Keynote Speaker
TELL: From Resources to Thinking Skills
Dr. Gumawang Jati (ITB, Bandung)
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The presence of internet and the rapid changes in technology have changed the process of educating students (Herold, Benjamin, 2016). Information and communication technologies (ICT) have impacted on ELT particularly on classroom practice, and on the types of materials available for teaching and learning (G Dudeney, N Hockly, 2012). This presentation is going to cover the influence of web 1.0 – 2.0 including Artificial Intelligence (A.I.) in ELT, highlight the teaching and learning resources available over the Internet. The second part of this presentation is going to elaborate the use of some mobile-phone Apps appropriate for interactive learning. Some mobile Apps for classroom activities will be discussed highlighting their pedagogical values. Although the potentials of mobile-phones, tablets, and iPad have become indispensable to everyone their utility and usefulness is still understudied. The last part of this presentation will mainly discuss the possibilities of using technology for supporting the thinking skills required for 21st century. The rapid decline in routine work has been well documented by many researchers and organizations (Levy, Frank, and Richard J. Murnane, 2011). At the same time there has been a rapid increase in jobs involving non-routine, analytic skills.
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Plenary Speakers
TPACK (Technological Pedagogical and Content Knowledge)
The Concept and Practice in the Classroom
The Concept and Practice in the Classroom
Dr. Nur Arifah Drajati (UNS, Solo)
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The rapid change in technology gives a new perspective for teachers in building teaching and learning process more challenging. Mishra and Koehler (2006) stated that technology knowledge (TK) for teachers does not provide them with space for integrating technology into their classroom. It needs two aspects, pedagogical and content knowledge to optimize the process of language learning. TPACK (Technological Pedagogical and Content Knowledge) gives a framework of understanding and experience of using various technologies to teach, represent and facilitate knowledge creation of specific subject content. The implication of the study is improving teachers’ motivation and confidence, developing lesson design for teachers, and enhancing students’ learning.
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Riezky Novyana (British Council, Jakarta)
Cyber Bullying & Child Protection |
“The rising of information technology and big data brings both opportunities and risks. The natures of Availability, Accessibility, and Anonymity of the internet carry digital dangers and privacy threats. The characteristics of online interactions which make people feel safer, more confident, and more comfortable compared to offline interaction (Morahan-Martin & Schumacher, 2000) lead children and young people exposed to digital dangers. The session aims to raise the awareness of digital dangers and privacy breach. It will also elaborate digital threats on cyberspace and its impacts which lead to cyber-bullying focusing on children and young people.”
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Featured Workshops
Virtual Reality: Enhancing Thinking Skills of Generation Z in the Age of Digital Distraction
Made Hery Santosa, Ph.D
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This workshop introduces participants to activities in creating English learning materials utilising virtual reality concept. The session will utilize a simple virtual reality online platform accompanied by a lesson plan based on Scientific Approach as required in the curriculum. The virtual reality media could be used in various learning activities. Trying to understand the fact that our students today are mostly generation Z, learning in a constant access of technology might distract their learning process. Therefore, all potentials to explore something beyond their space while collaborating and exercising their thinking skills on a particular interest must be focused on. Participants receive handouts describing the techniques and worksheets for potential learning tasks to examine learning quality. The workshop proceeds in three sections, namely presentation of the framework, practice of the activity (with potential extended materials that support the activity) and discussion in small groups.
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Orchestrating Thinking skills, Technology Tools, and Learning
Dr. Gumawang Jati
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The use of new technologies is often linked to the development of thinking skills. There is a range of different ways to orchestrate thinking skills and students’ learning through the utilization of technology tools. It is believed that the most effective way to help students develop skills they will need to be successful in their future life, is to engage them in higher-order thinking. This will empower them to analyze, create and critique projects for authentic audiences. The advancement of technology makes it possible for students to analyze information, make evaluations and create their own work, all beneficial skills necessary in their future endeavors. Two Apps which support the thinking skills, Canva and Padlet will be used in this workshop. Using the modeling-analyzing-designing framework, the workshop participants will 1) be modeled on a tech-enhanced activity which aimed at fostering students’ thinking skills, 2) analyze and reflect on the modeled activity, and 3) design their own tech-enhanced activities to promote students’ thinking skills. By involving in these activities, it is expected that participants will be able to support students in applying information and concept they are learning while developing important thinking as well as technical skills along the way.
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A Small Step to Unpacking Students’ Design Thinking Skill in Language Classes
Finita Dewi, M.A.
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Design thinking skill (DTS) has started to be introduced in language classrooms as it taps into the two biggest skills needed in today’s modern workplace: critical thinking and problem solving. Furthermore, activities involving DTS could foster the use of the language for specific purposes, involve students in relevant discussions and ask them to explore all possibilities to innovate and learn while designing their own ways of learning and creating. In this workshop, participants will 1) be introduced to the five steps of design thinking; empathize, define, ideation, prototype, and test, 2) be involved in discussion on possible tasks to foster DTS in EFL classes in which students will be required to solve problems by finding and sorting through information, collaborating with others, and working on their solution based on real world, experience and feedback, 3) explore some possible technology tools to support the DTS-based task. This workshop is expected to support teachers in doing their first step to introduce DTS in their classes, which enable students to analyze their own ideas; to construct their own way of learning and to evaluate the ways in which they learn.
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Researching Learners’ Cognitive Processes in Online Interaction
Toar Sumakul, M.A.
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Researching learners’ language is one way to help the learners with their language learning. However, many studies still focus on the language produced by the learners and few that investigate the underlying process behind the production. Along with the development of technology, many language production activities of learners nowadays are conducted through online interactions. Looking at pauses and revisions, the cognitive process underlying the language production could be investigated. This workshop is intended to offer an alternative way in researching learners’ language. It is more to the cognitive processes behind the learners’ language production. As a process-based approach (Færch & Kasper, 1987; Miller & Sullivan, 2006), the method offered in this workshop could look at the cognitive processes in the learners’ minds while they write their sentences, instead of the sentences produced. By utilising screen-recording software, teachers and researchers could observe the pauses and revisions a learner makes while writing their sentences, as significant clues to the cognitive processes (Miller, 2006). Combining these data with Stimulated Recall Protocol (SRP) (Jiménez, 2007) could surface the cognitive processes behind the pauses and revisions.
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Exploiting Infographic for ELT: Teaching Materials, Language Development and Thinking Process.
Erik Y. Pratama, M.Pd.
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Infographic is regarded as a promising learning tool that can be adapted to English language teaching to enhance students’ learning experience with visual. It is a new resource that could enrich teaching process and tap into the students’ needs. Some experts believe that infographics offer many opportunities for language classes, such as: helping the students to develop their English skills around materials that are visually engaging, encouraging students’ critical thinking and visual literacy skill, and motivating the EFL students to read English text in an enjoyable way. In this workshop, the participants will be introduced to 1) reveal the potential of infographic as a modality to capture and interpret reality 2) explore some infographic activities that can be used to enhance learners’ language skills, critical thinking skills, and media literacy skills, and 3) expose infographics for ELT task and project. This workshop is aimed at facilitating the participants to gain exposure to best practices in designing ELT materials and activities using infographics.
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Agus D. Priyanto, M.CALL.
Daniel A. Widhiatama, M.Hum.