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Computer Assisted
Language Learning
Methodology
A Series of TPD on Teaching
Methodology
Roaster
(higher
degree
warmer)
Session
Order the Lesson Plan Stages
Class Details:
Program: EfP
Level: Professional Speaking
Grammar: Future Tenses
Discussion Theme: The Next 25 Years
No. Stages Order
1
1. T has Ss go to YouTube and search a video (they must choose a different video than that of their friends’) using keywords: the future, the next 25 years, and similar keyword about the
future.
2. In different pairs Ss are to post a comment for the video
3. Follow up: Ss present the info of the video they chose.
Warmer/L
eadin to
GP:
2
1. Ss are to interview each other’s plans in the foreseeable future and record the information on the class Gdocs. Ex targeted sentence: Angie is going to just slack at home next weekend
all by herself because her parents will have to be out of town for a conference.
2. T invites a few Ss to report what is posted on the Gdocs using the targeted grammar
GP:
3
1. Lead-in: T subtly leads Ss into the topic asking: “so, that was your plan in the foreseeable future, what about in the next 25 years?”
2. T introduces the vocab related to the topic:
• T gets Ss to go to their Quizlet and do the vocabulary quiz in pairs (for grouping T uses the matching app prepared beforehand)
• T reviews Ss work and highlights the vocab
3. Ss have a quick interview of what they predict in their life in the next 25 years (occupation, domicile, nuptials, etc.)
4. T asks: “what about in the world? What is your prediction of life on earth in the next 25 years?”
CP:
4
1. Greetings and small talk
2. Warmer: Speech-to-text Pronunciation Race
• Target vocabs: future plans & predictions (visit, vacation, slack at home, gonna, probably, etc.)
3. Leadin: T asks Ss to check their social media and see if they got a new comment on their homework posts (Ss must post in English as homework)
Freer
Practice/C
C:
5
1. T reviews the day’s lesson
2. T directs Ss to the class Socrative app and asks Ss to do the Exit Ticket quiz: the questions are related to the general errors the Ss made during the day’s lesson.
3. T informs Ss who still struggle with the day’s lesson to look forward to an extra class on WhatsApp and/or Zoom.
4. T gives a headsup to the class to monitor the class GoogleClassroom for the next class preparation.
5. Finally, T reminds Ss to keep working on their final class project: Set up a Wikipedia page on a unique theme of Makassar
Discussion
Leadin
and Vocab
Teaching:
6
1. Using the setup comments (T intentionally commented using future tenses samples), T leads Ss into the Grammar Presentation of Future Tenses. Act1:
7
1. T asks Ss to go to the GoogleClassroom using their smartphones and do the quiz attached for the day’s topic
2. Ss work in pairs to answer the quiz about the future tenses
3. T invites the class to check and congratulate the pair with highest point and reviews the common errors briefly
Act2:
8
1. T displays the discussion topic on a PowerPoint Slide
2. On the first slide is a link to a TEDed Video titled “How Sci-Fi Predict the Future”
3. The class watches the video, and while doing so, Ss are instructed to note down new vocabs and key info they obtain from the video
4. T reviews the new vocab Ss jotted down by using a Corpus
5. After that, T clicks the link to a Kahoot quiz assessing Ss grasp on the key info from the video
6. T displays the next slide showing follow questions about the info from the video for Ss to discuss.
Closing:
Let’s Check
No. Stages Order
1
1. T has Ss go to YouTube and search a video (they must choose a different video than that of their friends’) using keywords: the future, the next 25 years, and similar keyword about the
future.
2. In different pairs Ss are to post a comment for the video
3. Follow up: Ss present the info of the video they chose.
Warmer/L
eadin to
GP: 4
2
1. Ss are to interview each other’s plans in the foreseeable future and record the information on the class Gdocs. Ex targeted sentence: Angie is going to just slack at home next weekend
all by herself because her parents will have to be out of town for a conference.
2. T invites a few Ss to report what is posted on the Gdocs using the targeted grammar
GP: 6
3
1. Lead-in: T subtly leads Ss into the topic asking: “so, that was your plan in the foreseeable future, what about in the next 25 years?”
