Uploaded byKshema Jose
JNTUK workshop
The document provides guidance on using technology and digital tools to support language teaching. It discusses how today's students prefer learning through teamwork, flexibility, student-centered projects, and having their voices respected. The document then recommends using resources to develop communication, digital literacy, critical thinking, web-based projects, student-created media, and collaboration. It also discusses supplementary materials, digital literacy, flipped classrooms, blended learning, and various web 2.0 tools that can be used to engage students in activity-based language learning.
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JNTUK workshop
- 1. Use of ICT:designing supplementary materials and conducting virtual classrooms A Workshop Kshema Jose kshema@efluniversity.ac.in ACTIVITY BASED LANGUAGE TEACHING, JNTU, Kakinada
- 2. “If we areeducating our children to live and thrive in their world, we cannot limit them to what we were limited to in our world. As things change and evolve, so must education. As educators we have a professional obligation to change as well. We must retain a sense of relevance and that requires effort… Educators need to employ the very skills they are passing along to their students. They need to: curate, collaborate, communicate, critically think, and create. All of this is best accomplished through the use of tools of technology. An education without technology does not prepare our students with the skills that their world will require.” Tom Whitby
- 3. So how dothis generation learn? Learning preferences of the digital natives include: teamwork flexibility in the learning environment, student based projects that incorporate challenging assignments, and most importantly, respect for student voices. • use resources to support communication • use resources to build digital literacy skills • Use resources to develop critical thinking • Use web based projects • Develop student created media • Collaborate • Socially engage
- 4. Supplementary materials a. toprovide a wide range of input materials appropriate for all learners b. to stimulate growth in all aspects of learning c. to provide a background of information and extensive information d. to deliver additional practice
- 6. Digital literacy Flipped classrooms Activity based learning Blendedlearning Choosing supplementary materials
- 7. Activity based languageteaching • interactive atmosphere • use of variety of tasks • problem solving • exchange personal views • critically evaluate others’ views and ideas
- 8. Digital literacy The abilityto understand and use information in multiple formats from a wide range of sources when it is presented via digital mediums
- 9. The ability touse ICT to locate, organise, understand, evaluate and create information and communicate using digital technology
- 10. Blended learning Part deliveryof content and instruction via digital and online media with some element of student control over time, place, path, or pace. • Personalisation • Accessibility • Flexibility • Interactivity • Multimodal
- 11. Are these examplesof blended learning? • Classroom with learners sitting in groups, taking notes on laptops, and teacher/trainer presenting a new procedure using a set of slides with bullet points. • Team of learners working together from home on separate computers to prepare for a group presentation. • A learner sitting on a bus, browsing the web via a smartphone to get some help to better understand a concept just taught in class. • A learner using their smartphone to record data in a workplace to present as a graph in a project report. • Learners learning from a virtual simulation of an equipment to prepare for a lecture and lab session on using the same equipment.
- 12. Flipped classrooms Order oflecture and homework elements of a course are reversed. Short video lectures are viewed by students at home before the class session, In-class time devoted to exercises, projects, or discussions.
- 14. Typing papers (research,opinion or narrative stories) on a computer or using search engines only to find information. Understanding how to use web browsers, search engines, email, text, wiki, blogs, Photoshop, Powerpoint, video creation/editing software , etc. Choosing appropriate media to showcase learning choosing a platforms that will best illustrate your message and learning to peers and educators. Copy and paste information from websites onto a powerpoint and presenting that in class discussion Choose content, collaborate, scaffold their learning, gain background knowledge, achieve deeper conceptual understanding, and create
- 15. Web 1.0 vs2.0 Web 1.0 Whenever, Wherever Web 2.0 Whatever, Whenever, wherever Reading Reading and writing Companies Communities Owning Sharing Lectures Conversations Home pages/ websites Blogs Publishing Participation Britannica Online Wikipedia Information top down Bottom up sharing Dictated Socially constructed Teacher – student Teacher – student, student – student, student – others Britannica Online Wikipedia
