This document lists various online tools that can be used for teaching and learning, including Skype, Facebook, Twitter, and educational websites like edmodo.com. It discusses how teachers are often left to figure out technology integration on their own and rely on personal learning networks and online communities. Case studies show how teachers use tools like Educreations, Voki and Wikispaces for activities like collaboratively creating stories and multimedia projects. The document advocates building personal learning networks and being open to creative technology integration in the classroom.

2.  Skype
 Facebook
 Twitter
 www.voipcallrecording.com
 www.photopeach.com
 www.edmodo.com
 www.voxopop.com
 www.blogger.com
 Web 2.0
 Wiki
 Podcasting
 www.educreations.com
 www.voki.com
 Songify
 www.wikispaces.com
 www.zimmertwins.com
 www.doodlekit.com
 www.fotobabble.com
 www.goanimate.com
 www.toondo.com
 www.bitstrips.com
 www.vocalpost.com

3.  Introduction
 Case studies
 Discussion
 Conclusion

4. “In many cases, however, this training is not given, and
more likely than not, teachers are left to their own
devices.” (p. 46)
“Generally, these teachers are using readily available, free
online tools and are finding out how to use them
through social networks and online communities of
practice.” (p. 46)
“Since 2007, the focus has shifted to PLNs to reflect that
most of the learning in a PLE comes from connecting to
other people.” (p. 46)

5. • Met and
started
friendship
during the
hands-on OL
workshop
BaW in 2011
• Come up with
the idea of
intercultural
project.
The
beginning
• Need to be as
authentic as
possible
• Matching
context with
syllabus
• Preparing
questions in
advance
Planning &
preparation • “Thrilled and
motivated”
• Instant
feedback
• Do some
writing based
on the
interview
Execution
• Don‟t want to
end the
experience
• Private group
in Facebook
• Set-up rules
Follow-up

6. Corrects the text using
www.educreations.com
Creates a short text
consists of 50 words for
a listening dictation
Posting students‟ work online on
her PLN, via Twitter, Facebook,
and blog.
• Revise the text and makes a
recording on www.voki.com
• Others listen to and transcribe it.
STUDENTS TEACHER (ANA)

7. Creating „Art Stories‟ collaboratively
Learners worked in groups
Learners take photos of
street art using digital
cameras and their
mobile phones
Recording soundtrack
consisted of the
learners discussing
what they liked about
the graffiti.
Recreating part of the
story using various tools
Some of the learners
made animated cartoon
versions using animated
movie-making software
from
www.zimmertwins.com
and recording a
soundtrack.
Chose a number of
different famous
paintings
Wrote a narrative that
linked the stories
together
Recording a soundtrack
Creating animated slideshows using Windows
Movie Maker.

8. Worked in groups of
three, using one
phone per group
Collecting data using
phones: taking
pictures, recording
video, etc.
Creating a webpage
using
www.doodlekit.com
Posting data to the
web using Web 2.0
tools such as
www.fotobabble.com
FIELD TRIP
TO A ZOO
Worked in groups of
three, using one
phone per group
Spending 12 minutes
per station of a total
of 6 stations
Mostly access web
addresses using QR
Listening,
speaking/reading,
writing, grammar,
dictionary work, and
treasure hunt.
STATION
WORK

9.  What is your personal learning networks? Why
are those significant for you? Have you
participated in communities of practice? Why do
you join them?
 Could you think of strategies in integrating
technology in your teaching? Please think of one
learning subject.
 Do we have to wait for a research or just do
according to your intuition when you have ideas
in integrating technology in your teaching?

10.  Build your personal learning networks.
 Be creative and open to any possibilities.
 Learning with technology is engaging.

11. Stanley, G. (2013). Integrating technology
into secondary English language
teaching, pp. 45-66. In Motteram, G (ed.).
(2013). Innovations in learning
technologies for English language
teaching. London: British Council.
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