2. T introduces the vocab related to the topic:
• T gets Ss to go to their Quizlet and do the vocabulary quiz in pairs (for grouping T uses the matching app prepared beforehand)
• T reviews Ss work and highlights the vocab
3. Ss have a quick interview of what they predict in their life in the next 25 years (occupation, domicile, nuptials, etc.)
4. T asks: “what about in the world? What is your prediction of life on earth in the next 25 years?”
CP: 7
4
1. Greetings and small talk
2. Warmer: Speech-to-text Pronunciation Race
• Target vocabs: future plans & predictions (visit, vacation, slack at home, gonna, probably, etc.)
3. Leadin: T asks Ss to check their social media and see if they got a new comment on their homework posts (Ss must post in English as homework)
Freer
Practice/C
C: 2
5
1. T reviews the day’s lesson
2. T directs Ss to the class Socrative app and asks Ss to do the Exit Ticket quiz: the questions are related to the general errors the Ss made during the day’s lesson.
3. T informs Ss who still struggle with the day’s lesson to look forward to an extra class on WhatsApp and/or Zoom.
4. T gives a headsup to the class to monitor the class GoogleClassroom for the next class preparation.
5. Finally, T reminds Ss to keep working on their final class project: Set up a Wikipedia page on a unique theme of Makassar
Discussion
Leadin
and Vocab
Teaching:
3
6
1. Using the setup comments (T intentionally commented using future tenses samples), T leads Ss into the Grammar Presentation of Future Tenses.
Act1: 8/1
7
1. T asks Ss to go to the GoogleClassroom using their smartphones and do the quiz attached for the day’s topic
2. Ss work in pairs to answer the quiz about the future tenses
3. T invites the class to check and congratulate the pair with highest point and reviews the common errors briefly
Act2: 1/8
8
1. T displays the discussion topic on a PowerPoint Slide
2. On the first slide is a link to a TEDed Video titled “How Sci-Fi Predict the Future”
3. The class watches the video, and while doing so, Ss are instructed to note down new vocabs and key info they obtain from the video
4. T reviews the new vocab Ss jotted down by using a Corpus
5. After that, T clicks the link to a Kahoot quiz assessing Ss grasp on the key info from the video
6. T displays the next slide showing follow questions about the info from the video for Ss to discuss.
Closing: 5
What are the
technologies
used?
No. Stages
1
1. Greetings and small talk
2. Warmer: Speech-to-text Pronunciation Race
• Target vocabs: future plans & predictions (visit, vacation, slack at home, gonna, probably, etc.)
3. Leadin: T asks Ss to check their social media and see if they got a new comment on their homework posts (Ss must post in English as homework)
2
1. Using the setup comments (T intentionally commented using future tenses samples), T leads Ss into the Grammar Presentation of Future Tenses.
3
1. T asks Ss to go to the GoogleClassroom using their smartphones and do the quiz (Google Forms) attached for the day’s topic
2. Ss work in pairs to answer the quiz about the future tenses
3. T invites the class to check and congratulate the pair with highest point and reviews the common errors briefly
4
1. Ss are to interview each other’s plans in the foreseeable future and record the information on the class Google Docs. Ex targeted sentence: Angie is going to just slack at home next
weekend all by herself because her parents will have to be out of town for a conference.
2. T invites a few Ss to report what is posted on the Gdocs using the targeted grammar
5
1. Lead-in: T subtly leads Ss into the topic asking: “so, that was your plan in the foreseeable future, what about in the next 25 years?”
2. T introduces the vocab related to the topic:
• T gets Ss to go to their Quizlet and do the vocabulary quiz in pairs (for grouping T uses the matching app prepared beforehand)
• T reviews Ss work and highlights the vocab
3. Ss have a quick interview of what they predict in their life in the next 25 years (occupation, domicile, nuptials, etc.)
