Eng2281 session 1 b ed(el)

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Prepared by Ms. Ruby Prepared by Ms. Ruby Yang, Department of Yang, Department of English, HKIEd. All English, HKIEd. All rights reserved. rights reserved. 1 BA(ENG) and BEd(ENG EDU) / BA(ENG) and BEd(ENG EDU) / BEd(EL) BEd(EL) Year 4 Year 4 Elective Module Elective Module ENG2281 ENG2281 Integrating Information Integrating Information Technology in the ESL Classroom Technology in the ESL Classroom Session 1 Session 1 Introduction Introduction & Designing & Designing a WebQuest a WebQuest

description

 

Transcript of Eng2281 session 1 b ed(el)

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BA(ENG) and BEd(ENG EDU) / BA(ENG) and BEd(ENG EDU) / BEd(EL)BEd(EL)Year 4Year 4

Elective ModuleElective ModuleENG2281ENG2281

Integrating Information Technology in the Integrating Information Technology in the ESL ClassroomESL Classroom

Session 1Session 1

IntroductionIntroduction & Designing a & Designing a WebQuestWebQuest

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Some basic termsSome basic terms

ITIT

IT (IT (IInformation nformation TTechnology), also known as ICT echnology), also known as ICT ((IInformation and nformation and CCommunication ommunication TTechnology) echnology) deals with the use of electronic computers and deals with the use of electronic computers and computer software to convert, store, protect, computer software to convert, store, protect, process, transmit, and retrieve information. process, transmit, and retrieve information.

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Some basic termsSome basic terms CAICAI

CComputer-omputer-AAssisted ssisted IInstruction or nstruction or CComputer-omputer-AAided ided IInstructionnstruction

CALLCALL

CALL (CALL (CComputer-omputer-AAssisted ssisted LLanguage anguage LLearning) includes earning) includes any process in which a learner uses a computer and, as a any process in which a learner uses a computer and, as a result, improves his or her language (Beatty, 2003, p. 7).result, improves his or her language (Beatty, 2003, p. 7).

CALCAL

CAL (CAL (CComputer-omputer-AAssisted ssisted LLearning) refers to the learning earning) refers to the learning of any subject using a computer (Beatty, 2003, p. 9).of any subject using a computer (Beatty, 2003, p. 9).

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Why use computers?Why use computers?

Computers are playing an increasingly important Computers are playing an increasingly important role in second and foreign language teaching role in second and foreign language teaching and learning.and learning.

The digital format of audio, video, images and The digital format of audio, video, images and texts (texts (multimediamultimedia) enables students to access ) enables students to access authentic target language materials (Szendeffy, authentic target language materials (Szendeffy, 2005). 2005).

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Other rationale for ITOther rationale for IT

There is a great amount of There is a great amount of authentic materialsauthentic materials appropriate for language learning in the Internet.appropriate for language learning in the Internet.

A principal purpose behind using IT in the A principal purpose behind using IT in the classroom is to develop students’ IT capabilities classroom is to develop students’ IT capabilities (Bennett, 2004(Bennett, 2004)). Students can learn some useful . Students can learn some useful skills such as word processing and effective skills such as word processing and effective Internet browsing which are helpful to their Internet browsing which are helpful to their continuing academic work, careers and personal continuing academic work, careers and personal lives (Szendeffy, 2005). lives (Szendeffy, 2005).

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Other rationale for ITOther rationale for IT

IT enhances students’ motivation and enjoyment, IT enhances students’ motivation and enjoyment, and increases concentration and time spent on and increases concentration and time spent on tasks.tasks.

By use of carefully structured computer-based By use of carefully structured computer-based activities, students’ higher-order skills and activities, students’ higher-order skills and knowledge can be enhanced (Bennett, 2004). knowledge can be enhanced (Bennett, 2004).

The computer can offer interactive learning. It can The computer can offer interactive learning. It can ‘assess’ the student’s response and give ‘assess’ the student’s response and give appropriate feedback instantaneously (Ahmad, appropriate feedback instantaneously (Ahmad, Corbett, Rogers, & Sussex, 1985).Corbett, Rogers, & Sussex, 1985).

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Other rationale for ITOther rationale for IT

It is flexible. Provided a computer is available, a It is flexible. Provided a computer is available, a student can come at any time and work at the student can come at any time and work at the speed best suited to him/her (Ahmad, Corbett, speed best suited to him/her (Ahmad, Corbett, Rogers, & Sussex, 1985).Rogers, & Sussex, 1985).

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Are there any Are there any disadvantages of using disadvantages of using

computers?computers?

