Use of technology in a Primary School
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This document discusses using Hot Potatoes and blogs as tools to improve primary school students' language skills. It describes analyzing a scenario at a primary school where students need material to work with in English. The document proposes using a blog and Hot Potatoes software to create interactive activities and materials for 6th grade students who are learning comparatives and superlatives. It aims to apply knowledge from an educational technology class to provide new practical ways of teaching English.
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1) The document outlines the TESOL technology standards for language teaching and learning across 4 goals and their standards.
2) It provides examples of how a language teacher meets several of the standards through uses of technology like PowerPoint, KakaoTalk, YouTube videos and Google Docs for communication, assessment and lesson planning.
3) The teacher recognizes areas for improvement, such as developing ways to better evaluate technology use and tracking student progress, and plans to attend conferences and read research to further develop skills in integrating technology.
Integrating Technology Tools to Enhance ESL
The document outlines an agenda for a workshop on integrating technology to enhance ESL/ELL education. It discusses using iPads, apps, websites, podcasts, and online games in the ESL classroom. Specific apps, websites, and resources are provided as examples. The document emphasizes that technology can increase student engagement, promote independent learning, and help students practice language skills. It also provides tips for evaluating educational apps and ensuring quality online content.
Culminating project
This document outlines a culminating project by Ana Lovely that includes four main sections:
1) An evaluation of available technology resources at the school/district, including tools for daily, weekly, and project use.
2) An evaluation of three available tools (PowerPoint, Quizlet, Email) and their affordances and limitations.
3) A lesson plan adapted to three levels of the TIM model where students research and present on a Spanish-speaking country.
4) A reflection on experiences using the TIM model for instructional planning.
Face It Pilot
The students provided feedback on an e-learning environment about European diversity:
1. The benefits are being able to study anytime from anywhere and get different perspectives, but the website was difficult to navigate and tasks were unclear.
2. They found some readings repetitive and felt diversity was only superficially addressed. More student dialogue and in-depth topics would help.
3. Improved organization, introductions to steps, and reduced length of some texts would improve the learning experience.
2014-03-20 Fisser Strijker Muller SITE PLD3
The opportunities for adaptive and personalized learning are promising. The project "Linked Data", which was carried out in 2013, combines the common core curriculum for several subjects, the items from the national final secondary school examinations and its test and item analysis (TIA), and the learning materials from several educational publishers and open educational resources. A web-based tool was developed in which the linked data can be shown graphically in relation to examination scores from students who practice their knowledge and skills on previous examinations. The study examines whether the web-based tool with the linked data results in a) a sufficient overview for the teachers and students of how the students scored, b) if this leads to actions by the teachers to give more personalized and adaptive guidance, and c) if this offers the students support to work independently on their personalized learning path.
Preparing materials for esp teaching (1)
ESP teaching began to emerge because general English was not always helpful in real-life professional situations. ESP focuses on the specific language needs of students' fields by tailoring materials to their professions and tailoring skills, structures, functions and vocabulary to what students will need for working environments. When selecting materials, teachers should consider students' needs, interests, and proficiency levels as well as the flexibility to adapt materials for different groups. Tailor-made electronic materials allow for greater independence, choice, and flexibility in learning while published materials provide established structure. Evaluation of materials helps improve their quality and suitability for target learners.
Preparing materials for esp teaching (1)
ESP teaching began to emerge because general English was not always helpful in real-life professional situations. ESP focuses on the specific language needs of students' fields by tailoring materials to their professions and tailoring skills, structures, functions and vocabulary to what students will need for working environments. When selecting materials, teachers should consider students' needs, interests, and proficiency levels as well as the flexibility to adapt materials for different groups. Tailor-made electronic materials allow for greater independence, choice, flexibility and the inclusion of up-to-date resources compared to published materials. Materials evaluation involves assessing suitability before, during and after use to improve quality and fit with learners' needs.
Preparing materials for esp teaching
English for Specific Purposes (ESP) focuses on meeting learners' specific language needs for their careers or fields of study. ESP emerged because general English was not always helpful in real-life professional contexts. ESP materials can be tailored textbooks or teacher-created materials that are relevant to learners' subject areas and needs. Tailor-made ESP materials provide purposeful learning opportunities and stimulate learners' curiosity about topics related to their lives and careers. ESP teachers evaluate and improve materials through pre-use, in-use, and post-use evaluation to ensure the materials best suit learners' needs.
