[CALL] Producing electronic material
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Electronic materials are digital resources like web pages, CD-ROMs, or printed materials that teachers create for students to use on computers or other devices. They can include external web pages, web design, small programs, or materials created with CD-ROM production software. Teachers produce electronic materials to reinforce classroom lessons, provide additional practice, and engage students, as well as to recycle or share the materials. The process involves adapting existing print materials, uploading exercises to a central repository, and using an authoring tool like Hot Potatoes to create content that can be distributed digitally or physically to learners.
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How 2 create electronic materials
Electronic materials are informational resources, exercises, and activities created by teachers to be used by students on computers or other digital formats. They can be used to reinforce concepts taught in class, provide extra practice, stimulate students, and share or reuse created content. Teachers can start simply by adapting existing print materials into digital formats using free online tools, then upload the exercises to websites or storage platforms for students. More advanced options include using authoring software that allows creation of electronic content to be distributed via disc or web page.
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This document discusses producing electronic materials for language learning. It defines electronic materials as informational resources, exercises, and activities created by teachers to be used by students on computers or in printed form. It provides reasons for creating electronic materials, such as extra practice for weaker students. It also discusses using online generators and authoring tools to create different types of electronic materials, including exercises like multiple choice, drag and drop, and gap fill questions, as well as interactive stories. Authoring tools allow teachers to create and distribute materials on CDs, DVDs, or web pages.
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How 2 create electronic materials
Electronic materials are informational resources, exercises, and activities created by teachers to be used by students on computers or other digital formats. They can be used to reinforce concepts taught in class, provide extra practice, stimulate students, and share or reuse created content. Teachers can start simply by adapting existing print materials into digital formats using free online tools, then upload the exercises to websites or storage platforms for students. More advanced options include using authoring software that allows creation of electronic content to be distributed via disc or web page.
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[TEFL] Examples of Technical Term
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Audio Lingual Method
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Audio lingual method
The Audiolingual Method emerged in the late 1950s in response to the need to improve foreign language teaching in the US. It drew on linguistics, behaviorism, and the Army Language School's approach. The method focuses on oral proficiency through repetition and pattern drills without explanation. Students are expected to mimic the teacher and avoid using their native language. Interaction is teacher-directed with an emphasis on habit formation to learn grammar implicitly.
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The document discusses the Audiolingual Method, an approach to teaching foreign languages that was popular in the United States in the 1950s-1960s. It was based on behaviorist theory that language learning involves habit formation through repetition and reinforcement. Teachers modeled target language structures, which students practiced through drills with a focus on speaking and listening before reading and writing. While it aimed to make language learning more scientific, critics argued it lacked focus on communication and was boring for students. The decline of Audiolingualism coincided with the rise of theories prioritizing meaning over structure.
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The document summarizes the Audio-lingual Method, a foreign language teaching method developed in the 1940s in the US. It emphasizes speaking and listening over reading and writing, uses dialogues and drills for practice, and discourages using students' native language. The method was influenced by behaviorist psychology and aimed to develop conversational proficiency through repetition and imitation. While it had advantages like systematic techniques, it also had disadvantages like weak theory and learner boredom.
The Audio-Lingual Method
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The document summarizes the Audiolingual method, which was influenced by structural linguistics and behaviorism. It became popular after WWII through the Army Specialized Training Program and focused on oral drills, memorization of dialogs, and habit formation. However, it declined in the 1960s due to weaknesses in its theoretical foundations and practical results, as students struggled to communicate outside the classroom. Noam Chomsky further criticized the method for viewing language as a habit rather than creative process.
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(1) This document provides an overview of 14 lessons related to educational technology and IT applications. (2) It discusses topics like instructional planning, four learning domains, using computers to develop higher thinking skills through projects, and computers as information and communication tools. (3) The document also covers using computers as tutors, the internet in education, cooperative learning with computers, educational software, hypermedia, and a practicum on basic Microsoft Word skills.