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Learner’s skills which can be Learner’s skills which can be practiced in a CALL environmentpracticed in a CALL environment

ProductionProduction ReceptionReception

WrittenWritten YesYes

(writing)(writing)

YesYes

(reading)(reading)

SpokenSpoken NoNo

(speaking)(speaking)

YesYes

(listening)(listening)

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Learner’s skills which can be Learner’s skills which can be practiced in a CALL environmentpracticed in a CALL environment

It is an essential characteristic of a language It is an essential characteristic of a language that it is primarily a spoken medium. This is that it is primarily a spoken medium. This is obviously a problem for the computer since its obviously a problem for the computer since its ability to deal with speech is far less developed ability to deal with speech is far less developed than its ability to deal with written signals.than its ability to deal with written signals.

It is not possible to require the computer to It is not possible to require the computer to ‘understand’ or ‘interpret’ the spoken input from ‘understand’ or ‘interpret’ the spoken input from the learner. the learner.

Nevertheless, students can still practice listening Nevertheless, students can still practice listening skills (Ahmad, Corbett, Rogers, & Sussex, skills (Ahmad, Corbett, Rogers, & Sussex, 1985). 1985).

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Value of computers in language Value of computers in language learninglearning

Two modes of use: Computers as Two modes of use: Computers as tutortutor vs. vs. tooltool

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Computers as tutorComputers as tutor

A computer is used as a tutor in the absence of A computer is used as a tutor in the absence of a teacher, for example, in a self-access lab or at a teacher, for example, in a self-access lab or at home.home.

It provides learning content and exercises, It provides learning content and exercises, guides the student and gives feedback guides the student and gives feedback (Szendeffy, 2005).(Szendeffy, 2005).

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Computers as toolComputers as tool

Teacher uses computers in class as tools for Teacher uses computers in class as tools for some collaborative projects that encourage some collaborative projects that encourage student-student or student-teacher interaction student-student or student-teacher interaction (Szendeffy, 2005).(Szendeffy, 2005).

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The teacher’s rolesThe teacher’s roles

Do you think if the teachers will be replaced by Do you think if the teachers will be replaced by computers?computers?

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The teacher’s rolesThe teacher’s roles

Szendeffy (2005, p. 7) believes that far from Szendeffy (2005, p. 7) believes that far from being replaced by computers, teachers actually being replaced by computers, teachers actually take on more responsibilities in a CALL take on more responsibilities in a CALL environment than in a teacher-centred class. environment than in a teacher-centred class.

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The teacher’s rolesThe teacher’s roles

The responsibilities of the teacher include to: The responsibilities of the teacher include to: arrange project- or task-oriented activities which arrange project- or task-oriented activities which

emphasize student-student interaction;emphasize student-student interaction; teach students effective use of computer teach students effective use of computer

applications;applications; train students to think critically;train students to think critically; encourage an environment where students seek encourage an environment where students seek

help from their peers before seeking help from the help from their peers before seeking help from the teacher; andteacher; and

act as a act as a facilitatorfacilitator to facilitate students’ learning to facilitate students’ learning (Szendeffy, 2005).(Szendeffy, 2005).

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Traditional vs. facilitator roleTraditional vs. facilitator roleTeacher’s RoleTeacher’s Role Traditional RoleTraditional Role Facilitator RoleFacilitator Role

DesignDesign Use lectures and/or Use lectures and/or demonstrations to demonstrations to presentpresent information to studentsinformation to students

Create activities for Create activities for students to students to practicepractice the the contentcontent

Create problems for Create problems for students to students to solvesolve

Create activities that Create activities that require students to require students to discoverdiscover the content the content

ImplementationImplementation DirectDirect all learning activities all learning activities GuideGuide learning activities learning activities

FacilitationFacilitation OverseeOversee students’ work students’ work FacilitateFacilitate students’ students’ learninglearning

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Language focused computer Language focused computer applicationsapplications

Can you think of some commonly used language Can you think of some commonly used language focused computer applications?focused computer applications?

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Language focused computer Language focused computer applicationsapplications

Word processingWord processing Educational software (CD-ROMs)Educational software (CD-ROMs) PresentationPresentation Internet (Web 1.0 and Web 2.0)Internet (Web 1.0 and Web 2.0) CorporaCorpora Computer-mediated communication (e.g. Skype)Computer-mediated communication (e.g. Skype)

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Questions for DiscussionQuestions for Discussion Do you think it is important to use IT in English Do you think it is important to use IT in English

teaching? Why/Why not?teaching? Why/Why not? Think about your previous teaching (practice) Think about your previous teaching (practice)

experience. Did you often use IT in your teaching? experience. Did you often use IT in your teaching? What applications did you frequently use?What applications did you frequently use?

