POINT OF COMPARISON |
DISCUSSION LISTS CREDO & CREO |
QUESTIONNAIRES |
||
Form of exchange |
MULTILOGUE |
DIALOGUE |
MONOLOGUE |
DIALOGUE |
Request for participation |
Announcement sent to 6 lists for CREDO & 6 for CREO |
22 participants from CREDO invited to dialogue |
130 participants are chosen by program specialists following guidelines specified on form sent to them. |
All questionnaires included invitation to participate in dialogue |
Final selection of participants |
Participants select to subscribe after reading the online invitation |
16 agree to participate from CREDO |
Participants select to either complete or not complete questionnaire |
22 agree to participate |
Response to participation request |
150 subscribers |
All those who agreed to participate were selected. |
88 questionnaires returned |
5 participants are selected by researcher on the basis of their lack of use of Internet |
Participants |
Experienced Internet users only |
Experienced Internet users only |
Experienced or non- experienced Internet users |
Non- experienced Internet |
Language of use |
French (CREO) & English (CREDO) |
English |
English |
English |
Programs, schools represented |
The list was by invitation. No control for types of schools, areas, programs that were represented. |
No control for types of schools, areas programs that were represented. |
Rural and urban schools, Core French and French- Immersion programs, small and large schools |
Rural and urban schools, Core French program, small and large schools |
Format |
Discussion format |
Question/answer |
8 open-ended questions |
Unstructured dialogue |
Technique |
Automated list-serve distributed messages to all subscribers |
Individual E-mails |
Mail-out questionnaire |
Telephone |
Control |
Participants & researcher |
Most often researcher |
Researcher |
Participants & researcher |
Number of males vs. females, age |
No control for these variables |
No control for these variables |
No control for these variables |
No control for these variables |
Result |
Approximately 200 postings |
90 postings or messages |
88, 2 page questionnaires |
Approximately 2 hours of taped recordings |
To: FLTEACH@LISTSERV.ACSU.BUFFALO.EDU
From: Elizabeth Murphy
Subject: The Digital Approach
Cc: french-connection@calvin.stemnet.nf.ca, immersion-fr@sfu.ca, rescol-fr@cru.fr,
edufrancais@cru.fr, inclass@schoolnet.ca
Muds, moos, virtual, simulated, 3D & microworlds worlds, intelligent, adaptive & hypermedia environments: these are but some of the components of the new digital landscape for learning in the 21st century.
In the teaching of French as a second & foreign language, we have moved from grammar-translation approach to a direct approach, then to the audio-lingual and the communicative approach and now, possibly to a digital approach which relies on use of the Internet.
How is the use of Internet impacting on your teaching? Does it alter in any way your beliefs about teaching and learning. What are your beliefs about teaching and learning with & without the Internet? Would you like to share your stories, experiences, theories and beliefs with other teachers?
Credo is a new discussion list which has been created to provide teachers from around the world the opportunity to share their stories, experiences and beliefs about use of the Internet in their teaching of French as a second or foreign language.
The list is part of a research project on teachers' beliefs about use of the Internet in their teaching. The project will run from September, 1998 to June ,1999. To subscribe to the list, simply send the following message to majordomo@stemnet.nf.ca
subscribe credo
To: edu-ressources@rtsq.grics.qc.ca
From: Elizabeth Murphy <elmurphy@stemnet.nf.ca>
Subject: L’approche numérique
Cc:azelie@ardemi.fr, episto-liste@cru.fr,bmataign@anthropy.com,edu-resources@rtsq.grics.qc.ca,
aqefls@mtl.net
Bcc:
Attached:
Les mondes virtuels à 3 dimensions, les environnements intelligents et adaptifs, les Moos, les hypertextes et hypermédias: ce ne sont que quelques uns des environnements nouveaux faisant parti du paysage virtuel de l'apprentissage au 21ème siècle.
Dans l'enseignement du Français langue seconde et du Francais langue étrangère, nous sommes passés des approches de grammaire/traduction à l'approche directe et audio-lingual et ensuite à une approche communicative. Nous arrivons maintenant à une approche numérique basée sur une utilisation de l'internet.
Comment réagissez-vous à l'utilisation de l'Internet dans votre enseignement?
Est-ce que vos expériences affectent vos croyances au sujet de l'apprentissage et l'enseignement?
Quelles sont vos croyances au sujet de l'enseignement avec l'internet?
Voudriez-vous partager vos expériences, théories et croyances avec d'autres enseignant(e)s?
Creo est une liste de diffusion établie pour fournir aux enseignants une occasion de partager leurs croyances au sujet de l'enseignement du Français avec l'internet.
Cette liste fait partie d'un projet de recherche qui continuera jusqu'au mois de juin, 1999.
