Digital tools for teachers - tips and examples

1. ICT for ELT
Biljana Pipovic
You may defy it, you may not like it, you might even be a technophobe,
but you definitely must admit that ICT is here to stay. So, why not use it? So,
why not make the most of it?
If I lived in 1860, I would want to catch a train. If I lived in 1910, I would
want to use a telephone. Today, I want and I do use ICT in my classroom. For
many reasons, the main ones being that it is creative, fun, and makes my
students feel at home. Whatever you may think personally, the truth is that we
teach the N-generation, and being their teachers, it is our responsibility to act
appropriately and adapt our teaching methodology to their interests and needs.
Yes, being digital natives, our students love technology, but they also love
drawing, games, singing, laughing. If you ask me, it’s all about balance. And
variety. The right dose of everything will keep our students enthusiastic about
learning.
Most contemporary students expect some form of technology to be used in
presenting the lesson but we need to carefully consider what technology would
be the most effective in promoting student engagement and enhancing learning;
using technology does not necessarily equate to good teaching/pedagogy.
Technology for its own sake will teach nothing (neither in nor outside the
classroom). The widespread use of presentation software has not had much
positive impact, as far as I can tell. ‘But there are so many technologies out
there: online learning platforms, game-based learning platforms, systems that
facilitate peer teaching and peer assessment, systems for collaborative writing,
systems for doing interactive storyline projects...’ you may say. I absolutely
agree and admit to using them but in moderation.
Technology should be a tool, not a goal. I feel that the focus of the
teaching/learning process is being often misplaced. Using technology must not
be a target on its own. The decision of using technology or not depends on the
nature of learning topics, learners' needs and teachers' abilities and their
readiness to use technology inside or outside classrooms. Without considering
such factors, you may find front teaching with the blackboard is much more
effective in comparison to using technology just for making a show.
Great teaching - there’s no app for that, unfortunately, but we can always
share the experience and learn from each other. So, let me tell you what works
best in my classroom. To get to know my students, I either use Linoit (My
Digital Universe) or Google Slides (Who am I?). I also use Padlet for the same
reason (Global citizens, I am), as well as countless other reasons such as
creating word clouds, debating, answering questions, and expressing opinion.

2. To revise and practise grammar and topics covered, I use Kahoot, To instill a
love of the outdoors in my students, I make them go on a nature scavenger hunt
in their neighbourhood or somewhere around town; I give them a list of natural
resources and man-made items to look for; they are to record everything and
create a video (Milica ; Marija ; Andjela ; Jovan). To teach my students about
the world around them, I let them use their mobile phones to explore the
internet searching for the answers (How deep is the ocean). To practise using
the past simple tense (and learn about music, too), my students become
YouTube detectives and search for the song that was popular when they were
born – they are to find all the information about the band/singer, the video, the
lyrics and report to the rest of the class. I must also mention eTwinning projects,
which are an infinite source of inspiration. And motivation!
Of course, there are many other examples, such as using SlideShare to
display what we have learned during the year (Portfolio), or being in touch,
getting informed and communicating in English using social networks English
Club, Vlasotince on Facebook, English Club, Vlasotince on Instagram or
WhatsApp. Of course, YouTube is inevitable as a source of information and a
way of displaying our work. Personally, I do believe in the educational benefits
of social networking sites. ‘Students who use social media in their courses
increase their technology and communication skills, are more creative, and are
more open to diverse ideas.’ (Greenhow)
As it can be seen the use of ICT in language learning can be a starting point;
it can enable finding new information, it can be the end result, or a way to
express personality and creativity, and it definitely fosters motivation. What is
more, ‘The usage of digital technology does not reject traditional methods or
undermine their importance, but rather supports and completes the whole
process of teaching and learning by offering alternative forms of spreading the
knowledge and putting it into practice.’ (Natalia Maszkowska) In the meantime,
learning happens and that is what makes teacher’s job so exquisite.

