This document discusses the use of digital technology for language teaching and learning. It covers several topics:
- The main difficulties in language learning such as language interference and foreign language anxiety.
- The evolution of computer-assisted language learning (CALL) from drill-and-practice programs to multimedia and web-based resources.
- How web 2.0 technologies like blogs, wikis, and social networks can enhance language learning through communication, collaboration and authentic practice.
- Examples of pedagogy 2.0 applications including creating multimedia, using virtual worlds and games, and accessing open educational resources.
- Some limitations of online language learning related to technology skills, isolation, and lack of physical presence are
This document discusses the use of technology in language teaching and teacher training. It provides a brief history of technology in foreign language teaching from the 1950s to present. Experts say that improved technology usability will facilitate blended learning and that ICT can systematically aid language acquisition. Technology allows for a more learner-centered approach through communication, access to information, and opportunities for collaboration and expression. The document argues that technology use will become normal in English language teaching because internet access is increasing, younger learners have grown up with technology, and it provides opportunities for authentic tasks and skills practice. However, adopting ICT should complement rather than replace present teaching models.
Using Technology In The Language ClassroomErin Lowry
The document discusses various technological tools that can be used in the language classroom, including both traditional and new technologies. It provides examples of tools such as movies, TV shows, computers, and the internet that can be used as instructional tools. It also discusses the benefits of using technology, such as encouraging collaboration, developing real-world skills, and providing authentic language learning opportunities. Suggestions are made for effective online learning, such as providing access to information, encouraging interaction, and building a supportive community.
The role of technology in teaching english languageNoor Mohammed
This document discusses the role of technology in teaching English as a foreign language. It argues that while traditional teaching methods are still useful, multimedia technology provides more opportunities for students to practice and build confidence, especially English as a second language (ESL) students. An example activity is described where students learn words and phrases to buy food in a supermarket using audiovisual aids. The benefits of using multimedia technology in teaching English include cultivating student interest, promoting communication skills, exposing students to Western culture, improving teaching effectiveness and interaction between teachers and students.
This document discusses the use of technology in foreign language education. It provides three examples of how schools have successfully incorporated technology:
1) A New Jersey school created a collaborative project with a school in India for students to learn Hindi using video chat and an online forum.
2) A French teacher enhances lessons with tools like wikis and video chat to connect with classes worldwide.
3) An elementary school in Connecticut teaches all students Japanese for 75 minutes per week using immersive techniques with technology like interactive whiteboards and language apps on iPods.
Computer Assisted Language Learning (CALL) uses computer technology to aid language learning. CALL has developed over three phases from 1960s-today: behaviouristic CALL focused on drill practice, communicative CALL emphasized authentic communication, and integrative CALL allows learners to navigate multimedia resources. CALL programs can be CALL-specific software, web-based materials, or generic software like word processors. Using CALL provides benefits like individualized practice, collaboration, variety, and real-world computer skills. Research studies have found multimedia and interactive elements improve retention, and computer-mediated communication like the Internet has transformed language learning by enabling online interaction.
Language Learning and Technology: "An Overview of the Web 2.0 Tools"Ahmet Ateş
This document provides an overview of Web 2.0 tools for language learning. It begins with an introduction discussing how technology has changed communication and learning styles. It notes that while students are adept with technology, they do not necessarily apply it to learning. The document then discusses useful Web 2.0 tools for language learning, including Edmodo, WordChamp, StoryJumper, Voxopop, VoiceThread, websites for listening practice, text-to-speech tools, Jing, PBworks, and QuizStar. It concludes with references. The document aims to help teachers identify effective Web 2.0 tools to integrate technology into language learning in a pedagogically useful way.
The document discusses applied linguistics and interdisciplines. It defines applied linguistics as using linguistic theories and methods to solve language problems in other fields. The history of applied linguistics is discussed, along with its aims to study language learning and teaching and solve related problems. Interdisciplines that applied linguistics interacts with are sociolinguistics, psycholinguistics, neurolinguistics, and various applied areas like education, speech therapy, computing, and international relations.
1. The document discusses technology in language teaching and focuses on multimedia/ICT resources for language learning.
2. It outlines three phases of how teachers can use technology: as a tool to teach, for students to search for information, and for students to create and publish content.
3. A variety of free online tools and resources are presented that teachers can use, including images, audio, video, games, and worksheets to incorporate technology into their lessons.
This document discusses the use of technology in language teaching and teacher training. It provides a brief history of technology in foreign language teaching from the 1950s to present. Experts say that improved technology usability will facilitate blended learning and that ICT can systematically aid language acquisition. Technology allows for a more learner-centered approach through communication, access to information, and opportunities for collaboration and expression. The document argues that technology use will become normal in English language teaching because internet access is increasing, younger learners have grown up with technology, and it provides opportunities for authentic tasks and skills practice. However, adopting ICT should complement rather than replace present teaching models.
