This document discusses various internet-based resources that can be used to develop listening skills, including audio, video, podcasts, and other tools. It provides examples of websites containing news, documentaries, interviews and other authentic listening materials. It also discusses strategies for using these resources, such as listening multiple times and completing accompanying exercises. The resources are aimed at developing listening outside the classroom and promoting independent learning.
Hopefully it helps you to give a brief explanation of the role of Information and Communication Technology (ICT) which is well-known as TIK in Indonesian Language, in teaching and learning process. As educators we have to be aware of the beneficial of ICT and the harmful of it if used in teaching and learning process.
Just feel free to give comment, critics, suggestion. Thank you.
Regard: Lucky and Rizki
This document provides an overview of traditional and technological materials and resources that can be used for language teaching. It discusses traditional materials like blackboards, textbooks, and handmade materials. It also covers audiovisual technologies like overhead projectors, audio players, and video cameras/players. Finally, it examines information and communication technologies and how the internet can be integrated into language teaching. The document aims to show teachers the variety of options available and how materials and resources can be selected and used to best support learning.
Dyslexia and dysgraphia make reading and writing difficult for some students. Podcasting and vodcasting can help by making educational materials more accessible through audio and video. Podcasting involves broadcasting audio files over the internet, while vodcasting adds video. In the classroom, teachers can use podcasts and vodcasts to create accessible materials for students with disabilities, flip classrooms, and engage digital native students. Students benefit by developing independent learning and technology skills. Creating podcasts and vodcasts helps students improve various skills like listening, researching, and public speaking. All that is needed is audio recording software, a microphone, and a platform to publish the content. Care must be taken regarding copyright and creative commons licensing when including outside
The document discusses technological and pedagogical aspects of using various audiovisual materials and computers in language learning. It describes the characteristics and uses of materials like blackboards, overhead projectors, newspapers, flashcards, tape recorders, televisions, and computers. It outlines advantages of computers like motivation, interaction, and access to authentic real-world content. Hardware components like memory, storage, input/output devices, and software categories are defined. Potential pedagogical uses at different stages of language learning are provided.
This document discusses the history and development of computer-assisted language learning (CALL) and information and communications technology (ICT). It describes three phases of CALL: behavioristic CALL using drill and practice, communicative CALL using programs to practice skills in a non-drill format and stimulate discussion, and integrative CALL combining multimedia like audio and video with internet tools for communication and accessing authentic materials. It then examines ICT's role in economic development and increasing access in developing countries, challenges of accessibility, and issues of usability, security, and the dominance of English online.
The integrated English and computer science lesson for 10th grade students focused on communication technology. The goals of the lesson were to improve listening skills, practice reading comprehension, develop communicative skills, and use dialogic speech. Students played language games, listened to and discussed passages about computers and their impact, reviewed grammar rules, interviewed classmates, and wrote emails on assigned topics. The lesson emphasized both the advantages of technology such as access to information, communication, and distance learning as well as some disadvantages like addiction, radiation, and weakening eyesight.
From multimodal learning to mimicry learningthe study on the impact of multim...Alexander Decker
This document summarizes a study that investigates the relationship between multimedia (multimodal) learning and vocabulary achievement of deaf students. It finds that teaching vocabulary through multimedia can significantly influence learning. The study reviewed theories of multimedia learning and prior research showing improved learning for words presented both visually and verbally compared to just verbally. However, multimedia instruction must be designed according to individual cognitive limitations. The study aims to determine if and how much multimedia influences vocabulary achievement for deaf students.
This presentation was created by Evan Rubin of LARC to deliver on August 25, 2012 to a group of language teachers in the Escondido Union High School District, CA
Hopefully it helps you to give a brief explanation of the role of Information and Communication Technology (ICT) which is well-known as TIK in Indonesian Language, in teaching and learning process. As educators we have to be aware of the beneficial of ICT and the harmful of it if used in teaching and learning process.
Just feel free to give comment, critics, suggestion. Thank you.
Regard: Lucky and Rizki
This document provides an overview of traditional and technological materials and resources that can be used for language teaching. It discusses traditional materials like blackboards, textbooks, and handmade materials. It also covers audiovisual technologies like overhead projectors, audio players, and video cameras/players. Finally, it examines information and communication technologies and how the internet can be integrated into language teaching. The document aims to show teachers the variety of options available and how materials and resources can be selected and used to best support learning.
Dyslexia and dysgraphia make reading and writing difficult for some students. Podcasting and vodcasting can help by making educational materials more accessible through audio and video. Podcasting involves broadcasting audio files over the internet, while vodcasting adds video. In the classroom, teachers can use podcasts and vodcasts to create accessible materials for students with disabilities, flip classrooms, and engage digital native students. Students benefit by developing independent learning and technology skills. Creating podcasts and vodcasts helps students improve various skills like listening, researching, and public speaking. All that is needed is audio recording software, a microphone, and a platform to publish the content. Care must be taken regarding copyright and creative commons licensing when including outside
The document discusses technological and pedagogical aspects of using various audiovisual materials and computers in language learning. It describes the characteristics and uses of materials like blackboards, overhead projectors, newspapers, flashcards, tape recorders, televisions, and computers. It outlines advantages of computers like motivation, interaction, and access to authentic real-world content. Hardware components like memory, storage, input/output devices, and software categories are defined. Potential pedagogical uses at different stages of language learning are provided.
This document discusses the history and development of computer-assisted language learning (CALL) and information and communications technology (ICT). It describes three phases of CALL: behavioristic CALL using drill and practice, communicative CALL using programs to practice skills in a non-drill format and stimulate discussion, and integrative CALL combining multimedia like audio and video with internet tools for communication and accessing authentic materials. It then examines ICT's role in economic development and increasing access in developing countries, challenges of accessibility, and issues of usability, security, and the dominance of English online.
The integrated English and computer science lesson for 10th grade students focused on communication technology. The goals of the lesson were to improve listening skills, practice reading comprehension, develop communicative skills, and use dialogic speech. Students played language games, listened to and discussed passages about computers and their impact, reviewed grammar rules, interviewed classmates, and wrote emails on assigned topics. The lesson emphasized both the advantages of technology such as access to information, communication, and distance learning as well as some disadvantages like addiction, radiation, and weakening eyesight.
From multimodal learning to mimicry learningthe study on the impact of multim...Alexander Decker
This document summarizes a study that investigates the relationship between multimedia (multimodal) learning and vocabulary achievement of deaf students. It finds that teaching vocabulary through multimedia can significantly influence learning. The study reviewed theories of multimedia learning and prior research showing improved learning for words presented both visually and verbally compared to just verbally. However, multimedia instruction must be designed according to individual cognitive limitations. The study aims to determine if and how much multimedia influences vocabulary achievement for deaf students.
