Argentina International Conference2008

670 views

Published on

A presentation I have conducted at several ELT events in Colombia, Uruguay and Argentina.

Published in: Education, Technology, Business
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
670
On SlideShare
0
From Embeds
0
Number of Embeds
22
Actions
Shares
0
Downloads
4
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide
  • Key Concepts: A good way to determine the authorship of a web site is to try to locate the home page. This can be done by deleting some of the information from the right side of the web address. If you used a search engine and linked to a page with a very long web address with lots of slashes, try deleting information to the right of the slashes until you get to a smaller base address. Activity: Some information in the web address itself can clue you in to the type of web page you are viewing. The facilitator may choose to ask students what the five examples at the bottom of the slide indicate. A non-profit organization is indicated by .org. Government branches are indicated by .gov. Business sites are usually indicated by .com or .net. Educational institutions are indicated by .edu, but any student using a university web server will also have an .edu address. Official United States’ sites are indicated by .us. Sites published in the British Isles are designated .uk, while .au indicates Australian sites.
  • Rationale: With the development of the Internet, students have found that conducting research is much easier and more convenient than searching through library stacks. While the Internet can be a great tool for research, locating quality materials can at times be a challenge. The following slides will offer tips on how to make the most of your Internet search. Activity: To generate discussion, the facilitator may ask students about their level of familiarity with the Internet. Also, the facilitator may ask students about the types of web sites they visit, as well as if they have their own personal web pages.
  • Rationale: With the development of the Internet, students have found that conducting research is much easier and more convenient than searching through library stacks. While the Internet can be a great tool for research, locating quality materials can at times be a challenge. The following slides will offer tips on how to make the most of your Internet search. Activity: To generate discussion, the facilitator may ask students about their level of familiarity with the Internet. Also, the facilitator may ask students about the types of web sites they visit, as well as if they have their own personal web pages.
  • Rationale: With the development of the Internet, students have found that conducting research is much easier and more convenient than searching through library stacks. While the Internet can be a great tool for research, locating quality materials can at times be a challenge. The following slides will offer tips on how to make the most of your Internet search. Activity: To generate discussion, the facilitator may ask students about their level of familiarity with the Internet. Also, the facilitator may ask students about the types of web sites they visit, as well as if they have their own personal web pages.
  • Rationale: With the development of the Internet, students have found that conducting research is much easier and more convenient than searching through library stacks. While the Internet can be a great tool for research, locating quality materials can at times be a challenge. The following slides will offer tips on how to make the most of your Internet search. Activity: To generate discussion, the facilitator may ask students about their level of familiarity with the Internet. Also, the facilitator may ask students about the types of web sites they visit, as well as if they have their own personal web pages.
  • Rationale: With the development of the Internet, students have found that conducting research is much easier and more convenient than searching through library stacks. While the Internet can be a great tool for research, locating quality materials can at times be a challenge. The following slides will offer tips on how to make the most of your Internet search. Activity: To generate discussion, the facilitator may ask students about their level of familiarity with the Internet. Also, the facilitator may ask students about the types of web sites they visit, as well as if they have their own personal web pages.
  • Rationale: This slide previews the five areas of web location and evaluation that this presentation will cover.
  • Argentina International Conference2008

