·         To develop an awareness of innovation in learning-centred practices in the use of digital technologies (DT) for Language Teaching (LT)

·         To develop knowledge and understanding of relationship between the use of DT, language teaching methodologies and the promotion of second language learning (SLL) in the light of relevant research and current debate.

·         To develop students’ skills in critical evaluation of specific applications of technology, research data and descriptions of DTLT in action with reference to contextual variance: learner profiles, methodological frames, technological and cultural setting.

·         To develop students’ skills in promoting the ‘normalised’ use of a range of technologies, with focus on mobile devices, for their future professional practice.

On completing the unit, students should be able to:

Understand the relationship between technology use, the development of digital literacies and second language learning.

Critically analyse the appropriacy of digital technologies to specific learning and teaching contexts.

Critically analyse and discuss research into DT and language learning and teaching.

Make informed choices about technology use, appropriate to context (classroom based, computer room based, distance learning, low-tech contexts, independent study).

Deploy the practical skills necessary to use a range of DTs in their own teaching contexts.

To provide opportunities for students to study the following areas:

• The history and conceptualisations of DT for LT, digital literacy and second language learning
• DT and the teaching of reading
• The history

Developing digital literacies and reading-based integrated skills through WWW project work, webquests and task-based methods for different interest/ability groups, e.g. young learners, EAP learners.

DT and the teaching of listening:

• Developing aural skills and listening-based integrated skills through WWW accessible authentic video

DT and the teaching of speaking:

• Developing speaking skills based on text-based synchronous and asynchronous computer medicated communication (S/ACMC) rehearsal.
• Exploiting normalised use of mobile technology features for the promotion of speaking skills.
• Using mobile recordin g features for self- and peer corrective feedback.
• Video-conferencing for project work, inter-cultural communication and output.

DT and the teaching of writing:

• Applications of ''office software'' with reference to the writing process.
• Computer-based feedback.

Interactivity, LT dedicated websites and VLES:

• Evaluation LT-dedicated online resources, whiteboard interac tivity based on principled materials design criteria and integrated skills.

Digital gaming and language learning:

• Data-driven learning - language investigation through corpus analysis.

Seminar - 1. A weekly 2-hour workshop in a computer teaching centre (see below).
2. A weekly preparatory social-media-based online discussion whose aim is to socially construct knowledge through collaborative articulation of understanding of:
• Case studies (e.g. Motteram, G. 2013)
• Articles
• Research
• Digital materials – websites, games, apps etc.
The forum for this will be discussion groups, each to a maximum size of 5, using either WhatsApp or WeChat.
The online discussion will pre-empt each week’s topic. This will be stimulated by discussion questions. Contributions to the discussion will be expected from all students on the module. This will be tracked and evaluated, both quantitatively (how many times do they contribute?) and qualitatively (how far does a contribution demonstrate understanding of the concept/s under discussion?).