The document discusses the use of digital media and technology in language learning. It covers several key points:
1) The author analyzes Bernd Ruschoff's theory that digital media can help create meaningful and authentic learning experiences by allowing students to negotiate output and collaborate.
2) Web 2.0 platforms empower students to both learn and produce content, acting as "digital natives". This generation influences incorporating digital media into curricula.
3) Authentic learning requires not just exposure to real language, but tasks students relate to. Digital media allows sharing output and getting feedback to support learning.
4) Technology is now normalized in life and education. It changes how we learn and teach but
Lesson 1 In the Beginning (Big Bang Theory and the Formation of Light Elements)Simple ABbieC
Content: How the Elements Found in the Universe were Formed
Content Standard:
The learners demonstrate an understanding of:
• the formation of the elements during the Big Bang and during stellar evolution
Learning Competency
The learners:
• give evidence for and explain the formation of the light elements in the Big Bang theory (S11/12PS-IIIa-1)
Summary
• The big bang theory explains how the elements were initially formed the formation of different elements involved many nuclear reactions, including fusion fission and radioactive decay
• There are three cosmic stages through which specific groups of elements were formed.
(1) The big bang nucleosynthesis formed the light elements(H, He, and Li).
(2) Stellar formation and evolution formed the elements heavier than Be to Fe.
(3) Stellar explosion , or supernova, formed the elements heavier than Fe.
• Atoms are the smallest unit of matter that have all the properties of an element. They composed of smaller subatomic particles as protons, neutrons, and electrons. Protons have positive charge, neutrons are electrically neutral; and electrons have a negative charge.
• The nucleus, which takes the central region of an atom, is comprised of protons and neutrons, electrons move around the nucleus.
• The atomic number (Z) indicates the number of protons in an atom. In a neutral atom, number of protons is equal to the number of electrons. The atomic mass (A) is equal to the sum of the number of protons and neutrons.
• Isotopes refer to atoms with the same atomic number but different atomic masses.
• Ions, which are positively or negatively charged particles, have the same number of protons in different number of electrons.
Final paper formulation of organic ink using ipomoea batatasSukhpreetSingh164
This is a research paper that we researched for our research project subject requirement. Here we researched on two plant parts to use their pigments as inks.
Lesson 1 In the Beginning (Big Bang Theory and the Formation of Light Elements)Simple ABbieC
Content: How the Elements Found in the Universe were Formed
Content Standard:
The learners demonstrate an understanding of:
• the formation of the elements during the Big Bang and during stellar evolution
Learning Competency
The learners:
• give evidence for and explain the formation of the light elements in the Big Bang theory (S11/12PS-IIIa-1)
Summary
• The big bang theory explains how the elements were initially formed the formation of different elements involved many nuclear reactions, including fusion fission and radioactive decay
• There are three cosmic stages through which specific groups of elements were formed.
(1) The big bang nucleosynthesis formed the light elements(H, He, and Li).
(2) Stellar formation and evolution formed the elements heavier than Be to Fe.
(3) Stellar explosion , or supernova, formed the elements heavier than Fe.
• Atoms are the smallest unit of matter that have all the properties of an element. They composed of smaller subatomic particles as protons, neutrons, and electrons. Protons have positive charge, neutrons are electrically neutral; and electrons have a negative charge.
• The nucleus, which takes the central region of an atom, is comprised of protons and neutrons, electrons move around the nucleus.
• The atomic number (Z) indicates the number of protons in an atom. In a neutral atom, number of protons is equal to the number of electrons. The atomic mass (A) is equal to the sum of the number of protons and neutrons.
• Isotopes refer to atoms with the same atomic number but different atomic masses.
• Ions, which are positively or negatively charged particles, have the same number of protons in different number of electrons.
Final paper formulation of organic ink using ipomoea batatasSukhpreetSingh164
This is a research paper that we researched for our research project subject requirement. Here we researched on two plant parts to use their pigments as inks.
Here we present our experience and research outcomes regarding one of the possible approaches to disseminate knowledge. The independent educational project with flexible formula provides many benefits both for participants, and teachers. The advantages incudes, but are not limited to, clearly hearable voice in public debate and/or useful preliminary results from experimental research. We argument here also for significant educational impact of this approach.
Lesson 4 Not Indivisible (The Structure of the Atom)Simple ABbieC
Learning Competencies
At the end of the lesson, you will have to:
1. point out the main ideas in the discovery of the structure of the atom and its subatomic particles
2. cite the contributions of J.J. Thomson, Ernest Rutherford, Henry Moseley, and Niels Bohr to the understanding of the structure of the atom
3. describe the nuclear model of the atom and the location of its major components (protons, neutrons, and electrons)
Here we present our experience and research outcomes regarding one of the possible approaches to disseminate knowledge. The independent educational project with flexible formula provides many benefits both for participants, and teachers. The advantages incudes, but are not limited to, clearly hearable voice in public debate and/or useful preliminary results from experimental research. We argument here also for significant educational impact of this approach.
