Personalising English Language Teaching in Secondary Schools through Technology<br />3 Teaching Cases<br />
Why Personalising? <br />The higher the students move up the grade level spectrum, the bigger will be the gap of achieveme...
Using Sound Editing Software and a Class Blog to Enhance Students’ Oral Presentation Skills<br />Yeung Li Wa, Jenny,<br />...
Personalising and Rekindling Interest in English Language Learning through Digital Storytelling<br />Wong Sze Long, Armstr...
Blogfolios for the Professional Development of English Language Teachers<br />Paul Sze<br />Department of Curriculum and I...
Using Adacity and Weblog to enhance students’ speaking skills<br />Jenny Yeung<br />Sha Tin Government Secondary School<br />
Overview<br />Rationale<br />Objectives<br />The Design <br />Benefits<br />Reminders and Advice<br />Further exploration ...
Why using CALL?<br />A class size of 35 – minimal individual attention to students’ performance<br />Ineffective peer and ...
Objectives<br />To enhance learning effectiveness<br />To conduct effective self and peer assessment <br />To help learner...
CALL lessons – the design (1)<br />Sound recording  Audacity<br />Weblog  Wordpress.com<br />
CALL lessons – the design (2)<br />Before the lesson <br />Created a class blog – Wordpress.com<br />Wrote a post <br />-...
Students’ Work<br />
Benefits<br />Learning effectiveness<br />	-- allows feedback to all<br />	-- conducts self and peer assessment meaningful...
Reminders and Advice<br />‘Aim less’ <br />	- time constraint<br />	- task design <br />Maintaining the class blog<br />	-...
Exploring the other uses of a class blog<br />Dictations<br />Announcements<br />A forum for discussing current affairs<br...
‘Computers are basically an attractive nuisance.’ (Healey, 2000) <br />Healey. Deborah (2000) Changing Teaching with Techn...
Time for Professional Exchange<br />The End<br />
Digital StorytellingMotivating Remedial Students<br />Wong Sze Long, Armstrong<br />Ho Fung College (Sponsored by Sik Sik ...
Digital Storytelling<br />Enhances learner engagement <br />	(through a  highly personalized task)<br />
Subject and School<br />Subjects<br /> 36 S. 2 students<br /> All of them were from classes <br />School<br /> EMI<br /> G...
Teaching Procedures<br />Introducing DST and relevant language features (Lesson 1) <br />Developing ideas for the digital ...
Pros<br />Meaning focus <br />More than a language task<br />Passive learners became active learners<br />Personalizing la...
Cons<br />Managing a DST classroom<br />Limited language input and output<br />Practicality <br />
All these should have been eliminated<br />there were not enough headsets<br />some of the microphones available did not w...
The End<br />~Thank You~<br />
Background<br />A professional development course for 33 serving teachers of English in primary and secondary schools inte...
My concerns<br />How can I put together a convenient platform for the teachers’ ongoing displaying of the teaching ideas a...
Prof. Yang Hao’s Blogfolio<br />http://edu595.wordpress.com/course-blogfolios/<br />
My Attempt<br /><ul><li>The teachers will display the teaching ideas and resources that they will produce.
I will provide feedback, reminders, etc. through the class blogfolio.
Upcoming SlideShare
Loading in …5
×

Personalising English language teaching in secondary schools through technology

1,740 views

Published on

4 March 2010 (Thursday) | 15:30 - 15:50 | http://citers2010.cite.hku.hk/abstract/21 | SZE, Paul M.M.; YEUNG, Li Wa Jenny; WONG, Sze Long Armstrong; Department of Curriculum and Instruction, The Chinese University of Hong Kong

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

No Downloads
Views
Total views
1,740
On SlideShare
0
From Embeds
0
Number of Embeds
10
Actions
Shares
0
Downloads
0
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