4. T asks: “what about in the world? What is your prediction of life on earth in the next 25 years?”
6
1. T displays the discussion topic on a PowerPoint Slide
2. On the first slide is a link to a TEDed Video titled “How Sci-Fi Predict the Future”
3. The class watches the video, and while doing so, Ss are instructed to note down new vocabs and key info they obtain from the video
4. T reviews the new vocab Ss jotted down by using a Corpus
5. After that, T clicks the link to a Kahoot quiz assessing Ss grasp on the key info from the video
6. T displays the next slide showing follow questions about the info from the video for Ss to discuss.
7
1. T has Ss go to YouTube and search a video (they must choose a different video than that of their friends’) using keywords: the future, the next 25 years, and similar keyword about
the future.
2. In different pairs Ss are to post a comment for the video
3. Follow up: Ss present the info of the video they chose.
8
1. T reviews the day’s lesson
2. T directs Ss to the class Socrative app and asks Ss to do the Exit Ticket quiz: the questions are related to the general errors the Ss made during the day’s lesson.
3. T informs Ss who still struggle with the day’s lesson to look forward to an extra class on WhatsApp and/or Zoom.
4. T gives a headsup to the class to monitor the class GoogleClassroom for the next class preparation.
5. Finally, T reminds Ss to keep working on their final class project: Set up a Wikipedia page on a unique theme of Makassar
What are the advantages and disadvantages
of utilizing the apps and websites?
Pros
1. Paperless
2. Looking smart
3. More interesting
4. Practical
5. Portable
6. Sophisticated
7. Free
8. Addictive
Cons
1. Lowbat
2. Internet connection
3. Tricky to handle
4. Classroom management
5. Malicious website
6. No phone/incompatible device
7. Time consuming for
instruction/setting up
So, should we
embrace or ignore
technology in our
classrooms?
Sooner or later, technology will take
over our traditional roles.
Consider these signs:
• Ss have posted YouTube videos of free
lessons that might have better explanations
than ours
• Ss have moved away from asking us “what’s
so-and-so meaning in English?” to using
Google Translate
• Ss have started considering spending their
time learning alone is more hassle-free
than attending our classes
So, what should we do?
Prepare for the disruptive impact of
technology on education and teachers’ roles.
Time to adopt a new approach: The
Teachnology Method
The Principles of Teachnology
Consider technology that can
amplify our teaching
effectiveness and efficiency
Constantly update our repertoire
of such technologies; when you
think of an idea of such a
technology that can help achieve
a learning objective, Google it
A teacher is no more the all-
knowing fountain of knowledge in
class but more of a learning
facilitator and a well-informed
consultant
Foster more people-to-people
interaction in our off-line
classrooms
Teachnology
Tools &
Techniques
• Kahoot
• Socrative
• Google Docs
• Google Classrooms
• Quizlet
• Duolingo
• WhatsApp
• Speech-to-Type
• Cambridge Dictionary Website
• Microsoft Word Review Tool
• Grammarly
• Google Drive
• Online Poll Websites
• English Vocabulary Profile
• Video/Voice recorder
• Google Forms
• PowerPoint
• Google Translate
• Corpus Websites
• Wikipedia
• Wordpress (Blog Websites)
• YouTube
• TEDed
• Social Media
• Zoom
• Online Real-Time Whiteboard
• Diboks
• Twine Game
• Teacher Resources Websites e.g. Cambridge
Teacher, Dave’s ESL Café, Teacher-pay-
teacher, etc.
Speech-to-
Type
Some Possible
Applications in our
teaching:
Pronunciation
practice
Pros:
Pronunciation
practice
Cross-application
implementation
Cons: Requires a
smartphone
Cambride
Dictionary
Website
Some Possible
Applications in our
teaching:
Grammar
resources
Pros:
Accurate and
Cambridge-
certified website
Simple organized
explanations
Cons: Requires internet
connection
Grammarly
Some Possible
Applications in our
teaching:
Written feedback
tool (e.g. for the
weekly Writing
Task EfP)
Check the
grammar
accuracy of our
text for teaching
Pros:
Cool and instant
proofread tool
Anti-plagiarism
feature
Cons:
Has to be
connected to the
Internet
Google Drive
Some Possible
Applications in our
teaching:
File hosting &
management
Online
Collaborative
Database Storage:
Teacher Portal
Pros:
Compatibility with
most file-sharing
apps
Cons:
Has to be
connected to the
Internet
Limited space
Kahoot
Some Possible Application in our teaching:
• Formative Assessment
• Ice breaker
• Vocab teaching
Pros:
• It’s fun!