Lesson 4 Not Indivisible (The Structure of the Atom)Simple ABbieC
Learning Competencies
At the end of the lesson, you will have to:
1. point out the main ideas in the discovery of the structure of the atom and its subatomic particles
2. cite the contributions of J.J. Thomson, Ernest Rutherford, Henry Moseley, and Niels Bohr to the understanding of the structure of the atom
3. describe the nuclear model of the atom and the location of its major components (protons, neutrons, and electrons)
Students, Computers and Learning: Making the Connection (Andreas Schleiche...EduSkills OECD
Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences. Based on results from PISA 2012, the report discusses differences in access to and use of ICT – what are collectively known as the “digital divide” – that are related to students’ socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students’ ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century.
ICT literacy basically involves using digital technology, communication tools and/or access, manage, integrate, evaluate and create information in order to function in a knowledge society.
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)
The dynamics of knowledge creation: academics' changing writing practices – i...Queen's University Belfast
A seminar for The Centre for Global Higher Education (CGHE).
This seminar is based on an ESRC-funded project entitled ‘Dynamics of knowledge creation: academics’ writing practices in the contemporary university workplace’. The speakers are mapping how knowledge is produced and distributed through writing practices across disciplines and types of universities in England, and how these are shaped by recent changes. These include the new relationships with students and pressure to marketise teaching, associated with the introduction of higher fees; managerialist approaches to research writing associated with research evaluation; and the shift to diverse forms of digital communication and self-presentation.
The speakers explore the diversity of academics’ workplace writing practices associated with teaching, service, and administration, as well as research. Their mixed methods project first examined the professional lives of academics using various types of focused interviews. This has been complemented with close up in situ recordings of writing processes. They are now engaging with managerial and administrative staff, to locate individual experiences in the broader university context.
In completing their ‘telling case’ of English universities, the speakers are in contact with academics internationally and are beginning to explore international differences, including: different managerial contexts and cultures of writing; North-South disparities, including access to technologies; language issues, especially around English as a global language for academia; and global networks and academic mobility.
See http://www.researchcghe.org/events/2016-10-13-the-dynamics-of-knowledge-creation-academics-changing-writing-practices-international-implications/ for further information.
A power point presentation on Task based learning and its main principles, including a possible lesson plan showing the main characteristics of the approach
1. Rossino, Carolina
Aplicaciones de la Informática Educativa a la Enseñanza del Inglés INSPT – UTN 2011
Written Assignment for Final Exam
OUTPUT – ORIENTED LANGUAGE LEARNING WITH DIGITAL
MEDIA
The development of the digital media has changed the way we, common people, act
upon the world that surround us; not only by changing our ways of communication, but
also changing the way we learn and the way we educate other people. In a better or worse
way is a subjective matter, but it has definitely change our way of living.
The chapter I am about to discuss is called “Output – Oriented Language Learning
with Digital Media”. Here, Bernd Ruschoff, the author, highlights the importance and
potential that the digital media represents when trying to generate not only comprehensible
but meaningful output from the learners, or when trying to create the so important authentic
environment that the learners need. His hypothesis and studies are based on Swain’s output
hypothesis (1985), which states that “learners engaged in negotiating meaningful and
comprehensible outputs […] are very much engaged in learning experiences which foster
language learners’ cognitive and linguistic growth by means of processes of reflective and
collaborative learning”(Swain, 1985, p. 42). So, starting from this point and taking into
account two very important words such as “Meaningful” and “collaboration”, the author
makes a connection between the use of the tools and platforms available on the web and the
possibility the concepts previously mentioned give us to create true authenticity, which is,
as the author states, “a crucial issue in language learning methodology” (Ruschoff, 2006, p.
43-44). Ruschoff believes that true authenticity necessitates “the provision of learning
1
2. Rossino, Carolina
Aplicaciones de la Informática Educativa a la Enseñanza del Inglés INSPT – UTN 2011
Written Assignment for Final Exam
experiences which include authenticity of language, authenticity of task, authenticity of
learning situation and authenticity of interaction” (Ruschoff, 2006, p. 44 ). From this
definition of authenticity derives another key term, which is very important in the
hypothesis, because it has a close connection with the use o the digital media, and it is the
term “Agency”. This term has been explained by different authors and researchers, but
according to Ellis (1985, p. 44), the concept “addresses the fact that any kind of successful
language learning should be based on the principle of language learning as language use”;
although not explicit but embedded, the concept of authenticity appears in this definition,
giving the learner not only the possibility of construct their own knowledge in an authentic
environment, where language is used in authentic situations , but, as the author says, it
“empowers the learner with skills and competencies needed to interact and communicate in
a meaningful and appropriate manner in a given context” (Ruschoff, 2006, p. 44). Once
more, in a not explicit way, the term places great importance in the role of the learner when
constructing their own knowledge; there is an important combination of authentic
environment and the learner, as an “active, creative and socially interactive participant”
(Harper, 1996, p.48), just like in Vygotsky’s theory of learning (1935). And, if we intend to
follow this path, we may need the tool(s) the learner might need in order to construct
knowledge; in this context, Digital media, as the author states, may be the tool we need.
