classroom
• To disseminate the good practice established to
  the other teacher training partnerships

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How does it work?

• The schools in the UK, France, Germany and Spain
  involved in the project are all training schools.
• Key teachers in each of the schools are trained
  to use video conferencing technology and,
  together with teachers in their partner schools,
  they plan and develop programmes of video
  conferences to support languages/cultural
  understanding.
• When the trainees are on placement in the
  schools, there is already an established
  programme of video conferencing for them to get
  involved in.
• Trainees and teachers feedback their experiences

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Educational outcomes

• Embedding the use of appropriate technologies,
  including video conferencing, across the primary
  curriculum to support and enhance the teaching of
  languages and development of cultural
  understanding
• Ensuring progression in childrens learning
• Highlighting and disseminating developments in
  pedagogy
• Establishing formative assessment methodologies
• Supporting teachers to take risks and develop a
  creative and visionary view of primary delivery
  including language learning

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Observations

• Different cultures
• Daily time-tables
• Holidays
• School organisation
• Language learning
• Technology
• ICT Provision and use
• Broadband and VC infrastructure
• Enthusiasm
• Preparation and planning
• Face to Face meeting for planning

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Six Schools Project

• Manchester Metropolitan University
• Granada University
• IUFM de Niort
• King's Road Primary School, Manchester
• Seymour Park Primary School, Manchester
• CP St Miguel, Granada
• Cristo de la Yedra, Granada
• Ecole elementaire de Frontenay Rohan Rohan, Niort
• Ecole elementaire de Magne, Niort

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• For many children the Online World is every bit
  as real as the rest of their lives.
• They use the Internet for
• School work
• Finding information
• Downloading Music
• The Gateway will provide an opportunity for
  children to use their skills in a secure,
  engaging educational context.

• Communicating
• Playing Games

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• The Gateway will support
• Single, cross-border virtual school accessible to
  staff and students within the partner schools and
  universities
• The curriculum based project to facilitate
  greater learning potential for students,
  teachers, trainees and university staff
• Training of teachers and professional development
• Students foreign language acquisition
• Anytime/Anywhere Access

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Staff Gateway
Pupil Gateway
Calendar
My Calendar
News
My News
Contacts
Presence
My Contacts
Chat
Curriculum Planner
Resources
Talk/VC
Live Lessons
Shared Applications
Lesson Collaboration Tools
My Workspace
Voting
My Resources
Library
Shared Workspaces
Live Conferencing
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• Potential uses of The Gateway
• Joint project work between classes and children
• Development of a shared multimedia resource
  library
• Documents, Images, Audio Video files
• Use of email, online discussions and surveys

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• Potential uses of The Gateway
• Joint, live lessons between classes in different
  schools sharing presentations and working on
  shared applications via The Gateway and
  videoconference
• Access from home enabling joint homework with
  friends in anther country
• Communication with friends using Instant
  Messenger (chat/audio/video)

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• Potential uses of The Gateway
• Joint professional development
• Shared lesson planning using the curriculum
  planner
• Joint parents evenings
• Planning for trainee placements

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In the Classroom
Video conferencing
Interactive Whiteboard
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Online Games
Video Chat
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• Safeguarding the children
• Secure Close Environment
• any activity will be logged and traceable
• Acceptable Use Policy
• for all users students and staff
• Parental Permission
• Filtered content and websites

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• This is a different way of using a Learning
  Platform
• We will be learning as we develop The Gateway
  through discussion with staff and students about
  how it should look and function
• We will be learning by trying out different ways
  of using it
• We will learn from the way the children use the
  technology

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Reflections
opportunity to ask and answer questions that
they had recently learnt with a peer native
speaker.
improved their speaking skills since their
marks for the end of term speaking assessment
were considerably better than the year group
average.
improved their confidence to engage in dialogue
since the curiosity to find out about the
children they saw helped them to overcome their
inhibitions.
One pupil described video conferencing as a
window on the world.
pupils with special educational needs benefited
considerably from the experience
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Steve Cayley

• steve.cayley_at_devon.gov.uk