• Flexible: individual or group work
Cons:
• Requires good internet connection
Socrative
Some Possible Applications in our
teaching:
• Formative Assessment
• Ice breaker
• Vocab teaching
• Classroom management
Pros:
• Cool tools
Cons:
• Requires internet connection
Google Docs
Some Possible Applications in our teaching:
• Formative Assessment
• Ice breaker
• Vocab teaching
• Classroom management
• Collaborative group work
• Digital ‘whiteboard’
• Material sharing
Pros:
• Cool application with all the possible applications
above
Cons:
• Requires internet connection
• Requires installation and sign-in
Quizlet
Some Possible Applications in our teaching:
• Formative Assessment
• After class homework; or preparation
• Vocab teaching
Pros:
• Cool application & website with all the possible
applications above
• Plethora of ready-use user generated contents
Cons:
• Requires internet connection
Duolingo
Some Possible Applications in our teaching:
• Formative Assessment
• Vocab teaching
• Classroom management
• Off-class learning and monitoring
Pros:
• Cool application with all the possible applications
above
• Game-like learning
Cons:
• Requires installation and sign-in
• No English-English option; Ss have to translate
• Answers are rigid
WhatsApp
Some Possible Applications in our teaching:
• Formative Assessment
• Ice breaker
• Vocab teaching
• Classroom management
• Collaborative group work
• Digital ‘whiteboard’
• Material sharing
Pros:
• Cool application with all the possible applications above
Cons:
• Requires internet connection
• Requires installation and sign-in
• Might be annoying for notification-haters
Microsoft
Word Review
Tool
Some Possible Applications in our
teaching:
• Written feedback tool (e.g. for the weekly
Writing Task EfP)
Pros:
• Cool and storable
Cons:
• Some prefer conventional writing on physical
paper
Zoom
Some Possible Applications in our teaching:
• Digital meeting
• Extra class
• Online synchronous class
Pros:
• Up to 100 video conference participants for free
version
• Screenshare feature
• Clear video and audio quality
• Scheduling feature
• Userfriendly
Cons:
• Has to be connected to the Internet
TEDed
Some Possible Applications in our teaching:
• Discussion Material
• Ss homework
Pros:
• Thousands of cool animated videos of varying topics
• Built-in quiz
• Trendy
Cons:
• Has to be connected to the Internet
• English language level B1 above
Google
Classrooms
Some Possible Applications in our teaching:
• Learning Management System: Online Classroom
• Homework posting
• Question generating
• Material Sharing
• Classroom management
• And many more
Pros:
• The future classroom
Cons:
• Has to be connected to the Internet
• Requires sign-in
Google Forms
Some Possible Applications in our
teaching:
• Formative & Summative Assessment
• Class Survey and Polls
• Homework
• Controlled Practice
Pros:
• All the great functions
Cons:
• Has to be connected to the Internet
Google
Translate
Some Possible Applications in our
teaching:
• Dictionary
Pros:
• Handy and large database translation
• Camera-input feature
• Pronunciation feature
• Speech-to-text feature
Cons:
• Has to be connected to the Internet for all features
Corpora
(Corpus
Linguistics)
Some Possible Applications in our
teaching:
• Vocabulary building
• Vocabulary homework
• Teaching collocation tool
Pros:
• Handy and large database of vocabulary
• UpToDate
Cons:
• Has to be connected to the Internet
Wikipedia
Some Possible Applications in our teaching:
• Ongoing project
• Homework
• Material resources
Pros:
• Large database of materials
• Long-lasting portfolio storage
Cons:
• Has to be connected to the Internet
• Requires some training to navigate the website
Twine Game
Some Possible Applications in our teaching:
• Ongoing project
• Lead-in to topics
• Vocabulary teaching
Pros:
• Interactive story-telling
Cons:
• Has to be connected to the Internet
• Requires some training to navigate the websites and
programs
Workshop: Managing Files across Platforms
and Bookmarking
Teachnology is the Lamborghini of all: it
will take you there faster and classier
