The document discusses using popular student technologies in the classroom, including cell phones, MP3 players, social media, and blogs. It provides examples of activities for each technology: cell phones can be used for student-created videos, MP3 players allow listening activities, social media supports communication and writing prompts, and blogs facilitate reflective journaling. While technologies may cause distractions, the document argues they can engage students and provide authentic learning materials if implemented properly.

1. Creating Opportunities
Using Popular Student
Technology
Ms. Caitlin Cornell & Mrs. Myrna HaykalYoussef
Haigazian University
Beirut, Lebanon
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2. If technology is such a
headache, why use it?
• Have you ever had a student…
• … leave your class to answer a call?
• …send text messages during class?
• …cheat on a quiz by using an online dictionary via
his/her iPhone?
• …open Facebook during a lab period?
• …take pictures of your lecture notes rather than
writing notes during class?
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3. Research Tells Us…
• We know the reasons we should try to use
technology in the classroom:
• It serves students of Multiple Intelligences
• It provides variation of classroom activities
• Offers opportunities for Contextualization, Authentic
Materials, and Affective Motivation
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4. Overview
I. Cell Phones for Video Recording
II. Mp3 Players as Portable Learning Devices
III. Social Networking for Motivation and
Communication
IV. Blogs for Interactive and Reflective Writing
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5. I. Cell Phones for Video Recording
• Uses:
• Springboard tasks for all skills (Sample 1)
• Presentations
• Speaking Practice/Quizzes
• Advantages:
• Lends itself well to group work.
• Uses technology that students already have, and know how
to use.
• Disadvantages:
• Sometimes minortechnologicalproblems – getting files off the
phones and into the hands of the instructor is sometimes an
issue.
• Microphone only works well within a few feet, usually.
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6. Sample 1:
Intensive English, Writing
• Task: “The Road to Costa Café”
• To prepare for writing a descriptive
paragraph.
• Interactive, multi-phase.
• Videos to aid in descriptive
awareness, a springboard for
subsequent tasks.
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7. Sample 1:
Intensive English, Writing
• Instructions:
• Work in teams of 2 or 3. Walk from Haigazian University
Main Gate to Costa Cafe in Hamra.
• Your job is to describe the road to Costa to a friend who
does not know the area.
• As you walk there, use your cell phones to video-record
the road and some important landmarks
(banks, churches, crossroads, etc.)
• As you walk and video-record, comment on what you see.
• Edit your video and prepare a presentation of your work
for the class.
• Write a descriptive paragraph: The Road to Costa Café.
Also write clear, step-by-step instructions on how to get
there.
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9. Sample 1:
Intensive English, Writing
• Student Reflection:
We started our tour from the Haigazian gate to Costa
Coffee. We were so excited because it was the first time that
we video tapped our footing in Hamra main road .We had a
lot of fun ,and we saw our friends . Some people wondered
about what we were doing which made us feel like we were
real reporters. All the people were looking and waving to us .
We were so thrilled because we felt like we were tourists
taking video in public . We enjoyed this experience , and we
like this idea since it made us more confident .
Not only we had fun and discovered some new places , but
also we boosted our friendship with each other.
It was a great experience , and it was like a mission that
should be completed... to be continued!
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10. II. Mp3 Players as
Portable Learning Devices
• Uses:
• Listening Quizzes
• Intensive Listening/Speaking Activities (if labs available)
• Extensive Listening/Speaking Activities (not limited to homework)
• Pronunciation Feedback
• Writing Prompts (integrating skills)
• Advantages:
• No need to “reinvent the wheel”; plenty of authentic materials already
available.
• Don’t need an iPod; cell phones work, too!
• Students feel as if they’re taking their learning with them – learning is not
limited to the classroom setting.
• Disadvantages:
• Classroom equipment does not always match your intentions; great lessons
have been planned, mp3s tested, and then speakers fail!
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11. Sample 1:
Intensive, Listening/Speaking
• Weekly Homework: Listening Logs
• Elllo.org
• Npr.org
• TOEFL prep CDs
• TV, movies
• Instructions:
• Listen to 2 hours of English per week. Only 1 hour can be a
movie or TV.
• Write the source of the audio you listened to (website, TV
series, etc.)
• Write a brief summary of what you listened to, even if you did
not understand everything. Remember, you will not be graded
on your grammar.
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14. III. Social Networking for
Motivation & Communication
• Uses:
• General Course Communication
• Pre-writing, reflective writing, and schema-building activities
• Advantages:
• It doesn’t feel like homework!
• Work can be shared with the whole class
• Weak students see samples of other student work.
• Disadvantages:
• Some work lacks seriousness; the online nature of tasks are
less formal than traditional in-class assignments with pen and
paper. You get what you ask for.
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15. Sample 1:
Intensive English
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19. IV. Blogs as
Interactive Writing Tools
• Uses:
• Reflective (Journal) Writing
• Freewriting
• ANYTHING, really
• Advantages:
• Students have an audience other than the instructor.
• Creates value beyond just the grade.
• Sharing factor builds confidence in freewriting.
• Many students blog already, or have read blogs and understand the concept.
• Disadvantages:
• A line must be drawn between class appropriate reflection, and too-personal
topics.
• Privacy parameters must be set, especially for young students (sharing with
the class only).
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20. Sample 1:
Intensive English,Various Skills
• Reflective (Journal) Writing
• Confidence building
• Contextualization
• Topics:
• Family
• Hometown
• Scholarship
• University life
• Post-Activity Reflection (Sample 1a)
• Platforms:
• Livejournal
• Blogspot
• Blogger
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21. Sample 1a:
Intensive English, Listening/Speaking
• Task: Listening/Speaking Reporting Activity & Reflection
• PART 1:
• Off- (or on-) campus group interview – each group with their
own topic
• PART 2:
• Summary, analysis, and reflection of the activity
• Effectiveness of group work
• Willingness of respondents
• Quality of and similarities/differences between responses
• Student reaction to responses
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22. Sample 2: Intensive
English
Life in Hamra
Today, we hang out in Hamra Street, and we ask people about
life in Hamra; about costs, food, restaurants, and problems. The
answers weren’t exactly the same. Some people see that the prices
are normal, but most people see that the prices are mostly high, and
not all people can afford it. I think that these contrast answers are due
to the big difference between social and economic classes in Lebanon.
Another question was about restaurants: their service, food, and
cleanliness. Some people said that it is mostly good and clean, but it
depends on the restaurant. Other people were very grateful and they
really like Hamra’s restaurants, and they think it is very clean and neat.
Later, we ask them about problems they all answer that problems are
mostly with traffic jam and noises. One guy said that he wants to
destroy the entire street and rebuild it. And one lady said that the big
number of saurian people in the area. Another question was about
their favorite restaurant, and the answers were: Crap
Away, Napolitano, and Hamra Café. After all, it was a good
experience, and we have so much fun, and the people were very
friendly.
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23. Questions?
• Feel free to email!
caitlin.cornell@haigazian.edu.lb
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