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Plenary speech given in 2005 in Tegucigalpa, Honduras at national English language teaching convention.

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  1. 1. 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
  2. 2. Before We Begin: <ul><li>Presentation focuses on Internet, but concepts apply to traditional teaching as well </li></ul><ul><li>PowerPoint is example of how you might use technology in the classroom. </li></ul><ul><li>You can get this PowerPoint presentation from the Internet. Web address is on your handout. </li></ul><ul><li>Your handout provides main points of the talk. Use to take notes as you follow along. </li></ul><ul><li>New “terms” listed on your handout. There will be a test when the talk is over (kidding!) </li></ul>
  3. 3. Virtual Mind Reader Activity <ul><li>Contest based on Virtual Mind Reader activity </li></ul><ul><li>First three teachers to turn in correct answers in writing to the following two questions wins a book: </li></ul><ul><ul><li>1) Why did I begin my talk with The Virtual Mind Reader activity? </li></ul></ul><ul><ul><li>2) How does the Virtual Mind Reader work? </li></ul></ul><ul><li>Let’s check out The Virtual Mind Reader!! </li></ul>
  4. 4. Use of Internet to Prepare for Trip to Honduras <ul><li>Emailed friends and family </li></ul><ul><li>Checked online maps </li></ul><ul><li>Checked weather for this time of year </li></ul><ul><li>Checked for electric current and plug info. </li></ul><ul><li>Checked for airline travel information </li></ul><ul><li>Gathered information on Honduras </li></ul>
  5. 5. Use of Internet to “Meet” Tegucigalpa <ul><li>Over one million residents </li></ul><ul><li>Tegucigalpa=Nahuatl name=Silver Mountain </li></ul><ul><li>Mining center during colonial times </li></ul><ul><li>Tegus = nickname </li></ul><ul><li>La zona viva = commercial center </li></ul><ul><li>Christ of the Picacho = monument depicting Tegus. </li></ul><ul><li>Felt familiar when I arrived </li></ul>
  6. 6. Use of Internet to Prepare for Conference Presentations <ul><li>Emailed conference organizers to plan presentations </li></ul><ul><li>Found and bought books online </li></ul><ul><li>Consulted online resources/journals </li></ul><ul><li>Downloaded Web pages/images to enhance talk. </li></ul><ul><li>Published plenary and workshop materials for you and a worldwide audience </li></ul>
  7. 7. Personal Uses of Internet <ul><li>Read online newspapers to keep up with world events </li></ul><ul><li>Reserve books from the local library </li></ul><ul><li>Help my son with his homework </li></ul><ul><li>Read movie reviews </li></ul><ul><li>Make travel arrangements </li></ul><ul><li>Send greeting and holiday electronic cards </li></ul><ul><li>Check weather to plan outings </li></ul><ul><li>Many many more! The Internet empowers me! </li></ul>
  8. 8. Reading Skills Needed <ul><li>Find appropriate information to read by searching the Internet </li></ul><ul><li>Evaluate the source of information </li></ul><ul><li>Determine whether to follow hyperlinks </li></ul><ul><li>Decide whether to save or catalog information for later access </li></ul>
  9. 9. Writing Skills Needed <ul><li>Incorporate text, graphics and audio into multimedia pages for the Web </li></ul><ul><li>Create and make effective use of hypertext links to convey the message </li></ul><ul><li>Tailor the writing an Internet audience that may be largely unknown </li></ul><ul><li>Use appropriate pragmatic strategies for the intended electronic forum </li></ul>
  10. 10. Our Challenge as Teachers <ul><li>To help our students acquire these 21st century educational and workplace skills. </li></ul><ul><li>How can this be accomplished? </li></ul><ul><ul><li>Become adept at these tasks ourselves first </li></ul></ul><ul><ul><li>Join with our students in meaningful, motivating classroom activities incorporating these skills </li></ul></ul><ul><ul><li>Practice and master the skills in the context of English language study. </li></ul></ul>
  11. 11. Barriers to Overcome <ul><li>63% of those in U.S. have Internet access </li></ul><ul><li>??% in Honduras </li></ul><ul><li>Limited supply of computers in home/school </li></ul><ul><li>Slow and/or expensive Internet access </li></ul><ul><li>Lack of time required to learn new skills </li></ul><ul><li>Lack of teacher training in CALL </li></ul><ul><li>Risk of working in an unfamiliar teaching environment </li></ul><ul><li>(Greenspan, 2002) </li></ul>