There are many ways to Rome; similarly, there are many ways and “vehicles” to ensuring students’
learning

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Using Technology in ESL/EFL Classroom: Some Cool Websites and Apps

  • 1. Computer Assisted Language Learning Methodology A Series of TPD on Teaching Methodology
  • 2. Roaster (higher degree warmer) Session Order the Lesson Plan Stages Class Details: Program: EfP Level: Professional Speaking Grammar: Future Tenses Discussion Theme: The Next 25 Years
  • 3. No. Stages Order 1 1. T has Ss go to YouTube and search a video (they must choose a different video than that of their friends’) using keywords: the future, the next 25 years, and similar keyword about the future. 2. In different pairs Ss are to post a comment for the video 3. Follow up: Ss present the info of the video they chose. Warmer/L eadin to GP: 2 1. Ss are to interview each other’s plans in the foreseeable future and record the information on the class Gdocs. Ex targeted sentence: Angie is going to just slack at home next weekend all by herself because her parents will have to be out of town for a conference. 2. T invites a few Ss to report what is posted on the Gdocs using the targeted grammar GP: 3 1. Lead-in: T subtly leads Ss into the topic asking: “so, that was your plan in the foreseeable future, what about in the next 25 years?” 2. T introduces the vocab related to the topic: • T gets Ss to go to their Quizlet and do the vocabulary quiz in pairs (for grouping T uses the matching app prepared beforehand) • T reviews Ss work and highlights the vocab 3. Ss have a quick interview of what they predict in their life in the next 25 years (occupation, domicile, nuptials, etc.) 4. T asks: “what about in the world? What is your prediction of life on earth in the next 25 years?” CP: 4 1. Greetings and small talk 2. Warmer: Speech-to-text Pronunciation Race • Target vocabs: future plans & predictions (visit, vacation, slack at home, gonna, probably, etc.) 3. Leadin: T asks Ss to check their social media and see if they got a new comment on their homework posts (Ss must post in English as homework) Freer Practice/C C: 5 1. T reviews the day’s lesson 2. T directs Ss to the class Socrative app and asks Ss to do the Exit Ticket quiz: the questions are related to the general errors the Ss made during the day’s lesson. 3. T informs Ss who still struggle with the day’s lesson to look forward to an extra class on WhatsApp and/or Zoom. 4. T gives a headsup to the class to monitor the class GoogleClassroom for the next class preparation. 5. Finally, T reminds Ss to keep working on their final class project: Set up a Wikipedia page on a unique theme of Makassar Discussion Leadin and Vocab Teaching: 6 1. Using the setup comments (T intentionally commented using future tenses samples), T leads Ss into the Grammar Presentation of Future Tenses. Act1: 7 1. T asks Ss to go to the GoogleClassroom using their smartphones and do the quiz attached for the day’s topic 2. Ss work in pairs to answer the quiz about the future tenses 3. T invites the class to check and congratulate the pair with highest point and reviews the common errors briefly Act2: 8 1. T displays the discussion topic on a PowerPoint Slide 2. On the first slide is a link to a TEDed Video titled “How Sci-Fi Predict the Future” 3. The class watches the video, and while doing so, Ss are instructed to note down new vocabs and key info they obtain from the video 4. T reviews the new vocab Ss jotted down by using a Corpus 5. After that, T clicks the link to a Kahoot quiz assessing Ss grasp on the key info from the video 6. T displays the next slide showing follow questions about the info from the video for Ss to discuss. Closing:
