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Engaging, Encouraging, Empowering Teachers and Learners With Technology

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Christine Bauer-Ramazani
Saint Michael’s College,Vermont, USA
cbauer-ramazani@smcvt.edu
URL to access the presentation:
ht...

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Balancing the Four Strands
The Four Strands—Nation & Macalister (2010)
1. Meaning-focused input
2. Meaning-focused output
...

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Technology across the curriculum
TPACK—Technological Pedagogical
Content Knowledge (Mishra &
Koehler, 2006) – the integrat...

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Engaging, Encouraging, Empowering Teachers and Learners With Technology

  1. 1. Christine Bauer-Ramazani Saint Michael’s College,Vermont, USA cbauer-ramazani@smcvt.edu URL to access the presentation: http://bit.ly/CoTESOL2018 PLENARY Engaging, Encouraging, Empowering Teachers and LearnersWith Technology CoTESOL 42nd Annual Fall Convention November 2-3, 2018 Radisson Hotel DenverSoutheast "Engagement, Encouragement, Empowerment"
  2. 2. Balancing the Four Strands The Four Strands—Nation & Macalister (2010) 1. Meaning-focused input 2. Meaning-focused output 3. Language-focused learning 4. Fluency development 2 Nation, I.S.P., & Macalister, J. (2010). Language curriculum design. NewYork, NY: Routledge. Nation, I.S.P., &Yamamoto, A. (2012). Applying the four strands to language learning. InternationalJournal of Innovation in English LanguageTeaching, 1(2), 1-15.
  3. 3. Technology across the curriculum TPACK—Technological Pedagogical Content Knowledge (Mishra & Koehler, 2006) – the integration of • Technological Knowledge (TK) -- CALL • Pedagogical Knowledge (PK) -- teaching/scaffolding • Content Knowledge (CK)— vocabulary/concepts Mishra, P., & Koehler, M. J. (2006).Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record 108 (6), 1017-1054. Source:TPACK.org 3
  4. 4. An example of the Four Strands &TPACK in Action– a newscast project Amazing Facts About the Brain (a newscast project in Current Events)— high-intermediate level • Collaborative research • Collaborative Storyboard 4
  5. 5. STRAND 1: Meaning-Focused Input in the receptive skills of Reading and Listening 5
  6. 6. Meaning-focused input in READING through Flipped Learning ESL/EFL Teaching/Learning Resources—Reading (http://bit.ly/ESL- reading-resources) Source: Christine’s 7,000+ Links Compendium Resources: • Extensive Reading • Literature/Books/Stories • Folktales/Proverbs/Famous Quotations • Reading & Listening • News • Magazines • Newspapers from around the world 6
  7. 7. Newsela (web, iPhone/iPad, Android) 7 • Thousands of articles • For grades 2-12 but appropriate for ESL in other areas, too • Many subject areas, reading skills/standards, genres • Differentiated Learning: Newsela text at different levels of difficulty and number of words • Assessment: Quizzes,Answers, and Write Prompts—built into every article at every level • Annotations: interactive comments between students and teacher • PRO: offers a type of LMS with a BINDER for text sets and tracking of student performance Reading in Content-Based Instruction
  8. 8. Read & Listen: ESL-BITS 8
  9. 9. Read & Listen: Dreamreader • free online reading practice in different genres at different proficiency levels (low- intermediate, intermediate, high-intermediate, advanced)- -text, audio, comprehension quizzes, vocabulary worksheets (word forms, definition, sentence); • academic English, Easy English, Interesting English, Fun English, Practical English 9
  10. 10. Meaning-focused input in LISTENING through Flipped Learning Resources for Listening (audio/video) • News /Talks • History • Learning English—AUDIO • Learning English—VIDEO • Movies • Sound clips (to movies, lyrics/songs) 10 ESL/EFL Teaching/Learning Resources—Listening (http://bit.ly/ESL-listening- resources) Source: Christine’s 7,000+ Links Compendium
  11. 11. LISTENING – News/Talks • Technology-mediated Listening: – with/without subtitles – With/without transcript • Research • Non-native speaker experience Danan, M. (2016). Enhancing listening with captions and transcripts: Exploring learner differences. Applied Language Learning, 26(2), 1-24. Hubbard, P. (2017).Technologies for teaching and learning L2 listening. In Chapelle & Sauro (Eds). The Handbook ofTechnology and Second LanguageTeaching and Learning. TED-ED Video— Lessons Worth Sharing – subtitles only TED-ED Playlists— subtitles only 11
  12. 12. LISTENING – News/Talks • Technology-mediated Listening: – Reduced speed – simplified – without subtitles – without transcript Voice of America Learning English TV (video) Voice of America Learning English Broadcast—audio only (30 min., short news events) 12
  13. 13. STRAND 2: Meaning-Focused Output – the productive skills of Writing and Speaking 13
  14. 14. OUTPUT--Examples of possible products Oral Products Written Products Media/technology products  speech  debate  presentation  live newscast  panel discussion  summary of a book/article, etc.  play/drama  Storytelling  poster session  lesson  sales pitch  weekly book/article/ listening reports & rubric  vocabulary logs  tests/quizzes  summaries/responses/essays  research paper/report  letter/memo  book review  brochure  script  guide/manual (how to)  blog, editorial  audio recording/podcast  slideshow  drawing/painting  collage  photo essay  video/animation  web page for a web site  digital story 14