Using Technology In The Language ClassroomErin Lowry
The document discusses various technological tools that can be used in the language classroom, including both traditional and new technologies. It provides examples of tools such as movies, TV shows, computers, and the internet that can be used as instructional tools. It also discusses the benefits of using technology, such as encouraging collaboration, developing real-world skills, and providing authentic language learning opportunities. Suggestions are made for effective online learning, such as providing access to information, encouraging interaction, and building a supportive community.
The role of technology in teaching english languageNoor Mohammed
This document discusses the role of technology in teaching English as a foreign language. It argues that while traditional teaching methods are still useful, multimedia technology provides more opportunities for students to practice and build confidence, especially English as a second language (ESL) students. An example activity is described where students learn words and phrases to buy food in a supermarket using audiovisual aids. The benefits of using multimedia technology in teaching English include cultivating student interest, promoting communication skills, exposing students to Western culture, improving teaching effectiveness and interaction between teachers and students.
This document discusses the use of technology in foreign language education. It provides three examples of how schools have successfully incorporated technology:
1) A New Jersey school created a collaborative project with a school in India for students to learn Hindi using video chat and an online forum.
2) A French teacher enhances lessons with tools like wikis and video chat to connect with classes worldwide.
3) An elementary school in Connecticut teaches all students Japanese for 75 minutes per week using immersive techniques with technology like interactive whiteboards and language apps on iPods.
Computer Assisted Language Learning (CALL) uses computer technology to aid language learning. CALL has developed over three phases from 1960s-today: behaviouristic CALL focused on drill practice, communicative CALL emphasized authentic communication, and integrative CALL allows learners to navigate multimedia resources. CALL programs can be CALL-specific software, web-based materials, or generic software like word processors. Using CALL provides benefits like individualized practice, collaboration, variety, and real-world computer skills. Research studies have found multimedia and interactive elements improve retention, and computer-mediated communication like the Internet has transformed language learning by enabling online interaction.
Language Learning and Technology: "An Overview of the Web 2.0 Tools"Ahmet Ateş
This document provides an overview of Web 2.0 tools for language learning. It begins with an introduction discussing how technology has changed communication and learning styles. It notes that while students are adept with technology, they do not necessarily apply it to learning. The document then discusses useful Web 2.0 tools for language learning, including Edmodo, WordChamp, StoryJumper, Voxopop, VoiceThread, websites for listening practice, text-to-speech tools, Jing, PBworks, and QuizStar. It concludes with references. The document aims to help teachers identify effective Web 2.0 tools to integrate technology into language learning in a pedagogically useful way.
The document discusses applied linguistics and interdisciplines. It defines applied linguistics as using linguistic theories and methods to solve language problems in other fields. The history of applied linguistics is discussed, along with its aims to study language learning and teaching and solve related problems. Interdisciplines that applied linguistics interacts with are sociolinguistics, psycholinguistics, neurolinguistics, and various applied areas like education, speech therapy, computing, and international relations.
1. The document discusses technology in language teaching and focuses on multimedia/ICT resources for language learning.
2. It outlines three phases of how teachers can use technology: as a tool to teach, for students to search for information, and for students to create and publish content.
3. A variety of free online tools and resources are presented that teachers can use, including images, audio, video, games, and worksheets to incorporate technology into their lessons.
Communicative Language Teaching (CLT) emerged in the late 1960s as an approach that focused on developing students' communicative competence rather than just grammatical rules. It aims to make language learning more authentic and interactive by emphasizing fluency and having students complete tasks and engage in activities that simulate real-life communication situations in pairs or groups. While CLT improves student-teacher relationships and engagement, it can be difficult to implement in large classes and does not ensure grammatical accuracy is sufficiently addressed.
The document discusses the history and development of Computer-Assisted Language Learning (CALL) in three phases: behavioral CALL from the 1960s-1980s focused on drills and practice; communicative CALL from the 1980s-2000s emphasized using language in context; and integrative CALL from the 2000s onward aims to integrate language skills into multimedia tasks.
This document discusses the use of technology to teach and learn English as a foreign or second language. It begins by outlining the objectives of identifying both traditional and new technologies used in language teaching and determining how to effectively implement technologies in the classroom. It then defines technology integration in education as utilizing various technologies like computers, the internet and mobile devices to enhance student learning. Several traditional and new technological tools are listed and reasons for integrating technology like keeping students engaged are provided. Ways technology can be used in the language classroom through activities involving video, multimedia, and computer-assisted language learning are then explored, alongside some drawbacks. The document concludes by discussing the role of teachers in planning, adapting, monitoring and assessing technology-enhanced language learning
This document outlines Michael Lewis's Lexical Approach to language teaching. It discusses the fundamentals of the approach, which posit that language consists of grammaticalized vocabulary rather than lexicalized grammar. Key features include a focus on multi-word chunks rather than individual words and grammar. The roles of teachers in providing input and learners in noticing patterns are described. Limitations include the lack of a full learning theory and challenges in selecting which chunks to teach.