Personalising English language teaching in secondary schools through technology

  1. 1. Personalising English Language Teaching in Secondary Schools through Technology<br />3 Teaching Cases<br />
  2. 2. Why Personalising? <br />The higher the students move up the grade level spectrum, the bigger will be the gap of achievement in English. <br />Students become more mature thinkers. <br />Differences in learning styles. <br />
  3. 3. Using Sound Editing Software and a Class Blog to Enhance Students’ Oral Presentation Skills<br />Yeung Li Wa, Jenny,<br />Sha Tin Government Secondary School<br />
  4. 4. Personalising and Rekindling Interest in English Language Learning through Digital Storytelling<br />Wong Sze Long, Armstrong<br />Ho Fung College<br />
  5. 5. Blogfolios for the Professional Development of English Language Teachers<br />Paul Sze<br />Department of Curriculum and Instruction, CUHK<br />
  6. 6. Using Adacity and Weblog to enhance students’ speaking skills<br />Jenny Yeung<br />Sha Tin Government Secondary School<br />
  7. 7. Overview<br />Rationale<br />Objectives<br />The Design <br />Benefits<br />Reminders and Advice<br />Further exploration <br />Questions and Answers <br />
  8. 8. Why using CALL?<br />A class size of 35 – minimal individual attention to students’ performance<br />Ineffective peer and self assessment in previous lessons<br />
  9. 9. Objectives<br />To enhance learning effectiveness<br />To conduct effective self and peer assessment <br />To help learners become active participants in the learning process<br />To offer a platform for students to learn from each other <br />To provide an authentic environment for students to do reflections and express their views in the target language <br />
  10. 10. CALL lessons – the design (1)<br />Sound recording  Audacity<br />Weblog  Wordpress.com<br />
  11. 11. CALL lessons – the design (2)<br />Before the lesson <br />Created a class blog – Wordpress.com<br />Wrote a post <br />-- stated the purposes of the class blog <br /> -- laid down the regulations<br />Prepared a lesson outline <br /> -- learning objectives, tools needed, procedures<br />In the lesson <br />Explained the goals and introduced the tasks <br />Did a demo of how to record a sound file using Audacity<br />Introduced the class blog <br /> -- the requirements and steps of uploading a file and writing a post<br />Went through the self and peer assessment form <br />Recording and uploading<br />Conducted peer assessment<br />
  12. 12. Students’ Work<br />
  13. 13. Benefits<br />Learning effectiveness<br /> -- allows feedback to all<br /> -- conducts self and peer assessment meaningfully <br />Learner autonomy <br /> -- involves students in procedural and learning choices <br />A stress-free environment <br /> -- minimizes anxiety <br />Focused practice in speaking<br />Sustaining interest in language learning <br />
  14. 14. Reminders and Advice<br />‘Aim less’ <br /> - time constraint<br /> - task design <br />Maintaining the class blog<br /> - appropriate use of language & the blog itself<br /> - file types, storage space <br />
  15. 15. Exploring the other uses of a class blog<br />Dictations<br />Announcements<br />A forum for discussing current affairs<br />An archive for essays and speeches for public competitions <br />Sharing and recommending teaching resources <br />Other focused practice <br /> e.g. pronunciation, intonation, pace, grammatical accuracy <br />
  16. 16. ‘Computers are basically an attractive nuisance.’ (Healey, 2000) <br />Healey. Deborah (2000) Changing Teaching with Technology. ELI, Oregon State University <br />
  17. 17. Time for Professional Exchange<br />The End<br />
  18. 18. Digital StorytellingMotivating Remedial Students<br />Wong Sze Long, Armstrong<br />Ho Fung College (Sponsored by Sik Sik Yuen)<br />
  19. 19. Digital Storytelling<br />Enhances learner engagement <br /> (through a highly personalized task)<br />
  20. 20. Subject and School<br />Subjects<br /> 36 S. 2 students<br /> All of them were from classes <br />School<br /> EMI<br /> Government-aided Secondary school<br />
  21. 21. Teaching Procedures<br />Introducing DST and relevant language features (Lesson 1) <br />Developing ideas for the digital stories<br />Script/ Storyboard writing<br />Producing a digital story <br />
  22. 22. Pros<br />Meaning focus <br />More than a language task<br />Passive learners became active learners<br />Personalizing language tasks<br />
  23. 23. Cons<br />Managing a DST classroom<br />Limited language input and output<br />Practicality <br />
  24. 24. All these should have been eliminated<br />there were not enough headsets<br />some of the microphones available did not work<br />the students’ pictures could not be imported<br />the Internet connection went down <br />the MMLC was occupied<br />
  25. 25. The End<br />~Thank You~<br />
  26. 26. Background<br />A professional development course for 33 serving teachers of English in primary and secondary schools interested in using technology in English language teaching<br />
  27. 27. My concerns<br />How can I put together a convenient platform for the teachers’ ongoing displaying of the teaching ideas and resources that they will be creating?<br />How can I encourage them to inspire and learn from each other? <br />
  28. 28. Prof. Yang Hao’s Blogfolio<br />http://edu595.wordpress.com/course-blogfolios/<br />
  29. 29. My Attempt<br /><ul><li>The teachers will display the teaching ideas and resources that they will produce.
  30. 30. I will provide feedback, reminders, etc. through the class blogfolio.
  31. 31. The teachers will be put in groups, and encouraged to view and give feedback to each other’s work.
  32. 32. I will demonstrate to them my own ongoing project through the course. </li></li></ul><li>Experience gained<br />A useful, convenient, platform, for everyone concerned.<br /> The teachers were highly motivated to create and display their teaching ideas and resources.<br />There was substantial mutual support and peer learning. <br />

×