Teaching With Technology

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This document discusses the benefits of using technology in language education. It notes that today's students have grown up with constant digital stimulation and their brains and learning have changed. Technology allows teachers to reach different learning styles, motivate students, and make language learning practical. It also discusses how Web 2.0 tools like blogs, wikis and podcasts allow for collaboration and student-created content. Teachers must ensure technology is integrated appropriately based on learner levels and course objectives.

Education Technology

Module: Teaching with Technology Instructor: Leandro Costa

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Paper by: Jocelyn Howard & Jae Major of Christchurch College of Education Abstract: There are many reasons why English language teachers may choose to construct their own teaching materials, despite the availaility of commercially produced materials. This paper presents some of these reasons by examining advantages and disadvantages of teacher-produced materials. The authors also suggest factors that teachers should take into account when designing or adapting materials for diverse learners, and present a set of guidelines for designing effective materials for teaching and learning English.

Principles in Materials Design

rhona merca

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This course is designed for students to develop instructional materials. It will provide the context and focus for the materials. Identify the basic principles in materials development, benefits of instructional materials for their future endeavor as a teachers. Create a learning objective that focus on student – centered, develop an instructional materials that suits in in the needs of every students and ways to implement them in order to address the problem in an inclusive way, and design an evaluation plan. The course format will be interactive and collaborative. The students will benefit from the creativity, experience and knowledge of each other. One goal for this course is to create a syllabus and lesson plan that based on the ADDIE model, in which complex questions are addressed together, individual strengths are respected and nurtured, and everyone works and learns cooperatively because of the collaborative nature of the course.

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A. What does ‘Materials development’ mean? ○ ‘Materials development’ refers to all the processes made use of by practitioners who produce and/or use materials for language learning, including materials evaluation, their adaptation, design, production, exploitation and research. Ideally, all of these processes should be given consideration and should interact in the making of language-learning materials. ○ Materials development is both a field of study and a practical undertaking. As a field it studies the principles and procedures of the design, implementation and evaluation of language teaching materials B. Frameworks for materials development  Richards (1995:102-103) describes frameworks as the process of designing a “design or frame for a unit in a textbook” which can “serve as a formulae which the author can use in writing the book C. Principles in Materials Development Most writers on the process of the materials development focus on needs analysis as starting point. And some writers report starting by articulating their principles. Bell and Gower (1998:122-125) started by articulating principles which they wanted to guide their writing: ○ Flexibility ○ From text to language ○ Engaging content ○ Natural language ○ Analytic approaches ○ Emphasis on review ○ Personalized practice ○ Integrated skills ○ Balance of approaches ○ Learner development ○ Professional respect Tomlinson (1999b) describes a principled and flexible framework designed to help teachers to develop materials efficiently and effectively. Penaflorida (1995:172-179) reports her use of the six principles of materials design identified by Nunan (1988): 1. Materials should be clearly linked to the curriculum they serve. 2. Materials should be authentic in terms of text and task 3. Materials should be authentic in terms of text and task 4. Materials should allow learners to focus on formal aspects of the language 5. Materials should encourage learners to develop learning skills, and skills in learning 6. Materials should encourage learners to apply their developing skills to the world beyond the classroom. D. A Text-driven Approach to Materials Development Tomlinson’s own preference is the text-driven approach, in which an engaging written or spoken text drives a unit of materials in which readiness activities activate the learners’ minds in relation to the text, initial response activities stimulate engagement whilst experiencing the text, intake response activities encourage articulation of personal responses, input response activities invite exploration of features of the text and development activities encourage learner production (Tomlinson 2003c).

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