Curriculum and Material Development

1. PROVIDING EFFECTIVE TEACHING;
The Development of Technology in Language
Learning
UES ATHOILLAH, M.Pd.
By:

2. Contents; Understanding The
Concept of Effective
Learning
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The Use of Technology In
Language Learning
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3. What are the main goals
or objectives for
education in our
education system?
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02
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How have they changed
during the last decade
and what are the
implications for schools
and for teachers’ work?
The questions below will define the effective
teaching, they are:

4. What are the main goals
or objectives for education
in our education system?
One of the main goals for education
system is implementing an effective
learning style. This is very important
because effective learning can
determine the learning quality of
students in understanding all the
lessons given and determine the level
of professionalism, creativity and
totality of a teacher in giving lessons in
class.
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5. In implementing the effectiveness of learning, of
course this cannot be separated from:
Instructional Effectiveness
Teacher Effectiveness
Teaching Effectiveness

6. Perspectives of Effective Teaching
students’ and
teachers’ views
analyses of students’
educational outcomes
including attainment in
core areas like language,
mathematics and
science
observation of
teachers’
classroom
practices
professional
judgments by
inspectors
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02
03
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Different sources of information can be used to provide evidence about teacher effectiveness and
effective teaching practices that are:

7. D
D
D
D
D
School inspection serves different purposes in different countries.
In some systems it is used for quality assurance and
accountability purposes.
In England for instance, the Office for Standards in Education
(Ofsted) was introduced in 1993 was aimed to ‘improvement
through inspection’. As well as publishing individual schools’
inspection reports to inform parents, an annual report
commenting on standards of attainment, the quality of education,
school leadership and of teaching and learning was published,
based on an analysis of all the inspections conducted in a year.
Evidence from inspection visits has been used to address topics
of policy or practitioner interest, including features of teaching
and learning. It has also issued a number of guidance documents
on effective teaching based on inspection evidence.
Inspectors can evaluate the implementation of national
educational policies (e.g. the National Curriculum) and may use
regulative mechanisms
Inspection evidence

8. This stresses the importance of maintaining consistency in the quality of teaching of individual teachers and
reducing variation within and among schools.
What good teaching shows;
1. Good subject knowledge is an essential
prerequisite for good teaching.
2. Well-structured lessons share a number of
key characteristics.
3. The skilful use of well-chosen questions to
engage and challenge learners and to
consolidate understanding is an important
feature of good teaching.
4. Effective assessment for learning… is a vital
ingredient in good teaching.
Inspection Evidence
What good schools look like, they are;
1. Establish consistency in teaching and
learning across the whole organization
2. Engender a culture of professional
debate and developmental lesson
observation; share good practice
3. Rigorously monitor and evaluate what
they are doing
4. Stress building good literacy, especially
in a child’s early years
5. In outstanding providers there is a
strong focus on the needs, interests and
concerns of each individual learner

9. Inspection Evidence
Performance indicators Reflective questions for teachers
Teaching organization How do teachers design their teaching content and
adopt teaching strategies according to their
teaching objectives ?
Teaching process effective Are teachers’ communication skills in promoting
student learning?
Feedback and follow-up feedback Are teachers able to provide appropriate to
students to help them improve?
Performance indicators and reflective questions intended to promote better quality of teaching in
Hong Kong.

10. A more global perception
as a measure of teachers’
perceived effectiveness
(i.e. self perception of
teachers of their own
practice) and a measure
of relative effectiveness
based on value-added
analyses of pupil
progress were used to
study teacher
effectiveness in a study
of ‘Variations in teachers’
lives and work and their
effects on pupils.
Teachers’
perceptions

11. Teachers’ Perceptions
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2
3
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Works, lives and
identities
Teacher’s sense in
professional identity
Age and teaching
experience
School leadership, professional
development and support from
collegues
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6
7
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Their job
satisfaction
Commitment to
teaching
Resilience
Perceived
effectiveness
Teacher effectiveness is influenced by

12. Course materials were well
prepared and carefully explained
Organization
Students were encouraged to
participate in class discussion.
Group Interaction
Instruction had a genuine interest in
individual students
Individual Rapports
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05
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Student’s
Perception
E.g. items such as; feedback on examinations/graded
materials were valuable, or; required reading texts were
valuable
Uncommon for surveys of students’ view to focus only
instruction in the classroom, they may also include what
the teacher does outside the classroom
Students’ view of teachers’
personalities or by
students’ own grades
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Instructor was enthusiastic about
teaching this cause.
The instructor enthusiasm

13. The features of teaching and behavior
management:
 My teacher makes lessons interesting.
 My teacher is pleased when we work hard.
 We do a lot of different things in our lessons.
 My teacher tells us when we’ve done good
work.
 My teacher helps me with my work when I ask
for help.
 I often find the work too easy in class.
 My teacher gets the class to behave well.
 My teacher is always there at the start of
lessons.
 My teacher is not pleased if pupils are late for
lessons or school.
 My teacher tells us off when we make
mistakes with our work.