  15. 15. AudioTools VideoTools WritingTools Virtual Reality • VoiceThread (collaborative space for voice discussions/narrations with video/audio/web cam, pictures, slides, other graphics) • An audio message board with YouTube • Voki (a speaking character) • audioBoom (mobile/web platform for audio recording/uploading; shareable from computer, tablet, or phone) • AudioPal (for voice messages) • Vocaroo (record speech/messages, save it, and upload it as a link to a Web space) • Audacity (excellent audio recorder & editing tool) APPS: • Free iPhoneVoice Recorder • Free Android PhoneVoice Recorder Video recorders on smartphones • YouTube or TeacherTube (upload/edit/share video) • Vimeo (upload/share videos) • Animoto (create a video) • Movenote (add audio/video to slides) • EdPuzzle (Crop a video, add your voice; add quizzes) • bubbli (turns photos into 360 degree video with sound) • moovly (Create animated videos.) • Knovio or Knovio Mobile • Magisto (makes movies out of photos/videos; adds music, themes, effects) For screencasting: • Jing • Screencast-O-Matic Collaboration • Google Drive • Sketch • Edmodo • PBWorks EduHub • Trello boards Storyboards • Google Drive, VoiceThread Reflections • Blogger • EduBlogs • Weebly • Edmodo • PBWorks EduHub • Padlet for posting reflections, photos, exit tickets, etc. • Google Drive • Google Forms VR BookTour • Google'sVRTour Creator Steps: • See this video. Adding pictures: • See Photos for Class • Watch this video on how to layer-in pictures from class or online • Adding audio: See this video. Creating virtual reality scenes with animated characters: • Patches TOOLS to create oral and written products/projects 15
  16. 16. Links to ESL/EFLTeaching/Learning Resources for Writing and Speaking 16 ESL/EFLTeaching/Learning Resources—Writing (http://bit.ly/ESL-writing-resources) Source: Christine’s 7,000+ Links Compendium ESL/EFLTeaching/Learning Resources—Speaking (http://bit.ly/ESL-speaking-resources) Source: Christine’s 7,000+ Links Compendium
  17. 17. STRAND 3: Language-Focused Learning 17
  18. 18. TPACK as the synthesizer! 18 Technological knowledge: TheT identifies the most appropriate technology tool(s) to accomplish the tasks.
  19. 19. TOOLS to support language-focused learning 1. Electronic dictionaries/apps 2. Electronic highlighters and annotation tools 3. Vocabulary apps: Quizlet Live, Quizlet— Flashcards, Learn, Speller,Test, games 4. Electronic sticky notes 5. Graphic organizers 6. Text-to-speech programs 18
  20. 20. Dictionaries -- used in class for pronunciation, dictionary work; used outside of class for vocabulary logs in listening and reading FREE Apps or links placed on home screens; copied from my syllabus: 1. Free apps by operating system: o Apple--Oxford Learner's Dictionary of Academic English; Android: Advanced English Dictionary & Thesaurus (AED); o Windows: Advanced English Dictionary (AED) 2.Web sites: o Longman Dictionary of Contemporary English (for English learners, definitions, examples, phrases, examples from the corpus, some word families); o Cambridge Dictionary of American English (for English learners, definitions, examples, pronunciation-audio, phrases, word families); o Vocabulary.com (good for word families) NOT ALLOWED: Dictionary.com (not a learner’s dictionary; definitions typically incomprehensible to learners) 19
  21. 21. Hypothes.is -- Annotate, highlight, and tag web pages and PDF documents. 20 Dean, J. (2015, Aug. 25). Back to School with Annotation: 10 Ways to Annotate with Students. Hypothes.is. https://hypothes.is/blog/back-to-school-with-annotation-10-ways-to-annotate-with-students/
  22. 22. TPACK as the synthesizer! 18 Pedagogical Knowledge: TheT creates instructional scaffolds/graphic organizers for students to conduct collaborative tasks. Source: Koehler, M., & Mishra, P. (2009). What isTechnological Pedagogical Content Knowledge? CITEJournal.
  23. 23. TPACK as the synthesizer! Source: Koehler, M., & Mishra, P. (2009). What isTechnological Pedagogical Content Knowledge? CITEJournal. Content knowledge:TheT identifies and pre-teaches the concepts and vocabulary in the content (theme/topic), e.g. the environment, conservation, biology, architecture, etc.
  24. 24. IntegratingTechnology TPACK (Technological Pedagogical And Content Knowledge):TheT uses the affordances of the tech tools to maximize student learning. 19 Source: Koehler, M., & Mishra, P. (2009). What isTechnological Pedagogical Content Knowledge? CITEJournal.
  25. 25. STRAND 4: Fluency Development This means PRACTICE, PRACTICE, PRACTICE! Putting it all together for engaged and empoweredTeaching with Technology 21
  26. 26. Scaffolding projects with technology 1. shared team folders on Google Drive • Collaborative research • Collaborative note-taking • Collaborative writing (summarizing, scripting, story-telling, etc.) • Peer reviews 2. Electronic dictionaries/apps • Collaborative identification of important vocabulary for pronunciation 3. Google slides • Collaborative slide show creation • Practicing 26 Template for Speaking ProjectsTools and components for Speaking Projects
  27. 27. GROUP PROJECT: Campus Survey on Sleep Habits 27 Technology scaffolds Language scaffolds
  28. 28. Campus Survey on Sleep Habits 28 Video: 49 sec.
  29. 29. Thank you for participating! Christine Bauer-Ramazani Saint Michael’s College,Vermont, USA cbauer-ramazani@smcvt.edu 29 URL to access the presentation: http://bit.ly/CoTESOL2018

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