This document provides guidance for teachers on using the internet and websites in the classroom in three main ways: 1) It discusses how websites can be used as printed pages, with one computer and internet connection, or in a computer lab. 2) It recommends that using the internet be an integral part of learning rather than an occasional activity. Both ELT and authentic websites have benefits depending on the teaching goals. 3) It provides examples of search engines and categories of websites for images, video, audio and podcasts that can be used for different classroom projects. Specific ESL website resources are also listed.

2. One of the easiest and least stressful ways of
getting started with technology in the
classroom.

3. We can use the web sites in the classroom in
several ways
As printed pages
With one computer with Internet connection
In a computer lab with a set of networked and
connected computers

4. Use of Internet is a part of the learning
process, not occasional activity.

5. Both can be used, it depends on what you
want to achieve with it.
ELT websites: provide valuable opportunities
for more controlled language work.
Authentic websites: provide ideal
opportunities for more authentic and natural.

7. Google: www.google.com
Yahoo: www.yahoo.com
Ask.com: http://www.ask.com/
Altavista: www.altavista.com
Clusty: http://clusty.com/
Lycos: http://www.lycos.com/
Yandex: http:// yandex.com.tr/

9. Ex: have a project about the history of
Olimpic Games focused on Barcelona
games in 1992.

10. search as phrase on google

11. Tip to find specific result

12. Yahoo: http://search.yahoo.com/

13. Ask.com: http://www.ask.com/

15. Images:
Flickr: www.flickr.com
Google image: http://images.google.com
Istockphoto: www.istockphoto.com
Video:
Google video: http://video.google.com/
Yahoo video: http://video.yahoo.com/
Youtube: www.youtube.com
Teachertube: www.teachertube.com
TeacherTV: www.teachers.tv
AOL Video: http://video.aol.com/
Audio: podcast:
ESL Podcast: www.eslpod.com
Download podcast using iTunes Player, iTunes U

16. Dogpile: http://www.dogpile.com/
Kartoo: http://www.kartoo.com/en_index.htm
Metacrawler: http://www.metacrawler.com/
Mamma: http://www.mamma.com/

17. Who wrote the page? Is this person an expert in the
subject matter?
Is the page content reliable and factually correct?

18. Is the content up-to-date?
When was the page last updated?

19. Is the content interesting and stimulating?
Is it attractive and easy to navigate?

20. Does the site work well? Are there any broken
links?
Does it use a lot of large files or alternative
technologies (e.g. Flash)?

22. Before computers and the Internet, teachers
generally answered the ―What do I teach
Monday?‖ query by working with other
teachers, consulting school curriculum
guides, reading books and professional
journals, and gathering materials from
libraries and school resources.

23. Lesson development refers to all the activities that teachers
do as they create, teach, and evaluate
lessons with students. Lesson development involves a
teacher‘s decisions about three interrelated elements of
teaching lessons:
Academic content (what to teach)
Teaching goals, methods, and procedures (how to teach)
Learning assessments (how to know what students have
learned)

25. Every time they teach, teachers make
choices about academic content—the facts,
concepts, ideas, skills, and
understandingsthey intend to share with
students.
Lesson development must be connected to
local curriculum frameworks, which are
aligned to state and national standards.

26. Technology plays an essential role in
assisting teachers to
answer the academic content or ―what to
teach‖ question.

27. Digital content available on the Internet
includes a vast collection
of curriculum resources and information.

28. As they answer the ―what to teach‖
question, teachers simultaneously decide
the teaching goals, methods, and
procedures they will use in their classes.
Goals are the reason why a lesson is being
taught. Methods are the instructional
strategies.

29. Teachers combine goals, methods, and
procedures into formats for daily learning.
Sometimes
curriculum content dictates these processes;
sometimes the goals, methods, and
procedures dictate
the choice of content.

30. Either way, content, goals, methods, and
procedures mutually support each
other in a dynamic process of lesson
development, which technology can support
in a variety of
ways such as teacher-developed
websites,podcasts, blogs, and wikis etc.

31. Learning assessments occur
before, during, and after teaching lessons
and enable teachers to evaluate student
knowledge, understanding, and
performance. They can be summative
(summarizing what students have learned
at the end of a lesson), formative
(happening as a lesson unfolds

32. Assessment tools include multiple-choice
and short answer tests, essays and other
written tasks, oral discussions, teacher
observations, class participation, and
student projects, portfolios, and
performances,all of which provide
evidence of what students have learned
and are able to do as a result of the
teaching.

33. Technology tools that support the
assessment and evaluation process include
Electronic tests and quizzes
Digital portfolios
Personal response systems
Online surveys

34. Planning a web-based lesson,rather than
one where the web content plays an
ancillary role,is not different from planning
a traditional one.

35. We divide a typical web-based session
into three parts: warmer,web,what
next.

36. It is the kind of thing we all do as a
matter,with introductory
activities,generating ideas,and so
on.Thanks to this part learners are
prepared for what they are going to do in
web part.

37. It is important here to spend only as much
time as we need working with
computers.We prepare to take learners to
a computer room rather than spend the
entire class in there.

38. This allows us to keeping classroom focused
during their time there.
On the other hand moving from traditional
class to a computer room may distract
learners attention,so we need careful
planning here.