This presentation was created by Evan Rubin of LARC to deliver on August 25, 2012 to a group of language teachers in the Escondido Union High School District, CA
1. The document discusses the potential roles of information and communication technologies (ICTs) in modern foreign language teaching and learning from ages 5 to 19. It outlines 6 key ways ICTs could support language learning, such as increasing motivation, enabling practice in authentic contexts, and allowing teachers to share resources.
2. Specific ICT-based activities are proposed for each key stage, from using songs and games at Key Stage 1 to introduce sounds and vocabulary, to using DVDs, websites and email exchanges at Key Stage 2 to explore other cultures and practice communication. Key Stage 3 activities may include those currently used at Key Stage 2 to maintain engagement as languages are started earlier.
This is the presentation I gave at the 2011 Japan Association for Language Teaching (JALT) CALL Conference in Kurume, Japan. Please contact me with any questions you may have at forsythe@hirogaku-u.ac.jp.
Distance education is defined as a form of education where teacher and learner are separated by physical distance and other means like printed materials, telephone, computer conferencing or teleconferencing are used to bridge the gap. It is also defined as a process to create and provide access to learning when the source of information and learners are separated by time and distance. The document then provides a history of distance education from correspondence courses in the 1800s using postal systems to modern uses of internet, online classes, and virtual learning environments.
Podcasting allows users to publish audio files on the internet that others can subscribe to and automatically receive new files. It became popular in 2004, primarily used for sharing audio content. Podcasting at Pt England School encourages students to develop reading, writing, listening, speaking and social studies skills through creating podcasts that can be shared globally. Teachers need a computer, microphone, and audio recording/encoding software to create podcasts with students.
GENERAL IMPACTS OF INTEGRATING ADVANCED AND MODERN TECHNOLOGIES ON TEACHING E...IJITE
Technology has always played a key role in General and ESP (English for Specific Purposes)language learning and teaching. Currently the range of technologies being used in classrooms all over the globe for Language Learning and Teaching (LLT) has become very diverse, and some which have become central to language practice are briefly described in this paper. Since English is the most commonly ‘learned’ and ‘taught’ second/foreign language around the world, this paper intends to explore how advanced and modern technologies are used to support the process of English language teaching and learning for those at various stages of education. Furthermore, it presents and compares some of the innovative and novel approaches that are being explored and applied in order to improve methods of English language development and satisfy the current needs of the young generation in a highly competitive world.
GENERAL IMPACTS OF INTEGRATING ADVANCED AND MODERN TECHNOLOGIES ON TEACHING E...IJITE
Technology has always played a key role in General and ESP (English for Specific Purposes)language
learning and teaching. Currently the range of technologies being used in classrooms all over the globe for
Language Learning and Teaching (LLT) has become very diverse, and some which have become central to
language practice are briefly described in this paper. Since English is the most commonly ‘learned’ and
‘taught’ second/foreign language around the world, this paper intends to explore how advanced and
modern technologies are used to support the process of English language teaching and learning for those
at various stages of education. Furthermore, it presents and compares some of the innovative and novel
approaches that are being explored and applied in order to improve methods of English language
development and satisfy the current needs of the young generation in a highly competitive world.
Major developments in the history of distance learning and technology are outlined in three periods:
1800-1900 saw the rise of correspondence courses and one-way audio like radio for educational purposes. 1950s brought educational television and TVs in classrooms. 1960s saw the creation of the PLATO system as the first computer-based learning and the beginning of computer-assisted language learning.
The 1970s saw advances like the IBM MT/ST allowing shared files and the beginning of portable learning. The 1980s introduced personal computers, email, and the Internet allowing online submission of work. The 1990s opened online courses, virtual classrooms, and full online universities with the creation of the World Wide Web. Course management systems now allow all
Technologies of Online Learning (E-Learning)Hafidzah Aziz
The document discusses various technologies used for online learning, including streaming multimedia, push technologies, audio/video chat, web whiteboarding, instant messaging, hand-held devices, peer-to-peer file sharing, and learning objects. It describes how these technologies can be used to deliver educational content over the internet and enhance communication between teachers and students.
iPod in Education: The Potential for Teaching and LearningThiyagu K
Educators all over the world are examining the methods, and tools required to
develop the 21st century skills our students need to succeed in their schools, workplaces and
civic lives. One device many educators are already using in their classrooms with great
results in the iPod. Teachers are using iPod to support second language learners, address
the needs of diverse learners, motivate struggling readers, as well as to support their own
professional development. And, because the iPod is mobile, teachers and students can learn
where and when they want. With the entrance of the iPod into popular culture over the last
few years there has been an increased interest in the use of the devices in education. It is
becoming apparent to educators that the combination of iTunes and iPod and with the
advent of Podcasting this potential is now a reality. This article explores the educational
uses for teachers and pupils of the iPod – iTunes combination in the classroom.
Podcasting involves publishing audio files and documents online for sharing. Examples include talk shows and radio. Discussion boards allow internet users to post messages and exchange views on topics. Examples are Blackboard and Facebook groups. Texting refers to exchanging messages on mobile phones. The iPhone is a touchscreen smartphone that enables internet access and app downloads over Wi-Fi. The Palm Pre and BlackBerry phones also have touchscreens with keyboards and support email and internet use.
Jennifer Cullen's Educational Technology HistoryJennifer Cullen
Educational technology can be defined as using technology tools to support teaching and learning. It involves using devices like computers, smart boards, videos, and online platforms in traditional classrooms or for fully online instruction. While educational technology aims to enhance the learning process, instructional technology claims to have a more scientific foundation. Both involve using technology to help students learn, but they differ in their theoretical underpinnings. Examples of educational technology include teachers using computers to teach reading or showing a science video, while instructional technology may focus more on measuring the impact of technology on performance.
Mobile devices like phones and tablets are increasingly being used for education. This is known as mobile learning (m-learning). M-learning allows educational activities to follow learners anywhere. Some examples highlighted include using iPods to teach sign language, offering SAT prep on iPods, and interactive lessons. Many countries are embracing m-learning, including initiatives to provide all students with laptops or mobile devices loaded with educational content. The growth of mobile technologies is opening up new possibilities for just-in-time, collaborative learning anywhere.
This document discusses the use of audiovisual materials and computers as resources for foreign language learning. It outlines how television, videos, cassette/CD players, the radio, and tape recorders can be used to develop language skills. Computers are described as offering a wide variety of tools for classroom use, including educational software, internet resources, and distance learning courses. Both the advantages and disadvantages of technological resources in language learning are presented.