- 16. Why use theinternet? • rich • immediate • passionate • clever • funny • interactive • contemporary • Relevant • authentic Traditional Web-based References – textbooks – libraries – encyclopedias References – American Studies Web – The Library of Congress – Wikipedia Resources – field trips – magazines – guest speakers Resources – The Heart – CNN Interactive – History Alive Chautauquas Lessons – group direct instruction Lessons – Solo Frog Dissection Tools – bulletin boards – worksheets – textbook index Tools – Mrs. Howard’s Class Homepage – ElectraGuide for Writers – Google Projects – teacher-prepared – simulated – campus-based Projects – The San Diego Zoo InternQuest – MayaQuest – The Journey North Activities – collaborative groups – research component – class discussions – multimedia product Activities – Searching for China – Little Rock 9, Integration 0? – Ewe 2 – Eyes on Art
- 17. How to usethe internet Create a historical walking tour of your town using Google Maps Interview community members about their professions using digital storytelling tools, and publish/share online to a wide audience Use storyboarding tools and movie animation software to compose an original movie short based on a current novel or theme in English Use Google Docs to compose a brief essay, and have your teacher or peer provide feedback using the "comments" function Use Popplet app to brainstorm ideas for a project
- 18. Recap • Input Additional reading Visualsupport Multimedia Exercises and activities for additional practice Games for fun • Output Challenging assignments Team work/ collaboration Communicate Individual voices Creativity
- 19. Lab sessions: • Using1.0 websites through navigation support documents 2.0 tools for • Multimedia production • Presentation • Collaboration • Reflective thinking • Interaction • Social activties
- 20. NSDs: supplementing websites/ supplementing texts with websites • As teachers we adapt texts to serve learner specific needs. You would have likely done this to supplement a classroom textbook or workbook in the past. It is the same thing, just that supplementing materials are computer-based resources. • Similarly we have to adapt online resources also to satisfy the needs of our classroom. Like texts websites are always created for a general audience. Navigation support documents enable you to guide learners through particular areas on a website pages OR guide learners through multiple websites to better serve the needs of your students by supplement a course book. • It can be a paper or electric document given to learners to guide them through the online resources they are using that accompany classroom instructional materials used to fulfil an objective. Extra activities can be website resources for additional readings, visual aids, individualized exercises, or a host of other activities.
- 21. Voicethread, Padlet, Linoit,Bookr, Penzu http://voicethread.com/myvoice/#thread/193074/1021528/1 055695 http://voicethread.com/myvoice/#thread/34182/180809/181 722 http://padlet.com/ramyageethi/rjzba0v3kd http://padlet.com/amalul_umam/yf2qmxcs2s http://linoit.com/users/kshema/canvases/language%20arts http://www.pimpampum.net/bookr/index.php?id=68250 http://www.pimpampum.net/bookr/index.php?id=68876 http://www.pimpampum.net/bookr/index.php?id=68335 http://www.pimpampum.net/bookr/index.php?id=68337 http://www.pimpampum.net/bookr/index.php?id=68345 http://www.pimpampum.net/bookr/index.php?id=68280 http://www.pimpampum.net/bookr/index.php?id=68114 http://ed.ted.com/on/UorKlphS http://www.voxopop.com/group/e4b09615-2fc1-4274-8f49- 605f3e6c6ba7 http://www.voxopop.com/topic/3b4a9362-42be-46e2-8f18- cef72772e685 http://www.voxopop.com/group/2c5ef1ef-a566-4d71-91d1- e2bc98d6d288
- 22. Links for tasks NSDresources • http://www.linguarama.com/ps/business-communication-themed- english/prepositions.htm • https://www.wyzant.com/resources/lessons/english/esl/prepositions • https://www.ego4u.com/en/cram-up/grammar/prepositions • http://www.bbc.co.uk/learningenglish/english/course/intermediate/unit-2/session-1 • http://www.onestopenglish.com/grammar/grammar-reference/nouns-and- phrases/prepositions-of-time-and-place-article/152825.article • https://www.youtube.com/watch?v=A1CwIeieqLY • https://www.youtube.com/watch?v=H-zgZsZUHyI
- 23. Do these tasks •http://padlet.com/kshemajose/y2877s3mnubc • https://voicethread.com/share/7769347/ • http://www.spiderscribe.net/app/?73340ba71b4aa10a221cad4d70452db9
- 24. Exploring web 2.0tools sites • http://www.voxopop.com/ • http://www.listen-and-write.com/ • http://www.dvolver.com/moviemake r/make.html • http://www.linoit.com • http://eyeplorer.com/show/ • http://www.eslvideo.com/index.php • https://mind42.com/ • https://ed.ted.com • http://voicethread.com • http://www.padlet.com • http://www.spiderscribe.net • http://www.makebeliefscomix.com/C omix/ • http://www.pimpampum.net/bookr/ • https://storybird.com/ • http://www.penzu.com/
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