14. Principals’
perceptions
In some countries one of the duties of the principal is to
monitor the quality of teaching and learning in their
schools and this can involve conducting classroom
observations – either themselves or via heads of
department or others in the senior leadership team.

15. How have they changed
during the last decade and
what are the implications
for schools and for
teachers’ work?
 Technology nowadays has gone
through innovations and
transformed our societies that has
totally changed the way people
think, work and live (Grabe, 2007).
 As part of this, schools and other
educational institutions which are
supposed to prepare students to
live in “a knowledge society” need
to consider ICT in their curriculum
(Ghavifekr, Afshari & Amla Salleh,
2012).
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16. ICT for Effective Teaching
ICT stands for “Information and Communication
Technology”. ICT is an umbrella term that includes
all technologies for the communication of
information to its stakeholders. It is defined as the
combination of informatics technology with other
related technologies, specifically communication
technology. ICT considers all the uses of latest
digital technology that exists to help learners. It is a
combination of a set of available software enabling
teachers as well as students to accomplish their task
in an effective manner

17. There are identifications of a range
what seemed to us to be good practice
in the use of ICT, they are:
• Clear lesson aims, explained and/or negotiated
with learners at the start of the session,
coupled with a review of what has been learnt
at the end of the session. (This has particular
importance in directing the learners’ attention to
what they are expected to learn from the use of
the technology and how they are expected to
do this).
• Multiple ways of providing information.
• Flexibility in classroom management: accepting
collaboration when it occurs naturally, directing
learners to specific reinforcement activities if
necessary, and sometimes avoiding
intervention as part of a process of encouraging
student independence and autonomy.

18. These are a number of areas to development ICT, They are:
Using technology approach
• Tutors need to reflect on
why they are using ICT and
to match the way that they
use the technology to their
aims.
• Teaching needs to address
the changing nature of
literacy in the digital age:
new types of relationships
between media are being
created and new genres of
writing are developing.
Teaching
• A wider range of technologies and
ways of using them needs to be
explored.
• Greater experimentation with
teaching styles and forms of
classroom management should be
encouraged.
• Work is needed to develop
appropriate ways of learners working
effectively together using ICT. This
needs to go beyond simply allowing
learners to work together, and to
involve defining structures and roles
for collaborative work.
Teaching ICT
• The issue of how to teach ICT
skills needs to be addressed
more explicitly. Tutors who
adopt a wide range of
strategies for developing
learners’ literacy and
numeracy skills sometimes
adopt a purely didactic form of
teaching when approaching
ICT skills, or alternatively
adopt a time-intensive
strategy of individual tuition.

19. Participants’ beliefs, intentions and resources
Factors of ICT affecting learning-
t e a c h i n g
The political/institutional context
Socio-cultural factors and issues of inequity
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20. To surround schools with dynamic and innovative
learning environments for students to become
more motivated and creative
To enable students to gain wider range of
knowledge and be able to access to internet for
developing a global outlook
To nurture students with capabilities of processing
information more effectively and efficiently
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2
3
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The main goal of ICT implementation in education proclaimed
the vision and missions of the government to promote ICT in
education for the following intentions:
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To develop students with attitudes and
capability of life-long learning

22. Role of ICT in Effective Teaching-Learning
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The knowledge revolution and role of the teacher
Congenial learning environment
ICT for the improvement of the expertise of teacher
Delivering lessons
Self-paced learning
Learner-centered environment
Cost effective education
Retention of learning
Enhances students’ motivation
Develops insight of topic
The validity of knowledge
Maintains the quality of education
Healthy relationships
Helps in an assessment of learning

23. CONCLUSION
Using ICT tools and equipment will prepare an active
learning environment that is more interesting and
effective for both teachers and students. The results are
in line with a research findings by Macho (2005) that
proved using ICT in education would enhance students’
learning. However, most of teachers in this study agree
that ICT helps to improve classroom management as
students are well-behaved and more focused.
The integration of ICT in classroom needs serious
consideration in order to increase the competency of the
country’s education system. This will help in increasing
the world ranking of the national education and produce
the better future work force. In order to enhance the use
of ICT in classroom, the government needs to improve
and change the teachers’ belief about the integration of
ICT in classroom. As the teachers’ role is the key role in
making any of the new policy to be implemented
efficiently and successfully.

25. Thank You