The document discusses various ways that technology can be integrated into language teaching, including project-based learning, task-based language teaching, and the use of tools like Skype, wikis, blogs, and podcasts. It provides examples of how these approaches have been implemented in language classes at the Canadian International School of Hong Kong, such as a Skype exchange with a school in Taiwan, a global project with a school in Shanghai, and a Chinese script writing project. Students' work and feedback on these projects is also presented to demonstrate the impact of technology in motivating learning.

1. LTT Dept. &
Chinese Dept.

2. Project-based learning
video: an introduction to project-based
learning
• “Project-based learning is a dynamic approach
to teaching in which students explore real-
world problems and challenges,
simultaneously developing cross-curriculum
skills while working in small collaborative
groups.”
• “It is filled with active and engaged learning,
it inspires students to obtain a deeper
knowledge of the subjects they are
studying.”
• “In the process of completing their
projects, students also hone their
organizational and research skills and develop
better communication with their peers and
adults.”
• reference: http://www.edutopia.org/project-
learning-introduction

3. Task-based language teaching
video
• Pre-task phase, Task phase, Post-task phase
• “Task-based language teaching (TBLT) is an
approach which offers students material
which they have to actively engage in, in order
to achieve a goal or complete a task.”
• “TBLT seeks to develop students’
interlanguage through providing a task and
then using language to solve it.”
• reference: Nunan, D. (2004), Task-based
Language Teaching. Cambridge: Cambridge
University Press.
• reference:http://tblt.net/?p=16
• reference:http://www.mhhe.com/
socscience/foreignlang/top.htm

4. Video: technology infusion in CDNIS
Video: 21st Century teachers
What is the impact of technology on
language studies in CDNIS?
• increases motivation for student
learning
• uses multiple media to enrich
language learning experiences
1980’s Language Lab Model
• introduces mobility = learns
anywhere, anytime
• improves Chinese language skills
through meeting with native
speakers
2009 Technology Infusion

5. Teaching and Learning with Technology
• John Cotton Dana: “Who dares to teach must never cease
to learn.” - The New York Times Book Review, March 5,
1967, P. 55 )
• Dr. Judy Lever-Duffy and Dr. Jean B. McDonald: "Teachers
must be able to apply the technologies in ways that will
enrich their teaching and enhance their students' learning."
"A general rule of thumb suggests that a technology
included in a lesson should make it possible for something
that was done before to be done better or make it possible
for something that couldn't have been done before to
happen."

6. Teaching and Learning with Technology
• To be or not to be? Are you a 21st
Century Teacher?

7. Web 2.0
• Web 2.0 is the second generation of the World Wide Web, through
which people communicate, collaborate and share information on line.
The use of Web 2.0 applications fosters the community building and
users’ participation and interaction.
• At O’Reilly Media Conference in 2004, Tim O’Reilly identified “Web 2.0
describes the changing trends in the use of World Wide Web
technology and web design that aims to enhance creativity,
communication, secure information sharing, collaboration and
functionality of the web.
• Web 2.0: social network sites, video sharing sites, wikis, blogs... etc.

8. Why Podcast?
Michael J. Evans - Deputy Head of Faculty and Senior Lecturer in Education at
the University of Cambridge
• to provide extracts of authentic audio-visual material
• be easily produced by teachers, providing learners with supplementary
pedagogical material that supports independent learning, revision,
extension or ‘catch-up’ material
• the production of podcasts by learners has be found to be a
motivating and creative medium in the language classroom
• Evans, M. (2009), Foreign Language Learning with Digital Technology.
London: Continuum International Publishing Group.

9. G6 MSL Class: Skype with Taiwan School (2008/2009)
Task-based language teaching & technology infusion
-Home Page

10. G6 Skype with Taiwan School (2009/2010)
-Learning material posted in Wiki

11. G6 Skype with Taiwan School
-Student Writing in Wiki

12. G6 Skype with Taiwan School (2009/2010)
-Student Writing in Wiki

13. G6 Skype with Taiwan School (2009/2010)
-Student Writing in Wiki

14. G6 Skype with Taiwan School (2010/2011)
-Collaboration Page in Wiki

15. G6 Skype with Taiwan School (2010/2011)
-Collaboration Page in Wiki

16. G6 Skype with Taiwan School
- Third Lesson
Year
Video

17. G6 Skype with Taiwan School
Fourth Session
Year
Video

18. G6 Skype kype with Taiwan School :
-Students reflection

19. G6 Skype kype with Taiwan School :
-Students reflection

20. G6 Skype kype with Taiwan School :
-Post-skype Questionnaire 2010/2011

22. G6 Skype kype with Taiwan School :
-Students’ feedback

23. Pros and Cons: video: Skype in the classroom
• Students’ Participation - Students engage more actively.
• Students’ Feedback - Students express positive
feedback.
• Teacher’s Reflection - Technology-enhanced language
activities motivate learning interest.
• However, curriculum content, time management and class
activities could cause a clash. It is a challenge for
teachers to plan their curriculum and balance everything.