Tech n 21st century learning presentationMagdy Mahdy
This document discusses the importance of integrating technology into 21st century education. It argues that technology should be used across all subjects to prepare students for a world dominated by technology. While technology may initially seem confusing, it can enhance learning when used appropriately. The document provides examples of technologies like PowerPoint, podcasts, blogs and online communities that can be used in engaged, student-centered ways. Educators are challenged to thoughtfully incorporate new tools and rethink traditional models of education. With guidance, technology can foster higher-order thinking skills and help students adapt to a changing world.
This document provides information on using podcasts in the classroom. It discusses how podcasts can be created by teachers or students to enhance learning both inside and outside of class. Guidelines are provided around ensuring student safety when using educational podcasts. Suggestions are made for tools needed, planning, recording, editing and sharing podcasts. Potential uses of podcasts are explored for personalized learning, engaging students, developing skills, and across subject areas like English, science, and history.
E Mail And Forums In An Esl Classroom Teed 3035Yaileen Filpo
This document discusses using email and forums in an ESL classroom. It defines email as a method for exchanging digital messages through a store-and-forward computer server system. Email advantages include being the best way for teachers and students to send assignments, allowing students to complete work even when absent, and reducing paper usage. However, network problems and viruses can delay or infect messages. Forums are online discussion sites that allow students to start conversations and reply to others on various topics. Forums advantages are they allow shy students to comfortably communicate and participate without needing to be online simultaneously. However, students may not write correctly or check forums regularly, risking messages being misunderstood.
Using Mobile Devices to Assess Language LearningSamantha Petree
This document provides an overview of mobile assisted language learning (MALL) and discusses how mobile devices can be used to assess various language skills. It describes how MALL aligns with second language acquisition theories and then gives examples of apps and activities that use mobile devices to assess listening, speaking, reading, writing, vocabulary and grammar. These include using QR codes, Google Voice, websites and text messaging to provide interactive language learning opportunities on mobile devices.
The document discusses teaching irregular verbs to students. It includes a list of irregular verbs and their past tense forms such as "ate" and "drank." Students are asked to match irregular verbs to their past tense forms in an exercise. They are also asked to identify irregular verbs from pictures. The lesson aims to help students identify and use basic irregular verbs in the past tense.
Fire Inc. Atlanta is a leader in door to door sales in the Atlanta area. Our strategy separates our team from the competition since we not only provide top results to our clients but we are dedicated to develop future leaders. Our team not only learns crucial business skills but, they are also trained on how to become inspiring leaders.
To find out more about the FIRE Inc. Atlanta team, visit: http://fireincatlanta.com/
1. The document discusses the potential roles of information and communication technologies (ICTs) in modern foreign language teaching and learning from ages 5 to 19. It outlines 6 key ways ICTs could support language learning, such as increasing motivation, enabling practice in authentic contexts, and allowing teachers to share resources.
2. Specific ICT-based activities are proposed for each key stage, from using songs and games at Key Stage 1 to introduce sounds and vocabulary, to using DVDs, websites and email exchanges at Key Stage 2 to explore other cultures and practice communication. Key Stage 3 activities may include those currently used at Key Stage 2 to maintain engagement as languages are started earlier.
This is the presentation I gave at the 2011 Japan Association for Language Teaching (JALT) CALL Conference in Kurume, Japan. Please contact me with any questions you may have at forsythe@hirogaku-u.ac.jp.
Distance education is defined as a form of education where teacher and learner are separated by physical distance and other means like printed materials, telephone, computer conferencing or teleconferencing are used to bridge the gap. It is also defined as a process to create and provide access to learning when the source of information and learners are separated by time and distance. The document then provides a history of distance education from correspondence courses in the 1800s using postal systems to modern uses of internet, online classes, and virtual learning environments.
Podcasting allows users to publish audio files on the internet that others can subscribe to and automatically receive new files. It became popular in 2004, primarily used for sharing audio content. Podcasting at Pt England School encourages students to develop reading, writing, listening, speaking and social studies skills through creating podcasts that can be shared globally. Teachers need a computer, microphone, and audio recording/encoding software to create podcasts with students.
GENERAL IMPACTS OF INTEGRATING ADVANCED AND MODERN TECHNOLOGIES ON TEACHING E...IJITE
Technology has always played a key role in General and ESP (English for Specific Purposes)language learning and teaching. Currently the range of technologies being used in classrooms all over the globe for Language Learning and Teaching (LLT) has become very diverse, and some which have become central to language practice are briefly described in this paper. Since English is the most commonly ‘learned’ and ‘taught’ second/foreign language around the world, this paper intends to explore how advanced and modern technologies are used to support the process of English language teaching and learning for those at various stages of education. Furthermore, it presents and compares some of the innovative and novel approaches that are being explored and applied in order to improve methods of English language development and satisfy the current needs of the young generation in a highly competitive world.
GENERAL IMPACTS OF INTEGRATING ADVANCED AND MODERN TECHNOLOGIES ON TEACHING E...IJITE
Technology has always played a key role in General and ESP (English for Specific Purposes)language
learning and teaching. Currently the range of technologies being used in classrooms all over the globe for
Language Learning and Teaching (LLT) has become very diverse, and some which have become central to
language practice are briefly described in this paper. Since English is the most commonly ‘learned’ and
‘taught’ second/foreign language around the world, this paper intends to explore how advanced and
modern technologies are used to support the process of English language teaching and learning for those
at various stages of education. Furthermore, it presents and compares some of the innovative and novel
approaches that are being explored and applied in order to improve methods of English language
development and satisfy the current needs of the young generation in a highly competitive world.
Major developments in the history of distance learning and technology are outlined in three periods:
1800-1900 saw the rise of correspondence courses and one-way audio like radio for educational purposes. 1950s brought educational television and TVs in classrooms. 1960s saw the creation of the PLATO system as the first computer-based learning and the beginning of computer-assisted language learning.
The 1970s saw advances like the IBM MT/ST allowing shared files and the beginning of portable learning. The 1980s introduced personal computers, email, and the Internet allowing online submission of work. The 1990s opened online courses, virtual classrooms, and full online universities with the creation of the World Wide Web. Course management systems now allow all
Technologies of Online Learning (E-Learning)Hafidzah Aziz
The document discusses various technologies used for online learning, including streaming multimedia, push technologies, audio/video chat, web whiteboarding, instant messaging, hand-held devices, peer-to-peer file sharing, and learning objects. It describes how these technologies can be used to deliver educational content over the internet and enhance communication between teachers and students.
iPod in Education: The Potential for Teaching and LearningThiyagu K
Educators all over the world are examining the methods, and tools required to
develop the 21st century skills our students need to succeed in their schools, workplaces and
civic lives. One device many educators are already using in their classrooms with great
results in the iPod. Teachers are using iPod to support second language learners, address
the needs of diverse learners, motivate struggling readers, as well as to support their own
professional development. And, because the iPod is mobile, teachers and students can learn
where and when they want. With the entrance of the iPod into popular culture over the last
few years there has been an increased interest in the use of the devices in education. It is
becoming apparent to educators that the combination of iTunes and iPod and with the
advent of Podcasting this potential is now a reality. This article explores the educational
uses for teachers and pupils of the iPod – iTunes combination in the classroom.
