Ict pd 2011.09

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English debates were traditionally held with students speaking in proposition and opposition roles in front of an audience. However, this format had limitations as the audience could lose focus and forget points by the time questions were asked. By pairing debates with information and communication technology tools, student engagement and focus on the topic improved. Students could directly type and address questions and comments to teams during the debate. This allowed for immediate feedback and discussion, with the teacher acting as a facilitator rather than moderator.

English Debates with help from ICT tools…

Traditional Format ,[object Object],[object Object],[object Object]

Limitations ,[object Object],[object Object],[object Object],[object Object]

Changes: ,[object Object],[object Object],[object Object],[object Object]

Improvements ,[object Object],[object Object],[object Object],[object Object]

Other examples and takeaways: Sharing of learning points. Learning outside curriculum/school. Ownership of learning.

Common Myths ,[object Object],[object Object],[object Object],a.k.a. “barriers to entry” in economic terms…

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Ict pd 2011.09

1. English Debates with help from ICT tools…

5. Pairing with ICT http://en.linoit.com/

7. Other examples and takeaways: Sharing of learning points. Learning outside curriculum/school. Ownership of learning.

10.

Editor's Notes

Not about software/ replacing hard copies with soft copies, it’s about pedagogy! Its about structuring your lessons to allow students to learn through ICT, internet, each other. Multi-tasking =/= learning more. Just like skimming for information =/= learning faster ICT lessons still require very sound pedagogy. More experienced teachers are actually at an advantage, they just need to learn the tools/platforms.

Ict pd 2011.09

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Editor's Notes