Christine Bauer-Ramazani presented best practices for integrating technology into an intensive English program through blended learning. She discussed using learning management systems and flipped learning to extend classroom learning outside of class time. The presentation outlined how to implement the four strands of language teaching - meaning-focused input, meaning-focused output, language-focused learning, and fluency development - using various digital tools. Examples of tools that can be used to support the different strands included learning management systems, vocabulary apps, voice recording tools, and collaborative writing platforms. The goal of blended learning is to take full advantage of digital platforms in order to design effective learning experiences and scaffold assignments with technology.

1. Christine Bauer-Ramazani
Saint Michael’s College,Vermont, USA
cbauer-ramazani@smcvt.edu
URL to access the presentation:
http://bit.ly/TESOL-2019-Blended-
Learning
Blended Learning – Best Practices:
IntegratingTechnology into Learning and
Teaching in a College Intensive English
Program
InterSection Panel:
Adult Education-IS with
CALL-IS andVideo PLN:
The Blended Learning
Classroom
and the ESLTeacher

2. Blended Learning & Digital Platforms
• How best to integrate technology for blended learning
and teaching?
• What tools to use in order to design effective learning
experiences for students?
2

3. LMSs as the means to integrate technology and
pedagogy for BLENDED LEARNING
• take full advantage of digital platforms
• extend the classroom by leveraging technology, by using
FLIPPED LEARNING inside and outside the classroom
• expand the pedagogical repertoire of teachers to include
collaboration and student-centered learning design INSIDE
and OUTSIDE the classroom
• scaffold assignments with technology
• create assessment instruments (rubrics) with technology
3

4. LEARNING MANAGEMENT SYSTEMS
Proprietary
– Canvas
– Blackboard
– Desire2Learn (D2L)
– Jenzabar
– ….
FREE or OPEN SOURCE
– Google Classroom
– Canvas forTeachers
– Schoology
– Moodle (Moodle server
required)
– Sakai
– Edmodo
– …
4

5. Best Practices: Implementing the Four Strands
&TPACK
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. International Journal of Innovation in English
LanguageTeaching, 1(2), 1-15.
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers
College Record 108 (6), 1017-1054.
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

6. STRAND 1:
Meaning-Focused Input in the
receptive skills of
Reading and Listening
5

7. 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 -- ESL-BITS, Dreamreader,
• News -- Newsela
• Magazines
• Newspapers from around the world
6

8. Meaning-focused input in
LISTENING through Flipped Learning
Resources for Listening (audio/video)--
• News /Talks
• History
• Learning English—AUDIO (reduced speed,
simplified, without subtitles or script)
– Voice of America Learning English Broadcast—
audio only (30 min., short news events)
• Learning English—VIDEO (reduced speed,
simplified, without subtitles or transcript)
– Voice of America Learning EnglishTV (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
Danan, M. (2016). Enhancing listening with captions and transcripts:
Exploring learner differences. Applied Language Learning, 26(2), 1-24.

9. STRAND 2:
Meaning-Focused Output –
the productive skills of
Writing and Speaking
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10. 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
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11. 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

12. 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

13. STRAND 3:
Language-Focused Learning
17

14. TOOLS to support language-focused learning
1. Electronic dictionaries/apps
2. Electronic highlighters and annotation
tools --Hypothes.is -- Annotate, highlight, and tag web
pages and PDF documents.
3. Vocabulary apps: Quizlet Live, Quizlet—
Flashcards, Learn, Speller,Test, games
4. Electronic sticky notes
5. Graphic organizers
6. Text-to-speech programs
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15. STRAND 4:
Fluency Development
This means PRACTICE, PRACTICE,
PRACTICE!
Putting it all together for best
practices in blended learning
21

16. 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
16
Template for Speaking ProjectsTools and components for Speaking
Projects

17. GROUP PROJECT: Campus Survey
on Sleep Habits
17
Technology scaffolds Language scaffolds

18. Campus Survey on Sleep Habits
18
Video: 49 sec.

19. References
• Danan, M. (2016). Enhancing listening with captions and transcripts: Exploring learner
differences. Applied Language Learning, 26(2), 1-24.
• Dean, J. (2015,Aug. 25). Back to School with Annotation: 10Ways to Annotate with
Students. Hypothes.is.
https://hypothes.is/blog/back-to-school-with-annotation-10-ways-to-annotate-with-students/
• Educause Horizon Report Preview: 2019 Higher Education Edition
• Hubbard, P. (2017).Technologies for teaching and learning L2 listening.
In Chapelle & Sauro (Eds). The Handbook ofTechnology and Second LanguageTeaching and
Learning.Wiley-Blackwell.
• Koehler, M., & Mishra, P. (2009). What isTechnological PedagogicalContent Knowledge? CITE
Journal.
• Mishra, P., & Koehler, M. J. (2006).Technological PedagogicalContent Knowledge: A new
framework for teacher knowledge. Teachers College Record, 108 (6), 1017-1054.
• 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. International Journal of Innovation in English LanguageTeaching, 1(2), 1-15.
19

20. Thank you for participating!
Christine Bauer-Ramazani
Saint Michael’s College,Vermont, USA
cbauer-ramazani@smcvt.edu
20
URL to access the presentation:
http://bit.ly/TESOL-2019-Blended-Learning