Podcasting involves publishing audio files and documents online for sharing. Examples include talk shows and radio. Discussion boards allow internet users to post messages and exchange views on topics. Examples are Blackboard and Facebook groups. Texting refers to exchanging messages on mobile phones. The iPhone is a touchscreen smartphone that enables internet access and app downloads over Wi-Fi. The Palm Pre and BlackBerry phones also have touchscreens with keyboards and support email and internet use.
Jennifer Cullen's Educational Technology HistoryJennifer Cullen
Educational technology can be defined as using technology tools to support teaching and learning. It involves using devices like computers, smart boards, videos, and online platforms in traditional classrooms or for fully online instruction. While educational technology aims to enhance the learning process, instructional technology claims to have a more scientific foundation. Both involve using technology to help students learn, but they differ in their theoretical underpinnings. Examples of educational technology include teachers using computers to teach reading or showing a science video, while instructional technology may focus more on measuring the impact of technology on performance.
Mobile devices like phones and tablets are increasingly being used for education. This is known as mobile learning (m-learning). M-learning allows educational activities to follow learners anywhere. Some examples highlighted include using iPods to teach sign language, offering SAT prep on iPods, and interactive lessons. Many countries are embracing m-learning, including initiatives to provide all students with laptops or mobile devices loaded with educational content. The growth of mobile technologies is opening up new possibilities for just-in-time, collaborative learning anywhere.
This document discusses the use of audiovisual materials and computers as resources for foreign language learning. It outlines how television, videos, cassette/CD players, the radio, and tape recorders can be used to develop language skills. Computers are described as offering a wide variety of tools for classroom use, including educational software, internet resources, and distance learning courses. Both the advantages and disadvantages of technological resources in language learning are presented.
Tech n 21st century learning presentationMagdy Mahdy
This document discusses the importance of integrating technology into 21st century education. It argues that technology should be used across all subjects to prepare students for a world dominated by technology. While technology may initially seem confusing, it can enhance learning when used appropriately. The document provides examples of technologies like PowerPoint, podcasts, blogs and online communities that can be used in engaged, student-centered ways. Educators are challenged to thoughtfully incorporate new tools and rethink traditional models of education. With guidance, technology can foster higher-order thinking skills and help students adapt to a changing world.
This document provides information on using podcasts in the classroom. It discusses how podcasts can be created by teachers or students to enhance learning both inside and outside of class. Guidelines are provided around ensuring student safety when using educational podcasts. Suggestions are made for tools needed, planning, recording, editing and sharing podcasts. Potential uses of podcasts are explored for personalized learning, engaging students, developing skills, and across subject areas like English, science, and history.
E Mail And Forums In An Esl Classroom Teed 3035Yaileen Filpo
This document discusses using email and forums in an ESL classroom. It defines email as a method for exchanging digital messages through a store-and-forward computer server system. Email advantages include being the best way for teachers and students to send assignments, allowing students to complete work even when absent, and reducing paper usage. However, network problems and viruses can delay or infect messages. Forums are online discussion sites that allow students to start conversations and reply to others on various topics. Forums advantages are they allow shy students to comfortably communicate and participate without needing to be online simultaneously. However, students may not write correctly or check forums regularly, risking messages being misunderstood.
Using Mobile Devices to Assess Language LearningSamantha Petree
This document provides an overview of mobile assisted language learning (MALL) and discusses how mobile devices can be used to assess various language skills. It describes how MALL aligns with second language acquisition theories and then gives examples of apps and activities that use mobile devices to assess listening, speaking, reading, writing, vocabulary and grammar. These include using QR codes, Google Voice, websites and text messaging to provide interactive language learning opportunities on mobile devices.
The document discusses teaching irregular verbs to students. It includes a list of irregular verbs and their past tense forms such as "ate" and "drank." Students are asked to match irregular verbs to their past tense forms in an exercise. They are also asked to identify irregular verbs from pictures. The lesson aims to help students identify and use basic irregular verbs in the past tense.
Fire Inc. Atlanta is a leader in door to door sales in the Atlanta area. Our strategy separates our team from the competition since we not only provide top results to our clients but we are dedicated to develop future leaders. Our team not only learns crucial business skills but, they are also trained on how to become inspiring leaders.
To find out more about the FIRE Inc. Atlanta team, visit: http://fireincatlanta.com/
Ecommerce is defined as using electronic communication and digital information to conduct business transactions. The document discusses the types of ecommerce including business-to-business, business-to-customer, customer-to-customer, and business-to-government. It also outlines essential factors for ecommerce growth in India such as cash on delivery, replacement options, feedback, tracking orders, and multiple payment options. The sectors discussed include retailers like Flipkart, as well as travel, matrimonial services, job searching, and online ads. Opportunities exist for retailers, sellers, and individuals, while challenges include logistics, cyber crimes, and tax collection. The future of ecommerce is predicted to include increased use of smartphones
Android is an open-source software stack for mobile devices comprising an operating system, middleware and key applications. It was founded in 2003 by Andy Rubin and later acquired by Google in 2005. The document then provides details of Android versions released from 1.1 to 6.0 including code names and key features added. It describes the architecture of Android comprising layers for the Linux kernel, libraries, runtime, framework and applications. Finally, it outlines the anatomy of Android applications including common folders and files.
This document is about a community organized event in Morocco inspired by Google g|days. It promotes setting up a Google My Business profile to increase a business's online visibility, presence on maps, and engagement with customers on Google+. It highlights features like sharing insights and reviews on YouTube. The event provides information on using Google tools to help businesses make decisions, optimize resources, and manage applications. Contact information is provided for those organizing the local chapter in Rabat.
This document provides instructions and examples for a speaking and writing ability test. It contains 10 speaking questions and explanations of how to correctly answer both parts of each question. It also provides instructions and an example for a writing section with 20 additional questions. For each question, test takers must select the appropriate answer for both the first missing part (Item A) and the second missing part (Item B) for each question in order to receive credit. The document provides detailed guidance on correctly answering each type of question to demonstrate speaking and writing ability in English.
This document is a curriculum vitae for Nirav R. Soni. It summarizes his professional experience, including currently working as a Junior Scientist for Synchron Research Services Pvt Ltd, where he performs method development, validation, sample analysis and equipment maintenance. It also lists his academic qualifications, including a B.Pharm and M.Pharm in Quality Assurance. Soni has published articles and books, participated in various events, and received awards for his work. His skills include operating analytical instruments like HPLC and handling software like MS Office.