24. G5 Global Project with YK Pao School, Shanghai (2009/2010)
Project-based learning & technology infusion
- Tool: Ning Blog Main Page http://huang-laoshi.ning.com/

25. G5 Global Project with YK Pao School, Shanghai
Environment Project
- Students’ Discussion in Forum

26. G5 Global Project with YK Pao School, Shanghai
- Project Videos

27. G5 Global Project with YK Pao School, Shanghai
Environment Project

28. G5 Global Project with YK Pao School, Shanghai
Environment Project
- Skype Video Conference of CDNIS & YK Pao School

29. G5 Global Project with YK Pao School, Shanghai
Environment Project
- Skype Video Conference of CDNIS & YK Pao School

30. G5 Global Project with YK Pao School, Shanghai
Environment Project
- One of the Keynote / Quick Time Player Movie Video Project

31. G5 Global Project with YK Pao School, Shanghai
Environment Project
- Students’ thoughts/feedback/suggestion in Blog

32. G5 Ancient Chinese Civilization Project WebQuest Tool with GoogleSites
Project-based learning https://sites.google.com/site/ancientchinesecivilization/Home
- Introduction

33. G5 Ancient Chinese Civilization WebQuest
- Process

34. G5 Ancient Chinese Civilization WebQuest
- Task

35. G5 Ancient Chinese Civilization WebQuest
- Conclusion

36. G5 Ancient Chinese Civilization Project
- Students’ project

37. G5 Ancient Chinese Civilization Project
- Students’ project

38. G5 Ancient Chinese Civilization Project
- Students’ project

39. G5 Schoology Class Platform 2010/2011

40. G5 Schoology Class Platform
- Students’ thoughts/feedback/suggestion in Schoology

41. G5 Schoology Class platfrom
- Students’ thoughts/feedback/suggestion in Schoology

42. G5 Schoology Class Platform
- Students’ group presentations

43. PYP Transdisciplinary Theme: Where we are in place and time
- Summative Assessment

44. CDNIS School Moddle platform 2010/2011
class curriculum/handouts/activities/assessment

45. CDNIS School Moddle platform
class curriculum/handouts/activities/assessment

46. CDNIS School Moddle platform
class curriculum/handouts/activities/assessment

47. CDNIS School Moddle platform
class curriculum/handouts/activities/assessment

48. CDNIS School Moddle platform
G11 Language B Higher Level 2011 2012

49. CDNIS School Moddle platform
G11 class curriculum/handouts/activities/assessment

50. G8 Chinese Script Writing:
http://cdnis-huang-laoshi-g8-lkaade-1112.wikispaces.com/
Homepage with detailed scaffolding approaches

51. G8 Chinese Script Writing:
Homepage with detailed scaffolding approaches

52. G8 Chinese Script Writing: 2008/2009
- Group 2 Story

53. G8 Chinese Script Writing:
- Group Two History

54. G8 Chinese Script Writing: 2008/2009
- Student Feedbacks in Wiki

55. G8 Chinese Script Writing:
different colors may be used to organize script

56. G8 Chinese Script Writing:
Video Production

57. G8 Chinese Script Writing:
Reflection

58. G8 Chinese Script Writing:
Post-task questionnaire

59. G8 Chinese Script Writing:
Post-task questionnaire

60. G8 Chinese Script Writing:
Post-task questionnaire data analysis

61. G8 Chinese Script Writing:
Post-task questionnaire data analysis

62. G8 Chinese Script Writing:
Post-task questionnaire data analysis

63. G7/G8 China Trip Project:
- Students are in private flickr group

64. G7/G8 China Trip Project :
- Teacher Sets Clear Rules and Expectations

65. G7/G8 China Trip Project
Project-based learning, task-based language teaching and technology infusion
- Photo Description and Comments in Flickr Album

66. G7/G8 China Trip Project :
- Photo Description and Comments

67. G7/G8 China Trip Project :
- Photo Description and Comments

68. G7/G8 China Trip Project :
- Photo Description and Comments

69. G7/G8 China Trip Project:
- Students give feedbacks to teacher

70. G7/G8 China Trip Project:
- Students give feedbacks to teacher

71. G7/G8 China Trip Project 2009 2010
- Using technology: “Pages” to create booklet Project

72. G7/G8 China Trip Project 2009 2010:
- Using technology to create booklet Project

73. G7/G8 China Trip Project - Sample created by Huang Laoshi
- Using technology: iPhoto to create own project
Trip Electronic Photo-book Video

74. Besides, iMovie /M4v Project is created for trip
sharing

75. Overseas trip project - Sample created by Huang Laoshi
- Using technology to create own project
Trip Electronic Photo-book Video

76. Overseas or local trip project - Sample created by Huang Laoshi
- Using technology to create own project
Podcast

77. G7 Chinese New Year Webquest
Project-based learning
- Introduction

78. G7 Chinese New Year Webquest
- Evaluation OSSD assessment criterion

79. G7 Chinese New Year Webquest
- Conclusion and Student Comments

80. G7 Chinese New Year Project
- Students’ project - Pages

81. G7 Chinese New Year Project
- Students’ project - Keynote

82. G7 Chinese New Year Project 2010/2011
- Students’ MYP Language B Design Cycle project - Podcast

83. G9 MYP Class: Story Writing Project
Task-based language teaching
- Students create their stories with Podcast

84. G9 MYP Class: Story Writing Project
- Students create their stories with any software they like

85. G9 MYP Class: Story Writing Project
- Students create their stories with any software they like

86. G10 MYP Discussion Activities
Tool: Twitter http://twitter.com/joanna_huang
- Teacher uploads discussion topics to Twitter platform

87. G10 MYP Discussion Activities
Tool: Twitter
- Students upload their ideas/opinions to Twitter platform

88. G10 MYP Unit Project
Tool: Pages

89. G10 MYP Unit Project
Tool: Pages

90. G11 DP Presentation summary sharing through PB Wiki:
- Culture diversity, Customs and traditions, Health, Leisure,
Science and technology

91. G11 DP Presentation summary sharing through PB Wiki:
- Culture diversity, Customs and traditions, Health, Leisure,
Science and technology

92. Conclusion
Apply and modify various approaches to motivate learning interest
and suit differentiation needs whenever necessary.

93. Canadian International School of Hong Kong
Q & A