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Gary Motteram

The University of Manchester, Education, Faculty Member

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I work at the University of Manchester in the Institute of Education. I teach on Masters in TESOL and Digital Techs in Education (DTCE) and also on UoM's PG Cert in HE. I research the use of digital technologies in language teacher education, focusing currently on mobile learning.

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Papers by Gary Motteram

Blending Learning in a Web 2.0 World

... c. Visually: MSN, Skype, Adobe Connect Professional, Elluminate, WizIQ and other similar tool... more

A Cross-Sectional Study to Describe Academics' Confidence, Attitudes, and Experience of Online Distance Learning in Higher Education

Journal of Educators Online

Previous research, mainly from North America and Asia, has highlighted how many academics in High... more Previous research, mainly from North America and Asia, has highlighted how many academics in Higher Education Institutions (HEIs) are concerned about the academic integrity of online distance learning (ODL) compared with face-to-face-teaching and its impact on their work and the student learning experience. Far less is known about this topic for HEIs in the UK, which historically has been slow to adopt technology-enhanced learning overall. The aim of the current study was to determine the attitudes to and experiences of ODL amongst academics in a UK HEI from their own perspective, their students, and that of external stakeholders. The study was based in a long-established HEI in the north of England, UK. Data were collected using an anonymous, self-completion electronic questionnaire which was distributed to academics across the institution. The survey was completed by 531 academics from systems for their online teaching, but few were using tools such as social media and web conferencing to engage with students. At least a third of responders expressed positive attitudes to ODL, both from their own and their students' perspectives, and they believed ODL was necessary to maintain student numbers in the future. Those not already doing so also expressed an interest in starting to teach on an ODL. However, not all academics supported ODL, and additional concerns extended to the perceptions of employers, professional organisations, and other countries towards this type of education. The attitudes and experiences of academics in a UK HEI towards ODL varied across a range of teaching-related topics.

Towards a cultural history of CALL

In Worldcall Fukuoka Japan 2008 P 2, Oct 1, 2008

This paper begins to explore the role that sociocultural theory can play in developing our unders... more This paper begins to explore the role that sociocultural theory can play in developing our understanding of the increasingly complex world of CALL. It focuses specifically on Activity Theory as a way of exploring the 'contexts and dimensions' of CALL, but which also helps us build a situated picture of CALL in action. Activity theory is already being used in a number of fields to explore the lived experiences of social practice. The social practice in this paper is described as captured in case studies, which are being collected as a part of an ongoing project that is a collaboration between the Cambridge University Press (CUP) and the University of Manchester and while the case studies are not described in this paper, because of lack of space, they will eventually give us a deep insight into the developing world of CALL.

Transforming teachers' thinking, learning and understanding via e-learning

Journal of Education For Teaching International Research and Pedagogy 2006 32 197 212, Dec 1, 2006

Afterword: Future directions for technology-mediated tasks

Social Computing and CALL

The term social computing was introduced into the world of CALL by Debski and colleagues in 1997.... more The term social computing was introduced into the world of CALL by Debski and colleagues in 1997. In 2006, the terms social software, social computing and Web2 are ideas that are exercising the minds of many in the general computing world and tools that enable us to work socially across networks like blogs and wikis are much in vogue. As CALL practitioners have already been thinking about ways that computing can be social for what is much longer than many, should these new tools hold any fascination for teachers and learners?

Becoming an Online Distance Learner: What can be learned from students’ experiences of induction to distance programmes?

Http Dx Doi Org 10 1080 01587910500291330, Jan 19, 2007

Language Learning with Certified Live Online Language Teachers

WhatsApp supported language teacher development: A case study in the Zataari refugee camp

Education and Information Technologies

This paper explores the possibilities and challenges of using the social media tool WhatsApp to s... more This paper explores the possibilities and challenges of using the social media tool WhatsApp to support language teacher development in the Zataari refugee camp in Jordan. It takes a sociocultural perspective on teacher development where WhatsApp is a mediating tool in the broader sociocultural landscape. A thematic analysis of the postings and exchanges from the WhatsApp group revealed three main uses of the WhatsApp chat: for interpersonal interactions, for professional development, and for organisational purposes. The analysis suggests the WhatsApp group contributed to the teachers' English language knowledge, provided a platform for them to share and discuss issues related to the challenges of their particular context, enabled them to contribute to the development of some teaching materials and begin to address some of the issues they had in a meaningful way. It also raises issues of participation, access, equity and sustainability. We conclude by suggesting there is good potential for the use of social media tools such as WhatsApp for teacher development in challenging contexts, despite the contextual constraints observed and described. While this specific case involves language teachers, the general findings can potentially be applied to any teacher education or training context where access to training or education might be curtailed for a number of reasons, including the most recent changes enforced by the global COVID-19 pandemic.

Future directions in TBLT and Technology

In Task Based Language Teaching and Technology London and New York Continuum 2010, 2010

Special issue from the IATEFL 2012 Pre-Conference Event on: Mobile learning

International Journal of Computer Assisted Lanaguage Learning and Teaching 2012 2, 2012

Sociocultural teacher education

In Iatefl Canterbury 2009, 2009

Collaborating across Boundaries: Managing the Complexities of e-Learning Courseware Production in a Joint International Project

e-Learning Initiatives in China, 2007

There's more to membership than you'd think

ELT Journal, 2015

English in the education system: Managing the global realm

A special interest in computers

Innovations in Learning Technologies for English Language Teaching

System, 2014

Going the Distance: Students

Journal of Further & Higher Education, Nov 1, 2005

Embarking upon a programme of distance study can be bewildering for students and the experience c... more

