And the walls came tumbling down….<br />shaunwilden.com<br />@shaunwilden<br />
http://www.youtube.com/watch?v=EBE5UIlOHdU<br />
“this machine will save my life, I'll never work again, cos this machine will do everything even the creative input stuff…...
Go!<br />http://clear-concepts.in/blog/?p=60<br />
Stop!<br />
Go!<br />http://edition.tefl.net/articles/interviews/graham-stanley/<br />
Stop!<br />
“Are we afraid of technology or change?<br /> – we constantly ask our students to change”  <br />					Maria Ines Cordoba <...
“We become boring along side the use of technology”<br />From Ben Goldstein’s ‘Technology what difference has it made?’<br...
And the walls came tumbling down….<br />The one thing that hasn’t changed much at all is the classroom<br />Michael Carrie...
“.. where does that leave us and the traditional classroom?”<br />From Ben Goldstein’s ‘Technology what difference has it ...
<ul><li>Research finds people are adapting ability to remember because of power of search engines to remember for them
In short, people no longer always need to know stuff; they just need to know where it can be found
Sparrow concludes that the internet has become "an external memory source that we can access at any time" – an arena where...
So how are the walls tumbling down?<br />
 - Can speak English<br /> - Can speak English<br />
At the 1990 conference… most papers (88.37%) focused on some aspect of teaching conditions...more than 50% focused on some...
So how are the walls tumbling down?<br />Role of the teacher<br />
http://www.youtube.com/watch?v=4MpzcjhY_wI<br />
http://www.videojug.com/film/how-to-build-a-brick-wall-2<br />
<ul><li> Lack of training
 School enforcing with no clear policy
 The haves and the have nots
 The role of error
 The role of testing and assessment
 E-safety
 Digital literacy
 The copy and paste approach
 STOP worrying about the ‘tool’ it’s the task that’s important.</li></li></ul><li>So how are the walls tumbling down?<br /...
So how are the walls tumbling down?<br />Homework<br />
Golden Rules of Homework <br />useful<br />relevant, interesting and varied. <br />different ability/learning style groups...
So how are the walls tumbling down?<br />Learner Autonomy<br />
‘It’s not about dazzling the students, but about giving them more opportunities to learn and explore on their own’ <br />R...
What’s the difference between….?<br />homework<br />self study<br />learner autonomy<br />
Why?<br /><ul><li>Confidence
Exams
Goals
Time
Different students
Teacher not with students</li></li></ul><li>
So how are the walls tumbling down?<br />Learning Styles – learning mirroring life<br />
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Plenary

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This is the plenary talk i delivered at LABCI and Southern Cone in July 2011

Published in: Education, Technology
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  • Aim: To introduce the idea of the digital classroom and give an easy classroom activity  Show the two pictures and ask the participants to find as many similarities as they can between the pictures tell them you will give them 90secs When you say go, press the slide to bring up go, then count off 90 secs and advance the slide for the picture to vanish. Then do some feedback, click again and the picture returns
  • Aim: To introduce the idea of the digital classroom and give an easy classroom activity  Show the two pictures and ask the participants to find as many similarities as they can between the pictures tell them you will give them 90secs When you say go, press the slide to bring up go, then count off 90 secs and advance the slide for the picture to vanish. Then do some feedback, click again and the picture returns
  • Aim: To introduce the idea of the digital classroom and give an easy classroom activity  Show the two pictures and ask the participants to find as many similarities as they can between the pictures tell them you will give them 90secs When you say go, press the slide to bring up go, then count off 90 secs and advance the slide for the picture to vanish. Then do some feedback, click again and the picture returns
  • Aim: To introduce the idea of the digital classroom and give an easy classroom activity  Show the two pictures and ask the participants to find as many similarities as they can between the pictures tell them you will give them 90secs When you say go, press the slide to bring up go, then count off 90 secs and advance the slide for the picture to vanish. Then do some feedback, click again and the picture returns
  • Aim: To introduce the idea of the digital classroom and give an easy classroom activity  Show the two pictures and ask the participants to find as many similarities as they can between the pictures tell them you will give them 90secs When you say go, press the slide to bring up go, then count off 90 secs and advance the slide for the picture to vanish. Then do some feedback, click again and the picture returns
  • Aim: To introduce the idea of the digital classroom and give an easy classroom activity  Show the two pictures and ask the participants to find as many similarities as they can between the pictures tell them you will give them 90secs When you say go, press the slide to bring up go, then count off 90 secs and advance the slide for the picture to vanish. Then do some feedback, click again and the picture returns
  • Plenary