39. If we have limited access to
computers,we can use web-based
printable materials.

40. As a teacher we may want to replace
materials with website-based ones.For
example listening texts or materials.We
should help learners to evaluate materials
by asking them to talk about what they like
and what they don‘t.

41. Time and ask are important issuses
here.Make sure your learners have a clearly-
defined task to achieve and clearly-defined
time to achieve it.

43. Educators are particularly interested in
technology‘s interactive capabilities, such as
providing immediate feedback and
increasing
learner autonomy, in addition to the
capability of simulating real-world
situations via audio,video, and graphics.

44. But in working with lower-levels the choice
of websites will be more limited than for
higher levels.

45. Websites which are more suitable for lower
levels include:
websites with simple,clearly presented text
websites with non-linguistic data which is
easy to interpret

46. websites with visuals-a task can be based on
visuals only
ELT websites,where the content has been
written, edited and prepared with this
audience in mind.

48. Planning carefully and adopting a
structured approach to the way you use
websites in the classroom should give you
the confidence to try out different ways of
introducing your learners to internet
content.

49. We should bear in mind that it is not
necessarily the all singing-dancing websites-
ones with a lot of animation,video or other
multimedia contenwhich will be of most
interest or use in our classrooms.

50. Don‘t discount simple text-based websites
which might be very beneficial in your own
content.

51. Here are some considerations and
contingency plans:

52. Whenever you use technology you should
always have a backup plan.The electricity
might go off,computers might crash etc.Be
prepared.

53. Use the knowledge of other teachers and of your
learners to help you with the technical side of
the lesson.We often team teach with less
experienced teachers,taking care of the small
technical problems which occasionally
arise,and leaving them free to enjoy
technology and to teach.

54. If it is a lesson that involves few pages try
saving them to your computer hard
disk.With the help of this,you will open
the pages even if the internet goes down.

55. It is rarely conductive to have learners
working alone on computers.Pair works
and small-group work will help to
encourage oral communication and break
down the ‗computer as barrier‘ effect
often prevalent in technology-based
classes.

56. Try to arrange the computer room in such a way
that you can easily maintain control over
learner activities.
An ideal layout is to have computers around
the outside walls of the class –allowing you to
view what is on the screen-and a central table
where learners can congregate for more
communicative activities.

57. Not all of the content that you come across
with your learners will be suitable for
them.
You should be in a position to fully
explore the web with your learners.

59. Terra Clues for Schools
Free Rice
Netsmartz
Fanlala
Starfall
Game goo
Wonderville
Artsonia
Book Adventure

61. Authentic materials and ESL web links
World Newspapers http://www.world-newspapers.com/
BBC WORLD SERVICE NEWS http://www.bbc.co.uk/worldservice/learningenglish/newsenglish/
UK NEWSPAPERS http://www.thebigproject.co.uk/news/
US NEWSPAPERS http://www.thebigproject.co.uk/USNewspapers/index.htm
Cutting Edge http://www.pearsonlongman.com/newcuttingedge/
Total English http://www.pearsonlongman.com/totalenglish/
http://www.cambridge.org/elt/infotech/workbook.htm
Infotech
Interactive workbook exercises and infoquests.
Professional English http://www.cambridge.org/elt/ictinuse/youandcomputers.htm
in Use “You and computers exercises”
Oxford English for Careers http://www.oup.com/elt/global/products/oefc/
Practice exercises: grammar, vocabulary and listening.
Commerce
http://www.uefap.com/
Using English for Academic Purposes
Listening, materials, reading writing, speaking, vocabulary.

62. Effective Listening/Reading/Speaking/
Breaking News English http://www.breakingnewsenglish.com/
Splendid Speaking for Advanced
http://www.splendid-speaking.com/
Speakers of English
Randalls` ESL Listening Lab http://www.esl-lab.com/
English Listening Lab Online http://www.elllo.org/
Simple English News http://www.simpleenglishnews.com/
http://esl.about.com/
Activities for developing all four skills, grammar,
Practicing Grammar and Vocabulary vocabulary. English learning resources including
English as a 2nd Language English language schools, top Internet ESL EFL
sites, English learning software, books, teaching
materials, audio cassettes and other reference.
http://a4esl.org/
Activities for ESL/EFL Students Grammar and Vocabulary quizzes, crossword
puzzles, a fun study site for learners of English,
bilingual quizzes
http://www.eflworksheets.com/sampleonline.htm
eflworksheets.com

63. Developing Study Skills
The Study Skills Guide for Students http://www.educationatlas.com/study-skills.html
Study Guides and Strategies http://www.studygs.net/studyskills.htm
http://www.nhtsa.dot.gov/people/injury/ems/EMTP/disk_1%5
Professional Behaviour Evaluation Sheet
B1%5D/Intro-F5.pdf

64. Integrating the internet in the classroom:
http://www.lclark.edu/~krauss/usia/home.html
Finding information on the Internet:
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/FindInfo.html
Searching the internet: Recommended sites and search techniques:
http://www.internettutorials.net/search.html
Developing lessons with technology, State Educational Technology
Director‘s Association, International Society for Technology in Education, and
Partnership for 21st Century Skills, Maximizing the Impact: The Pivotal Role of
Technology in a 21st Century Education System (2007)
A Look at the Research on Computer-Based Technology Use in Second
Language Learning: Review of Literature from 1990-2000, Min Liu, Zena
Moore, Leah Graham, & Shinwoong Lee The University of Texas at Austin