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Plenary speech given in 2005 in Tegucigalpa, Honduras at national English language teaching convention.

Plenary speech given in 2005 in Tegucigalpa, Honduras at national English language teaching convention.

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  • 1. S.M.A.R.T. English Teaching with the Internet: Critical Links and Tipping Points I am always doing what I cannot do yet, in order to learn how to do it. Vincent Van Gogh
  • 2. Before We Begin:
    • Presentation focuses on Internet, but concepts apply to traditional teaching as well
    • PowerPoint is example of how you might use technology in the classroom.
    • You can get this PowerPoint presentation from the Internet. Web address is on your handout.
    • Your handout provides main points of the talk. Use to take notes as you follow along.
    • New “terms” listed on your handout. There will be a test when the talk is over (kidding!)
  • 3. Virtual Mind Reader Activity
    • Contest based on Virtual Mind Reader activity
    • First three teachers to turn in correct answers in writing to the following two questions wins a book:
      • 1) Why did I begin my talk with The Virtual Mind Reader activity?
      • 2) How does the Virtual Mind Reader work?
    • Let’s check out The Virtual Mind Reader!!
  • 4. Use of Internet to Prepare for Trip to Honduras
    • Emailed friends and family
    • Checked online maps
    • Checked weather for this time of year
    • Checked for electric current and plug info.
    • Checked for airline travel information
    • Gathered information on Honduras
  • 5. Use of Internet to “Meet” Tegucigalpa
    • Over one million residents
    • Tegucigalpa=Nahuatl name=Silver Mountain
    • Mining center during colonial times
    • Tegus = nickname
    • La zona viva = commercial center
    • Christ of the Picacho = monument depicting Tegus.
    • Felt familiar when I arrived
  • 6. Use of Internet to Prepare for Conference Presentations
    • Emailed conference organizers to plan presentations
    • Found and bought books online
    • Consulted online resources/journals
    • Downloaded Web pages/images to enhance talk.
    • Published plenary and workshop materials for you and a worldwide audience
  • 7. Personal Uses of Internet
    • Read online newspapers to keep up with world events
    • Reserve books from the local library
    • Help my son with his homework
    • Read movie reviews
    • Make travel arrangements
    • Send greeting and holiday electronic cards
    • Check weather to plan outings
    • Many many more! The Internet empowers me!
  • 8. Reading Skills Needed
    • Find appropriate information to read by searching the Internet
    • Evaluate the source of information
    • Determine whether to follow hyperlinks
    • Decide whether to save or catalog information for later access
  • 9. Writing Skills Needed
    • Incorporate text, graphics and audio into multimedia pages for the Web
    • Create and make effective use of hypertext links to convey the message
    • Tailor the writing an Internet audience that may be largely unknown
    • Use appropriate pragmatic strategies for the intended electronic forum
  • 10. Our Challenge as Teachers
    • To help our students acquire these 21st century educational and workplace skills.
    • How can this be accomplished?
      • Become adept at these tasks ourselves first
      • Join with our students in meaningful, motivating classroom activities incorporating these skills
      • Practice and master the skills in the context of English language study.
  • 11. Barriers to Overcome
    • 63% of those in U.S. have Internet access
    • ??% in Honduras
    • Limited supply of computers in home/school
    • Slow and/or expensive Internet access
    • Lack of time required to learn new skills
    • Lack of teacher training in CALL
    • Risk of working in an unfamiliar teaching environment
    • (Greenspan, 2002)
  • 12. Honduran Comments on Rewards of Using Internet
    • Add comments from those taking online course. Perhaps put in an image of Web page they create.
  • 13. Internet Use in the U.S. What Teachers Say
    • 98% of schools and 77% of classrooms have Internet
    • 84% of teachers believe Internet access improves quality of education
    • BUT
    • 2/3 of teachers say Internet not optimally integrated into curriculum
    • Only 20% of teachers consider themselves well prepared to use technology in the classroom
    • (Cradler, Freeman, Cradler & McNabb, 2002)
  • 14. Internet Use in the U.S. What Students Say
    • The quality of Internet-based assignments is poor and uninspiring.
    • Students want to be assigned more--and more engaging--Internet activities that are relevant to their lives.
    • Implication: Teachers are the key!
    • The digital disconnect: the widening gap between internet-savvy students and their schools. Available online at:
  • 15. Critical Features of Teacher Training
    • Opportunities to explore, reflect, and collaborate with peers
    • Work on authentic learning tasks
    • Engage in hands-on, active learning
    • In essence, the principles for creating successful learning environments for children apply to teachers as well.
    • Cradler, J. (2002-2003). Effective Integration. Learning and Leading with Technology 30 (4) 49-56. Available online at: 30_4.pdf
  • 16. Integrating the Internet into the Classroom
    • Offered three times per year
    • Enrolls from 20 to 40 teacher participants
    • Designed to be teacher-lead, but free and available for self-study by teachers and students.
    • Web address in your handout.
  • 17. S.M.A.R.T. Framework
    • S ynthesis of language and thinking skills
    • M otivating content and meaningful communication
    • A ppropriate for culture, age and language ability of students.
    • R elevant to curriculum and to students’ lives
    • T angible product with evaluation and feedback.
  • 18. “Integrating” Course - Week 1
    • Teachers learn about :
    • Communications tools
      • Mailing lists, Web bulletin board, Chat
    • A framework for organizing Web content
    • Activity Formats
      • Hotlists, Subject Samplers, Treasure Hunts, WebQuests
  • 19. “Integrating” Course - Week 2
    • Teachers learn to:
    • Develop effective Internet searching strategies
    • Evaluate Web materials for authority, accuracy, objectivity and more
    • Create and post to the Internet Web-based activities designed for their students.