Week 18 2019
This document discusses strategies for including English language learners (ELLs) and their families in the language classroom. It begins with an agenda that includes presentations on picture book lesson plans and a discussion on ELL strategies. It then defines common ELL-related acronyms and dispels myths about ELL instruction. The document emphasizes getting to know each ELL student's strengths and needs individually. It also stresses the importance of maintaining students' first languages and involving families in the classroom through communication, guest speakers, and assignments that require students to learn from family members at home.
Preparing materials for esp teaching
This document discusses English for Specific Purposes (ESP) teaching materials. It explains that ESP emerged because general English was not always helpful in real-life job situations. ESP focuses on the specific language needs of students' fields and aims to prepare them for professional communication. The document evaluates factors to consider when selecting or creating ESP materials, such as tailoring materials to students' needs and levels. It also discusses advantages of electronic materials, such as flexibility, and the importance of evaluating and improving materials based on student and teacher feedback.
RESEARCH PROJECT
This document outlines a research project that aims to compare English language teaching methods and results in primary schools in Spain and Poland. The project has several key objectives: 1) Understanding the current English education systems in both countries; 2) Comparing the education systems; 3) Discovering the most effective teaching methodology; 4) Finding reasons for differences in English proficiency levels.
To achieve these objectives, the project will involve questionnaires for English teachers and students, as well as interviews with company managers. It will analyze teaching methods, materials, and student/teacher preferences in Spain and Poland.
Mdd 1 contextualization of teaching
The document describes the context of a practicum for an English pedagogy student. It provides details about the school, classroom, students, and relevant factors to consider for lesson planning. Specifically, it notes that the school has a bilingual program until 5th grade and focuses on delivering quality education inspired by values. The classroom has 38 students aged 13-15, some with learning difficulties. Relevant contextual factors for lesson planning include the school's educational focus, using technology resources, and accommodating different learning needs. The student aims to understand the context well to design motivating lessons connected to students' interests.
Workshop flippedlearning udiversidade do minho
Taller sobre como implementar aprendizaje inverso en enseñanzas universitarias Como motivar a los alumnos hacerles llegar la información a aprender y reaccionar a sus necesidades
Assistive Technology in Action by Jenn Kalbfell
This document discusses various ways that assistive technology has helped students with different needs. It provides examples of students who struggled in areas like writing, reading, and life skills and how the use of apps, iPods, laptops, and other technologies helped improve their skills and independence. The document also discusses how low-tech and universal design solutions can help students and how students have used technologies like podcasting, Bookshare, and Smartboards to learn.
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Use of technology in a Primary School
- 1. How to use Hot Potatoes and blogs as a tool for Primary School students in order to improve their language skills
- 2. Introduction • This work will present a case in which we applied the resources we have used in educational technology class. However, the important issue lies on the description of the situation and the application of tools that the web 2.0 offers in a real life scenario.
- 3. Basics • Purpose Identify the most appropriate tools for the situation • Objective Application of the knowledge we acquired in class
- 4. • Justification - Lack of material to work with - We are familiarized with the use of computers and the Internet - Finding new practical ways to teach English Language Basics
- 5. Description of the Scenario • Information about the school - Name - Public or private? - Since when the school is in function? - How many students are there?
- 6. Description of the Scenario • About the educational program of English - When the program of English was included? - How many English teachers are working in the school? - What kind of teaching method is used? - Is there an emphasis in a specific skill while teaching English? - What books or guides do they use to teach?
- 7. Description of the Scenario • About tutoring lessons - What kind of students take tutoring lessons? - Are they only in English? - Who is in charge of those tutoring lessons? - Is there a skill that is strengthened more than others? - What activities and materials do they use?
- 8. Description of the Scenario • Tecnhology at school - Do they have computers and with Internet conection at school? - How do they take advantage of computers and the Internet? - Do they use special educational software?
- 9. Analyzing the Scenario • We decided to work on materials for 6th grade of primary school. • These Elementary School students of English are being taught under constructivism, and they are being provided with all the resources and tools they need to learn. • All the language skills are equally strengthened • The student have used computers and Internet previously • One of the topics these children are recently studying is comparatives and superlatives
- 10. The Resources that We Used • Blog
- 11. The Resources that We Used • Hot Potatoes
- 12. Rubrics