  • 5. No. Stages Order 1 1. T has Ss go to YouTube and search a video (they must choose a different video than that of their friends’) using keywords: the future, the next 25 years, and similar keyword about the future. 2. In different pairs Ss are to post a comment for the video 3. Follow up: Ss present the info of the video they chose. Warmer/L eadin to GP: 4 2 1. Ss are to interview each other’s plans in the foreseeable future and record the information on the class Gdocs. Ex targeted sentence: Angie is going to just slack at home next weekend all by herself because her parents will have to be out of town for a conference. 2. T invites a few Ss to report what is posted on the Gdocs using the targeted grammar GP: 6 3 1. Lead-in: T subtly leads Ss into the topic asking: “so, that was your plan in the foreseeable future, what about in the next 25 years?” 2. T introduces the vocab related to the topic: • T gets Ss to go to their Quizlet and do the vocabulary quiz in pairs (for grouping T uses the matching app prepared beforehand) • T reviews Ss work and highlights the vocab 3. Ss have a quick interview of what they predict in their life in the next 25 years (occupation, domicile, nuptials, etc.) 4. T asks: “what about in the world? What is your prediction of life on earth in the next 25 years?” CP: 7 4 1. Greetings and small talk 2. Warmer: Speech-to-text Pronunciation Race • Target vocabs: future plans & predictions (visit, vacation, slack at home, gonna, probably, etc.) 3. Leadin: T asks Ss to check their social media and see if they got a new comment on their homework posts (Ss must post in English as homework) Freer Practice/C C: 2 5 1. T reviews the day’s lesson 2. T directs Ss to the class Socrative app and asks Ss to do the Exit Ticket quiz: the questions are related to the general errors the Ss made during the day’s lesson. 3. T informs Ss who still struggle with the day’s lesson to look forward to an extra class on WhatsApp and/or Zoom. 4. T gives a headsup to the class to monitor the class GoogleClassroom for the next class preparation. 5. Finally, T reminds Ss to keep working on their final class project: Set up a Wikipedia page on a unique theme of Makassar Discussion Leadin and Vocab Teaching: 3 6 1. Using the setup comments (T intentionally commented using future tenses samples), T leads Ss into the Grammar Presentation of Future Tenses. Act1: 8/1 7 1. T asks Ss to go to the GoogleClassroom using their smartphones and do the quiz attached for the day’s topic 2. Ss work in pairs to answer the quiz about the future tenses 3. T invites the class to check and congratulate the pair with highest point and reviews the common errors briefly Act2: 1/8 8 1. T displays the discussion topic on a PowerPoint Slide 2. On the first slide is a link to a TEDed Video titled “How Sci-Fi Predict the Future” 3. The class watches the video, and while doing so, Ss are instructed to note down new vocabs and key info they obtain from the video 4. T reviews the new vocab Ss jotted down by using a Corpus 5. After that, T clicks the link to a Kahoot quiz assessing Ss grasp on the key info from the video 6. T displays the next slide showing follow questions about the info from the video for Ss to discuss. Closing: 5
  • 7. No. Stages 1 1. Greetings and small talk 2. Warmer: Speech-to-text Pronunciation Race • Target vocabs: future plans & predictions (visit, vacation, slack at home, gonna, probably, etc.) 3. Leadin: T asks Ss to check their social media and see if they got a new comment on their homework posts (Ss must post in English as homework) 2 1. Using the setup comments (T intentionally commented using future tenses samples), T leads Ss into the Grammar Presentation of Future Tenses. 3 1. T asks Ss to go to the GoogleClassroom using their smartphones and do the quiz (Google Forms) attached for the day’s topic 2. Ss work in pairs to answer the quiz about the future tenses 3. T invites the class to check and congratulate the pair with highest point and reviews the common errors briefly 4 1. Ss are to interview each other’s plans in the foreseeable future and record the information on the class Google Docs. Ex targeted sentence: Angie is going to just slack at home next weekend all by herself because her parents will have to be out of town for a conference. 