    1. 1. And the walls came tumbling down….<br />shaunwilden.com<br />@shaunwilden<br />
    2. 2. http://www.youtube.com/watch?v=EBE5UIlOHdU<br />
    3. 3. “this machine will save my life, I'll never work again, cos this machine will do everything even the creative input stuff…..which doesn't happen…..and the first thing you do if you have technojoy is you get the instructions and throw them out the window!” <br />
    4. 4. Go!<br />http://clear-concepts.in/blog/?p=60<br />
    5. 5. Stop!<br />
    6. 6. Go!<br />http://edition.tefl.net/articles/interviews/graham-stanley/<br />
    7. 7. Stop!<br />
    8. 8.
    9. 9. “Are we afraid of technology or change?<br /> – we constantly ask our students to change” <br /> Maria Ines Cordoba <br />I teach therefore you learn or do you….<br />http://www.youtube.com/watch?v=6AWYIit1uNk<br />
    10. 10. “We become boring along side the use of technology”<br />From Ben Goldstein’s ‘Technology what difference has it made?’<br />…it causes a huge change from our traditional practice..it forces us to change what we have been doing for years.<br />Maria Ines Cordoba - Technology in the classroom a first class help or burden <br />
    11. 11. And the walls came tumbling down….<br />The one thing that hasn’t changed much at all is the classroom<br />Michael Carrier - Innovation and technology in ELT…<br />
    12. 12.
    13. 13. “.. where does that leave us and the traditional classroom?”<br />From Ben Goldstein’s ‘Technology what difference has it made?’<br />
    14. 14.
    15. 15.
    16. 16.
    17. 17.
    18. 18.
    19. 19.
    20. 20. <ul><li>Research finds people are adapting ability to remember because of power of search engines to remember for them
    21. 21. In short, people no longer always need to know stuff; they just need to know where it can be found
    22. 22. Sparrow concludes that the internet has become "an external memory source that we can access at any time" – an arena where information is stored collectively outside ourselves</li></ul>http://www.guardian.co.uk/science/2011/jul/15/poor-memory-blame-google<br />
    23. 23. So how are the walls tumbling down?<br />
    24. 24.
    25. 25. - Can speak English<br /> - Can speak English<br />
    26. 26. At the 1990 conference… most papers (88.37%) focused on some aspect of teaching conditions...more than 50% focused on some aspect specifically related to teaching (e.g. syllabus, evaluation, testing) while only 11.63% of the papers were about learning, and none discussed the outcomes of the teaching/learning process<br />http://www.ufsm.br/labler/publi/EFL.htm. <br />
    27. 27. So how are the walls tumbling down?<br />Role of the teacher<br />
    28. 28. http://www.youtube.com/watch?v=4MpzcjhY_wI<br />
    29. 29. http://www.videojug.com/film/how-to-build-a-brick-wall-2<br />
    30. 30. <ul><li> Lack of training
    31. 31. School enforcing with no clear policy
    32. 32. The haves and the have nots
    33. 33. The role of error
    34. 34. The role of testing and assessment
    35. 35. E-safety
    36. 36. Digital literacy
    37. 37. The copy and paste approach
    38. 38. STOP worrying about the ‘tool’ it’s the task that’s important.</li></li></ul><li>So how are the walls tumbling down?<br />Information exchange <br />
    39. 39. So how are the walls tumbling down?<br />Homework<br />
    40. 40. Golden Rules of Homework <br />useful<br />relevant, interesting and varied. <br />different ability/learning style groups. <br />manageable in terms of time<br />no need to focus on a written product.<br />students can contribute ideas and design their own tasks.<br />challenging but achievable.<br />find out time, preferences, resources<br />consolidate classwork, it should not replicate it. <br />tasks which are nearer to real life use of language<br />
    41. 41.
    42. 42.
    43. 43. So how are the walls tumbling down?<br />Learner Autonomy<br />
    44. 44. ‘It’s not about dazzling the students, but about giving them more opportunities to learn and explore on their own’ <br />Raquel Oliveira – Cultweeple- enhancing interaction and collaboration among EFL learners. <br />
    45. 45. What’s the difference between….?<br />homework<br />self study<br />learner autonomy<br />
    46. 46. Why?<br /><ul><li>Confidence
    47. 47. Exams
    48. 48. Goals
    49. 49. Time
    50. 50. Different students
    51. 51. Teacher not with students</li></li></ul><li>
    52. 52. So how are the walls tumbling down?<br />Learning Styles – learning mirroring life<br />
    53. 53.
    54. 54.
    55. 55. http://fun-class.blogspot.com/<br />
    56. 56. http://www.teachingenglish.org.uk/blogs/shelly-terrell/<br />learning-beyond-walls-wikis-skype-global-projects-guest-post<br />
    57. 57. http://www.teachingenglish.org.uk/blogs/shelly-terrell/<br />learning-beyond-walls-wikis-skype-global-projects-guest-post<br />
    58. 58. So how are the walls tumbling down?<br />The world’s changed for the teacher as well<br />
    59. 59.
    60. 60. www.oup.com/elt<br />
    61. 61.
    62. 62. http://www.dailymail.co.uk/news/article-566719/Why-ostriches-DONT-bury-heads-sand--surprising-truths-great-animal-myths.html<br />
    63. 63. Teachers need to get students creating through their own intelligence and less by rote and design. <br />Allow students the independence they need to arrive at the knowledge in their own way.<br />http://ddeubel.edublogs.org/2011/01/19/interview-with-myself/<br />
    64. 64. Vicky Samuel – Web 2.0 Project based learning <br />
    65. 65. http://www.hoopla.ws/graphics/Best_of_the_World/<br />
    66. 66. http://vyou.com/<br />
    67. 67. Thanks for listening<br />shaunwilden.com<br />
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