  • 20. “Integrating” Course - Week 3
    • Teachers are:
    • Exploring telecomputing projects to facilitate meaningful communication
    • Designing Web pages for the classroom
    • Creating Web-based quizzes, surveys, puzzles and games to enhance learning.
    • Reporting the results of research done with colleagues during the online course.
  • 21. Communications Tools: Email
    • Important form of business communication
    • Higher frequency than telephone or face to face contact.
    • Excellent communicative potential in classroom
    • Students need guidance and practice with discourse and pragmatics rules
  • 22. Communications Tools: Web Bulletin Boards - Nicenet
    • Free, reliable, low-tech requirements
    • Post class schedule
    • Share ideas for content- learning
    • Interactive journaling
    • Link and document sharing
    • Easy to learn
    • Unlimited # of classes.
  • 23. Communications Tools: Online Chat - Tapped In
    • Free global forum for educators
    • Individual virtual offices
    • Text-based chat
    • Private messaging
    • Bulletin boards
    • Chat transcripts
    • Calendar of professional development events.
    • Start with virtual tour.
  • 24. Pull out, Betty! Pull out! . . . You’ve tapped into the Internet!
  • 25. Categories for Organizing Web Content by Tom March
    • Enrichments
    • References
    • Resources
    • Lessons
    • Tools
    • Projects
    • Activities
  • 26. Directory v. Search Engine
    • Human-organized collection of resources
    • Often organized by topic
    • Often annotated and sorted
    • Often searchable
    • Many high quality educational directories
    • Computer-collected resources
    • Findings depend on search terms
    • Rankings depend on key words and site popularity
    • Results depend on skill of searcher
  • 27. Blue Web’n
  • 28. Marco Polo
  • 29. OELP Online English Language Center
  • 30. KidsClick!/
  • 31. Enchanted Learning
  • 32. ESL Independent Study Lab
  • 33. Embarrassment of Riches
    • The Internet is an embarrassment of riches that’s next to worthless without an educator.
    • Tom March
  • 34. Web Site Evaluation
    • Anyone can publish (pros and cons)
    • No editors to insure credentials
    • Evaluation is critical skill for teachers and students
    • Evaluate Web sites with your students using simple but effective checklists
  • 35. Web Site Evaluation A Harmless Example Short video of Mr. Lee on the bus .
  • 36. Web Site Evaluation A Dangerous Example
    • 14 year old Zack: “I’m working on a paper on how the Holocaust never happened.”
    • Teacher responds, “Zack, where did you hear the holocaust never happened?”
    • “ The Internet. It’s on a page at Northwestern University.”
  • 37. Basics of Web Site Evaluation
    • Work hands-on with students. Use a basic checklist. Help them to:
    • Decide if material is comprehensible for them
    • Determine motive of author: inform or persuade
    • Evaluate authority of author
    • Check for accuracy of information and links
    • Establish whether site is current
    • Determine if coverage is complete
  • 38. The Humanitarian Aspect
    • If education is to be truly liberating, it must focus upon the existing situation of people, allowing them to reflect upon their condition and empowering them to change it. --Paulo Freire
  • 39. The Hunger Site
  • 40. The Hunger Site - Details
    • 222,000 people click “free food” every day
    • Value of 1.1 cup of staples for each click
    • 100% of site advertising donated in 74 countries
    • What could students do?
      • Research/report on how site funded/food distributed
      • Research/report on other hunger efforts on Web
      • Get involved with local hunger relief efforts
      • Join with other students in global projects through groups such as iEARN (International Education and Resource Network).
  • 41. Digital Vision Program
  • 42. Digital Vision Program - Details
    • A sabbatical program for technology professionals at Stanford University
    • Access all facilities for up to one academic year
    • Each fellow undertakes ICT project that addresses developing world problem
    • Projects all have practical emphasis
  • 43. Bollywood Jukebox for Literacy
    • SLS-Same Language Subtitling
    • Objective: Increase Literacy in India
    • Subtitle lyrics of music videos on T.V.
    • Subtitles and audio in same language
    • 150 million viewers weekly
    • 90% of viewers prefer programs with SLS
    • Here’s an example of SLS
  • 44. Critical Links
    • Internet is more than computer network
    • Internet is a network of people
    • Unparalleled ability to collaborate
    • Universal Internet access does not guarantee success in education
    • Teachers are the critical links
  • 45. Role of the Teacher
    • Teacher should not be a sage on the stage
    • Teacher should not be a guide on the side
    • Teacher should be an expert learner
    • Teacher should be part of the learning process
    • Teacher should model learning for the students
    • Teacher should help students construct new knowledge --Tom Carroll
  • 46. The Tipping Point How Little Things Can Make a Big Difference
  • 47. The Tipping Point Critical Actors Required:
    • Connectors - Have special gifts for bringing people together and for working well in groups.
    • Mavens - Possess special knowledge and are willing to share and mentor others.
    • Salespeople - Are gifted at persuasion and have a positive attitude when advocating for an idea.
  • 48. Tipping Point People 400 Teachers From Over 20 Countries
  • 49. Helping to Negotiate the Learning Curve
  • 50. S.M.A.R.T. English Teaching with the Internet: Critical Links and Tipping Points Knowledge is of no value unless you put it into practice. Anton Chekhov