The document summarizes the history and development of Computer-Assisted Language Learning (CALL) in three phases: 1) Behavioristic CALL focused on drills and practice, 2) Communicative CALL emphasized authentic communication, and 3) Integrative CALL integrated multimedia and the internet. It describes approaches within each phase including the computer as tutor, stimulus, and tool. The future of CALL is seen to increasingly incorporate human language technologies like natural language processing.
This document compares and contrasts the Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT) approaches. It outlines key concepts, objectives, syllabus models, teaching/learning activities, teachers' and learners' roles, classroom setups, materials, advantages, and disadvantages of each approach. CLT focuses on developing communicative competence through meaningful activities and interactions. TBLT emphasizes using tasks to encourage creative, spontaneous language use and focusing on real-world activities. Both aim to make learning student-centered and promote fluency, but TBLT places more emphasis on tasks with a clear outcome.
The document discusses various approaches and methods for teaching language, including:
- Communicative Language Teaching (CLT) which takes ideas from multiple methods and focuses on communication.
- Grammar-Translation which teaches grammar rules and translation exercises to read literature.
- Direct Method which uses only the target language and teaches concrete vocabulary through objects.
- Audio-Lingualism which teaches grammar inductively and relies on behaviorism and drills.
- Task-Based Learning which uses tasks to accomplish concrete goals and teaches necessary language.
Emerging uses of technology in language teaching and learningCanpılipha Koşar
This document discusses two main ways that technology can be used for language learning: as a source of teaching resources and to enhance learning experiences. It provides examples of how technologies like the internet, blogs, CALL software, and wikis can be used for language instruction and learning. Some key principles outlined are that technology allows for social interaction, authentic language use, individualization, and student autonomy. The role of the teacher is to plan technology-based activities and guide students, while students are actively involved in using the language. The document emphasizes reading, writing, and potentially speaking and listening skills depending on the technology used.
Input, interaction, and second language acquisitionPe Tii
The document discusses input, interaction, and second language acquisition from multiple perspectives. It begins by defining input and noting three views on input in language acquisition: behaviourist, nativist, and interactionist. It then examines foreigner talk studies, discourse analysis, and input/interaction in classroom settings. Research on motherese and first language acquisition is also summarized. The document provides an overview of different frameworks for analyzing classroom interaction, including interaction analysis, classroom process research, and teacher talk analyses.
This document defines CLIL (Content and Language Integrated Learning) as an educational approach where subjects like math, science, and history are taught in the target language rather than the student's native language. It provides key terms like AICLE and EMILE and notes that CLIL can take soft, subject-led, or partial immersion forms. The document outlines benefits like improved language skills and confidence as well as critical thinking. It also discusses the history of CLIL and motivations for its use.
Vocabulary teaching and learning strategies can be effective ways to help students build their word knowledge. Some key strategies discussed in the document include Nation's strategies of using context clues, word parts, and dictionaries. Code-mixing, where words from the first and second language are combined, was found to help students learn new second language words. Read-aloud strategies, where the teacher reads aloud and discusses meanings, allowed students to successfully gain new vocabulary. Story-telling was also shown to help children derive word meanings from context. Spelling instruction in addition to pronunciation was found to better help students remember words.
CLIL (Content and Language Integrated Learning) is an educational approach that teaches subjects through the medium of a foreign language. It aims to develop both subject knowledge and language skills simultaneously rather than separately. CLIL lessons combine content, communication, cognition, and culture. Language is used to learn the subject matter rather than being the objective itself. A successful CLIL lesson balances these four components to teach curriculum content through meaningful use of the target language.
A brief history of language teaching, the grammar translation methodDerya Baysal
The document provides a historical overview of language teaching methods. It describes how the Grammar Translation Method emerged in the 18th-19th centuries as the dominant approach, modeled on how Latin was taught. This method focused on detailed analysis and memorization of grammar rules, with an emphasis on translation of sentences and texts into and out of the target language. It involved little speaking practice and viewed language learning as the mastery of rules rather than communication. While Grammar Translation dominated until the 1940s, some critics argue it was not entirely without merit when implemented carefully.
This document discusses selecting and adapting materials for language teaching. It begins by distinguishing between published materials like course books and authentic materials. Several criteria for selecting course books are outlined, including suitability for learners' level, skills focus, price, availability, and cultural sensitivity. Ways to evaluate course books are also presented. The document then discusses different types of adapting materials, such as adding, deleting, modifying, simplifying, and reordering. Considerations for selecting authentic materials and criteria for choosing materials in general are provided.
