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Final Presentation

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  • Transcript

    • 1. Reshaped Classrooms: A Decade into the New Millennium Claudio Cajes, Mariana Giménez and Paola Vilardo May 2009
    • 2. Who hasn’t ever thought what life would be like in the 21 . st Century?
    • 3. Technology Development
    • 4. Massive use of Internet for: •Communication •Information •Data organization + Students’ Needs: •Less time •Higher demand for English competency
    • 5. Today’s Classroom: Online courses Compensate lack of availability Saving time and money Independent learning Face-to-face classrooms Enhancement of out of class communication Access to authentic materials Intercultural access
    • 6. Teacher’s Role: Integrate new tasks Rethink their teaching Engage students Foster learners’ autonomy ‘It is not what it is; it is what you do with it.’ Jones 1986.
    • 7. Podcasts: “An instructor can bring real listening to the class…this authentic experience is very useful if presented in a purposeful way” Patricia Dunkel They can be used as: • Listening materials for pleasure, in class and/or as homework. • Follow up discussion • Transcripts and show - concordance / collocations exercises and analysis. • Active interactions.
    • 8. Google docs They can be used for: •Cooperative writing and learning •Get instant feedback on their work from multiple collaborators and the teacher. •Group work – projects, presentations, reports •Peer editing skills – writing as a process
    • 9. Corpus “One of the best ways of seeing how words are used is to look at concordances” Sinclair (2003) “The grammar comes out of the words and not vice-versa” Andrew Walkley “Grammar actually has no logical explanation” “Things are often the way they are because that´s the way we say them” “With words and no grammar you can say little, but with grammar and no words you can say nothing at all” Andrew Walkley-Hugh Dellar
    • 10. Web Quests They can be used for: •Gathering information, doing research and follow up activities. •Solving a task and presenting results •Reflecting on their learning process •Project work
    • 11. An example of a Journalistic Task : Today’s News Web quest by Isabel Perez
    • 12. Blogs They can be used: • As journals •To provide students with a space to include comments on activities, their own learning, give suggestions or ask questions. •To foster reading and writing skills •To work on peer editing •To provide extra activities links •Project work
    • 13. Wikis They can be used: •for instructions, manuals, glossaries •for a class or group project •to collaborate on ideas and organize documents and resources from individuals and groups of students •for a specific idea to manage school and classroom documents •as a collaborative handout for students for writing purposes, •to create and maintain a classroom FAQ •as a classroom discussion and debate area •as a place to aggregate web resources
    • 14. Blogs Wikis •structured •flexible •highly personal •intensively collaborative •focused on process •focused on content •administered by one individual •administered by a number of people •edited by creator •edited by anyone •chronologically organized •organized in innumerable ways
    • 15. Our Own Experience
    • 16. Conclusions: •Teachers’ saving time and working cooperatively in a huge “staff room” •Fostering teamwork among students •Increase in students’ interaction •Students’ own responsibility for their learning process • A “Communication bridge” with a real audience •Fulfilling the real purpose of language learning: a tool to communicate
    • 17. ‘TEACHERS WILL NOT BE REPLACED BY TECHNOLOGY, BUT TEACHERS WHO DO NOT USE TECHNOLOGY WILL BE REPLACED BY THOSE WHO DO.’ Clifford 1987
    • 18. Bibliography: www.reshapedclassrooms.blogspot.com