Although the Internet may not be something new in our lives, the current 2.0 system
provides opportunities for us to become learners and producers at the same time. During the
early years of the Web 1.0, the creation of projects necessitate a lot of effort and technical
knowledge, what is more, we were not able to modify our work and the products of the
2
3. Rossino, Carolina
Aplicaciones de la Informática Educativa a la Enseñanza del Inglés INSPT – UTN 2011
Written Assignment for Final Exam
activities were rarely published. In the author’s words, the web, for most people, “was not a
creative space” (Ruschoff, 2006, p. 46). Nowadays, the Web 2.0 has become a
“participatory platform […] where […] anyone can contribute to an ongoing ‘conversation’
in which knowledge is both discovered and constructed as it goes on” (Freeman, 2006, p.
47). This new concept not only has changed our attitude towards our idea of
communication and knowledge construction, but has also ‘created’ a new generation of
people: the so- called “digital natives”. This generation and the different characteristics
they share have played an important part in the inclusion of the digital media in the
curricula and the use of the internet in order to create the authentic learning environment
we have discussed before.
However, as Ruschoff (2006) states, “authenticity cannot be limited to replacing the
textbooks with a sample of real language”. But if there is not only a sample of real language
(a text, an audio or a video) but also tasks the learners can both identify with and relate to
their experiences in life, we can say there is true authenticity.
As a conclusion of this chapter, we are able to say that there must be a purpose and
urgency for the agency of the learner to take place into the authentic environment we are
intended to create; in the author’s own words : “Learners need to feel the need to become
actively involved in learning scenarios they consider […]valid and purposeful in their
lives”(Ruschoff, 2006) and, more important, they need to share this experience, to get a
feedback and to “expose” this learning that is taking part. By producing and publishing
“radio- clips” or other kind of broadcasts, we may be able to see the output and they may
benefit from the feedback the listeners or viewers often provide.
3
4. Rossino, Carolina
Aplicaciones de la Informática Educativa a la Enseñanza del Inglés INSPT – UTN 2011
Written Assignment for Final Exam
There is one last challenge, “to find models for how to connect various web
applications […] into coherent learning experiences” (Purushotma, 2005, p. 55); because
using Digital media is not a challenge any more.
References:
• Ruschoff, B. (2006) Output Oriented Language Learning with Digital Media. In
Thomas, M. (2009) Handbook of Research on Web 2.0 and Second Language
Learning (pp. 42-59). Japan: Nagoya University of Commerce and Business.
• Ellis, R. (1985). Understanding second language acquisition. Oxford: Oxford
University Press.
• Harper, B. (1996). Using cognitive tools in interactive multimedia. Retrieved June 11, 2008,
from http://www.auc.edu.au/conf/Conf96/Papers/Harper.html
• Purushotma R. (2005). Communicative 2.0 — foreign language education learning with
video games and authentic web media. Retrieved April 1, 2008, from
www.lingualgamers.com/thesis/
4
5. Rossino, Carolina
Aplicaciones de la Informática Educativa a la Enseñanza del Inglés INSPT – UTN 2011
Written Assignment for Final Exam
• Swain, M. (1985). Communicative competence: Some roles of comprehensible input and
comprehensible output in its development. In Gass, S., & Madden, C. (Eds.), Input in
second language acquisition (pp. 235-256). New York: Newbury House.
“THE FUTURE OF TECHNOLOGY IN ELT”
Technology is playing an important part in our lives, and as our lives include
education in all the senses, we can find technology shaping us as learners and educators
too.
According to Dudeney and Hockly (2007), the term distance learning has referred to
“traditional paper-based distance courses delivered by mail”. Nowadays, this has been
replaced by the use of the Internet, and the term is often used as a synonym for E-learning,
which includes other types of learning, such as open learning, online learning and blended
learning. This is the way the digital natives construct their world, by using tools that are
different from the tools digital immigrants were able to use. And this use of the technology
has lead to what Sharma and Barret (2007) called “normalization of technology”; it is part
of our everyday life and we have to adopt it and adapt it to our needs; always bearing in
mind that it is only a tool and not a replacement for the human factor.
5
6. Rossino, Carolina
Aplicaciones de la Informática Educativa a la Enseñanza del Inglés INSPT – UTN 2011
Written Assignment for Final Exam
As a conclusion, we can say that technology is part of our lives and its playing an
important part on them, becoming almost ‘invisible’, but changing the way we construct
our world and changing the world itself almost continually.
References
• Dudeney, G. & Hockly, N. (2007). E- learning: Online Teaching and Training. In
How to Teach English with Technology (pp.136 – 147). Malaysia: Pearson
Education Limited.
• Sharma, P. & Barret, B. (2007) Blended Learning: Using technology in and beyond
the language classroom (p. 132) Great Britain: MacMillan Publishers Limited.
6