Using ICT in teaching.

1. Ultraviolet Radiation
ICT integrated
Zaky Abuellif
SN. 12377887

2. Rationale ofTeaching English
1- English offers the freedom to explore
2- English fosters creativity
3- English enables learning
4- English develops thinking
5- English promotes participation
Source: NZ curriculum Guide Retrieved from:
http://seniorsecondary.tki.org.nz/English/Rationale
Why do
we
teach
English?

3. Blended Learning
Blended learning is a practical framework that can be used to encapsulate a
range of effective approaches to learning and teaching. It encourages the use
of contemporary technologies to enhance learning, and the development of
flexible approaches to course design to enhance student engagement.
(Queensland University of Technology, 2011, Cited in Smythe, 2012)
Source: http://www.globalenglish.com/why_globalenglish/approach/blended_learning

4. TheTopic of this Session is:
Ultraviolet Radiation
• GeneralAim:To publish an article about UV radiation
on the class wall magazine
Objectives: SWBAT:
• Search the Internet for specific information.
• Paraphrase information in their own words.
• Apply the format to the text and images appropriately.
• Print out the A4 designed article.

5. Equipment & Software
• Teacher’s laptop & projector
• Two computers for each group (Two students per computer)
• MicrosoftWord 2010
• Internet connection
• Colour Printer (Shared)

6. Procedures
• Brainstorming:
• Introduction: plays theYouTube video for 40
seconds :
http://www.youtube.com/watch?v=np-BBJyl-go
• What do you know about UV?
• Plays the rest of the video
• Open discussion for FOUR minutes.

7. Procedures Cont.
The teacher’s Role:
• Instructions for the activity:
• Search the Internet to find images and information about
UV, write in your own words, design yourA4 page using
MSWord, proofread, preview and print out.
• ( Don’t forget to add your names)
(3 minutes)
• Grouping the students into six groups of 4.
• Facilitate learning
• Observe the activities
• Glean the printed papers

8. Evaluation
• Teacher grade the completion of tasks.
• Peer evaluation
• Hanging out the printed work for class
voting (Three-day-voting period)

9. Evaluation (cont.)
• Positives:
• Independent learning, self-evaluation, group work, task-
based, multi-skill task, self-confidence.
• Negatives:
• Multi-purpose task, dependent steps (students who cannot
find information online fast, have less time to format)
• Interesting:
• Enjoyable group work, stress free activity

10. References
• : NZ curriculumGuide Retrieved from:
http://seniorsecondary.tki.org.nz/English/Rationale
• Smythe, M. (2012). Blended learning: A transformative process? Retrieved
from http://akoaotearoa.ac.nz/download/ng/file/group-3740/smythe---
blended-learning-a-transformative-process.pdf