Healey-Tech tools for busy teachersPresentation Transcript
Technology Tools Overview Deborah Healey, firstname.lastname@example.org University of Oregon, American English Institutehttps://sites.google.com/site/techtoolsforbusyelteachers/ http://www.deborahhealey.com
Your tool collection?
Agenda Beliefs about teaching, learning, and technology Resources Planning tools Teaching/learning tools Assessment and feedback Motivators
Starting us offWhat are your beliefs about teaching and learning? Thumbs up/thumbs down The Internet is a great resource for English language material. Students always do exactly what teachers want them to do. Teachers always make the right choices about online material.
Thumbs up/down Teachers need to create a good environment for learning. Technology is a distraction in the classroom. Students would rather talk to other students than to their teacher. Teachers always have lots of time. Students are experts in learning with technology.
Beliefs => use
Planning toolsLesson plans and articles:iteslj.org lp art techList of topics:eleaston.comOrganizing your links:www.delicious.com
ITESLJ Lesson Plans
Internet TESL Journal
EL EastonEL Easton – www.eleaston.com More links than you could ever imagine Business English sample page For language learners? NO!
Delicious.com Organize and find your web links From any computer Tap into what others have found and saved “Social bookmarking”
Controlled materialwww.breakingnewsenglish.comsample search Ready-made activities for use in class or outside of class – Everest mp3 Easier: Football sample mp3 Special English:www.voanews.com/specialenglish advice ...
Authentic materialSources of academic texts:www.deborahhealey.com/digitallibraries.htm DOAJ: www.doaj.org/ ol Openj-Gate: www.openj-gate.com/ (not now)Literature – why digital? Project Gutenberg: www.gutenberg.org home audio popular
ConcepTestWhen learners use a website, the teacher should do which of the following:a) Give them the web address and tell them to try it.b) Give them a list of suggested activities and have them choose one.c) Assign a specific task related to information on the website as homework.
Online teacher tools readabilitywww.twurdy.com ol – critical thinking authoringwww.lessonwriter.com ol TIBSample visual vocabulary www.visuwords.com screencast
Register to create lessons Add a text; choose vocabulary, grammar points, pronunciation from the text It’s a machine- read carefully to be sure grammar and vocabulary are correct Add graphic organizers, comprehension questions Save or print
Assessment Rubrics with rubistar.4teachers.org sample1 sample2-revised Surveys with Google Forms docs.google.com => Forms
Feedback and sharing Word tools – sample - video Insert Comments Track Changes – Compare documents Sharing with Google Docs: docs.google.com Simultaneous editing from different locations Screencasting: ScreenR, Jing, Screencast-o-Matic Sample writing conference
Motivation to learn What motivates people to learn? What motivates students to learn? Your ideas...
Authentic audience Tandem learning www.slf.ruhr-uni-bochum.de/etandem/etindex ol Projects to join http://www.iearn.org/ ol www.thinkquest.org/en/projects/ ol
Authentic audience Blog – individual or class: www.blogger.com Web page (wiki): http://sites.google.com ol Student Forums at Dave’s ESL Café http://forums.eslcafe.com/student/ ol TakingITGlobal – student awareness and cultural forums: www.tigweb.org/ ol
Class discussion Focus on writing Any topic – chosen by the teacher or the class Plan ahead Have students work in groups Use as homework due in a week “Inverted classroom” ...
Class discussion Nicenet: www.nicenet.org Yahoo group: groups.yahoo.com Google group: groups.google.com Facebook - create a class Facebook page: www.facebook.com/ “Inverted class”
Time to reflect…Best use of technology in YOURclassroom?
Overall.. How much time could you save with good tools? How much motivation could students gain?
QuickWrite Take 2 minutes and write down three things that You learned and You will share with someone else Write another two things that You will try to use
“It’s not so much the program, more what you do with it” (Jones, 1986)