top of page
Technology-Enhanced Project Based Language Learning

Teaching Materials

TEPBLL Projects

These materials are 'teacher guides' for designing and carrying out telecollaborative language learning projects with students in primary education. They are the final output from 4th year students at the Universitat Autònoma de Barcelona, who have studied to become primary education teachers, specializing (in their final year) in Teaching English as a Foreign Language (TEFL). 

Use of materials

GREIP offers materials for teaching activities, developed in collaboration with educators (primary and secondary) and students teachers as well as other researchers from other groups. You can use the materials but please reference GREIP research centre, the authors of the project, the project supervisor(s), and include the title and the url.

Acknowledgements

These materials have been selected during a rigorous peer and expert review. They are the output of a collaborative, international course, which has been ongoing since 2003. The teachers of that course, Dr. Melinda Dooly (Universitat Autònoma de Barcelona) and Dr. Randall Sadler (University of Illinois Urbana-Champaign) are deeply grateful for the continuous support and feedback from Maria Mont (CEIP St. Jordi, Mollet del Vallès). 

 

Underlying premise of the teaching materials

Perhaps one of the greatest challenges for teacher-educators is enabling novice teachers to develop ‘quality’ teaching skills and the knowledge that is necessary for them to become ‘effective’ at supporting their students’ learning process (Avalos 2011; Kumaravadivelu 2012; Wiseman 2012). Another difficulty is ensuring they have the teaching skills to fully integrate the use of technology into their pedagogical framework (Hubbard 2008; Koehler and Mishra 2009; Dooly and Sadler 2013). Due to recent technological, social, political, economic, and cultural changes (at both global and local scales), teachers must rethink the content of what they are teaching, beginning at the core of what comprises ‘knowledge’ in today’s interconnected world. Similarly, theorists have begun to conceptualize learning in ways that closely represent newer means of  interaction. (…) None the less, current education systems do not easily adapt to collective ‘produsage’. Knowing how to create optimal language learning conditions for ‘distributive knowledge’ can be a real challenge for teachers, especially creating conditions for multiple experiences of sharing and participating for their students in embedded, meaningful activities with others, both locally (for example their classmates) and globally (for example online peers). (…) One technology-enhanced learning configuration that has drawn considerable attention in the past two decades is telecollaboration. (Sadler & Dooly, 2017, pp. 1-2)

Sadler, R. & Dooly, M. (2016). Twelve years of telecollaboration: What we've learnt. ELT-J, 70(4), 401-413.

CONTACT US

GREIP Research Centre

Success! Message received.

contact
bottom of page