Pour vous y abonner, faites parvenir le message suivant directement à
majordomo@stemnet.nf.ca
subscribe creo
X-Authentication-Warning: calvin.stemnet.nf.ca: majordom set sender to
owner-credo@stemnet.nf.ca using -f
Date: Sat, 05 Sep 1998 09:48:25 -0500
From:
Reply-To:
Organization:
X-Mailer: Mozilla 3.0 (Win95; I)
To: credo@stemnet.nf.ca
Subject: Time needed to prepare Internet lessons
Sender: owner-credo@stemnet.nf.ca
I am a third grade French immersion teacher. I have found that very few French sites are kid friendly, so I always make up some kind of activity sheet to accompany the web site. For example, there's a Canadian site that includes an interactive game called "Les Minéraux et les Métaux: Un trésor à découvrir." By clicking on everyday objects around the house, you get a whole a list of the minerals and metals that are found in them. My kids can't read all those names of minerals - plus they don't know what they are - so I made it into an simple treasure hunt. First they have to predict where they would find gold and silver in their house, then they go to the web site and click on the pictures. Within the list of metals, they only have to recognize "or" and "argent." They fill out the activity sheet, we compare predictions and results and in the meantime we have reviewed lots of everyday vocabulary.
There are hundreds of kid sites in English, but even if you're lucky enough to find them in French, they are written for francophone kids and the reading level is usually still quite difficult. So it does take me a lot more time to find appropriate sites and to write up an accompanying activity sheet.
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From:
To: <creo@stemnet.nf.ca>
Subject: creo: une ethique d'internet a l'ecole?
Date: Sat, 30 Jan 1999 10:30:22 +0100
X-MSMail-Priority: Normal
X-Mailer: Microsoft Outlook Express 4.72.3110.1
X-MimeOLE: Produced By Microsoft MimeOLE V4.72.3110.3
Sender: owner-creo@stemnet.nf.ca
Reply-To: creo@stemnet.nf.ca
Nous ne disposons, dans l'établissement, pour l'instant que d'un seul point
d'accès. Or ce système nous donne entière satisfaction car cela nous permet
d'importer les sites sur lesquels nous voulons que les élèves travaillent,
trier les informations pertinentes, voir les adapter au public. De plus, nous
sommes sur que les élèves pourront produire un travail contenant suffisement
de choses.
Seul inconvénient, cela donne au responsable informatique, un surcroît de travail car il doit faire les recherches. Puis les collègues doivent retraiter l'information à leurs convenance sur les ordinateurs de l'école ou les leurs.
Il ne s'agit pas tant de mettre un policier derrière chaque ordinateur que de faire un véritable travail pédagogique en apprenant aux enfants tout ce que permet de faire un ordinateur ( et le réseau) mais aussi quels en sont les dangers. C'est pourquoi, dès la rentrée prochaine, nous envisageons de mettre en place un petit groupe de pilotage internet, composé d'élèves volontaires qui seront chargés (sous le contrôle du responsable informatique) de rechercher et mettre en forme des informations qui seront alors mis à la disposition des autres élèves du collège.
N'oubliez jamais qu'il est rigoureusement impossible de suivre chaque ordinateur, ne serait-ce que parce que nous n'aurons jamais les ressources humaines suffisantes et que les logiciels seront toujours, en ce qui les concerne faillibles. Par contre, un véritable travail d'éducation s'impose et ce d'autant plus que de nombreux enfants disposent d'accès au réseau chez eux, c'est à dire là ou nous ne pouvons rien contrôler.
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using -f
X-Sender: elmurphy@mail.stemnet.nf.ca
X-Mailer: QUALCOMM Windows Eudora Pro Version 3.0.3 (32)
Date: Wed, 12 May 1999 18:12:00 -0200
To: creo@stemnet.nf.ca
From: Elizabeth Murphy <elmurphy@stemnet.nf.ca>
Subject: creo: où sommes-nous
Sender: owner-creo@stemnet.nf.ca
Reply-To: creo@stemnet.nf.ca
Avez-vous eu l'occasion d'entrendre/voir le débat Bell-Aquops en format REAL VIDEO à l'adresse suivante: http://www2.sympatico.ca/education/aquops/?
Une des personnnes a remarqué que nous sommes en général à un premier niveau d'intégration des technologies. Nous sommes à un niveau où nous nous préoccupons pas nécessairement des questions pédagogiques mais plutôt des questions logistiques et techniques. Est-ce la même situation là où vous êtes?
Credo is a mailing list created in August, 1998 by Elizabeth Murphy in Newfoundland, Canada in the context of doctoral research on teacher beliefs. Credo is different from many other mailing lists. The purpose of the list is to provide its members with the opportunity to look at the impact that use of the Internet is having on their beliefs as teachers of French as a second language.