I made this presentation as part of a M.A. course entitled Material development in second/foreign language teaching, taught by professor Rubena St. Louis.
The document provides an overview of David Crystal's book "English as a Global Language" which examines how and why English has become a global language. It summarizes Crystal's arguments that a language needs widespread use and recognition across countries to be considered global, and that English attained this status due to the historical spread and power of Britain and other English-speaking countries through colonization and immigration. The document also discusses some of the dangers Crystal raises of a single global language dominating, such as endangering other languages and creating linguistic complacency.
This document discusses teaching, testing, and their relationship in TESOL. It defines teaching as passing on accepted information to help students achieve objectives, while tests assess if objectives were achieved. Tests can positively or negatively influence teaching through "washback effect" - the extent tests impact what teachers and students do. Positive washback includes focusing on objectives and motivating learning, while negative includes ignoring untested topics and "teaching to the test." Good tests are valid, reliable, practical, comprehensive, and balanced assessments that provide useful feedback for students and help teachers identify strengths and weaknesses.
This document discusses using technology to motivate language learning in the classroom. It provides examples of using online resources and tools to build vocabulary, link receptive and productive skills through grammatical deconstruction and reconstruction, encourage advanced reading and listening to increase independence, and manipulate the language through grammatical application and creativity. Specific websites and apps are recommended for activities like collecting vocabulary, practicing verbs and sentences, reading texts, listening to songs and dialogues, creating poems and songs, and keeping up with other language teachers through social media groups.
English Language Teaching: how should technology support teaching and learning?Rick Shepherd
A quick look at how technology is used and how it should or could be used to further student - centred learning and move from a mere substitution to more paradigm-changing classrooms. How publishers can continue to be revelevant in the face of the OER revolution
Communicative Language Teaching (CLT) emerged in the late 1960s as an approach that focused on developing students' communicative competence rather than just grammatical rules. It aims to make language learning more authentic and interactive by emphasizing fluency and having students complete tasks and engage in activities that simulate real-life communication situations in pairs or groups. While CLT improves student-teacher relationships and engagement, it can be difficult to implement in large classes and does not ensure grammatical accuracy is sufficiently addressed.
The document discusses the history and development of Computer-Assisted Language Learning (CALL) in three phases: behavioral CALL from the 1960s-1980s focused on drills and practice; communicative CALL from the 1980s-2000s emphasized using language in context; and integrative CALL from the 2000s onward aims to integrate language skills into multimedia tasks.
This document discusses the use of technology to teach and learn English as a foreign or second language. It begins by outlining the objectives of identifying both traditional and new technologies used in language teaching and determining how to effectively implement technologies in the classroom. It then defines technology integration in education as utilizing various technologies like computers, the internet and mobile devices to enhance student learning. Several traditional and new technological tools are listed and reasons for integrating technology like keeping students engaged are provided. Ways technology can be used in the language classroom through activities involving video, multimedia, and computer-assisted language learning are then explored, alongside some drawbacks. The document concludes by discussing the role of teachers in planning, adapting, monitoring and assessing technology-enhanced language learning
This document outlines Michael Lewis's Lexical Approach to language teaching. It discusses the fundamentals of the approach, which posit that language consists of grammaticalized vocabulary rather than lexicalized grammar. Key features include a focus on multi-word chunks rather than individual words and grammar. The roles of teachers in providing input and learners in noticing patterns are described. Limitations include the lack of a full learning theory and challenges in selecting which chunks to teach.
The document summarizes the history and development of Computer-Assisted Language Learning (CALL) in three phases: 1) Behavioristic CALL focused on drills and practice, 2) Communicative CALL emphasized authentic communication, and 3) Integrative CALL integrated multimedia and the internet. It describes approaches within each phase including the computer as tutor, stimulus, and tool. The future of CALL is seen to increasingly incorporate human language technologies like natural language processing.
This document compares and contrasts the Communicative Language Teaching (CLT) and Task-Based Language Teaching (TBLT) approaches. It outlines key concepts, objectives, syllabus models, teaching/learning activities, teachers' and learners' roles, classroom setups, materials, advantages, and disadvantages of each approach. CLT focuses on developing communicative competence through meaningful activities and interactions. TBLT emphasizes using tasks to encourage creative, spontaneous language use and focusing on real-world activities. Both aim to make learning student-centered and promote fluency, but TBLT places more emphasis on tasks with a clear outcome.
The document discusses various approaches and methods for teaching language, including:
- Communicative Language Teaching (CLT) which takes ideas from multiple methods and focuses on communication.
- Grammar-Translation which teaches grammar rules and translation exercises to read literature.
- Direct Method which uses only the target language and teaches concrete vocabulary through objects.