  12. 12. Honduran Comments on Rewards of Using Internet <ul><li>Add comments from those taking online course. Perhaps put in an image of Web page they create. </li></ul>
  13. 13. Internet Use in the U.S. What Teachers Say <ul><li>98% of schools and 77% of classrooms have Internet </li></ul><ul><li>84% of teachers believe Internet access improves quality of education </li></ul><ul><li>BUT </li></ul><ul><li>2/3 of teachers say Internet not optimally integrated into curriculum </li></ul><ul><li>Only 20% of teachers consider themselves well prepared to use technology in the classroom </li></ul><ul><li>(Cradler, Freeman, Cradler & McNabb, 2002) </li></ul>
  14. 14. Internet Use in the U.S. What Students Say <ul><li>The quality of Internet-based assignments is poor and uninspiring. </li></ul><ul><li>Students want to be assigned more--and more engaging--Internet activities that are relevant to their lives. </li></ul><ul><li>Implication: Teachers are the key! </li></ul><ul><li>The digital disconnect: the widening gap between internet-savvy students and their schools. Available online at: </li></ul>
  15. 15. Critical Features of Teacher Training <ul><li>Opportunities to explore, reflect, and collaborate with peers </li></ul><ul><li>Work on authentic learning tasks </li></ul><ul><li>Engage in hands-on, active learning </li></ul><ul><li>In essence, the principles for creating successful learning environments for children apply to teachers as well. </li></ul><ul><li>Cradler, J. (2002-2003). Effective Integration. Learning and Leading with Technology 30 (4) 49-56. Available online at: 30_4.pdf </li></ul>
  16. 16. Integrating the Internet into the Classroom <ul><li>Offered three times per year </li></ul><ul><li>Enrolls from 20 to 40 teacher participants </li></ul><ul><li>Designed to be teacher-lead, but free and available for self-study by teachers and students. </li></ul><ul><li>Web address in your handout. </li></ul>
  17. 17. S.M.A.R.T. Framework <ul><li>S ynthesis of language and thinking skills </li></ul><ul><li>M otivating content and meaningful communication </li></ul><ul><li>A ppropriate for culture, age and language ability of students. </li></ul><ul><li>R elevant to curriculum and to students’ lives </li></ul><ul><li>T angible product with evaluation and feedback. </li></ul>
  18. 18. “Integrating” Course - Week 1 <ul><li>Teachers learn about : </li></ul><ul><li>Communications tools </li></ul><ul><ul><li>Mailing lists, Web bulletin board, Chat </li></ul></ul><ul><li>A framework for organizing Web content </li></ul><ul><li>Activity Formats </li></ul><ul><ul><li>Hotlists, Subject Samplers, Treasure Hunts, WebQuests </li></ul></ul>
  19. 19. “Integrating” Course - Week 2 <ul><li>Teachers learn to: </li></ul><ul><li>Develop effective Internet searching strategies </li></ul><ul><li>Evaluate Web materials for authority, accuracy, objectivity and more </li></ul><ul><li>Create and post to the Internet Web-based activities designed for their students. </li></ul>
  20. 20. “Integrating” Course - Week 3 <ul><li>Teachers are: </li></ul><ul><li>Exploring telecomputing projects to facilitate meaningful communication </li></ul><ul><li>Designing Web pages for the classroom </li></ul><ul><li>Creating Web-based quizzes, surveys, puzzles and games to enhance learning. </li></ul><ul><li>Reporting the results of research done with colleagues during the online course. </li></ul>
  21. 21. Communications Tools: Email <ul><li>Important form of business communication </li></ul><ul><li>Higher frequency than telephone or face to face contact. </li></ul><ul><li>Excellent communicative potential in classroom </li></ul><ul><li>Students need guidance and practice with discourse and pragmatics rules </li></ul>
  22. 22. Communications Tools: Web Bulletin Boards - Nicenet <ul><li>Free, reliable, low-tech requirements </li></ul><ul><li>Post class schedule </li></ul><ul><li>Share ideas for content- learning </li></ul><ul><li>Interactive journaling </li></ul><ul><li>Link and document sharing </li></ul><ul><li>Easy to learn </li></ul><ul><li>Unlimited # of classes. </li></ul>
  23. 23. Communications Tools: Online Chat - Tapped In <ul><li>Free global forum for educators </li></ul><ul><li>Individual virtual offices </li></ul><ul><li>Text-based chat </li></ul><ul><li>Private messaging </li></ul><ul><li>Bulletin boards </li></ul><ul><li>Chat transcripts </li></ul><ul><li>Calendar of professional development events. </li></ul><ul><li>Start with virtual tour. </li></ul>
  24. 24. Pull out, Betty! Pull out! . . . You’ve tapped into the Internet!
