1) The document discusses the use of educational technology and other learning resources in language teaching. It presents an overview of modern teaching practices using computers and the Internet in the classroom. 2) A case study is described that examined the impact of an educational technology program called Intel Teach on students compared to a control group where traditional teaching methods were used. Assessment results showed students in the technology-integrated group performed better. 3) The case study found that the technology program improved students' computer skills and attitudes towards technology use, supporting theories that students learn in different ways and benefit from more hands-on, collaborative, project-based approaches.

1. EDUCATIONAL TECHNOLOGYAND
OTHER LEARNING RESOURCES
LUCRARE METODICO – ŞTIINŢIFICĂ
PENTRU OBȚINEREA
GRADULUI DIDACTIC I
Coordonator ştiinţific:
Prof. univ. dr. LAVINIA NĂDRAG
Candidat:
Prof. SIBICEANU AURELIA
COLEGIUL ,,ANGHEL SALIGNY” TULCEA

2. MOTTO:
'Teachers will not be replaced by technology, but
teachers who do not use technology will be
replaced by those who do.'
Sheryl Nussbaum-Beach, co-founder and CEO
of Powerful Learning Practice

3. EDUCATIONAL TECHNOLOGY AND OTHER LEARNING
RESOURCES
The purpose of this paper is
 to show that educational technology is much more than improving learning, it is
about transforming learning which means overcoming traditional educational
approaches and replacing them with revolutionary new paradigms of teaching,
learning and schooling;
 to provide an overview of modern teaching practices related to the use of
computers and Internet in the language classroom;
 to present some useful resources for teachers;
 to present a study that shows the importance of integrating modern technology
into the language classroom.

4. CHAPTER 1
THE USE OF THE INTERNET IN LANGUAGE TEACHING
 It relies mainly on the following books: Warschauer and Healey (1998),
Motteram (2013), Warschauer, Shetzer and Meloni (2002), Hubbard
(2009), Gamper and Knapp (2002).
 It focuses on the use of the Internet in the English classes and it offers a few
glimpses of how teachers and students can use computers in the process of
language learning.
 This chapter deals with the field of computer assisted language learning
(CALL) and its stages of development.
 It analyzes the relation between the language skills and CALL and the
characteristics of the Internet-based communication as well as future trends of
the computer language classroom.
 This chapter also refers to the Internet resources most valuable to teachers of
English. It gives information for our professional development and classroom
needs.
 It also discusses how English language teachers can use the Internet to
communicate with colleagues and find professional resources focusing on the
use of e-mail communication.

5. EXAMPLE OF A USEFUL WEBSITE FOR ENGLISH TEACHERS
HTTP://WWW.TEACHINGENGLISH.ORG.UK/

6. CHAPTER 2
COMMUNICATION, COLLABORATION AND DISTANCE
EDUCATION VIA COMPUTERS AND THE INTERNET
 The chapter relies on in Warschauer, Shetzer & Meloni, (2002), Demiray &
Sever, (2009), Barron (1999), Tibi & Tibi (2009) and O’Lawrence’s study
(2007).
 This chapter focuses on ways in which the Internet is used for communication
and for collaborative projects with students in a single class or across classes in
different parts of the world.
 It also deals with the phenomenon of distance education which due to the
growth of the Internet seems to enjoy a great popularity.

7. EXAMPLE OF AN INTERCLASS PROJECT
SKYPE PROJECT - PRECONCEPTIONS
http://profgabim1.weebly.com

8. CHAPTER 3
THE IMPACT OF INTEGRATING MODERN TECHNOLOGY ON
PARTICIPATING STUDENTS. CASE STUDY
According to Gardner’s Multiple Intelligences and the Constructivism
theories people learn, remember, perform and understand things in different ways
therefore teachers should be able to exploit the variety of ways in which learners learn
a material.
In Gordon’s opinion, what is needed in classrooms today is increased autonomy,
more collaborative work, more global connections, richer learning resources, more
inquiry, interdisciplinary, project-based learning.
The Intel Teach Program which we used in the research advocates the same view
of learning and teaching.
The main thesis of this research is to evaluate the impact of the Intel Teach
Program on the selected group (ITP) of students’ learning in comparison to the other
parallel group (TTM) where traditional teaching methods were used in the process of
learning.
The secondary theses attempt to demonstrate the following points:
 The ITP improves students’ computer skills.
 The ITP influence students’ attitude towards the use of technology.

9. CASE STUDY
In order to gather information about the impact of the program on
students’ learning, their attitude towards the use of technology and the computer
skills they gained, the teacher used instruments such as:
 assessment activities / summative test
 a computer skills questionnaire
 an attitude toward the use of technology questionnaire
 The Intel Teach Program (ITP) was integrated in one 7th grade class, 3rd year
of English study while with the other parallel class traditional teaching methods
were applied as it resides from the learning plan unit and the lesson plan to
show the efficiency of ITP in the process of learning and find modern methods
which may motivate students to learn and achieve language and computer skills.

10. EXAMPLE OF STUDENT’S FOLDER

11. EXAMPLE OF STUDENT’S PUBLICATION

12. EXAMPLE OF STUDENT’S APPLICATION

13. LEARNING GAINED
The results of the summative assessment show clearly that the ITP
students successfully solved the test items and obtained better results
than the TTM students which undoubtedly proves that better
understanding of lessons is acquired when students participate in real
life situations, when they have the opportunity to develop effective
research skills and when they do collaborative work rather than when
students work individually, doing routine and mechanical exercises.

14. HISTOGRAM REFLECTING THE SUMMATIVE-ASSESSMENT
RESULTS OF THE ITPAND TTM STUDENTS
0
5
10
15
20
25
30
ITP students TTM students
Grades 8-10
Grades 6-7
Grade 5

15. Conclusion
The experiment carried out in this paper demonstrated clearly that
teaching with projects is an enjoyable and motivating method of learning and
assessing students. The study conducted in this chapter intended to make use of
technology so that students should be able to take pleasure in learning foreign
languages in a different manner which proved successful as it adjusted students
to the requirements of the modern society. It offered a model of integrating
modern technologies into the language classroom and enhanced students’ social
and metacognitive skills, promoting problem-solving, critical thinking and
collaboration skills.

16. Thank you for watching!