    1. 1. Incorporating Technology and Project based Learning into the language Classroom : A new Approach for Improving Teaching Methodologies Omar Andres Atehortua A. Universidad Nacional de Colombia INTERNATIONAL CONGRESS OF PROFESSIONAL DEVELOPMENT FOR TEACHERS OF ENGLISH. February 21-23th 2008. Buenos Aires - Argentina
    2. 2. Activities and Objectives : <ul><li>5 min Reflect on your stage of adoption of Technology </li></ul><ul><li>15 min Analyze current attitudes toward L anguage Learning </li></ul><ul><li>10 min Explore use of Internet Based Project Learning </li></ul><ul><li>as a means to promote autonomous learning . </li></ul><ul><li>20 min Analyze Internet based Project </li></ul><ul><li>20 min Discuss possible implementation - lesson plans, etc. </li></ul><ul><li>5 min Debrief/evaluate/discuss </li></ul>
    3. 3. Based on your experience teaching English, you will &quot;Agree&quot; or &quot;Disagree&quot; or &quot;No opinion.&quot; next to each of these statements. <ul><li>Motivation is one of the most important ingredients for successful learning. </li></ul><ul><li>Students will learn English more effectively when they study materials which are intellectually stimulating and relevant to their lives. </li></ul><ul><li>Collaboration among students does not increase the effectiveness and relevancy of the learning process. </li></ul><ul><li>Giving students the opportunity for increased meaningful practice will facilitate their acquisition of the target language. </li></ul><ul><li>Autonomy means working without a teacher </li></ul><ul><li>EFL students do not like to use materials which are up to date and rich in multimedia content. </li></ul><ul><li>Teachers can be more effective if they are able to present materials/activities to learners which appeal to a variety of learning styles. </li></ul>
    4. 4. Several ways in which the Web can assist with teaching languages <ul><li>Information resources like the Internet where vast amounts of material can be retrieved and transformed enable autonomous learners to select, combine, and design their own materials in relatively short time and with very little costs. </li></ul><ul><li>Students can find resources on their own or use materials at websites specified by the teacher. </li></ul><ul><li>Accessible 24 hours a day </li></ul><ul><li>Access to a wide variety of information sources </li></ul>
    5. 5. Advantages of Internet-based Learning activities <ul><li>Authenticity: Technology provides students with both opportunities for lifelike activities and access to real materials to create a more meaningful and personalized learning environment. </li></ul><ul><li>Autonomy: Not only can technology increase learner's choices in time, location and pace of learning but also it can help them adopt strategies and habits according to their needs and interests. </li></ul><ul><li>Interactivity: The Internet provides opportunities for learners to interact 24 hours with native and nonnative speakers from around the world. </li></ul><ul><li>Critical Thinking: The use of web-based materials encourages learners to resort to different cognitive and metacognitive strategies in order to find, articulate and create knowledge properly. </li></ul><ul><li>Integrative nature: The possibility to use different types of media to transmit the messages develops the learners’ creativity as well as their technology skills. </li></ul><ul><li>Collaborative learning: In order to do web-based activities and projects effectively, learners need to develop social competence, communication strategies and teamwork skills. </li></ul>
    6. 6. <ul><li>I hear and I forget I see and I remember I do and I Learn </li></ul><ul><li>Ancient Chinese Proverb & An Educational Aphorism </li></ul>
    7. 7. Cone of Learning (Edgar Dale) Reading Hearing Words Looking at Pictures Watching a Movie Looking at an Exhibit Watching a Demonstration Seeing it done on Location Participating in a Discussion Giving a Talk Doing a Dramatic Presentation Simulating the Real Experience Doing the Real Thing After 2 weeks we tend to remember . . . Nature of Involvement Passive Active 10% of what we read 20% of what we hear 30% of what we see 50% of what we hear and see 70% of what we say 90% of what we say and do Edgar Dale, Audio-Visual Methods in Teaching (3 rd Edition). Holt, Rinehard, and Winston (1969).
    8. 8. <ul><li>Project-based learning is characterized by the following principles: </li></ul><ul><li>Integrates speaking, listening, reading, and writing skills; </li></ul><ul><li>Incorporates collaborative team work, problem solving, negotiating and other interpersonal skills; </li></ul><ul><li>Requires learners to engage in independent work; </li></ul><ul><li>Challenges learners to use English in new and different contexts outside the class; </li></ul><ul><li>Involves learners in choosing the focus of the project and in the planning process; </li></ul><ul><li>“ constructivist approaches emphasize learners’ actively constructing their own knowledge rather than passively receiving information transmitted to them from teachers and textbooks. From a constructivist perspective, knowledge can not be simply given to students: students must construct their own meaning” (Stage, Muller, Kinzie and Simmons 1998:35) . </li></ul><ul><li>Incorporates self-evaluation, peer evaluation, and teacher evaluation. </li></ul>PRINCIPLES OF PROJECT-BASED LEARNING AND SOME THEORETHICAL CONSIDERATIONS
    9. 9. Project-Based Learning <ul><li>Project-based learning is an instructional approach that contextualizes learning by presenting learners with problems to solve or products to develop . </li></ul>
    10. 10. My Experience at Universidad Nacional <ul><li>Video </li></ul><ul><li>Students’ blogs and Websites </li></ul><ul><li>Pictures </li></ul>
    11. 11. RATIONALE FOR PROJECT-BASED LEARNING <ul><li>When students work together on substantive projects, they gain experience in developing their own learning goals and using the Internet as a resource to fulfill these goals. They can also solve problems and carry out tasks that are similar to what they will later have to do outside the classroom </li></ul>
    12. 12. Developing an Internet Based Project in the Classroom <ul><li>Step I: Agree on a theme for the project </li></ul><ul><li>Step II: Determine the final outcome </li></ul><ul><li>Step III: Structure the project </li></ul><ul><li>Step IV: Prepare students for the language demands </li></ul><ul><li>Step V: Gather information on the Web </li></ul><ul><li>Step VI: Prepare, Compile and analyze information </li></ul><ul><li>Step VII: Present final product </li></ul><ul><li>Step VIII: Evaluate the project </li></ul>
    13. 13. Conclusions <ul><li>Teachers should look for new and innovative approaches to teaching and learning to take full advantage of the opportunities and challenges the Internet offers language learning and teaching. If we do not seek the innovative and if we do not address the issues raised with regard to learner autonomy, then the technology will always present limitations and never fulfill its full potential. </li></ul>
    14. 14. Selected Resources on Technology <ul><li>Resta, P. (2002). Information and communication technologies in teacher education: a planning guide. Retrieved December 26, 2004 from http://cnets.iste.org/translations/ </li></ul><ul><li>National educational technology standards for students: Connecting curriculum and technology (2000). International Society for Technology in Education. Eugene, Oregon: ISTE </li></ul><ul><li>ISTE (International Society for Technology in Education). http://www.iste.org/ </li></ul>

    ×