2. T invites a few Ss to report what is posted on the Gdocs using the targeted grammar 5 1. Lead-in: T subtly leads Ss into the topic asking: “so, that was your plan in the foreseeable future, what about in the next 25 years?” 2. T introduces the vocab related to the topic: • T gets Ss to go to their Quizlet and do the vocabulary quiz in pairs (for grouping T uses the matching app prepared beforehand) • T reviews Ss work and highlights the vocab 3. Ss have a quick interview of what they predict in their life in the next 25 years (occupation, domicile, nuptials, etc.) 4. T asks: “what about in the world? What is your prediction of life on earth in the next 25 years?” 6 1. T displays the discussion topic on a PowerPoint Slide 2. On the first slide is a link to a TEDed Video titled “How Sci-Fi Predict the Future” 3. The class watches the video, and while doing so, Ss are instructed to note down new vocabs and key info they obtain from the video 4. T reviews the new vocab Ss jotted down by using a Corpus 5. After that, T clicks the link to a Kahoot quiz assessing Ss grasp on the key info from the video 6. T displays the next slide showing follow questions about the info from the video for Ss to discuss. 7 1. T has Ss go to YouTube and search a video (they must choose a different video than that of their friends’) using keywords: the future, the next 25 years, and similar keyword about the future. 2. In different pairs Ss are to post a comment for the video 3. Follow up: Ss present the info of the video they chose. 8 1. T reviews the day’s lesson 2. T directs Ss to the class Socrative app and asks Ss to do the Exit Ticket quiz: the questions are related to the general errors the Ss made during the day’s lesson. 3. T informs Ss who still struggle with the day’s lesson to look forward to an extra class on WhatsApp and/or Zoom. 4. T gives a headsup to the class to monitor the class GoogleClassroom for the next class preparation. 5. Finally, T reminds Ss to keep working on their final class project: Set up a Wikipedia page on a unique theme of Makassar
  • 8. What are the advantages and disadvantages of utilizing the apps and websites? Pros 1. Paperless 2. Looking smart 3. More interesting 4. Practical 5. Portable 6. Sophisticated 7. Free 8. Addictive Cons 1. Lowbat 2. Internet connection 3. Tricky to handle 4. Classroom management 5. Malicious website 6. No phone/incompatible device 7. Time consuming for instruction/setting up
  • 9. So, should we embrace or ignore technology in our classrooms? Sooner or later, technology will take over our traditional roles. Consider these signs: • Ss have posted YouTube videos of free lessons that might have better explanations than ours • Ss have moved away from asking us “what’s so-and-so meaning in English?” to using Google Translate • Ss have started considering spending their time learning alone is more hassle-free than attending our classes
  • 10. So, what should we do? Prepare for the disruptive impact of technology on education and teachers’ roles. Time to adopt a new approach: The Teachnology Method
  • 11. The Principles of Teachnology Consider technology that can amplify our teaching effectiveness and efficiency Constantly update our repertoire of such technologies; when you think of an idea of such a technology that can help achieve a learning objective, Google it A teacher is no more the all- knowing fountain of knowledge in class but more of a learning facilitator and a well-informed consultant Foster more people-to-people interaction in our off-line classrooms
  • 12. Teachnology Tools & Techniques • Kahoot • Socrative • Google Docs • Google Classrooms • Quizlet • Duolingo • WhatsApp • Speech-to-Type • Cambridge Dictionary Website • Microsoft Word Review Tool • Grammarly • Google Drive • Online Poll Websites • English Vocabulary Profile • Video/Voice recorder • Google Forms • PowerPoint • Google Translate • Corpus Websites • Wikipedia • Wordpress (Blog Websites) • YouTube • TEDed • Social Media • Zoom • Online Real-Time Whiteboard • Diboks • Twine Game • Teacher Resources Websites e.g. Cambridge Teacher, Dave’s ESL Café, Teacher-pay- teacher, etc.