The document contains multiple passages with different purposes:
- Some passages contain facts or true information and are intended to inform readers.
- Other passages contain fictional stories meant to entertain readers.
- Several passages attempt to persuade readers to purchase a product or do something through advertising.
El documento describe una lección de inglés sobre la comprensión lectora de historias. Los estudiantes aprenderán sobre la estructura básica de una historia y cómo identificar el inicio, medio y final. La clase incluirá una discusión sobre deportes, instrucciones sobre cómo montar en bicicleta y la lectura de una historia corta llamada "Gus and Grandpa".
Este documento presenta una guía metodológica para el monitoreo hidrológico de ecosistemas andinos. Propone la creación de una iniciativa regional de monitoreo hidrológico (iMHEA) que coordine esfuerzos entre centros de investigación, gobiernos y ONGs. Establece criterios clave para la instrumentación y monitoreo estandarizado de microcuencas, con el fin de generar información comparable que mejore el entendimiento de la hidrología andina a escala regional. El monitoreo propuesto incluye la medic
This document summarizes CSR Asia's training courses on corporate social responsibility. CSR Asia offers a range of CSR courses from introductory to advanced levels, both as open enrollment courses and customized in-house training. The courses help organizations develop and implement effective CSR strategies and address issues like the environment, supply chains, and community investment. Course topics include CSR strategy, stakeholder engagement, reporting, and linking CSR to business goals.
Counterflows music festival will take place from April 4-6, 2014 in various venues in Glasgow, Scotland. The festival will feature new commissions from artists Cara Tolmie, Luke Fowler, Mika Vainio and Lee Patterson. The opening night on April 4 will kick off with performances by AiAso, Ela Orleans and the Space Lady. Later that night, Aki Onda and Akio Suzuki will perform in the Fleming House Car Park, followed by the commissioned piece from Fowler, Vainio and Patterson at CCA. Joe McPhee will perform a short solo set leading into a late night event at Saramago Café Bar with Whilst and DJs General Ludd. On Saturday April 5
Mixed approach blended learning as a theoretical framework for the applicati...suhailaabdulaziz
This document summarizes a research study that explored using podcasts to enhance English language learning through a blended learning approach. The study involved 29 English major students attending evening classes who listened to podcasts for English practice over 6 weeks. Students chose podcasts on topics of their choice and interest. Surveys and interviews assessed students' perspectives on using podcasts, finding they were highly motivated and that podcasts provided an authentic context and learning flexibility. The study concluded that podcasts can effectively support English learning when integrated into a blended learning framework that combines online and classroom instruction.
This document discusses podcasting and its uses in education. It begins by defining podcasts and their advantages for learning, such as being accessible anywhere and anytime. It then discusses several studies that examined using podcasts in higher education courses. Generally, the studies found that podcasts were useful for allowing students to review lectures they missed or helping with exam preparation. However, students still valued in-person lectures and interaction with instructors. The document concludes by suggesting podcasts could benefit large undergraduate courses by ensuring all students can access lectures, while not replacing valuable in-class time.
The document discusses using podcasts to improve English language learners' speaking skills. It notes that many institutions cannot provide sufficient speaking practice. Podcasts offer opportunities for practice outside the classroom through listening to recordings. The document then describes a website called Splendid Speaking that developed podcasts featuring sample speaking exam tasks. Learners could listen to improve their skills and confidence for exams. The podcasts proved popular for exam preparation. Overall, the author argues that podcasts can help engage students and provide valuable speaking practice to improve their skills.
Internet based resources for developingRossy Singha
The document discusses internet-based resources that can help develop listening skills for language learners. It outlines several reasons why learners should use information and communication technologies (ICT), including that current students are part of the "Net Generation" and that new ICT skills can make learners more autonomous. It then provides examples of specific websites that offer authentic listening materials, such as news clips from the BBC, podcasts, songs, and video resources. These internet tools allow learners to pause, listen again, and read transcripts, making listening practice more accessible outside the classroom.
Báo cáo thực tập A Study On Using Audio-Visual Aids Of Students In Learning Speaking And Pronunciation At Thu Dau Mot University là nguồn tài liệu hoàn toàn xuất sắc đáng để xem và theo dõi. Nếu bạn cần tải bài mẫu này vui lòng nhắn tin nhanh qua zalo/telegram : 0932.091.562 để được hỗ trợ tải nhé.
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September 2010 peterson
1. Studies in Self-Access Learning Journal
http://sisaljournal.org
Internet-Based Resources for Developing Listening
Ene Peterson, Tallinn University of Technology, Estonia
Corresponding author:
ene@peterson.ee
ISSN 2185-3762 Publication date: September, 2010.
To cite this article
Peterson, E. (2010). Internet-based resources for developing listening. Studies in Self-Access
Learning Journal, 1 (2). 139-154.
To link to this article
http://sisaljournal.org/archives/sep10/peterson
This article may be used for research, teaching and private study purposes. Please contact
the author for permission to re-print elsewhere.
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2. SiSAL Journal, Vol. 1, No. 2, September, 2010, 139-154
Internet-Based Resources for Developing Listening
Ene Peterson, Tallinn University of Technology, Estonia
Introduction
Developing listening skills comes "naturally" for some students, but with great
difficulty for others. Acquiring listening skills can even be frustrating for some students.
For some time, listening was regarded as a "passive" or "receptive" skill and,
consequently, not particularly crucial as a skill area to be taught. Researchers then began
to recognize the importance of listening and its role in comprehensible input (Krashen,
1982), and attention to and adoption of newer comprehension-based methodologies
brought the issue to the fore. Listening became a skill to be reckoned with and its key
position in communication recognized (Feyten, 1991; Omaggio Hadley, 2001). In the
communicative approach to language teaching, this means teachers modelling listening
strategies and providing listening practice in authentic situations: those that learners are
likely to encounter when they use the language outside the classroom. Given the
importance of listening in language learning and teaching it is essential to give our
learners opportunity to develop and improve their listening skills not only in the
classroom, but outside the classroom as well.
We have now entered a digital era in which technology is no longer a novelty.
Technological advancement has always occurred in the past, but never at this speed.
Although “technology is not a panacea that can replace language teachers and face-to-
face classrooms, it is something that can be used to enhance language learning” (Sharma
& Barrett, 2007). Self-access learning centres promote the approach whereby students
study independently choosing from among different resources that are available.
Listening lends itself to self-access in the same way that reading does. Listening in the
real world and listening to authentic texts, however, is obviously more complex. But how
can we help our learners become effective listeners and to overcome difficulties in
listening comprehension and other barriers to listening?