3. Neko može da ne voli savremenu tehnologiju i da se protivi njenoj upotrebi u
učionici, neki su čak i tehnofobi, ali svi se slažu da je tehnologija postala
sastavni deo našeg života i da neće jednostavno nestati. I zato je treba koristiti i
uzeti ono što je najbolje.
Da sam živela 1860. godine, sigurno bih se vozila vozom. Da sam živela 1910.
godine, sigurno bih koristila telefon. Danas želim i koristim savremenu
tehnologiju u svojoj učionici. Iz više razloga, ali ponajviše jer je kreativna,
zabavna i zbog nje se moji učenici osećaju kao svoji na svome. Šta god neko
mislio o tehnologiji lično, istina je da mi podučavamo učenike Alfa generacije i
naša je odgovornost da delujemo u skladu sa time i da prilagodimo našu
nastavnu metodologiju njihovim potrebama i interesovanjima. Istina je da naši
učenici odrastaju u digitalnom univerzumu, ali oni takođe vole da crtaju, pevaju,
igraju razne igre, da se smeju. Zato, ako se ja pitam, nastavni proces
podrazumeva pravi balans i raznovrsnost. Prava doza svega motivisaće učenike
i rezultati neće izostati.
Savremeni učenici očekuju upotrebu tehnologije u učionici, ali moramo pažljivo
da razmotrimo koja tehnologija će biti efikasna, podstaći najveće angažovanje
učenika i omogućiti učenje - upotreba tehnologije ne znači automatski i dobra
nastavna metoda ili dobar čas. Tehnologija sama po sebi ili upotreba tehnologije
samo da bi se reklo "koristim savremenu tehnologiju u nastavi" ne znači ništa
niti dovodi do učenja. Rasprostranjena upotreba softvera za prezentacije nema
baš neki značaj. Ali zato ima različitih platformi za učenje, alata koji podržavaju
vršnjačko učenje, koji omogućavaju saradničko učenje, interaktivne projektne
aktivnosti... Sve ih koristim, ali umereno, dozirano i u određene svrhe.
Tehnologija je alat, a ne cilj. Imam osećaj da se često fokus ne stavlja na
predavanje tj. učenje i tehnolgija postaje bitna sama po sebi. Odluka da li da se
koristi tehnologija u nastavi zavisi od prirode nastavnog procesa, potreba
učenika i sposobnosti nastavnika tj. njegovoj spremnosti da koristi tehnologiju u
i van učionice. Ako se ovi faktori ne uzmu u obzir, rad u učionici samo sa
tablom, kredom i živom reči nastavnika je mnogo efikasniji, u poređenju sa
tehnologijom koja se koristi da bi se napravila predstava.
U svom radu koristim Google učionicu, Google docs, Google Slides,
PowerPoint prezentacije, Google Meet, Zoom, Skype, Linoit, Padlet, Kahoot,
YouTube, audio i video zapise, eTwinning platformu, Mentimeter, Tricider,
različite alate za sređivanje i uredjivanje slika i video zapisa, online rečnike i
digitalne udžbenike, društvene mreže jer "Učenici koji za izvršenje svojih
zadataka u nastavi stranih jezika koriste društvene mreže poboljšavaju svoje
digitalne i i komunikativne veštine, kreativniji su i otvoreniji prema različitim
idejama i novinama." Greenhow).
Upotreba tehnologije i alata u nastavi jezika može biti polazna tačka; može da
omogući pronalaženje relevantne informacije, može biti proizvod, rezultat
projektne aktivnosti, način da se podstakne kreativnost ili da se izrazi ličnost
učenika i ono što svakakao treba istaći - podstiče motivaciju. Naravno,

4. "Upotreba digitalne tehnologije ne odbacuje tradicionalne metode podučavanja i
ne umanjuje njihov značaj, već ih podržava i upotpunjuje čitav proces učenja
obezbeđujući alternativne načine širenja znanja i pretvaranja teorije u praksu."
(Natalia Maszkowska) U međuvremenu, dešava se učenje i to je ono što posao
nastavnika čini izuzetnim.
Više o ovoj temi u mom članku na adresi:
https://prosvetionik.edu.rs/iz-nase-
ucionice/2019/?fbclid=IwAR0xv7eyvMlwsWoLQxRYh-
AUjQI0fOnppnyVohxknTu3q8EnLOKotKotHFs