The document discusses 3 major trends in English language teaching technology: 1) Flipped classrooms, which invert traditional content delivery by having students learn new content online before class; 2) Social media integration, as tools like YouTube, Twitter and Snapchat are increasingly used for language learning; 3) Digital games for learning English through an engaging context. Benefits include increased student engagement and the development of language skills. The document provides examples and guidance for implementing these trends in the classroom.

1. 3 MAJORTECHNOLOGY3 MAJORTECHNOLOGY
TRENDS IN ELTTRENDS IN ELT
SUMAIRA ZAHEERSUMAIRA ZAHEER

2. ENGLISH LANGUAGE TEACHING (ELT) HAS
TREMENDOUSLY CHANGED OVER THE CENTURIES.
SINCE THEN,TEACHERS HAVE EVER BEEN IN SEARCH OF
BETTER AND MORE EFFECTIVE METHOD OF TEACHING.
THE POPULAR TRENDS OF ELT INTHE PAST HAVE
VANISHEDTODAY AND HAVE SUBSTITUTED BY OTHERS.
SEVERAL FACTORS HAVE CONTRIBUTED TO THE
ADOPTION OF NEW TRENDS IN ELT.

3. In this presentation we are going to discuss:
1. 3 MajorTrends in ELTTechnology
2.Their application and implications in English Language classrooms

4. Do you use digital technology in your teaching practice?

7. WHY FLIPYOURWHY FLIPYOUR
CLASSROOM?CLASSROOM?

8. “A FLIPPED CLASS IS ONETHAT INVERTSTHETYPICAL CYCLE OF
CONTENT ACQUISITION AND APPLICATION.”
SOURCE: HTTPS://LEARNINGSCIENCES.UTEXAS.EDU/TEACHING/FLIPPING-A-CLASS

10. DESIGN ACTIVITIES FOR FACEDESIGN ACTIVITIES FOR FACE
TO FACE SESSIONSTO FACE SESSIONS

12. ENGAGING STUDENTSENGAGING STUDENTS
ONLINE AND FACE-TO-ONLINE AND FACE-TO-
FACEFACE
ProvideProvide numerous opportunities for communication
between students and teaching staff.
Help developHelp develop online learning communities.
Your students will not necessarily know how to use thehow to use the
technology you choose.technology you choose. If you plan to use wikis, blogs,
discussion tools or other multimedia:
Provide informationProvide information for students about why and how to
use the tools and the relevance of the activity to the
learning objectives.

13. DOWNSIDESDOWNSIDES

14. LEARN MORE ABOUT FLIPPED
CLASSROOM
Gathering Evidence that Flipping the Classroom can Enhance Learning Outcomes (Walsh, 2013):
Three universities provide empirical evidence supporting the potential for ‘the flip’ to
make a measurable difference in engagement and learning.
Flipping the Classroom :The Centre forTeaching atVanderbilt University provides the research
behind the flipped classroom and evidence for why it works.
Flipped Classroom Successes in Higher Education: Colleges and University Professors are
Improving Learning Outcomes, and Lowering Costs, with Flipped Classroom Techniques.
How 'Flipping' the Classroom Can Improve the Traditional Lecture,The Chronicle of Higher
Education, February 19, 2012: 'Andrew P. Martin loves it when his lectures break out in
chaos..'
The effects of the classroom flip on the learning environment: a comparison of learning activity in
a traditional classroom and a flip classroom that used an intelligent tutoring system
(Strayer). 'The disequilibrium or unsettledness that students face in a flip classroom is not
necessarily at cross-purposes with successful learning.'
Active Learning and Student-centered Pedagogy Improve Student Attitudes and Performance in
Introductory Biology :The development and implementation of an instructional design that
focused on bringing multiple forms of active learning and student-centered pedagogies to
a one-semester, undergraduate introductory biology course for both majors and
nonmajors.
Merlot Pedagogy Portal:This portal is designed to help teachers learn about the variety of
instructional strategies and issues to help improve teaching practice.

15. REFERENCES
http://www.washington.edu/teaching/teaching-resources/engaging-students
University ofWashington, Center ofTeaching and Learning.
http://learningsciences.utexas.edu/node/320
"Flipping" a Class. University of Texas.

