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Plenaryhonduras2005
 

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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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    Plenaryhonduras2005 Plenaryhonduras2005 Presentation Transcript

    • 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
    • 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!)
    • 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!!
    • 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
    • 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
    • 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
    • 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!
    • 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
    • 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
    • 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.
    • 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)
    • Honduran Comments on Rewards of Using Internet
      • Add comments from those taking online course. Perhaps put in an image of Web page they create.
    • 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)
    • 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: http://www.pewinternet.org/reports/toc.asp?Report=67
    • 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: http://caret.iste.org/caretadmin/resources_documents/ 30_4.pdf
    • Integrating the Internet into the Classroom http://www.lclark.edu/~krauss/usia/
      • 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.
    • 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.
    • “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
    • “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.
    • “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.
    • 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
    • Communications Tools: Web Bulletin Boards - Nicenet http://www.nicenet.org
      • 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.
    • Communications Tools: Online Chat - Tapped In http://ti2.sri.com/tappedin/
      • 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.
    • Pull out, Betty! Pull out! . . . You’ve tapped into the Internet! http://www.funny-city.com
    • Categories for Organizing Web Content by Tom March
      • Enrichments
      • References
      • Resources
      • Lessons
      • Tools
      • Projects
      • Activities
    • 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
    • Blue Web’n http://www.kn.pacbell.com/wired/bluewebn/#contents
    • Marco Polo http://www.marcopolo-education.org/index.aspx
    • OELP Online English Language Center http://oelp.uoregon.edu/
    • KidsClick http://sunsite.berkeley.edu/KidsClick!/
    • Enchanted Learning http://www.EnchantedLearning.com/Home.html
    • ESL Independent Study Lab http://www.lclark.edu/~krauss/toppicks/toppicks.html
    • Embarrassment of Riches
      • The Internet is an embarrassment of riches that’s next to worthless without an educator.
      • Tom March
    • 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
    • Web Site Evaluation A Harmless Example http://www.malepregnancy.com/ Short video of Mr. Lee on the bus .
    • 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.”
    • 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
    • The Humanitarian Aspect http://www.infed.org/images/freire.jpg
      • 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
    • The Hunger Site http://www.thehungersite.com
    • 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).
    • Digital Vision Program http://reuters.stanford.edu/
    • Digital Vision Program - Details http://reuters.stanford.edu/
      • 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
    • Bollywood Jukebox for Literacy http://www.planetread.org/
      • 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
    • 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
    • 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
      http://www.ncl.ac.uk/math/assets/photos/group_computer.jpg
    • The Tipping Point How Little Things Can Make a Big Difference
    • 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.
    • Tipping Point People 400 Teachers From Over 20 Countries
    • Helping to Negotiate the Learning Curve http://www.austlii.edu.au/au/special/rsjproject/rsjlibrary/car/wtno24_mar1999/
    • 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