- Audio-Lingualism which teaches grammar inductively and relies on behaviorism and drills.
- Task-Based Learning which uses tasks to accomplish concrete goals and teaches necessary language.
Emerging uses of technology in language teaching and learningCanpılipha Koşar
This document discusses two main ways that technology can be used for language learning: as a source of teaching resources and to enhance learning experiences. It provides examples of how technologies like the internet, blogs, CALL software, and wikis can be used for language instruction and learning. Some key principles outlined are that technology allows for social interaction, authentic language use, individualization, and student autonomy. The role of the teacher is to plan technology-based activities and guide students, while students are actively involved in using the language. The document emphasizes reading, writing, and potentially speaking and listening skills depending on the technology used.
Input, interaction, and second language acquisitionPe Tii
The document discusses input, interaction, and second language acquisition from multiple perspectives. It begins by defining input and noting three views on input in language acquisition: behaviourist, nativist, and interactionist. It then examines foreigner talk studies, discourse analysis, and input/interaction in classroom settings. Research on motherese and first language acquisition is also summarized. The document provides an overview of different frameworks for analyzing classroom interaction, including interaction analysis, classroom process research, and teacher talk analyses.
This document defines CLIL (Content and Language Integrated Learning) as an educational approach where subjects like math, science, and history are taught in the target language rather than the student's native language. It provides key terms like AICLE and EMILE and notes that CLIL can take soft, subject-led, or partial immersion forms. The document outlines benefits like improved language skills and confidence as well as critical thinking. It also discusses the history of CLIL and motivations for its use.
Vocabulary teaching and learning strategies can be effective ways to help students build their word knowledge. Some key strategies discussed in the document include Nation's strategies of using context clues, word parts, and dictionaries. Code-mixing, where words from the first and second language are combined, was found to help students learn new second language words. Read-aloud strategies, where the teacher reads aloud and discusses meanings, allowed students to successfully gain new vocabulary. Story-telling was also shown to help children derive word meanings from context. Spelling instruction in addition to pronunciation was found to better help students remember words.
CLIL (Content and Language Integrated Learning) is an educational approach that teaches subjects through the medium of a foreign language. It aims to develop both subject knowledge and language skills simultaneously rather than separately. CLIL lessons combine content, communication, cognition, and culture. Language is used to learn the subject matter rather than being the objective itself. A successful CLIL lesson balances these four components to teach curriculum content through meaningful use of the target language.
A brief history of language teaching, the grammar translation methodDerya Baysal
The document provides a historical overview of language teaching methods. It describes how the Grammar Translation Method emerged in the 18th-19th centuries as the dominant approach, modeled on how Latin was taught. This method focused on detailed analysis and memorization of grammar rules, with an emphasis on translation of sentences and texts into and out of the target language. It involved little speaking practice and viewed language learning as the mastery of rules rather than communication. While Grammar Translation dominated until the 1940s, some critics argue it was not entirely without merit when implemented carefully.
This document discusses selecting and adapting materials for language teaching. It begins by distinguishing between published materials like course books and authentic materials. Several criteria for selecting course books are outlined, including suitability for learners' level, skills focus, price, availability, and cultural sensitivity. Ways to evaluate course books are also presented. The document then discusses different types of adapting materials, such as adding, deleting, modifying, simplifying, and reordering. Considerations for selecting authentic materials and criteria for choosing materials in general are provided.
I made this presentation as part of a M.A. course entitled Material development in second/foreign language teaching, taught by professor Rubena St. Louis.
The document provides an overview of David Crystal's book "English as a Global Language" which examines how and why English has become a global language. It summarizes Crystal's arguments that a language needs widespread use and recognition across countries to be considered global, and that English attained this status due to the historical spread and power of Britain and other English-speaking countries through colonization and immigration. The document also discusses some of the dangers Crystal raises of a single global language dominating, such as endangering other languages and creating linguistic complacency.
This document discusses teaching, testing, and their relationship in TESOL. It defines teaching as passing on accepted information to help students achieve objectives, while tests assess if objectives were achieved. Tests can positively or negatively influence teaching through "washback effect" - the extent tests impact what teachers and students do. Positive washback includes focusing on objectives and motivating learning, while negative includes ignoring untested topics and "teaching to the test." Good tests are valid, reliable, practical, comprehensive, and balanced assessments that provide useful feedback for students and help teachers identify strengths and weaknesses.
This document discusses using technology to motivate language learning in the classroom. It provides examples of using online resources and tools to build vocabulary, link receptive and productive skills through grammatical deconstruction and reconstruction, encourage advanced reading and listening to increase independence, and manipulate the language through grammatical application and creativity. Specific websites and apps are recommended for activities like collecting vocabulary, practicing verbs and sentences, reading texts, listening to songs and dialogues, creating poems and songs, and keeping up with other language teachers through social media groups.