Why not draw on technology? Learners can use ICT (Information Communication
Technology) in developing and improving their language skills, in particular listening
comprehension for the following good reasons:
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1. Current university students have been characterised as the "Net Generation" (Oblinger
& Oblinger, 2005; Barnes, Marateo, & Ferris, 2007; Prensky, 2001) and “native speakers”
of the digital language of computers, video games, and the Internet (Presnky, 2001).
Learners today have high expectations when it comes to technology and they expect a
language school or programme to offer opportunities to use technology in their courses,
for example via a well-equipped self-access centre (Sharma & Barrett, 2007).
2. The use of technology outside the language classroom or in the self-access centre can
make learners more autonomous. One key feature of using technology in learning is that
it allows language practice and study away from the confines of the classroom at your
own pace anywhere: a hotel room, the office, an Internet café, at home or, of course, in
the self-access language centre.
3. New ICT skills learnt in the classroom (e.g. Internet search skills) can be transferred to
real life. Using a range of ICT tools and a web-based environment can give learners
exposure to practicing listening regularly, and consequently, become a more effective
listener.
4. The use of technology via web-based environment can be current, e.g. using a listening
activity with today’s news from news websites can add a dimension of immediacy to
listening practice.
5. While listening to digital audio or watching a video clip, learners have the opportunity
to pause at will, and listen and read a transcript. Moreover, learners can get instant
feedback on what they have done (e.g. you watch a video clip/listen to audio and check
answers immediately after watching/listening).
6. Learners can access authentic websites, as well as websites for EFL/ESL learners. As
learners become used to selecting and evaluating listening materials, they are able to plan
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out their own use of web-based materials in their own time. This helps them become
effective listeners and independent learners.
In this review we will take a look at a number of online resources for developing
listening skills (e.g. audio and video, podcasts, video clip tools), and suggest some
strategies for improving listening ability.
The Internet – A Goldmine of Listening Materials
Some years ago the Internet held the promise of access to authentic audio and
video. Today that promise has been realized. An unending stream of audio and video
lessons, television and radio broadcasts, including news and documentaries, and music
videos are now at our fingertips through different sources. In addition to this, a new
generation of internet tools are available (Skype, podcasts, online webcasts and
conferences, voice boards). Moreover, social networks create multiple opportunities for
authentic communication.
Audio and Video
The principal benefits of online audio and video start with the range of material in
terms of subject matter, accent of the speaker, and length. Some of the activities will
only take up a short amount of time, for example listening to the news, whereas others,
such as participating in conference calls or listening to TV broadcasts will require
learners to set aside quite a lot of time.
Online audio and video news.
Online listening activities are divided into those that are specifically scripted for
English learners, while others consist of authentic materials which have been specially
selected.
The BBC World Service Learning English offers both types of activity.
• News English Extra
http://www.bbc.co.uk/worldservice/learningenglish/language/newsextra/
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• News about England
http://www.bbc.co.uk/worldservice/learningenglish/language/newsaboutbritain/
Short reports from the BBC World Service international radio news with a short
summary, transcript, and a glossary of some vocabulary terms.
• Listen and Watch http://learnenglish.britishcouncil.org/en/listen-and-watch
Five-minute audio reports and transcripts on subjects such as famous people, pop
music, and entertainment. Students can listen to or watch news on the computer,
or download audio and video files to their mp3 players. Audio and video materials
are accompanied by language practice activities that learners can do on their
computers while they listen or watch, or print out and do them when they want to.
The BBC News http://www.bbc.co.uk/news/video_and_audio/
A very useful thing about the BBC audio/video is that it contains recordings of
individual stories which are one to two minutes long. Learners can choose which topic
they would like to listen to. There is a wide variety of different categories – Business,
Technology, World News, UK News, Technology, and so on. The BBC site is
predominantly British English.
CNN News http://edition.cnn.com/video/
Similarly to the BBC site, learners can listen to clips of individual news items or
to whole programmes. The CNN site is predominantly American English.
Breaking News English http://www.breakingnewsenglish.com/
This site has news articles on different topics along with a sound recording of the
article accompanied by a resource book with ready-to-use ESL/EFL lessons and
worksheets that learners can work with on their own.
Monthly News Digest Online http://www.englishclub.com/listening/news.htm
A "news digest" is a summary of news stories. Each month EnglishClub creates a
digest in easy English with four short audio news reports from the past 30 days. Monthly
News Digest Online has been designed so that English learners can use it on their own
not only for practising listening but for reading, writing, and even speaking. It is posted
on the first day of each month and includes audio feeds, texts, and exercises. Some tips
for listening to the summary of news:
Pre-listening: Try to guess what words might fit in the blanks.
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Listening: Listen to the audio three times: 1) to get the gist, 2) to fill in the cloze
passages, and 3) to check answers.
Other ideas for listening activities can be found in Business English Using the
Internet (Barber, 2007, p. 69-70) and Blended Learning (Sharma & Barrett, 2007, p. 39-
40). Barrett and Sharma (2005, p. 96-101) offer four worksheets for using video or audio
clips on the BBC site to develop such different listening skills as summarising,
deepening, updating, widening, and so on.
More audio and video resources.
Daily ESL, Randall’s ESL Cyber Listening Lab, and EZSlang are created and
maintained by Randall Davis. Reading newspapers and textbooks can be helpful for
Academic English, but many students often spend their time reading information that is
very difficult and might not be used in day-to-day conversations.
Thus, Daily ESL (www.dailyesl.com) is designed to help learners become
familiar with common vocabulary and expressions they can use all the time in many
situations. Learners choose a topic, listen and read along with a paragraph, and then
discuss the questions with a partner. They can then compare their thoughts to the
recorded interview.
The site EZSlang (www.ezslang.com/ ) is designed to help learners (from low-
intermediate to advanced) improve their survival skills in many different situations and to
make learning slang an easier process for better communication.
Randall’s ESL Cyber Listening Lab (www.esl-lab.com) has short and long
listening activities for beginner-level as well as advanced-level students accompanied by
pre-, while and post-listening tasks, transcripts, and cultural video clips. Randall Davis
states that the main objective of the site is not to test students listening skills; rather, by
doing the variety of pre-listening, listening, and post-listening activities, students can
discover ways to learn how to develop their listening skills. He believes that listening and
speaking skills must be developed together, and working together with other students in
groups and discussing the content of the listening activities help learners improve their
overall communication skills by focusing on specific tasks.
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Ello http://www.elllo.org/
You can find free, well-produced, and clearly-organised content on one site called
Ello. Ello includes interviews, videos, games, and more. There is News Centre (with
animated newscasts), which can help students learn Academic English and develop test
taking skills for standardized listening components of tests such as TOEFL, TOEIC, and
IELTS. There are other sections to explore, such as Mixer, Views, Points, and even
Songs, and each section has a wide selection of material.