FLIPPED CLASSROOM AND EDUCATIONAL PODCASTING
The document discusses the flipped classroom model and educational podcasting. It defines the flipped classroom as delivering instructional content outside of class and moving activities and projects into the classroom. This allows for a flexible learning environment and shifts the focus to a learner-centered approach. It also discusses how podcasting can be used to deliver course content to students through automatic downloads and its benefits for communication, accessibility, and disseminating lectures. Key steps for creating podcasts and vodcasts are also outlined.
FLIPPED CLASSROOM AND EDU PODCAST-1.pptx
The document discusses the flipped classroom model and educational podcasting. Regarding flipped classroom, it describes delivering instructional content outside of class and moving activities and projects into the classroom. It discusses creating a flexible learning environment and shifting to a learner-centered approach. For educational podcasting, it explains using digital audio recordings to deliver content to students and the advantages of automatic distribution and accessibility. It provides examples of using podcasts and vodcasts to engage students, accommodate disabilities, and disseminate lectures. It also gives steps to create podcasts and vodcasts.
FLIPPED CLASSROOM AND EDU P ODCAST.pptx
The document discusses the flipped classroom model and educational podcasting. Regarding flipped classroom, it describes delivering instructional content outside of class and moving activities and projects into the classroom. It discusses creating a flexible learning environment and shifting class time to in-depth discussions. Regarding educational podcasting, it describes using digital audio recordings to deliver content to students and the advantages of automatic distribution and accessibility. It provides examples of using podcasting and vodcasting to engage students and provide instruction beyond the classroom.
Strategies for teaching with Technology
The document discusses strategies for effectively integrating technology into teaching to improve student learning. It suggests that technology can increase student motivation, improve communication of learning goals, and facilitate higher-order thinking skills. Some strategies mentioned include creating a class website to share course materials and assignments, having students create multimedia presentations, and using common software like word processors, spreadsheets, and presentation tools to make tasks easier. The document also provides guidelines for developing technology-based lessons, such as defining clear objectives and assessing student learning.
Strategies for Teaching with Technology
This document provides strategies for integrating technology into teaching. It discusses how technology can increase student motivation, improve communication of learning goals, facilitate higher-order thinking skills, and build skills for college and careers. Some strategies include creating a class website, having students create multimedia presentations, and using common software like word processors and spreadsheets. The document also provides guidelines for effective technology lessons such as defining clear objectives and having backup plans for if technology fails.
Strategies for Teaching with Technology
This document provides strategies for integrating technology into teaching. It discusses how technology can increase student motivation, improve communication of learning goals, facilitate higher-order thinking skills, and build skills for college and careers. Some strategies include creating a class website, having students create multimedia presentations, and using common software like word processors and spreadsheets. The document also provides guidelines for effective technology lessons such as defining learning objectives and preparing backup plans for technology failures.
Andrew scott cdes
This document discusses resources for using iPads in a 1-to-1 classroom for VCE Psychology at Sacre Coeur school. It includes a description of the school's iPad program and infrastructure. Several apps and tools are proposed for creating interactive eBooks, facilitating flipped learning, conducting experiments, creating flashcards, presentations, and sharing files between students and teachers. The goal is to foster a more visual and participatory approach to learning that extends beyond the classroom.
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[CALL] Producing electronic material
- 1. Producing Electronic material By : Mutiah
- 2. Definition Electronic materials are informational resources, exercises, and activities, that we create by our self and which our students use on a computer as web page or CD-ROM content, or even in a printed form
- 3. Some electronic material • external web pages • Web page design skills • Small program installed • CD-ROM production software
- 4. Reason • to reinforce what we teach in class/ consolidation. • For further practice. • To stimulate students. • Recycle the material created or share it.
- 5. Steps to Create Electronic Materials • Start by making adaptations of existing print material. • Upload the exercises to a central repository or a storage platform. • Use an authoring tool.
- 6. Authoring tool • An installable program that allows you to create materials in electronic format • Can be distributed on a CD-ROM, DVD, USB, via web page to your learners.
- 7. Example • HOT POTATOES ( http://hotpot.uvic.ca/ )