English Language Teaching: how should technology support teaching and learning?Rick Shepherd
A quick look at how technology is used and how it should or could be used to further student - centred learning and move from a mere substitution to more paradigm-changing classrooms. How publishers can continue to be revelevant in the face of the OER revolution
Ideas for teaching with technology in the English Language classroomAbdouse
This document outlines a presentation about teaching English with technology. It discusses the history of technology in education and its role in the classroom. It proposes foundations for technology use, including Bloom's Taxonomy and TESOL technology standards. It also contrasts traditional lesson plans with those integrating technology, noting how technology can enhance communication and higher-order thinking skills. The goal is to share principles and practices for effectively incorporating technology into English language instruction.
Kern's technology on language teaching and learningivan florez
This document summarizes perspectives on technology in language learning and teaching from various scholars. It discusses how computers have transitioned from an outside instrument to an integral part of language use. While integration of technology in education is incomplete, the goal is "normalization" of technology use. The effectiveness of computer-assisted language learning depends on how technology is used rather than the technology itself, and it is important to consider social, cognitive, cultural and educational implications.
British council innovations in learning technologies for eltCristiane Damazo
This document provides an overview of the range of technologies used in English language teaching across different educational contexts. It discusses the evolution of the field of Computer-Assisted Language Learning (CALL) and its diversification into specific domains like teaching English for young learners, adults, specific purposes, and academic purposes. The document also examines issues of methodology in technology-enhanced language teaching and provides examples of technologies used in case studies presented in each chapter, which cover primary education, secondary, adult education, English for specific purposes, academic English, assessment, and teacher development.
The document discusses teaching with technology and flipping the classroom. It introduces flipping the classroom, which involves assigning lectures for homework and using class time for activities and discussion. It provides examples of technologies that can be used to facilitate flipping the classroom, such as lecture capture software, blogs, podcasts, and social media. The document encourages using new technologies, like open educational resources and MOOCs, while noting the importance of ongoing conversations through platforms like Twitter.
Infusing technology into language teaching_Spanish Dept Training_Fall 2015Cassia De Abreu
This document provides an agenda and overview for a presentation on integrating technology into language teaching using tools for collaboration. The presentation covers the SAMR model for technology integration, Poll Everywhere for collecting opinions, and Padlet for collaborative activities. Examples of how Padlet can be used include brainstorming sessions, student introductions with text, audio and visual elements, and exit slips to provide feedback. Attendees are invited to collaborate on a Padlet board to suggest other uses for this open source tool in language instruction.
Technology integration to language teaching Derya Bozdogan
This document discusses tools for integrating technology into language teaching. It provides a list of 10 favorite tools for learning, teaching, and working, including web browsers, RSS readers, social bookmarking tools, social networks, instant messengers, search tools, document and presentation tools, blogging tools, and mind mapping tools. It then discusses several specific tools in more detail and provides ideas for how to use the Bookr tool to create image books for language learning activities.
Technology integration in English Language TeachingHalil Kayaduman
This document discusses technology integration in English language teaching. It defines transparent technologies as those commonly used like pens and boards, and emerging technologies as newer digital tools. The benefits of technology in education include improved effectiveness, efficiency, costs and pace of learning. It also enhances teacher performance and student motivation, engagement, higher-order thinking skills and collaboration. The document introduces Web 2.0 technologies like wikis that allow collaborative knowledge construction and reflection. It provides an overview of the Wikispaces Classroom platform for online collaborative writing and its benefits for teaching and learning.
The document discusses using websites in the English language classroom. It outlines reasons to use websites, such as being an easy way to incorporate technology and expose students to the wider world. The document differentiates between ELT websites, which are ideal for practice activities, and authentic websites, which provide total comprehension. It provides tips for finding useful websites, such as using search engines and meta search engines. Finally, it lists factors for evaluating websites, like accuracy, currency, content, and functionality.
This document discusses using Web 2.0 tools to teach English, including photo sharing, video sharing, blogs, and wikis. It provides examples of how these tools can be used for digital photo stories, collaborative projects, listening activities using YouTube, making video dictionaries, and more. The document encourages sharing ideas on using photo and video sharing with ESL classes and discusses the difference between blogs and wikis for classroom use.
Blending English teaching with technologyJack Tseng
This document discusses various aspects of online English language teaching and learning, including:
1) The benefits of online tools for improving English learners' listening and speaking skills by motivating practice outside the classroom.
2) Pedagogical strategies that can be used for online language instruction, such as providing comprehensible input, engaging learners in real communication, and drawing attention to linguistic forms.
3) Ways that technology allows various attention-getting techniques like modeling, corralling, and saturating to highlight target language forms and vocabulary.