Video Jug http://www.videojug.com/
Video Jug is the world's most comprehensive library of free factual video content
online. Video Jug gives numerous opportunities for learners to practice listening skills
and to become actively engaged in the listening process. Learners can practice their
listening skills by listening to the interview with Stephen Fry (see Appendix A). There is
a tapescript to accompany the listening text.
Podcasts
Podcasts are audio recordings which a user can subscribe to and download to
his/her computer or portable listening device such as an MP3 player (Barber, 2007). The
closest analogy to a podcast is that of a radio or TV show, but the difference is that you
can listen to or watch a podcast on a topic that interests you whenever you want to. A
podcast can be on any topic and can include music and video. Video podcasts are also
known as Vodcasts or PodClips. Podcasts can be used not only for authentic listening in
the classroom but for self-study outside of the classroom as well. According to Dudney
and Hockly (2007), recording lectures as podcasts (referred to as course casting) is
becoming increasingly common in tertiary education. By doing that, students who miss a
class can then download the lecture podcasts for later listening on their computers or
mobile devices like an MP3 player. More demanding, but ultimately perhaps more
rewarding, is the option of learners actually producing their own podcasts. You can find
detailed information related to podcasts from Podcasting Tools (http://www.podcasting-
tools.com/blog.htm). According to Barber (2007) making podcasts is simple and you can
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find guidelines from his book Fifty ways to improve your Business English using the
Internet (p. 77-78).
Since it is easy to create podcasts, they are appearing in every area of the World
Wide Web. Lewis (2009) draws attention to the fact that “there are good and bad
podcasts, and since everything can look so professional, it is hard to know which is which
at first glance. Hence, broad searches can be a bit hit and miss” (p. 70). Podcast
directories are one place to start looking for podcasts. Learners can click on a category
and scroll though a list of podcasts, listening to and subscribing to any that interest them.
Students can also find tips for podcast searches on iTunes
(http://www.apple.com/itunes/podcasts/). A podcast directory aimed specifically at
teachers and learners of English is Englishcaster (http://www.englishcaster.com). ESL
podcast sites have been developed for different purposes: vocabulary and grammar
topics, idioms and slang, business English, world news and current events, limericks and
jokes, songs, and poetry.
BBC Podcasts http://www.bbc.co.uk/podcasts
The BBC, the quintessential international news and media organization, was one
of the earliest creators of podcasts. They first offered a limited number of traditional BBC
audio programs as podcasts. Since then, the BBC expanded the list of podcasts they offer
(covering everything from drama to news and sports) to many more audio podcasts, video
trials (an experiment they stopped in 2007), and music-only podcasts (started in
November, 2007).
ESL Listening: Podcasts http://iteslj.org/links/ESL/Listening/Podcasts/
This is a sub-page of The Internet TESL Journal with different categories of
podcasts: for native speakers, newest podcasts by ESL podcasters, listen and repeat
podcast for practising intonation, rhythm and intonation, jokes in English podcast, “Learn
a song” podcast, and so on.
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Learn Songs http://www.manythings.org/songs/
This site features folk songs, campfire songs, and group-singing songs that native
English speakers sing. These podcasts are short and designed to be listened to more than
once, so learners can listen and sing along as many times as they need to in order to learn
the song.
English Feed http://www.podcastdirectory.com/podcasts/7538
English Feed is a weekly podcast including review and listening exercises on
important grammar and vocabulary subjects. It is an ideal podcast for beginning to
intermediate level students to study basic structures like phrasal verbs, past forms,
modals, listening comprehension quizzes, and more. English Feed also includes the
transcript, grammar resources, and exercises.
ELT Podcast http://www.eltpodcast.com/
ELT Podcast provides basic conversations for EFL and ESL students and classes.
ELT Podcast presents a common conversation theme in each episode. The first
presentation is at a normal speed, and then at a slower, less natural speed to help with
comprehension. The site also provides a transcript of the conversation.
Elementary Podcasts http://learnenglish.britishcouncil.org/en/elementary-podcasts
A variety of listening activities (episodes) on different topics (e.g. family, pets,
travel problems, clothes, and so on) that learners can do on their computers while they
listen. They can also be printed out to do later.
Professional Podcasts http://learnenglish.britishcouncil.org/en/professionals-podcasts
This series of podcasts helps learners to improve their English for their career in
the workplace and covers a large number of business and work themes. They are suitable
for learners at intermediate to advanced level.
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Business English http://www.businessenglishpod.com/category/esl-podcast/
Business English Pod provides free weekly MP3 podcast ESL lessons and
audio/e-Book courses for intermediate and advanced business English learners. Each
business English podcast lesson is focused on a particular workplace English skill (such
as meetings, presentations, telephoning, negotiating, socializing, travel, and conversation)
and language function (such as clarifying, disagreeing, questioning, expressing opinions,
and persuasion). Video Vocab is a video podcast (vodcast) published by Business
English Pod for ESL learners who want to expand and improve their English vocabulary
for business (http://www.videovocab.tv/). Each ESL video lesson looks at a group of key
English vocabulary words and terms related to a particular business topic. The meaning
of the vocabulary is explained with simple definitions and pictures along with an example
of how the vocabulary can be used. Current lessons feature vocabulary on the economy,
law, project management, accounting and finance, the credit crisis, and Web 2.0 Internet
technologies.
Splendid Speaking Podcasts http://www.podcastdirectory.com/podcasts/21609
This site supports upper-intermediate and advanced learners of English develop
their top-level speaking skills and communication strategies. In 2005, Peter Travis, the
host of the Splendid Speaking podcasts, was shortlisted for the Quality Improvement
Agency Star Award for the “E-Learning Tutor of the Year” sponsored by Microsoft.
Users sign up for the Splendid Speaking newsletter (http://www.splendid-
speaking.com/subscribe1.html) and receive transcripts, comprehension questions, a
weekly task sheet to help them prepare for a similar talk, and a vocabulary worksheet to
record the “Splendid Expressions” daily quiz.
Video clip tools
Now that a growing majority of Internet users have broadband, YouTube
(www.youtube.com) and other video clip sites (e.g. Google Video at www.video.google,
and Revver Video Sharing Network at www.revver.com) have become very popular.
These sites provide English learners with a new tool to improve listening skills.
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YT (YouTube) was invented by Steve Chen, Chad Hurley, and Jawed Karim.
