2. Aims
• To show teachers a new approach to
using technology in their classrooms
• To give teachers some ideas and
materials to use in their classrooms and
to discuss how they can be used
• To help teachers to effectively evaluate
activities using technology
3. Cutting Edge-technology in the
classroom
• Have you used technology in your
classrooms before? Talk to the people
around you about what different kinds of
technologies people have used.
4. Raise your hand if heard
someone around you mention…
•
•
•
•
•
The internet -It’s been incredibly popular since 1995
Wikipedia -Existed for more than a decade
Youtube
-Existed for more than 8 years
Online games - almost as old as the internet
Interactive -10 years ago almost 25% of British
whiteboard primary schools had one
• Data-projectors - older than the internet
• Smart phones
-10 years old
6. So I need robots in my classroom?
Just one robot
(Evaluating technology)
(costing $24,000)
• What are my learning outcomes?
• Time
– Learner training
– a hand-held
Plus Is learner training beneficial? (for future activities,
for real word applications?)
device
• Resources
– What does the school need?
– What doesn’t the school need?
– What do learners need?
Plus thetrainedmotivating?
• Is a activity
technical operator
7. What’s your point? I’m
confused
• Teenage students view things like the internet,
youtube videos and mobile phones as everyday
tools rather than modern, cutting-edge technology
• By seeing these “tools” as cutting edge technology
we imply that we’re doing something above
expectations when in fact we’re probably only
meeting student expectations.
• (Unless our students have low expectations of us)
8. Why should we use established
tools and technology?
• We increase learner autonomy
• We prepare our students for the future
with useful transferable skills
• We increase the face validity of our
teaching by making it relevant to learners
– Which increases motivation
9. “But it’s my mum…I have to talk to
her!”
• Using phones to practise directions and
prepositions
• As a dictionary
• Txtng
10. Evaluating
• Will it help me reach my learner outcomes?
• Is the time well-spent?
– Learner/Teacher training?
– The activity itself
• Resources
– What resources does the school need?
– What about the students?
– What don’t we need?
• Is the activity motivating?
12. • The computer marks the homework for
you!
• Your students have to focus on accuracy
to get points
• Your students have to use correct
punctuation and typing conventions
• (your students have to cope with
distractions on the internet)
14. Evaluating
• Will it help me reach my learner outcomes?
• Is the time well-spent?
– Learner/Teacher training?
• Do I need to teach students non-subject material
• Is this training beneficial for future activities/jobs
– The activity itself
• Resources
– What resources does the school need?
– What about the students?
– What don’t we need?
• Is the activity motivating?
16. How to use them
• For homework – but there’s no way of
checking whether it’s been completed
• For fast (and accurate) finishers in class
• In a computer room (if you’ve got one)
• As a class (or in teams)
18. Evaluating
• Will it help me reach my learner outcomes?
• Is the time well-spent?
– Learner/Teacher training?
• Do I need to teach students non-subject material
• Is this training beneficial for future activities/jobs
– The activity itself
• Resources
– What resources does the school need?
– What about the students?
– What don’t we need?
• Is the activity motivating?
20. How to use it
• To practise (creative) writing
• To practise functional dialogues
• For homework/as a class/in the computer
room
• To practise presenting ideas
21. Evaluating
• Will it help me reach my learner outcomes?
• Is the time well-spent?
– Learner/Teacher training?
• Do I need to teach students non-subject material
• Is this training beneficial for future activities/jobs
– The activity itself
• Resources
– What resources does the school need?
– What about the students?
– What don’t we need?
• Is the activity motivating?
25. Evaluating
• Will it help me reach my learner outcomes?
• Is the time well-spent?
– Learner/Teacher training?
• Do I need to teach students non-subject material
• Is this training beneficial for future activities/jobs
– The activity itself
• Resources
– What resources does the school need?
– What about the students?
– What don’t we need?
• Is the activity motivating?
28. Evaluating
• Will it help me reach my learner outcomes?
• Is the time well-spent?
– Learner/Teacher training?
• Do I need to teach students non-subject material
• Is this training beneficial for future activities/jobs
– The activity itself
• Resources
– What resources does the school need?
– What about the students?
– What don’t we need?
• Is the activity motivating?
29. Did you…?
• Experience a new way of looking at
technology in the classroom?
• Find out about some new tools and how
to use them?
• Learn and practice evaluating technology
in our classroom (so we think beyond the
word “fun”)?