16. TREND 2: SOCIAL MEDIATREND 2: SOCIAL MEDIA
Social mediaSocial media is a digital tool you use to
connect with other people around the
world.
Use of Social apps such as FLickr, Snapchat,
YouTube, Pinterest,Twitter is on the rise.
Application of social
media in many L2
learning contexts has
transformed pedagogy,
curriculum design, the
conception of language
learning, even the
research in this field.
(Wang & Vásquez
2012(
Social media =
indispensable
component of many
students’ daily +
academic lives.
(McBride 2009(

17. BENEFITSBENEFITS

18. HOWTO USE:HOWTO USE:

20. ACTIVITY:TAGGINGACTIVITY:TAGGING
#grapes

21. SnapchatSnapchat is a video messaging application created by Evan Spiegel, Bobby
Murphy, and Reggie Brown.

22. HOW SNAP CHAT WORKSHOW SNAP CHAT WORKS

23. HOWTO ENGAGE STUDENTSHOWTO ENGAGE STUDENTS
WITH SNAP CHATWITH SNAP CHAT

25. How to use:How to use:
-Create discussion groups.
-Send and receive voice messages.
-Give written assignments
-Texting games
-Sentences race games
-Post announcements
-Share photos and videos
BenefitsBenefits::
-Easy to use
-No sign up
-Free
-Helps create a
communicative
environment
-Learners more
comfortable
discussing ideas
via texting and
voice messaging.

27. HOW TOYOUTUBE WITH
STUDENTS

28. TWITTERTWITTER
Very popular for:Very popular for:
-writing activities.-writing activities.
-Tagging, sharing and-Tagging, sharing and
re-tweetingre-tweeting
information!information!
Twitter is an online socialTwitter is an online social
networking service thatnetworking service that
enables users to sendenables users to send
and read short 140-and read short 140-
character messagescharacter messages
called "tweets".called "tweets".
Registered users canRegistered users can
read and post tweets,read and post tweets,
but those who arebut those who are
unregistered can onlyunregistered can only
read themread them

29. How to use Twitter: Hash tagsHow to use Twitter: Hash tags
and Learningand Learning
Tweet a summaryTweet a summary
In pairs or small groups, ask students to summarise a piece of text in 140 characters or
less. Provide students with a hashtag, so the whole class can follow the conversation on
Twitter and discuss it at the end.
What did you did at the weekend?What did you did at the weekend?
Ask students to tweet photos of their weekend. Provide a hashtag for all the tweets.They
could include photos of interesting people they met, a funny sign, or a meal they
enjoyed. This will provide students plenty of material for discussion on a Monday
morning.
Following people andTrendsFollowing people andTrends
Ask students to describe someone they are following on Twitter, in English. What were
the reasons for following them? Do they read their tweets daily? Do they follow them
on other social media channels? Is there anything in particular they admire about them?
Provide unique hashtags to allow students to searchProvide unique hashtags to allow students to search
for and follow the conversation!!for and follow the conversation!!

31. OTHERTRENDING SOCIAL MEDIAOTHERTRENDING SOCIAL MEDIA
SITES FOR ELTSITES FOR ELT
Reddit: blogging site. Can be used
for teachers to post flipped
lessons or for simply sharing
material.
Google Drive: popular for
collaborative work, group writing,
peer editing, creating lists, needs
analysis, KWLs and so on.
Instagram: needs no introduction at
all
Tumblr:Tumblr is a micro-blogging
platform and social networking
website .The service allows users
to post multimedia and other
content to a short-form blog.

32. Trend no. 3

33. DIGITAL GAMES: LEARNING BY
PLAY
“Games are a more natural way to learn than
traditional classrooms. Not only have humans been
learning by playing games since the beginning of our
species, but intelligent animals as well” (Clark
Aldrich, Learning Online with Games, Simulations
and Virtual Worlds, 2009).

35. ANSWER IS:THE ENGLISHANSWER IS:THE ENGLISH
LANGUAGE!LANGUAGE!
If you want to get the most out of these games, you
need English.
English is the language in which the characters talk
to each other; it is the language used to give
missions, tasks and information; it is often the
language you have to use to respond to
characters and other players; and, if you need
help with a difficult part of the game, it is usually
the language you will need to read or watch
guides on internet forums and gaming websites.