This document summarizes a presentation on using technology and multimedia in English language education. It discusses how technology has evolved from standalone software to internet-based tools that allow for more interactivity and accessibility. While technology may help language learning through interaction and participation, it also brings risks like interference with acquisition and unhealthy communication habits. An effective approach grounds technology use in learning theories and provides an interactive interface within a supportive learning community.
This document summarizes a presentation on using technology and multimedia in English language education. It discusses how technology has evolved from standalone software to internet-based tools that allow for more interactivity and accessibility. While technology may help language learning through interaction and participation, it also brings risks like interference with acquisition and unhealthy communication habits. An effective approach grounds technology use in learning theories and provides an interactive interface within a supportive learning community.
The document summarizes the 2012 Annual Conference of English Education. It discusses the trends in research on Web 2.0 and English education, with a focus on data-driven learning, social networking, virtual worlds/mashups, and digital storytelling. Key concepts and applications of each area are defined. Examples of relevant journals, conferences, and studies are also provided. The document aims to inform English educators on how to best teach and conduct research using optimal CALL environments.
Social Networking Tools - Principles and PracticeDaniel Beck
Social networking tools and principles for teaching were discussed. Key points included:
- Social networking sites allow users to create profiles, connect socially, and post public comments. This user-generated content has implications for education.
- Web 2.0 technologies support collaborative and student-centered learning through tools that actively engage users in content construction.
- Effective use of social networking in teaching follows pedagogical principles and includes induction, serious use of tools, and having backups for technology failures.
- Common social networking tools discussed were blogs for reflection and interaction, wikis for collaboration, and podcasts for distributing authentic audio/video content.
The document discusses predicting the future of technology and learning. It makes three key points:
1) It is difficult to accurately predict future technology trends and adoption due to rapid changes, but some trajectories are emerging like the growth of mobile devices and social networking tools.
2) Pedagogies are evolving to harness new technologies, from e-training to inquiry learning, and situated learning using virtual worlds is emerging.
3) While technologies offer promising applications for learning, issues remain around fully realizing that potential and a gap often exists between the promise of technologies and their reality in educational practice.
This document discusses going beyond the course book for language learning and using technology to provide more authentic contexts. It argues that technology can bridge the gap between the classroom and the real world by exposing students to authentic discourse and sociocultural practices. This allows students to exercise more agency. Specifically, the document discusses how blogs and videos (such as those on YouTube) can provide opportunities for meaningful, communicative, and authentic writing tasks while also motivating students. Students' participation in blogs and videos can help them construct knowledge through social interaction and sharing their work with a global audience.
The document summarizes the evolution of e-learning from its early definitions and use of learning management systems to control course content delivery, to the incorporation of Web 2.0 technologies that enable more collaborative, social, and learner-centered approaches. It describes how e-learning has shifted from a focus on formal, educator-controlled learning to incorporate informal, learner-driven activities through applications that support communication, networking, and content sharing. This evolution reflects a move from a pedagogical to a more self-directed heutagogical approach to learning.
This document provides an overview of technology enhanced learning. It discusses lessons learned from the past evolution of e-learning and emerging trends, challenges and technologies. It presents frameworks for understanding e-pedagogies and how they map to different technologies. Examples of inquiry-based, collaborative and reflective learning approaches using tools like virtual worlds, blogs and social media are also provided.
The document discusses the concept of multiliteracies and a project to connect English as a foreign language (EFL) students through various Web 2.0 tools. It defines multiliteracies as involving linguistic, audio, visual, gestural, spatial, and multimodal ways of making meaning. The project aims to have EFL students from different universities collaborate online using blogs, wikis, social networking sites, and other tools to learn English informally. It provides examples of student work and online spaces created for the project.
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Iskoodle is used by all international schools around the world so that it is available to all teachers who are members of ECIS. The following study was conducted in 2011and is part of my Master thesis in E-learning and Education for the UOC (Open University of Catalonia)
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2. What makes language learning special?
Time required on the
Type of effort:
learning effort: far beyond
memorization, repetition,
the time of contact hours Different skills involved
consolidation, continuous
possible in a standard
practice etc.
language course;
Continuous learning in
small doses rather than all Context Authentic materials
in one go
Social interaction Continuous evaluation More?
3. What are the main difficulties?
L1 Language
interference barrier
Memorizing Consciousness
Foreign
Can you think
Language
of others?
Anxiety
4. Main Applications of CALL
Word Processing: spelling checkers Practice
Gaming
Literature: linking literature to Simulations
multimedia
Corpus Linguistics: concordancer Communication
Computer Mediated Communication
Web resources Flexibility
Adaptation of other materials for
CALL Other?
Mobile Technology
(Beatty 2010)
5. CALL
First CALL (1970s to 1980s) based on text because no sound and
image on computers. Mainly drill-and-practice, delivery of
instructions.
