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Avoiding Everest Syndrome

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In this presentation I present important factors to take into account in order to use technology in the classroom effectively and demonstrate different techniques and activities for incorporating technology into the syllabus. The presentation identifies the pitfalls to be avoided when using technology in the classroom, determines important factors for integrating technology into syllabus effectively and suggests ways in which technology can be applied to a specific class.

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Avoiding Everest Syndrome

  1. 1. Avoiding Everest Syndrome A PRINCIPLED APPROACH TO TECHNOLOGY IN THE CLASSROOM
  2. 2. Learning Outcomes By the end of this workshop you will be able to: •Identify the pitfalls to be avoided when using technology in the classroom. •Determine important factors for integrating technology into syllabus effectively •Apply technology to a specific class
  3. 3. Technophobe or Technogeek?
  4. 4. Warm-up In your groups, list: 1. Good sides of technology 2. Bad sides of technology
  5. 5. Benefits of Technology authentic language instant information real communication motivating, fun caters for their interests and needs caters for their learning styles students work at their own pace ready-made worksheets
  6. 6. George Mallory’s reason for wanting to climb Mount Everest “Because it’s there.”
  7. 7. Everest Syndrome “Named after George Mallory’s reason for wanting to climb Mount Everest, this refers to a situation where teachers can be tempted to use a specific technology just ‘because it’s there’. Care has to be taken, therefore, to make use of what we have available only when it serves the language aims of the lesson, and to avoid any use of ‘technology for technology’s sake’.” (Stanley, 2013)
  8. 8. Normalisation “Normalisation occurs in language education when technology is used without teachers being consciously aware of its role as technology. Few teachers consider dry wipe boards to be technology for example, but the same cannot be said of the interactive whiteboard and of electronic pens that go with it. (Stanley, 2013)”
  9. 9. Important Questions Who are your students? What are their needs? What are the course goals? What are the learning outcomes you wish to achieve? What are the students’ attitudes to technology? What problems could technology solve? How could it help? What is the setting? Which technology is available to your students in the classroom/at home? Would the learning outcomes be achieved equally well without technology? What are the benefits of using technology? Which tools could be used? Could they be adapted and how? Is there a Plan B?
  10. 10. In your groups, please discuss •Why are these questions important? •Why should you answer them before you start applying technology in your classroom? •How would you find out the answers to these questions? •How would you modify your use of technology according to the answers to these questions?
  11. 11. Applying Technology to a Specific Class Background Suggested Tool The class has studied and practised the language of informal letters. The class has studied and practised Present Perfect Simple. The class is preparing for the mid-term revision test. The class has been working on the topic of travel. They have completed language, reading and listening tasks. The class has practised and studied the language of describing objects.
  12. 12. Suggested Tools Audioboom Who Wants to Be a Millionnaire Interactive PPT A Letter to Future Self A Weekend in London (Webquest) TED talk Are You Human How would you use these tools? How would they fit in with the background lesson? What are the benefits of using them?
  13. 13. Applying Technology to a Specific Class Background Suggested Tool The class has studied and practised the language of informal letters. A Letter to Future Self The class has studied and practised Present Perfect Simple. TED talk Are You Human The class is preparing for the mid-term revision test. Who Wants to Be a Millionnaire Interactive PowerPoint The class has been working on the topic of travel. They have completed language, reading and listening tasks. A Weekend in London (Webquest) The class has practised and studied the language of describing objects. Audioboom
  14. 14. Learning Outcomes I hope you have managed to: •Identify the pitfalls to be avoided when using technology in the classroom. •Determine important factors for integrating technology into syllabus effectively •Apply technology to a specific class
  15. 15. Our Low-Tech Padlet Padlet is a virtual wall that allows people to express their thoughts on a common topic easily. It works like an online sheet of paper where people can put any content (e.g. images, videos, documents, text) anywhere on the page, together with anyone, from any device.
  16. 16. Bibliography Arena, C. (2012) Classdigitools [licensed for non-commercial use only] / Week2. Available at: http://classdigitools.pbworks.com/w/page/47831193/Week2 (Accessed: 12 April 2015). Peachey, N. (2011) 36 Tools for Digitising your ELT Course Book. Scribd. Available at: https://www.scribd.com/doc/53030128/36-Tools-for-Digitising-your-ELT- Course-Book (Accessed: 12 April 2015). Stanley, G. (2013) Language learning with technology: ideas for integrating technology in the language classroom. Cambridge: Cambridge University Press.
  17. 17. List of Websites Mentioned Audioboom (no date) Available at: https://audioboom.com (Accessed: 19 April 2015) Bitstrips (no date) Available at: http://www.bitstrips.com/ (Accessed: 19 April 2015) Frank, Z. (no date) Ze Frank: Are you human? | Talk Video. Available at: http://www.ted.com/talks/ze_frank_are_you_human (Accessed: 19 April 2015) Sly, M. and Patrikios, J. (no date) Write a letter to the future. Available at: https://www.futureme.org/ (Accessed: 19 April 2015) ZUNAL.COM (no date) Zunal WebQuest Maker. Available at: http://zunal.com/ (Accessed: 19 April 2015)

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