According to their fact sheet, YT was founded in February, 2005, as a destination to
watch and share original videos worldwide through the Web. YT has gained enormous
popularity in a relatively short time. This online video-sharing social network has been
enthusiastically welcomed by EFL learners and teachers because of its potential to
provide “a huge multimedia library of real language use by real people, a potentially rich
resource for language learning or corpus collections” (Godwin-Jones, 2007). By
browsing video clip sites, learners can find videos on almost any topic (education,
politics, science, technology, entertainment, and so on), spoken in different varieties of
the language (standard, foreign accented, and so on) and at different levels of difficulty.
According to Bearer (2010) the real advantage to these sites - at least from a language
learning point of view - is that they offer authentic examples of everyday English used by
everyday people. However, learners may enjoy watching these clips, but poor sound
quality, pronunciation, and slang can make these short videos even more difficult to
understand. Task sheets can help them to explore the world of online English learning
possibilities (for an example task sheet, refer to Appendix B).
Conclusion
Listening comprehension is often the most difficult task for learners of English as
a foreign language. Listening in the real world and listening to authentic texts is more
complex than listening to non-authentic texts in the classroom environment. Effective
listening does not just happen. Access to up-to-date materials via the Internet gives the
students opportunities to develop and improve their listening skills by using materials in
the self-access language learning centre or outside the classroom. With the appropriate
use of technology, learning can be made more active, motivating, and learner-centred,
especially with such internet-based resources as audio-video, podcasts, and video clip
tools.
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Notes on the contributor
Ene Peterson is a lecturer at Virumaa College of Tallinn University of Technology with
30 years’ experience in ELT and ESP, currently Head of the Division of the Humanities
and Social Sciences. Apart from that she is engaged in teacher training and in the work of
teachers’ associations, being Chair of the Association of Teachers of Estonian as a
Second Language and Chair of the Estonian Association of Foreign Language Teachers.
Her professional interests include different aspects of methodology of teaching ESL and
ESP (e.g. teaching process writing, developing listening skills, and portfolio assessment)
and the use of technology in teaching languages.
References
Barber, E. (2007). Fifty ways to improve your Business English using the internet.
Oxford: Summertown Publishing Ltd.
Barnes, K., Marateo, R., & Ferris, S. (2007). Teaching and learning with the Net
Generation. Innovate, 3(4). Retrieved from
http://innovateonline.info/pdf/vol3_issue4/Teaching_and_Learning_with_the_Net
_Generation.pdf
Barrett, B., & Sharma, P. (2005). The internet and Business English. Oxford:
Summertown Publishing Ltd.
Bearer, K. (2010). YouTube in the classroom!. Retrieved from
http://esl.about.com/od/listeninglessonplans/a/youtube.htm
Dudeney, G., & Hockly, N. (2007). How to teach English with technology. Harlow:
Pearson Education Limited.
Godwin-Jones, R. (2007). Emerging technologies. Digital video update: YouTube, Flash,
High-definition. Language Learning and Technology, 11(1), 12-16. Retrieved
from http://llt.msu.edu/vol11num1/emerging/default.html
Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford:
Pergamon Press.
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Lewis, G. (2007). Bringing technology into the classroom. Oxford: Oxford University
Press.
Oblinger, D. G., & Oblinger, J. L. (Eds.). (2005). Educating the Net Generation.
EDUCAUSE. Retrieved from http://net.educause.edu/ir/library/pdf/pub7101.pdf
Omaggio Hadley, A. (2001). Teaching language in context (3rd ed.). Boston, MA:
Heinle.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5). Retrieved
from http://www.marcprensky.com/writing/
Sharma, P., & Barrett, B. (2007). Blended learning: Using technology in and beyond the
language classroom. Oxford: Macmillan Publishers Ltd.
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Appendix A
Listening
Stephen Fry: Technology
Before listening
Task 1. Fill in the table.
I know I would like to know
Stephen Fry
Task 2.
Find the meaning of the following words and acronyms:
No. Word or Definition Translation
acronym
1. A smart phone
2. A camera phone
3. SMS
4. MMS
5. iPod
6. iPhone
Listening
Listen to the interview: http://www.videojug.com/tag/stephen-fry
Question 1: Would you describe yourself as a geek?
Fill in the blanks:
1. His friends call him a geek because he offers a service of
rescuing............................
and helping them setup the....................................
2. He helps friends because he is endlessly curious about the nature of
...........................and the way they ...................and how
...................................work and why they go...........................
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3. He doesn’t claim to be the most brilliant geek, but he compared to his friends he
is ................................................. because most of them are
completely............................
4. In order to drive a car it is not important to know how ..................................works,
but he is interested in it.
Question 2: Are you an early adopter of new technology?
Are the following statements True or False or don’t know (DK)?
No Statement True False DK
1. Stephen was the first person ever to have a MAC in England.
2. Stephen was the first person to send e-mails.
3. Stephen is the only person who has been really interested in
new technologies.
a nerd – a foolish, unattractive person
a specky person= an unimportant person Compare: a speck- a spot
Question 3: What’s your favourite piece of kit at the moment?
Answer the questions.
1. What is Stephen’s current obsession? ................................
2. How many favourite things has he got? ...................
3. Which Apple products are in the market? ....................
4. Which Apple product is coming soon? ........................
5. How does he describe his current obsession? ........................
obsession - the domination of one's thoughts or feelings by a persistent idea,
image, desire, etc.
After listening
Find five more facts about Stephen Fry.
I got to know ...
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Appendix B
TOPIC: ARE YOU A LEARNER OF THE FUTURE?
Video clip 1: Education Today and Tomorrow
http://www.youtube.com/watch?v=Fnh9q_cQcUE&feature=related
Task. Summarize in one sentence the difference of education today and tomorrow.
Video clip 2: Importance of learning a second language Goldfish v. Kitty
http://www.youtube.com/watch?v=mzEjzL6_gyE&feature=related
Task. Watch and finish the sentence.
Watching a video clip I got to know that learning a second language…..
Video clip 3: Foreign Language -Funny
http://www.youtube.com/watch?v=DH5sGa5WJWs&feature=related
Before watching
Find out the difference between the words sinking and thinking?
After watching
What did you learn from the video clip?
Video clip 4: Why learn a foreign language?
http://www.youtube.com/watch?v=gycrzJilD30&NR=1
My ideas: 4 ideas form the video clip:
1. 1.
2. 2.
3. 3.
4. 4.
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Video clip 5: 21st Century Learning Matters
http://www.youtube.com/watch?v=2L2XwWq4_BY&feature=related
Before watching
Find the meaning of the collocations
Collocation Meaning
digital native
global environment
While watching
Task 1: Fill in the table while watching the video clip.
WHAT are the WHAT needs HOW will it be WHERE will HOW do
challenges of the to be learned? learned? learning we get
21st century? occur? there?
Task 2: What is the motto of the 21st century?
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