In
When:
October 25, 2019 @ 4:30 pm – 6:30 pm
2019-10-25T16:30:00+08:00
2019-10-25T18:30:00+08:00
Where:
The Hong Kong Polytechnic University
Room EF311

Abstract:

This workshop shares findings from a recently concluded British Council ELTRA funded research project which looked at the use of technology enhanced learning in a CPD (Continuing Professional Development) context. The aim of the study was to provide English language teachers with appropriate tools and procedures to enable them to reflect on and improve their practice through the creation and use of an app: SETTVEO. This app extended previous work, using the SETT (Self Evaluation of Teacher Talk) framework (Walsh, 2006, 2011, 2013, 2017) and VEO (Video Enhanced Observation) app (Miller and Haines, 2015). The central argument of the study was that RP would be enhanced when reflections are evidence-based by giving teachers something to reflect on and something to reflect with. Here, the focus of reflection is classroom interaction, which underpins much of what is learnt in any classroom.

As previous studies have shown, understandings of teaching and learning can be greatly enhanced through a detailed understanding of interaction. Specifically, the aim was to help teachers, through reflections on their teaching, to enhance their Classroom Interactional Competence (CIC, Walsh 2013). Through the use of SETTVEO, and subsequent collective dialogue and reflection, an online community of practice (CofP) was established, enabling participants to share and comment on examples of English language teaching around the world. The goal was to establish and evaluate a more dialogic, collaborative approach to reflective practice. Findings suggest that the use of self-observation, with data and accompanied by some kind of dialogue, can promote up-close and detailed understandings of teaching and learning. While technology did help to mediate this process in most cases, for some it created additional difficulties.

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Venue: Room EF311

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