Use of ICT for teaching skills in English writing

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Use of ICT for teaching skills in English writing

  1. 1. USE OF ICTS FOR TEACHING SKILLS IN WRITING ENGLISH Dr Paula Hodgson
  2. 2. INTENDED LEARNING OUTCOMES <ul><li>Develop skills in designing English writing tasks for blended learning through the use of ICT; </li></ul><ul><li>Develop a global perspective when connected using ICT, particularly use of ICT to enhance writing skills after class and identifying appropriate online activities to practise written communication with native and non-native speakers; </li></ul><ul><li>Develop critical thinking and reflective thinking skills when discussing and debating innovative practice with technology integration for language learning and teaching; </li></ul><ul><li>Develop problem-solving skills when acquiring technical knowledge and skills when designing English teaching and learning activities through ICTs. </li></ul>
  3. 3. TYPES OF WRITING <ul><li>Descriptive </li></ul><ul><li>Debate </li></ul><ul><li>Argumentative </li></ul><ul><li>Reporting </li></ul><ul><li>Creative writing </li></ul><ul><li>… </li></ul>
  4. 4. APPROACHES <ul><li>Process-based: pre-writing, drafting, revising, editing and sharing </li></ul><ul><li>Content-based: curriculum-driven, around topics taught </li></ul><ul><ul><li>Reading and writing </li></ul></ul><ul><ul><li>Watching and writing </li></ul></ul><ul><li>Creative: by individuals or in groups </li></ul><ul><li>Audience-based: targeted versus open </li></ul>
  5. 5. ACADEMIC WRITING FORMAT <ul><li>Introduction </li></ul><ul><li>Background </li></ul><ul><li>Outline </li></ul><ul><li>Supporting paragraph </li></ul><ul><li>Topic </li></ul><ul><li>Example </li></ul><ul><li>Discussion </li></ul><ul><li>Conclusion </li></ul>
  6. 6. COMPUTER-BASED WRITING <ul><li>Writers experience greater flexibility in planning, production, and revision due to the ease with which computer conferences organize information and word processors add, delete, or move material within texts </li></ul>Smith, 1990
  7. 7. WRITING THROUGH WEB2.0: ONLINE WRITING TASK <ul><li>A fifth-grade class at the Saugus (Calif.) Union School District is working on a writing assignment using social networking. The district is leading an ambitious plan to rethink writing instructions and pedagogy in the schools. </li></ul><ul><li>Students, teachers, family members and even the general public were able to comment on student writing. </li></ul><ul><li>Source: http://www.districtadministration.com/viewarticle.aspx?articleid=2202 </li></ul>
  8. 8. <ul><li>Twitter as public notepad </li></ul><ul><li>Write precisely (only 140 characters: letter + punctuation + space); </li></ul><ul><li>Tweet (sharing) an article </li></ul>WRITING COMMUNITY ON TWITTER
  9. 9. <ul><li>Writing for an open or invited audience </li></ul><ul><li>Including photos/videos </li></ul><ul><li>Tagging an article </li></ul><ul><li>Revising writing </li></ul><ul><li>Archiving writing </li></ul><ul><li>Receiving comments </li></ul><ul><li>Reflecting through writing </li></ul><ul><li>(Hodgson and Wong 2011, Murray et al 2007 ) </li></ul>WRITING THROUGH WEB2.0: BLOG
  10. 10. <ul><li>Documenting in text, images, links </li></ul><ul><li>Editing </li></ul><ul><li>Versioning (latest) </li></ul><ul><li>Viewing history (comparing versions) </li></ul><ul><li>Scaffolding contributions by authors </li></ul><ul><li>Self and peer editing (Kessler 2009) </li></ul>WRITING THROUGH WIKI
  11. 11. <ul><li>Online dictionary </li></ul><ul><li>Writing argumentative essay </li></ul><ul><li>http://goodpoint.elc.polyu.edu.hk/ </li></ul><ul><li>Concordancer </li></ul>WRITING TOOLS
  12. 12. TPCK <ul><li>CK: teaching content </li></ul><ul><li>PCK: using appropriate teaching methods to teach content knowledge </li></ul><ul><li>TPCK: using appropriate technology to provide enriched teaching resources and enriched learning environment with pedagogical approach on teaching the content </li></ul>
  13. 13. REFERENCES <ul><li>Hodgson, P. and Wong, D. (2009). Developing professional skills in journalism through blogs. Assessment and Evaluation in Higher Education , 36 (2), 197 – 211, First published on: 03 November 2009 (iFirst). </li></ul><ul><li>Kessler, G. (2009). Student-initiated attention to form in wiki-based collaborative writing. Language Learning & Technology , 13(1), 79 – 95. </li></ul><ul><li>Kurtz, J. (2009). Twittering about learning: using Twitter in an elementary school classroom. Horace , 25, 1 – 4. </li></ul><ul><li>Murray, L., Hourigan, T. and Jeanneau, C. (2007). Blog writing integration for academic language learning purposes: towards an assessment framework. Iberica , 14(14), 9 – 32. </li></ul><ul><li>Smith, K.L. (1990). Collaborative and interactive writing for increasing communication skills. Hispania , 73(1), 77–87. </li></ul><ul><li>Stevens, V. (2008). Trial by Twitter: the rise and slide of the year’s most viral microblogging platform. TESL-EJ , 12(1). </li></ul>
  14. 14. WEB REFERENCE <ul><li>Good point: making argumentative writing </li></ul><ul><li>http://goodpoint.elc.polyu.edu.hk/ </li></ul><ul><li>IELTS: How to start sentences in your essay </li></ul><ul><li>http://www.youtube.com/watch?v=Y5tfyv4Trak&feature=fvw </li></ul><ul><li>IELTS: Argument Essay Writing 1 (1 of 4) </li></ul><ul><li>http://www.youtube.com/watch?v=wpZa7bah4_c&feature=related </li></ul><ul><li>Process writing </li></ul><ul><ul><li>http://www.youtube.com/watch?v=UihXzj8rYes&feature=related </li></ul></ul><ul><li>Concordancer </li></ul><ul><li>http://www.lextutor.ca/concordancers/concord_e.html </li></ul><ul><li>PB wiki – getting started </li></ul><ul><li>http://www.youtube.com/watch?v=A204JcGQiY0&feature=relmfu </li></ul><ul><li>Add and edit pages with Media Wiki </li></ul><ul><li>http://www.youtube.com/watch?v=6gbMNhnl1SU&feature=related </li></ul>
  15. 15. INDIVIDUAL ASSIGNMENT <ul><li>Online discussion (Forum & Gong) (50%): Using ICT to improve competence in L2 reading, speaking and listening, to be completed on 21 April 2011 </li></ul><ul><li>The discussion is assessed on quality of postings, i.e. the concept and references provided. Each student is required to make a minimum of five postings in the forum, each posting being a minimum of 100 words. </li></ul><ul><li>You are required to do oral discussion on using ICTs for language mastery through Gong in FLMS. Each oral posting should be different from the textual postings in the forum. Quality of oral discussion depends on the clarity of presentation, logical arguments, ability to mediate between differences in views and support with reliable references or theories. </li></ul>

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