Second CALL (1990s to present day) based on multimedia, more
interesting, richer environment. Still drill-and-practice but more
emphasis on communication.
Third CALL: (1993 to present day) = Web CALL, opens up the field
to a whole new world of resources. However, it remained drill-and-
practice (on the Web) for a long time. A proliferation of authoring
tools, (eg Hotpotatoes, integrated to VLEs) to create an abundance
of Quizzes such as Multiple Choices, Fill in the Gaps, etc., many
freely accessible online.
Adapted from: http://www.ict4lt.org/en/index.htm
6. Third CALL
Web 2.00: “a move away from static
websites” (Beatty 2010).
Fosters communication, sharing,
knowledge building, creation of
communities/affinity groups, ownership
of learning, initiative, motivation,
engagement.
7. Web 2.00
Blogs, discussion boards, wikis, social
networks, virtual worlds, etc. – all
supported by the increasing number of
more and more sophisticated desktop and
mobile applications.
8. Web 2.0 contd
Web 2.00 is significant for language learning
in providing the context for continuous
practice especially outside the classroom, in
developing learner autonomy, and especially
in offering the contextual authenticity that
traditional classrooms do not provide.
These features are further enhanced by the
fact that the online environment lowers
inhibition.
9. Online Disinhibition
Online disinhibition (Joinson 1998, 2001)
is mainly due to the illusion of anonymity
and invisibility given by the possibility to
hide behind the monitor and newly
created online identities.
This may lead people to behave in ways
that differ from their normal behaviour in
face-to-face (F2F) situations (Suler 2004).
10. Pedagogy 2.0
"a learner-based, communal, media-rich
and flexible approach [which] uses social
software tools to enable the development
of dynamic communities through
connectivity, communication, and
participation"
(McLoughlin and Lee 2008:3)
11. Creating/Editing/Sharing
Text
Pedagogy 2.0 applications
Word clouds
Images
Digital story telling
Podcasts
Videos
13. Blogs
• Support reflections, self-regulation,
Pedagogy 2.0 spaces
self/peer/tutor feedback;
• Correction of language mistakes;
• Support practice of writing, speaking (if
voiced)
14. Discussion boards
• Foster participation, reduction of foreign
Pedagogy 2.0 spaces
language anxiety self/peer/tutor feedback
• Correction of language mistakes
• Support practice of writing and speaking
(if voiced) skills.
15. Wikis
• Foster collaboration, sharing;
Pedagogy 2.0 spaces
• New knowledge is created through the
incongruity between people's
knowledge and the information in the
wiki (Moskaliuk et al. 2009).
16. Social Networks
• Support extension of the “community of inquiry”
Pedagogy 2.0 spaces
(Garrison and Anderson 2003; Burgess et al. 2010)
beyond the classroom. Thus foster knowledge
sharing;
• Social presence (Yamada 2009)
Livemocha, Buusu, Facebook (special interest groups),
etc.
Umbrella term for several types of applications: text
based, video based, sound based, images, etc.
17. Virtual Worlds
• Provide contextualized learning, exposure to
authentic speech, rich and stimulating
Pedagogy 2.0 spaces
environment, communities;
• Playfulness (e.g. quests);
• Social presence (Yamada 2009) enhanced by
the graphic self representation (Kostantinidis et
al. 2010, Peterson 2006);
• Foster identity exploration: individualization
(Turkle 1995) and socialization (Taylor 2002)
18. Avatars
Avatars lower inhibitions (Meadow 2008)
Pedagogy 2.0 spaces
and
“facilitate and motivate the interaction
among users as well as the user’s
engagement with the virtual world”
(Talamo and Ligorio 2001:111).
19. Pedagogy 2.0 spaces Avatars
Attractive avatars tend to be more willing
to self disclosure, taller avatars are more
confident and assertive (Yee et al. 2009).
20. Avatars
People with avatars more attractive than
their real selves tend to be more
Web 2.0 spaces
extroverted and more confident in virtual
worlds than they are in real life
(Messinger et al. 2008).
22. Games
Games: playfulness, motivation, engagement,
Pedagogy 2.0 spaces
affinity group (Boellstorf 2008, Whitton (2010),
language socialization (Thorne S. et al. 2009 and
references therein)
Use of the language becomes an added activity to
gaming (Bryant 2006)
Commercial games, commercial game-like
packages for language learning, adaptions (WoW)
23. Pedagogy 2.0 spaces WoW in Education
http://www.youtube.com/watch?v=rZ3Zn_VEV20&feature=play
er_embedded#!
24. OERs
• Recent development of online
education is the spread of OERs
(Open Education Resources):
• Repositories of study materials,
teaching materials, more autoring
tools
• Toolkits – UoN – an example
• Fully fledged courses
29. References
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