There are many questions to discuss and consider: Is using technology in the second-language classroom an add-on or a necessity? Does it facilitate language learning? Is it only useful for the development of certain skills? Is it more suited to certain types or age groups of learners? And more importantly: as a result of using the Internet in your teaching, do you find that you have changed the way you think or feel about learning and teaching? What kind of an impact has your experience had on your thinking?
These are some of the questions which will have the opportunity to consider in the upcoming months.
Please note that credo is not designed to assist its members in finding penpals, or in answering technical questions. I will very happily accept questions of this nature directed specifically to me elmurphy@stemnet.nf.ca rather than to credo@stemnet.nf.ca.
Hope this message gets you thinking and reflecting about your own beliefs!
Elizabeth
Welcome to the credo mailing list! Please save this message for future reference. Thank you. If you ever want to remove yourself from this mailing list, you can send mail to majordomo@stemnet.nf.ca with the following command in the body of your email message: unsubscribe credo or from another account, besides the one you used to subscribe initially: unsubscribe credo your name. If you ever need to get in contact with the owner of the list, (if you have trouble unsubscribing, or have questions about the list itself) send an email to elmurphy@stemnet.nf.ca. This is the general rule for most mailing lists when you need to contact a human.
Credo welcomes you and encourages you to partake openly and actively in the discussion of your beliefs about teaching and learning French using the Internet!
Le retour à elmurphy@calvin.stemnet.nf.ca du message qui suit servira d'acceptation des conditions de cette liste:
En tant que membre de la liste de diffusion creo sur les croyances des enseignant (e)s, j'accepte que tous ou certains de mes commentaires soient rendus publics et publiés comme faisant partie de la thèse de doctorat d'Elizabeth Murphy (Université Laval), moderatrice de la liste.
Je comprends que mon nom ou mon adresse de courrier électronique ne seront pas rendus publics. Au contraire, ils resteront anonymes.
Ma participation est volontaire et je peux choisir de me désabonner n'importe quand.
Subscribers are asked to note a few guidelines to ensure that the list runs smoothly.
Hope this helps! Elizabeth
Please introduce yourself to the group of Credo members. I will begin but please don't feel like you have to present yourself exactly as I have done.
My name is Elizabeth Murphy and I live in St. John's, Newfoundland, Canada. For those of you unfamiliar with this neck of the woods, St. John's is the oldest and most easterly city in North America.
I have taught Core French as well as French Immersion mostly at the Junior and Senior high levels. Presently I am working as a principal of a K-9 school. I began teaching in 1981. I am a Ph. D. candidate at l'Université Laval in Québec City, Canada in educational technology. Sound busy? It is!
I began exploring the Internet in the "early days" when we only had gopher and no WWW. I have done a number of Internet projects which I will tell you about later.
I am a member of a number of online lists (three of which I moderate) and, according to my 11 year old son, I spend "too much time online"!
The Internet gives me the opportunity to exchange ideas and learn from others. Given that I live in a remote part of the world and I don't travel much, I wouldn't have this opportunity without the Internet.
I look forward to exchanging ideas with the members of credo. I look forward to reading the "autobios" of the other credo members.
Send your message directly to credo@stemnet.nf.ca
Enchantée! Elizabeth
(Note to the reader: the same message was sent in French to CREO subscribers.)
Would you be willing to participate in my research project on teacher beliefs re use of the Internet in teaching French as a second language?
I know that you are participating as part of the discussion list.
I would like to interview you online as well as a few others who are on the list.
You'd be a great candidate given your involvement with the Internet.
I recognize that you are really busy so I would limit sending questions to once per week or two.
Let me know what you think
Thanks
Elizabeth
Date: Tue, 10 Nov 1998 00:27:36 -0330
From:
Reply-To:
Organization:
X-Mailer: Mozilla 4.05 [en] (Win95; U)
To: Elizabeth Murphy <elmurphy@stemnet.nf.ca>
Subject: Re: a question for you this week
One of the ways in which using the Internet changes one's way of teaching is that if you had not adopted the role of facilitator, technology will force you to take on this role. Students become more responsible for their own learning and research and this is a good thing. It makes them become more responsible and independent learners.
Another way that the Internet has changed my teaching practices is that now there are many resources available to the students in French. Previously I had to find all the resources needed to complete a certain task. Many tees the resources were not readily available since resource centres/libraries did not carry a wealth of French materials.
I find the Internet to be a great tool, assistant, additional wealth of resources and so on and so on.