36. WHY USE GAMES INWHY USE GAMES IN
CLASSROOMS?CLASSROOMS?
1.Students learn through the process of playing the game.
Games provide a context for engaging practice.
2.Through games, students can learn a variety of important skills.
4.While playing games, students develop a variety of connections with
the content and can form positive memories of learning.
5.Games grab students’ attention and actively engage them.
When you strip away the genre differences and the technological
complexities, all games share four defining traits: a goal, rules, a feedback
system, and voluntary participation. Jane McGonigal, author of Reality is Broken
Source: http://www.educationworld.com/a_curr/reasons-to-play-games-in-the-
classroom.shtml#sthash.g9Y1cv3O.dpuf

37. HOWTO INTRODUCEHOWTO INTRODUCE
GAMES IN CLASSROOMSGAMES IN CLASSROOMS
1. Play the Games1. Play the Games
• To truly understand if the game will work with your curriculum or your
intended goals for learning, you need to sit down and actually play the game.
As you play, you can experience what students will experience and learn
how to support them when they play.
2.A Game IsVoluntary2.A Game IsVoluntary
You want to know what makes games the most effective?They are voluntary. If
you make students play the game, you are missing the entire point of games
and GBL.
3. Games as Differentiation3. Games as Differentiation
Not every student in your class needs to be playing the same game at the same
time. In fact, games can be used as just another tool to differentiate.As
teachers formatively assess their students they might find that some
students are ready for a greater challenge while some are not. Educators can
use games as a tool to support either revisiting the material or pushing
students farther on new material.
4.Set the Rules4.Set the Rules
Classroom management is as important as ever in GBL, and having clear rules
helps.

38. WHERE TO FIND GAMES?
• I recommend the Gamifi-ed wiki compiled by the Master's
program students from the University of Alaska Southeast.
(The creators found a major disconnect between
recommendations by app stores and the games that are
actually the best for learning.)
• Olive Green: A whole series of games designed especially
for language learning.

39. DRAWBACKS:
• Language not suitable for all levels
• Content can’t be changed.
• Some games may contain inappropriate language or maybe
of graphic nature.
• Some topics maybe culturally inappropriate
• Video games can be addictive

40. USEFUL LINKS
http://www.edutopia.org/blog/effective-rewards-game-based-learning-vicki-
davis
http://gamifi-ed.wikispaces.com/Encyclopedia+of+Learning+Games
https://esl.brainpop.com/
https://www.callofduty.com/
https://olivegreenthemovie.com/#/play/1/10001

41. REFERENCES
Gathering Evidence that Flipping the Classroom can Enhance Learning Outcomes (Walsh, 2013):Three universities provide empirical evidence supporting
the potential for ‘the flip’ to make a measurable difference in engagement and learning.
Flipping the Classroom :The Centre for Teaching atVanderbilt University provides the research behind the flipped classroom and evidence for why it
works.
Flipped Classroom Successes in Higher Education: Colleges and University Professors are Improving Learning Outcomes, and Lowering Costs, with Flipped
Classroom Techniques.
How 'Flipping' the Classroom Can Improve the Traditional Lecture,The Chronicle of Higher Education, February 19, 2012: 'Andrew P. Martin loves it when
his lectures break out in chaos..'
The effects of the classroom flip on the learning environment: a comparison of learning activity in a traditional classroom and a flip classroom that used an
intelligent tutoring system (Strayer). 'The disequilibrium or unsettledness that students face in a flip classroom is not necessarily at cross-purposes with
successful learning.'
Active Learning and Student-centered Pedagogy Improve Student Attitudes and Performance in Introductory Biology :The development and
implementation of an instructional design that focused on bringing multiple forms of active learning and student-centered pedagogies to a one-
semester, undergraduate introductory biology course for both majors and nonmajors.
Where’s the evidence that active learning works? is a journal article from Advances in Physiology Education about evidence that active based learning
works and more needs to be accomplished on evidence based teaching.
Merlot Pedagogy Portal:This portal is designed to help teachers learn about the variety of instructional strategies and issues to help improve teaching
practice.
http://www.edutopia.org/blog/effective-rewards-game-based-learning-vicki-davis
http://gamifi-ed.wikispaces.com/Encyclopedia+of+Learning+Games
https://esl.brainpop.com/
https://www.callofduty.com/
https://olivegreenthemovie.com/#/play/1/10001

42. THANKYOU!