MA Digital Technologies, Communication and Education

This course unit comprises the exploration of the digital literacy skills and strategies needed in the process of teaching or learning a language with the support of a variety of technologies. For this, a range of digital literacy skills, language learning strategies and digital technologies will be explored with reference to both self-learning and classroom practice (face-to-face, online, hybrid and blended) to research into how these technologies might enable the development of such digital literacy skills.

This unit aims to:

• develop an improved knowledge and critical understanding of the roles that digital literacy skills and digital pedagogies play in language teaching and learning in the light of relevant research, theory and issues of debate.
• explore the digital pedagogies and digital literacy skills that language teachers and learners need to develop to assist the language learning process.
• enable students to develop the digital literacy skills and strategies needed to engage with technology assisted language learning for the purposes of supporting autonomous learning or classroom teaching and learning.enable students to critically evaluate the potential and specific application of digital literacy skills in the use of technology with respect to individual differences in language learning (e.g. age, personality, needs, neurodiversity, learning strategies, aptitude) and teaching (e.g., learner profiles, age, needs, teaching approaches, technological setting, cultural setting).

This course unit comprises the exploration of the digital literacy skills and strategies needed in the process of teaching or learning a language with the support of a variety of technologies. For this, a range of digital literacy skills, language learning strategies and digital technologies will be explored with reference to both self-learning and classroom practice (face-to-face, online, hybrid and blended) to research into how these technologies might enable the development of such digital literacy skills. 

Onsite learning

Sessions will include practical engagement with practical demonstrations of particular digital tools by the lecturer of the unit, students and guest speakers.  Class-contact sessions will consist of a mixture of teaching and learning modes principally hands-on seminar sessions and tutorials with flipped materials leading into these sessions. The course unit virtual learning environment (VLE) acts as a repository of learning materials for use both within and beyond face-to-face sessions. Other tools such as  videoconferencing and online course unit discussions/forums (e.g., Microsoft Teams) are also used to mediate learning activities at different points.  . Course unit participants will also be invited to consult the tutor on a one-to-one or small group basis.

Online learning

Online input is provided via the VLE with the addition of synchronous tutorials using  videoconferencing tools (e.g., Zoom or similar). This provides a combination of materials designed for printing and online work. Discussions and group tasks are facilitated using online course unit discussion/forums. 
 

• demonstrate awareness of the digital literacy skills and strategies needed in language learning as well as their relationship to methodological approaches to language education and digital pedagogies.
• demonstrate awareness of how the digital literacies and strategies applied while using digital technologies contribute to the development of a second language.
• demonstrate an understanding of the impact of emerging technologies on second language teaching and learning.
   

• critically analyse and synthesise research into digital technology, digital literacies, digital pedagogies and second language teaching and learning.
• critically analyse factors that impact on the application of digital technology in specific language learning contexts and apply these to their own language learning experiences and teaching practice.
• Explore, analyse, evaluate and reflect on effective use of technology in relation to mode of interaction (mobile devices, laptop, computer lab).
  Critically reflect on the role that AI plays in the creation of knowledge in digital literacy in language teaching and learning.

• evaluate existing practices in using digital technologies in particular language teaching and learning settings. Apply these in new settings.
• develop language learning materials and accompanying tasks that appropriately exploit a specific  digital technology/ies in a particular mode and for a particular setting .
   

• develop and demonstrate academic literacies including analysis and interpretation of different texts (on and offline), reflection upon relevant literature in relation to their own experiences of language teaching and learning, academic presentation and online networking.
• develop new or enhanced skills in using information and communication technologies (ICT).

Written (general and specific) tutor-feedback is provided via Turnitin when marks are released  as per FoH policies.
 

This is a preliminary list of key references:

Beatty, K. (2010) Teaching and Researching Computer Assisted Language Learning (Second Edition), Longman.

Carrier, M., Damerow, R. M. & Bailey, K. M. (2017) Digital language learning and teaching: research, theory and practice. London: Routledge.

Chapelle, C. A. and Sauro, S. (2017) Handbook of Technology and Second Language Teaching and Learning. London: Wiley.

Hockly, N. (2016) Oxford key concepts for the language classroom: Focus on learning technologies. Oxford: OUP.

Li, Li (2017) New technologies and language learning. London: Palgrave Macmillan.

Motteram, G. (2013) Innovations in Learning Technologies for ELT. London: The British Council. https://www.teachingenglish.org.uk/article/innovations-learning-technologies-english-language-teaching (available as an open access pdf and useful pre-course reading).

Sherman, J. (2003) Using Authentic Video in the Language Classroom. Cambridge: CUP.

Thomas, M. Reinders, H. & Warschauer, M. (2013) Contemporary Computer-Assisted language Learning. London: Bloomsbury.

Walker, A. and White, G. (2013) Technology enhanced language learning: Connecting theory and practice. Oxford: OUP.

This online journal is referred to frequently during the course unit, and is a useful source to browse for pre-course reading as it is open access:

Language Learning and Technology, available http://llt.msu.edu/. The following journals are also regularly referred to:

Computer Assisted Language Learning, System, ReCALL, British Journal of Educational Technology, Computers and Education, the CALICO Journal is also useful, but you have to be a member of the organisation to access the latest editions.

NB: It is advised to contact the tutor if you wish to take this unit as an option as availability may be limited.

Pre-requisites: Use of technologies such as email, the Internet and applications such as word processing for personal use is assumed.