15 promoting the innovative use of technology
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1) The document discusses using technology to promote Japanese language learning, especially to overcome barriers due to differences in digital access and skills, known as the "digital divide". 2) It describes setting up blogs and social media for Japanese language students of different ability levels to practice online in a supported way. 3) The conclusion recommends starting students with basic technology use tailored to their Japanese and digital skills, and increasing challenges as abilities grow with continued teacher support.
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![PROMOTING THE INNOVATIVE USE OF TECHNOLOGY: OVERCOMING THE PROBLEM OF DIGITAL DIVIDE IN THE JAPANESE LANGUAGE CLASSROOM SEO, Masaki HKU SPACE [email_address]](https://image.slidesharecdn.com/15promotingtheinnovativeuseoftechnology-110810033445-phpapp01/85/15-promoting-the-innovative-use-of-technology-1-320.jpg)
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English Language Learners (ELLs) are students whose first language is not English. Technology can benefit ELLs in several ways. It can help increase their vocabulary by linking new words to pictures, sounds, and videos. Software can also help with phonics and fluency by providing practice opportunities. Computer projects allow ELLs to interact and practice English. Technology makes learning relevant by showing how English is used in different contexts and allows communication with students worldwide. When used across subjects like math, technology motivates ELLs and facilitates their learning of English.
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Making It Work Across Boundaries
The document summarizes a blended learning project on World Englishes involving students from Taiwan, Japan, China, Korea, and Singapore. It describes the pedagogical framework, goals of exposing students to different Englishes and cultures, and tools used including online lectures, discussion boards, blogs and video conferences. Feedback indicated students benefited from interacting with other cultures but the workloads were heavy. Managing student autonomy and support were keys to making the collaborative online environment successful.
EE Solutions venture pitch
EE Learning Solutions provides supplemental English education courses for students in Japan through a blended learning model combining online and face-to-face instruction. The target market includes students with one foreign parent, those previously living overseas, and others seeking a thorough English education. Courses aim to improve English academic abilities while allowing students to study subjects of interest at their own pace using modern online tools and partnerships with international schools. Students have opportunities for synchronous and asynchronous online learning as well as face-to-face events applying their e-learning, such as a summer study program in Guam.
Teaching english using technological resources in classrooms
Example of a oral presentation for a monograph. The second Chapter of presentation only must have a brief summary of the content. The survey results must be explained with some comments each one; do not forget include their graphics!!
Its A Bloggers Life
1. The document discusses using various Web 2.0 tools like blogging, podcasting, and mobile phones to enhance language learning. Blogs allow students to share work, comment on each other's writing, and engage in projects with international partners. Podcasts allow students to record speaking exercises and grammar explanations to practice listening and speaking skills outside the classroom. Mobile phones can be used to record videos and audio for projects while extending learning beyond lessons.
2. Concerns about using these tools include whether they will take too much time to implement and whether students will engage with the content. Child protection issues must also be considered when using student-created media online or mobile phones. The document provides examples of how different tools have
Educational technology philosophy statment
This document outlines an educational technology philosophy and goals for using technology in language learning. The goals are to engage learners, accommodate different learning styles, and provide practice opportunities both in and outside of class. Examples of tools like interactive whiteboards, websites for activities and spelling practice, and presentation software are given and how they can facilitate learning through interaction, self-directed practice, and reinforcement of skills. The most effective uses of technology expand language skills, allow student interaction and manipulation, enable group work, and guide self-directed learning through assessment.
Portfolio Alcibiades Lobo
1) This document is the author's digital portfolio showcasing various technological tools and artifacts they created for their English language teaching course, including reading reactions, an LMS, online presentations, cartoons, podcasts, and word clouds.
2) The author discusses their philosophy that technology is imperative for language teaching today given that students are "digital natives." They believe technology offers opportunities to make learning easier and more accessible anywhere, anytime.
3) The portfolio includes links to the various course artifacts the author created utilizing tools like Schoology, Edmodo, Powtoon, Toondoo, and Spreaker. They also review and reflect on mobile apps for English learning like Duolingo, English Tenses
Topics in Linguistics Portfolio: Technology
This document outlines a portfolio completed by three students answering questions about Chapter 19 of the book Key Issues in Language Teaching, which discusses the topic of technology in language learning. The portfolio covers various ways teachers have incorporated technology, benefits of tools like collaborative blogging, availability of technology resources, changes in technology over time, potential challenges, and a proposed training plan for teachers on educational technology.
ICT in Teaching English.pptx
1) ICT tools like Skype, podcasts, e-books can be used to implement listening, speaking, reading and writing activities in English classrooms. This makes the lessons more engaging for students.
2) For speaking, Skype allows students to communicate via video call in English. For listening, podcasts provide audio and text that students can pause and replay. E-books offer online reading materials. Writing can be practiced through email where teachers provide feedback.
3) Using technology makes the classroom more student-centered and prepares students for a world where English is increasingly used globally with ICT.
Portfolio: Teaching Languages and Technology
Esto es un trabajo realizado para mi clase de Topics in Linguistics de la carrera de Lingüística Aplicada. Se trata de un portafolio donde yo y mi grupo respondemos preguntas sacadas de un libro sobre la enseñanza de lenguas y la tecnología.
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Lets Bring Web 2 0 Technologies Into Language Classrooms An Interactive Project
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15 promoting the innovative use of technology
- 1. PROMOTING THE INNOVATIVE USE OF TECHNOLOGY: OVERCOMING THE PROBLEM OF DIGITAL DIVIDE IN THE JAPANESE LANGUAGE CLASSROOM SEO, Masaki HKU SPACE [email_address]
- 4. Japanese Language Education in Hong Kong 19,866 learners …learning at life-long learning programs ( 70%) 38 schools …offering a life-long learning programs ( 48%)
Editor's Notes
- そして、米本が 2009 年に日本語能力試験の波及効果に関する調査をアンケート・プログラムの分析を通して行った調査によると、日本語学習者の多くの目的が旅行や趣味のためといったものが多いにも関わらず、生涯学習プログラムは CEF の影響からか日本語能力試験に焦点を当てた者となっていると指摘し、学習とプログラムの間に大きなギャップがあることを指摘している。
- 生涯学習機関で趣味として日本語を学習している香港の日本語学習者が文法知識を学習することが果たして初級学習者の目標となっているのかというと疑問が残る。文法知識を学習し、日本語の言語学者を養成するのであれば適切なのかもしれないが、日本へ旅行へ行ったときに使うというのが目標であるのであれば、日本へ行ったときに旅行で使える日本語やブログに日本語で日記を書く、あるいは日本人の友達と日本語でやりとりをすると言った直接的目標のほうが適切ではないのであろうか。そして、そのことが学習者に日本語を学習し、日本語で何かができるようになったという達成感を与えることができる。さらに、 Brown(2008) によると、日本語を達成的に学習することで、必然と文法テストの成績もあがると指摘している。そして、そのような学習者に適応するためにこれまでの日本語教授法を再考する必要がある。