William Wickham

EdTech 504

October 21, 2012

A Selection of Research on Supporting Theory for Technology Supported Project Based Learning as it Applies to English Language Learning: An Annotated Bibliography

Research on Project-based Learning (PBL) shows student learning in the areas of collaboration, engagement, motivation, creativity, content knowledge and critical thinking skills are positively affected. PBL is based on current constructivist models of cognition including situativity, activity theory and social constructivist theory. By looking at various sources of theory based research, the annotated bibliography below attempts to link these various theories with technology while demonstrating the powerful implications of the various aspects of PBL.

Beckett, G.H. (2002). Teacher and student evaluations of project-based instruction. TESL

Canada Journal, 19(2), 52-66.

This article seeks to explain discrepancies between content based project-based learning instruction and that of L2 language learners involved in PBL instruction. The author does not take her article deep into the background theory supporting PBL, but does offer that PBL can help students develop critical thinking, decision-making, collaboration and

problem-solving skills. When specifically discussing second-language acquisition students, she notes the primary benefits come from opportunities to develop accuracy and fluency through communicative needs. This study asks teachers and students to evaluate PBL and much of the feedback reported was positive. Some student feedback highlighted the enjoyment and learning advantages of extensive use of technology. However, when dealing specifically with L2 learners, this study demonstrates the difficulty of incorporating PBL with language learners who are accustomed to more traditional methods of instruction or who come from cultural settings that foster teacher-centered approaches to learning. I feel this article is highly useful as it highlights areas of particular concern when implementing PBL with ELL learners. Ozverir, I. & Herrington, J. (2011). Authentic activities in language learning: Bringing real world relevance to classroom activities. In T. Bastiaens & M. Ebner (Eds.), Proceedings of

World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011 (pp. 1423-1428). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/38052. This article makes a strong case for applying situated learning in ELL environments. The Authors argue that asking students to decontextualize learning results in students who have knowledge, but cannot apply the knowledge to real-life situations. Instead, these students will likely understand how to answer a question correctly on a test, but will not be able to use the knowledge authentically. Therefore, it is suggested that students learn

English through authentic situations where the goal is some form of communicative objective requiring higher order thinking skills (comparing, informing, persuading and/or analyzing). They do not stress the importance of technology in their research but instead address its usage as a given or integral piece of the project. I feel this speaks to the seeming necessity of technology when considering authenticity in ELL.

Davies, R.J. (2011). Second-language acquisition and the information age: How social software has created a new mode of learning. TESL Canada Journal, 28(2), 11-19. In this article, the author seeks to show how social learning through technology can benefit learners. The author delves deeply into the theory surrounding social learning discussing social constructivism and its contributors such as Vygotsky. The author explains that during social learning, scaffolding plays an integral role in learning and that adults and peers enable the student to learn more than if they were alone. To achieve this, the social learning opportunities made possible by information and communication technologies must be harnessed. Of particular importance was the authors discussion of blogs, wikis, social networking sites and how this allows them to shape their learning through collaborative interaction.

Kern, R. (March, 2006). Perspectives on technology in learning and teaching languages.

TESOL Quarterly, 40 (1), 183-210.

This article delves deeply into Computer Aided Language Learning (CALL). Initially, the article describes CALL and its shifting theoretical groundings. Starting with interactionist approach and moving through various language learning theories, the author concludes that not one overarching approach will work. Rather, a synergy of multiple perspectives should be used. The author discusses computer-mediated communication at length showing how CMC is primarily text based in nature and brings with it a number of challenges. Among these is the hybridization of language when non-native speakers of the same cultural background use English in a particular context. Moving beyond CMCs, the author highlights the need to develop electronic literacies. These literacies were then seen to have an amplifying affect on learning and on how student can create themselves through their community. Throughout this lengthy, in-depth text, the author stresses the role of the teacher and their guidance and that it is not the technology itself that affects language learning, but the uses of technology. I feel this article helps me see in part how proper scaffolding will be required to address sociocultural aspects of implementing project based learning.

Keengwe, J., & Kang, J.-J. (2012). Preparing in-service language teachers to design and implement technology-rich curriculum. Education and Information Technologies. doi:10.1007/s10639-012-9195-y This article identified three major concerns of implementing a technology-rich curriculum for in-service EFL teachers. First, the researchers address the need for

curriculum designers to consider Technological Pedagogical Content Knowledge (TPACK). It also shows teachers need to understand how to integrate technology and that having support and opportunities for professional development is crucial. They suggest a job-embedded project approach which I find very interesting as it directly relates to my work with pre-service teachers at the undergraduate level. Finally, the study addresses the need for professional learning communities where teachers can share experiences and learn from each other. They suggest this can be accomplished online. Throughout this implementation project, it is clear that the developers approached the instruction from traditional, teacher-centered learning theories. This article could be used to show how these methods of instruction lead to minimal success.

Simina, V. and Hamel, M. (2005). CASLA through a social constructivist perspective: WebQuest in project driven language learning. ReCALL, 17, 217-228. doi:10.1017/S0958344005000522 This article explains how social constructivism can be used when approaching second language acquisition. Through the use of socio-constructivist CALL environments, WebQuests are offered as on possible way of approaching CASLA. By taking into account the importance of culture and context, social constructivism looks at the shared, coconstructed meaning of a given experience. The authors focus on the ideal CALL environment in which authentic, real-world like realities are presented and provide

students the opportunity to construct meaning by combining prior knowledge with new. Self-regulated reflection is also promoted to help learners track progress. Thought his article exemplifies the use of WebQuests, the application of the theory has profound implication for project based learning. The learn-centered environment, coupled with authentic, content-rich activities scaffolded for learner accessibility, the collaborative, shared nature of constructing meaning and the metacognitive reflection process fits exactly the needs of a PBL project.

Felix, U. (2002). The web as a vehicle for constructivist approaches in language teaching.

ReCALL, 14, 2-15. doi:10.1017/S0958344002000216

This article argues that web technologies have the power to engage students through experiential learning in the form of process-oriented projects within the context of faceto-face language teaching. The author compares traditional methods of teaching and learning with newer, constructivist approaches concluding that these methods add authenticity and quality to the classroom learning experience. The author also provides an extensive list of examples of online learning experiences and tools. Of course, this article is a decade old and many of the examples no longer exist. However, they demonstrate how constructivist theories translate into practical applications and provide a number of good ideas.