Crossing Material Boundaries: A Cultural-historical Case Study of E-learning Materials Development in China

Blended learning

E-Learning for GP educators. Oxford: Radcliffe Publishing, Aug 20, 2006

Blending Learning in a Web 2.0 World

... c. Visually: MSN, Skype, Adobe Connect Professional, Elluminate, WizIQ and other similar tool... more

A Cross-Sectional Study to Describe Academics' Confidence, Attitudes, and Experience of Online Distance Learning in Higher Education

Journal of Educators Online

Previous research, mainly from North America and Asia, has highlighted how many academics in High... more Previous research, mainly from North America and Asia, has highlighted how many academics in Higher Education Institutions (HEIs) are concerned about the academic integrity of online distance learning (ODL) compared with face-to-face-teaching and its impact on their work and the student learning experience. Far less is known about this topic for HEIs in the UK, which historically has been slow to adopt technology-enhanced learning overall. The aim of the current study was to determine the attitudes to and experiences of ODL amongst academics in a UK HEI from their own perspective, their students, and that of external stakeholders. The study was based in a long-established HEI in the north of England, UK. Data were collected using an anonymous, self-completion electronic questionnaire which was distributed to academics across the institution. The survey was completed by 531 academics from systems for their online teaching, but few were using tools such as social media and web conferencing to engage with students. At least a third of responders expressed positive attitudes to ODL, both from their own and their students' perspectives, and they believed ODL was necessary to maintain student numbers in the future. Those not already doing so also expressed an interest in starting to teach on an ODL. However, not all academics supported ODL, and additional concerns extended to the perceptions of employers, professional organisations, and other countries towards this type of education. The attitudes and experiences of academics in a UK HEI towards ODL varied across a range of teaching-related topics.

Towards a cultural history of CALL

In Worldcall Fukuoka Japan 2008 P 2, Oct 1, 2008

This paper begins to explore the role that sociocultural theory can play in developing our unders... more This paper begins to explore the role that sociocultural theory can play in developing our understanding of the increasingly complex world of CALL. It focuses specifically on Activity Theory as a way of exploring the 'contexts and dimensions' of CALL, but which also helps us build a situated picture of CALL in action. Activity theory is already being used in a number of fields to explore the lived experiences of social practice. The social practice in this paper is described as captured in case studies, which are being collected as a part of an ongoing project that is a collaboration between the Cambridge University Press (CUP) and the University of Manchester and while the case studies are not described in this paper, because of lack of space, they will eventually give us a deep insight into the developing world of CALL.

Transforming teachers' thinking, learning and understanding via e-learning

Journal of Education For Teaching International Research and Pedagogy 2006 32 197 212, Dec 1, 2006

Afterword: Future directions for technology-mediated tasks

Social Computing and CALL

The term social computing was introduced into the world of CALL by Debski and colleagues in 1997.... more The term social computing was introduced into the world of CALL by Debski and colleagues in 1997. In 2006, the terms social software, social computing and Web2 are ideas that are exercising the minds of many in the general computing world and tools that enable us to work socially across networks like blogs and wikis are much in vogue. As CALL practitioners have already been thinking about ways that computing can be social for what is much longer than many, should these new tools hold any fascination for teachers and learners?

Becoming an Online Distance Learner: What can be learned from students’ experiences of induction to distance programmes?

Http Dx Doi Org 10 1080 01587910500291330, Jan 19, 2007

Language Learning with Certified Live Online Language Teachers

WhatsApp supported language teacher development: A case study in the Zataari refugee camp

Education and Information Technologies

This paper explores the possibilities and challenges of using the social media tool WhatsApp to s... more This paper explores the possibilities and challenges of using the social media tool WhatsApp to support language teacher development in the Zataari refugee camp in Jordan. It takes a sociocultural perspective on teacher development where WhatsApp is a mediating tool in the broader sociocultural landscape. A thematic analysis of the postings and exchanges from the WhatsApp group revealed three main uses of the WhatsApp chat: for interpersonal interactions, for professional development, and for organisational purposes. The analysis suggests the WhatsApp group contributed to the teachers' English language knowledge, provided a platform for them to share and discuss issues related to the challenges of their particular context, enabled them to contribute to the development of some teaching materials and begin to address some of the issues they had in a meaningful way. It also raises issues of participation, access, equity and sustainability. We conclude by suggesting there is good potential for the use of social media tools such as WhatsApp for teacher development in challenging contexts, despite the contextual constraints observed and described. While this specific case involves language teachers, the general findings can potentially be applied to any teacher education or training context where access to training or education might be curtailed for a number of reasons, including the most recent changes enforced by the global COVID-19 pandemic.

Future directions in TBLT and Technology

In Task Based Language Teaching and Technology London and New York Continuum 2010, 2010

Special issue from the IATEFL 2012 Pre-Conference Event on: Mobile learning

International Journal of Computer Assisted Lanaguage Learning and Teaching 2012 2, 2012

Sociocultural teacher education

In Iatefl Canterbury 2009, 2009

Collaborating across Boundaries: Managing the Complexities of e-Learning Courseware Production in a Joint International Project

e-Learning Initiatives in China, 2007

There's more to membership than you'd think

ELT Journal, 2015

English in the education system: Managing the global realm

A special interest in computers

Innovations in Learning Technologies for English Language Teaching

System, 2014

Going the Distance: Students

Journal of Further & Higher Education, Nov 1, 2005

Embarking upon a programme of distance study can be bewildering for students and the experience c... more

Crossing Material Boundaries: A Cultural-historical Case Study of E-learning Materials Development in China

Blended learning

E-Learning for GP educators. Oxford: Radcliffe Publishing, Aug 20, 2006