Using Blended Learning Technologies in the ESL Classroom<br />By: Sandra Costa<br />
 Context <br /><ul><li> IT teacher giving support to ESL teachers in Elementary
 Students aged 7 - 10
 Technology available: laptops on carts, lab with 23 computers,  internet access and various software installed or having ...
 Blended learning encouraged by administration;
 Teachers encouraged to start using Moodle</li></li></ul><li>Issue/Need<br /><ul><li> Teachers not comfortable with using ...
There is a need for collaborative, inquiry-based, task-based learning method.(McLoughlin and Lee, 2007:669)
 Teachers constraints (lack of time/student limited time);  teacher-student method of teaching (Warschauer and Healy , 199...
 Teachers need to be made aware of new technologies, to enhance their teaching as well as challenge students. (Brandl, 2002)
Need to introduce pedagogies that feature collaboration and use of web 2.0 tools</li></li></ul><li>Teacher Challenges:<br ...
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Blended learning Technologies in ESL Classroom

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This is a presentation done for my Master degree on blended learning and ESL teaching

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Blended learning Technologies in ESL Classroom

  1. 1. Using Blended Learning Technologies in the ESL Classroom<br />By: Sandra Costa<br />
  2. 2. Context <br /><ul><li> IT teacher giving support to ESL teachers in Elementary
  3. 3. Students aged 7 - 10
  4. 4. Technology available: laptops on carts, lab with 23 computers, internet access and various software installed or having subscriptions to software.
  5. 5. Blended learning encouraged by administration;
  6. 6. Teachers encouraged to start using Moodle</li></li></ul><li>Issue/Need<br /><ul><li> Teachers not comfortable with using new technology
  7. 7. There is a need for collaborative, inquiry-based, task-based learning method.(McLoughlin and Lee, 2007:669)
  8. 8. Teachers constraints (lack of time/student limited time); teacher-student method of teaching (Warschauer and Healy , 1998:59)
  9. 9. Teachers need to be made aware of new technologies, to enhance their teaching as well as challenge students. (Brandl, 2002)
  10. 10. Need to introduce pedagogies that feature collaboration and use of web 2.0 tools</li></li></ul><li>Teacher Challenges:<br /><ul><li> blending Office with other e-tools and e-resources with e-activities (Littlejohn and Pegler, 2009: 71-5)
  11. 11. Ensure successful blending considering the dynamics that may affect blending and the way in which each blend will impact upon the others (Littlejohn and Pegler, 2009: 71-5):
  12. 12. purpose of the learning
  13. 13. context
  14. 14. approaches to teaching & learning
  15. 15. Giving students choice within a supportive environment
  16. 16. Fostering a sense of community
  17. 17. Learn how to embed into Wiki
  18. 18. Track student feedback and assessing online activity</li></li></ul><li>Proposal<br /><ul><li>Present a group project-based idea with various activities to include blended learning technologies (McLoughlin and Lee, 2007:66+6)
  19. 19. Proposal for use of Wiki (its affordances for group project-based assignments) + include Web 2.0 tools (research + presentation)
  20. 20. Present Web 2.0 tools (Warschauer and Healy , 1998:60-1)
  21. 21. Proposing a student-centred learning approach
  22. 22. Introduce teachers to synchronous and asynchronous tools (blended learning)</li></li></ul><li>Key affordances:<br /><ul><li> educational
  23. 23. social (collaborative)
  24. 24. technological </li></ul>(Warschauer and Healy , 1998:57)<br /> Pedagogical approach:<br /><ul><li> teacher as facilitators
  25. 25. student-centred teaching
  26. 26. active and interactive learning
  27. 27. students to transform knowledge through using e-Learning affordances
  28. 28. Dynamic curriculum (formal and informal learning)
  29. 29. scaffolding (peers, teachers, virtual community sources and technology)</li></ul>Skills Developed:<br />Reading<br />Communication<br />Listening<br />Writing<br />
  30. 30. Some Affordances of Wiki:<br /><ul><li>McLoughlin - identifies social software tools like wikis as pedagogical tools that stem from their affordances of sharing, communication and information discovery.
  31. 31. offers history page showing all edits
  32. 32. allows real-time editing
  33. 33. Template feature
  34. 34. Facility to organize, move and delete pages
  35. 35. Supports RSS, tags</li></li></ul><li>Choice of Software Applications<br />Wiki<br />Wordle<br />Qwiki<br /> Photostory<br />Glogster<br />Fotobabble<br /> Wallwisher<br />
  36. 36. Software Characteristics:<br />Wiki – working collaboratively; able to embed from Qwiki, Wordle, Wallwisher and Fotobabble; able to create a vocabulary ebook; controls student participations<br />Wordle– present vocabulary (adjectives) related to topic<br />Qwiki – for research (with plenty of visual tools, very attractive)<br />Photo Story – to create a film using information gathered. Great for presenting final work (incorporates images, writing and voice recording. Easy to use and students have used it before in IT class!<br />Glogster– Poster to publish information about topic (images, text, voice recordings, video) Very visual!<br />Fotobabble – Able to add recording to an image. <br />Wallwisher– easy way for teachers to obtain some student feedback.<br />
  37. 37. References<br />Kessler, G. (2009) Student-Initiated Attention to Form in Wiki-based Collaborative Writing. “Language Learning and Technology” pg 79-95. Online.<br />McLoughlin, C. and Lee M. (2007) Social Software and Participatory Learning: Pedagogical Choices with Technology Affordances in the Web 2.0 era. “Proceedings ascilite 2007” 664-672.<br />Augar, N. et al. (2004) “Teaching and learning online with wikis”. Ascilite 2004. Online.<br />Brandl, Klaus. 2002. Integrating Internet Based Reading Materials into the Foreign Language Curriculum: From Teacher-To Student-Centered Approaches” Language Learning and Technology, 6(3) 87-107. <br />Littlejohn, A. and Pegler, C. “Preparing for Blended e-learning”. London: Routledge, 2009.<br />McNaught, C. And Lam, P. (2010) “Using Wordle as a Supplementary Research Tool” “The Qualitative Report” 15(3): 630-43.<br />Wheeler, S. Yeomans and Wheeler D. (2008) “The good, the bad and the wiki: evaluating student-generated content for collaborative learning”. “British Journal of Educational Technology” 39(6): 987-95.<br />

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