  • 13. Speech-to- Type Some Possible Applications in our teaching: Pronunciation practice Pros: Pronunciation practice Cross-application implementation Cons: Requires a smartphone
  • 14. Cambride Dictionary Website Some Possible Applications in our teaching: Grammar resources Pros: Accurate and Cambridge- certified website Simple organized explanations Cons: Requires internet connection
  • 15. Grammarly Some Possible Applications in our teaching: Written feedback tool (e.g. for the weekly Writing Task EfP) Check the grammar accuracy of our text for teaching Pros: Cool and instant proofread tool Anti-plagiarism feature Cons: Has to be connected to the Internet
  • 16. Google Drive Some Possible Applications in our teaching: File hosting & management Online Collaborative Database Storage: Teacher Portal Pros: Compatibility with most file-sharing apps Cons: Has to be connected to the Internet Limited space
  • 17. Kahoot Some Possible Application in our teaching: • Formative Assessment • Ice breaker • Vocab teaching Pros: • It’s fun! • Flexible: individual or group work Cons: • Requires good internet connection
  • 18. Socrative Some Possible Applications in our teaching: • Formative Assessment • Ice breaker • Vocab teaching • Classroom management Pros: • Cool tools Cons: • Requires internet connection
  • 19. Google Docs Some Possible Applications in our teaching: • Formative Assessment • Ice breaker • Vocab teaching • Classroom management • Collaborative group work • Digital ‘whiteboard’ • Material sharing Pros: • Cool application with all the possible applications above Cons: • Requires internet connection • Requires installation and sign-in
  • 20. Quizlet Some Possible Applications in our teaching: • Formative Assessment • After class homework; or preparation • Vocab teaching Pros: • Cool application & website with all the possible applications above • Plethora of ready-use user generated contents Cons: • Requires internet connection
  • 21. Duolingo Some Possible Applications in our teaching: • Formative Assessment • Vocab teaching • Classroom management • Off-class learning and monitoring Pros: • Cool application with all the possible applications above • Game-like learning Cons: • Requires installation and sign-in • No English-English option; Ss have to translate • Answers are rigid
  • 22. WhatsApp Some Possible Applications in our teaching: • Formative Assessment • Ice breaker • Vocab teaching • Classroom management • Collaborative group work • Digital ‘whiteboard’ • Material sharing Pros: • Cool application with all the possible applications above Cons: • Requires internet connection • Requires installation and sign-in • Might be annoying for notification-haters
  • 23. Microsoft Word Review Tool Some Possible Applications in our teaching: • Written feedback tool (e.g. for the weekly Writing Task EfP) Pros: • Cool and storable Cons: • Some prefer conventional writing on physical paper
  • 24. Zoom Some Possible Applications in our teaching: • Digital meeting • Extra class • Online synchronous class Pros: • Up to 100 video conference participants for free version • Screenshare feature • Clear video and audio quality • Scheduling feature • Userfriendly Cons: • Has to be connected to the Internet
  • 25. TEDed Some Possible Applications in our teaching: • Discussion Material • Ss homework Pros: • Thousands of cool animated videos of varying topics • Built-in quiz • Trendy Cons: • Has to be connected to the Internet • English language level B1 above
  • 26. Google Classrooms Some Possible Applications in our teaching: • Learning Management System: Online Classroom • Homework posting • Question generating • Material Sharing • Classroom management • And many more Pros: • The future classroom Cons: • Has to be connected to the Internet • Requires sign-in
  • 27. Google Forms Some Possible Applications in our teaching: • Formative & Summative Assessment • Class Survey and Polls • Homework • Controlled Practice Pros: • All the great functions Cons: • Has to be connected to the Internet
  • 28. Google Translate Some Possible Applications in our teaching: • Dictionary Pros: • Handy and large database translation • Camera-input feature • Pronunciation feature • Speech-to-text feature Cons: • Has to be connected to the Internet for all features
  • 29. Corpora (Corpus Linguistics) Some Possible Applications in our teaching: • Vocabulary building • Vocabulary homework • Teaching collocation tool Pros: • Handy and large database of vocabulary • UpToDate Cons: • Has to be connected to the Internet
  • 30. Wikipedia Some Possible Applications in our teaching: • Ongoing project • Homework • Material resources Pros: • Large database of materials • Long-lasting portfolio storage Cons: • Has to be connected to the Internet • Requires some training to navigate the website
  • 31. Twine Game Some Possible Applications in our teaching: • Ongoing project • Lead-in to topics • Vocabulary teaching Pros: • Interactive story-telling Cons: • Has to be connected to the Internet • Requires some training to navigate the websites and programs
  • 32. Workshop: Managing Files across Platforms and Bookmarking
  • 33. Teachnology is the Lamborghini of all: it will take you there faster and classier There are many ways to Rome; similarly, there are many ways and “vehicles” to ensuring students’ learning