  25. 25. Categories for Organizing Web Content by Tom March <ul><li>Enrichments </li></ul><ul><li>References </li></ul><ul><li>Resources </li></ul><ul><li>Lessons </li></ul><ul><li>Tools </li></ul><ul><li>Projects </li></ul><ul><li>Activities </li></ul>
  26. 26. Directory v. Search Engine <ul><li>Human-organized collection of resources </li></ul><ul><li>Often organized by topic </li></ul><ul><li>Often annotated and sorted </li></ul><ul><li>Often searchable </li></ul><ul><li>Many high quality educational directories </li></ul><ul><li>Computer-collected resources </li></ul><ul><li>Findings depend on search terms </li></ul><ul><li>Rankings depend on key words and site popularity </li></ul><ul><li>Results depend on skill of searcher </li></ul>
  27. 27. Blue Web’n
  28. 28. Marco Polo
  29. 29. OELP Online English Language Center
  30. 30. KidsClick!/
  31. 31. Enchanted Learning
  32. 32. ESL Independent Study Lab
  33. 33. Embarrassment of Riches <ul><li>The Internet is an embarrassment of riches that’s next to worthless without an educator. </li></ul><ul><li>Tom March </li></ul>
  34. 34. Web Site Evaluation <ul><li>Anyone can publish (pros and cons) </li></ul><ul><li>No editors to insure credentials </li></ul><ul><li>Evaluation is critical skill for teachers and students </li></ul><ul><li>Evaluate Web sites with your students using simple but effective checklists </li></ul>
  35. 35. Web Site Evaluation A Harmless Example Short video of Mr. Lee on the bus .
  36. 36. Web Site Evaluation A Dangerous Example <ul><li>14 year old Zack: “I’m working on a paper on how the Holocaust never happened.” </li></ul><ul><li>Teacher responds, “Zack, where did you hear the holocaust never happened?” </li></ul><ul><li>“ The Internet. It’s on a page at Northwestern University.” </li></ul>
  37. 37. Basics of Web Site Evaluation <ul><li>Work hands-on with students. Use a basic checklist. Help them to: </li></ul><ul><li>Decide if material is comprehensible for them </li></ul><ul><li>Determine motive of author: inform or persuade </li></ul><ul><li>Evaluate authority of author </li></ul><ul><li>Check for accuracy of information and links </li></ul><ul><li>Establish whether site is current </li></ul><ul><li>Determine if coverage is complete </li></ul>
  38. 38. The Humanitarian Aspect <ul><li>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 </li></ul>
  39. 39. The Hunger Site
  40. 40. The Hunger Site - Details <ul><li>222,000 people click “free food” every day </li></ul><ul><li>Value of 1.1 cup of staples for each click </li></ul><ul><li>100% of site advertising donated in 74 countries </li></ul><ul><li>What could students do? </li></ul><ul><ul><li>Research/report on how site funded/food distributed </li></ul></ul><ul><ul><li>Research/report on other hunger efforts on Web </li></ul></ul><ul><ul><li>Get involved with local hunger relief efforts </li></ul></ul><ul><ul><li>Join with other students in global projects through groups such as iEARN (International Education and Resource Network). </li></ul></ul>
  41. 41. Digital Vision Program
  42. 42. Digital Vision Program - Details <ul><li>A sabbatical program for technology professionals at Stanford University </li></ul><ul><li>Access all facilities for up to one academic year </li></ul><ul><li>Each fellow undertakes ICT project that addresses developing world problem </li></ul><ul><li>Projects all have practical emphasis </li></ul>
  43. 43. Bollywood Jukebox for Literacy <ul><li>SLS-Same Language Subtitling </li></ul><ul><li>Objective: Increase Literacy in India </li></ul><ul><li>Subtitle lyrics of music videos on T.V. </li></ul><ul><li>Subtitles and audio in same language </li></ul><ul><li>150 million viewers weekly </li></ul><ul><li>90% of viewers prefer programs with SLS </li></ul><ul><li>Here’s an example of SLS </li></ul>
  44. 44. Critical Links <ul><li>Internet is more than computer network </li></ul><ul><li>Internet is a network of people </li></ul><ul><li>Unparalleled ability to collaborate </li></ul><ul><li>Universal Internet access does not guarantee success in education </li></ul><ul><li>Teachers are the critical links </li></ul>
  45. 45. Role of the Teacher <ul><li>Teacher should not be a sage on the stage </li></ul><ul><li>Teacher should not be a guide on the side </li></ul><ul><li>Teacher should be an expert learner </li></ul><ul><li>Teacher should be part of the learning process </li></ul><ul><li>Teacher should model learning for the students </li></ul><ul><li>Teacher should help students construct new knowledge --Tom Carroll </li></ul>
  46. 46. The Tipping Point How Little Things Can Make a Big Difference
  47. 47. The Tipping Point Critical Actors Required: <ul><li>Connectors - Have special gifts for bringing people together and for working well in groups. </li></ul><ul><li>Mavens - Possess special knowledge and are willing to share and mentor others. </li></ul><ul><li>Salespeople - Are gifted at persuasion and have a positive attitude when advocating for an idea. </li></ul>
  48. 48. Tipping Point People 400 Teachers From Over 20 Countries
  49. 49. Helping to Negotiate the Learning Curve
  50. 50. 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