PARTICIPANT |
NUMBER OF MULTILOGUE POSTINGS |
NUMBER OF DIALOGUE POSTINGS |
TOTAL NUMBER OF COMBINED POSTINGS |
A |
19 |
4 |
23 |
B |
10 |
9 |
19 |
C |
6 |
12 |
18 |
D |
3 |
6 |
9 |
E |
1 |
8 |
9 |
F |
9 |
7 |
16 |
G |
8 |
6 |
14 |
H |
3 |
3 |
6 |
I |
2 |
6 |
8 |
J |
15 |
8 |
23 |
K |
2 |
1 |
3 |
L |
2 |
1 |
3 |
M |
1 |
3 |
4 |
N |
1 |
9 |
10 |
O |
2 |
3 |
5 |
P |
7 |
3 |
10 |
TOTAL |
91 |
89 |
180 |
NUMERICAL COMPARISON OF MULTILOGUE/DIALOGUE POSTINGS |
||||
CREDO |
CREO |
|||
Point of comparison |
Multilogue |
Dialogue |
Multilogue |
Dialogue |
Number of subscribers or participants |
92 |
19 |
48 |
NA |
Participants who did not post at any time |
50 |
0 |
26 |
NA |
Participants who posted only once |
12 |
1 |
12 |
NA |
Participants who posted from 2 - 5 times |
21 |
5 |
9 |
NA |
Participants who posted from 6-10 times |
6 |
8 |
2 |
NA |
Participants who posted from 11-15 times |
1 |
0 |
0 |
NA |
Participants who posted from 16-20 times |
1 |
0 |
0 |
NA |
Total postings excluding those of the researcher |
146 |
90 |
47 |
NA |
Number of postings by the researcher |
76 |
18 |
25 |
NA |
EXPLORING YOUR BELIEFS ABOUT USE OF THE INTERNET IN THE TEACHING OF FRENCH AS A SECOND LANGUAGE |
CONSENT FORM Please indicate your agreement to participate in this activity by first reading the section below, then adding your signature in the space supplied. The information in this questionnaire will be used by Elizabeth Murphy as part of her doctoral research program at l’Université Laval under the direction of Jacques Rhéaume. The research aims to profile some of the beliefs of teachers of French as a second language regarding use of the Internet in their teaching. It is hoped that the results of this research will prove useful in understanding the role of the Internet in the teaching of French. Your input is therefore important and valuable. - I understand that my participation in this study by completion of this questionnaire is voluntary.- I understand that some or all of my comments may be published in the researcher’s thesis.- I understand that my identity will remain anonymous.
|
I would be interested in participating in an online discussion on this topic. I would be interested and willing to participate in an interview on this topic. My telephone number is: My e-mail address is: |
_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ |
Recently, you should have received a questionnaire to be completed and returned To Elizabeth Murphy. The questionnaire was about Internet use by teachers of French.
To date, I have not received your completed questionnaire. Your input is important and will no doubt contribute to an understanding of how best to meet the needs of our students and teachers in the information age.
A stamped envelope was included with the questionnaire to facilitate its return to me. If you have not yet completed the questionnaire, you may still do so and return it to me. If you did not receive a copy of the questionnaire or if you have lost it or need another one, please e-mail me elmurphy@stemnet.nf.ca or telephone me collect 579-9221.
Thanks in advance for your help!
Elizabeth Murphy
Here is a copy of the questionnaire in case you have lost it.
I would be very grateful it if you could complete it and return it to:
Elizabeth Murphy
112 Circular Road
St. John's, NF
A1C 2Z5
If you do not want to mail it, you can fax it to:
753-4974
Or you can complete it on the Internet directly at the following address:
http://www.stemnet.nf.ca/~elmurphy/emurphy/english.html
Your response is important to me even if
you are not presently using the Internet.
Thanks in advance!
Source: Government of Newfoundland and Labrador http://www.edu.gov.nf.ca/erp/reports/direct/k-12%20directory/table%20of%20contents/district__map.htm
CORE |
Teacher’s name |
School’s name |
Any grade from K-3 |
|
|
Any grade from 4-6 |
|
|
Any grade from 7-9 |
|
|
Any grade from 7-9 |
|
|
Any level from 1-3 (grades 10-12) |
|
|
Any level from 1-3 |
|
|
Any level from 1-3 |
|
|
Any level from 1-3 |
|
|
IMMERSION |
|
|
Any grade from K-3 |
|
|
Any grade from K-3 |
|
|
Any grade from 4-6 |
|
|
Any grade from 4-6 |
|
|
Any grade from 7-9 |
|
|
Any grade from 7-9 |
|
|
Any level from 1-3 |
|
|
Any level from 1-3 |
|
|
December 13th, 1998
Thanks in advance. I appreciate how busy you are. I am confident that the results of this research will help us in our efforts to improve practices and evolve methodologies in the teaching of French.
E-mail any questions to elmurphy@stemnet.nf.ca
UN GROS MERCI !!