What IT skills do you think English teachers need to What IT skills do you think English teachers need to be able to integrate IT into teaching effectively?be able to integrate IT into teaching effectively?

In what ways do you think IT might help young In what ways do you think IT might help young learners learn English more effectively?learners learn English more effectively?

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Designing a WebQuestDesigning a WebQuest

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What is a WebQuest?What is a WebQuest?

A WebQuest is an activity in which students A WebQuest is an activity in which students utilize World Wide Web resources to obtain utilize World Wide Web resources to obtain information that is then used in a group project.information that is then used in a group project.

It is designed to help students use their time It is designed to help students use their time well, to focus on well, to focus on using informationusing information rather than rather than looking for it, and to support students' thinking at looking for it, and to support students' thinking at the levels of the levels of analysisanalysis, , synthesissynthesis and and evaluationevaluation. .

It helps ensure that students stay on task while It helps ensure that students stay on task while online. online.

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What is a WebQuest?What is a WebQuest?

The WebQuest can consist of a single class The WebQuest can consist of a single class session or a whole teaching unit.session or a whole teaching unit.

The lessons consist of materials selected by the The lessons consist of materials selected by the teachers and used by the students. teachers and used by the students.

WebQuest can be done on a variety of topics WebQuest can be done on a variety of topics that are not well defined and that require that are not well defined and that require creativity and problem solving skills.creativity and problem solving skills.

WebQuests are not meant to prompt simple WebQuests are not meant to prompt simple recall but foster inquiry and logical constructivism recall but foster inquiry and logical constructivism incorporating collaborative learning (Sharp, incorporating collaborative learning (Sharp, 2009).2009).

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The building blocks of a The building blocks of a WebQuestWebQuest

IntroductionIntroduction Task(s)Task(s) ProcessProcess ResourcesResources EvaluationEvaluation ConclusionConclusion

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The building blocks of a The building blocks of a WebQuestWebQuest

The The IntroductionIntroduction orients students and captures orients students and captures their interests.their interests.

The The Task(s)Task(s) describe(s) the activity’s end product. describe(s) the activity’s end product. The The ProcessProcess explains the strategies students need explains the strategies students need

to complete the task(s).to complete the task(s). The The ResourcesResources are the websites students will use are the websites students will use

to complete the task(s).to complete the task(s). The The EvaluationEvaluation measures the results of the activity. measures the results of the activity. The The ConclusionConclusion sums up the activity and sums up the activity and

encourages students to reflect on its process and encourages students to reflect on its process and results.results.

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The WebQuest design processThe WebQuest design process

Choose a topicChoose a topic Select a designSelect a design Create assessmentsCreate assessments Develop the processDevelop the process Put it all togetherPut it all together Evaluate the WebQuestEvaluate the WebQuest

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The WebQuest design processThe WebQuest design process

Choose a topicChoose a topic What do you want to teach?What do you want to teach?

Select a designSelect a design For example, using some ready-made For example, using some ready-made

WebQuest templates.WebQuest templates.

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The WebQuest design processThe WebQuest design process

Create assessmentsCreate assessments Describe how students will be evaluated.Describe how students will be evaluated.

Develop the processDevelop the process Pre-select quality websites that will be useful Pre-select quality websites that will be useful

for your students as they complete the for your students as they complete the task(s).task(s).

Help students in understanding and Help students in understanding and organizing information.organizing information.

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The WebQuest design processThe WebQuest design process

Put it all togetherPut it all together Bring all the WebQuest elements together.Bring all the WebQuest elements together.

Evaluate the WebQuestEvaluate the WebQuest Assess your WebQuest by using a rubric. Assess your WebQuest by using a rubric. Evaluate the WebQuest before using it in the Evaluate the WebQuest before using it in the

classroom. For example, do the links work? classroom. For example, do the links work?

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Creating a rubricCreating a rubric

What is a rubric?What is a rubric?

Rubrics are assessment instruments that help Rubrics are assessment instruments that help teachers communicate their expectations to teachers communicate their expectations to students and focus on important criteria as they students and focus on important criteria as they grade.grade.

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Useful WebQuest linksUseful WebQuest links WebQuest.OrgWebQuest.Org

http://webquest.org/index.php WebQuest Resource BankWebQuest Resource Bank

http://course.fed.cuhk.edu.hk/community/webquest/ WebQuest TemplatesWebQuest Templates

http://webquest.sdsu.edu/LessonTemplate.html Rubric TemplateRubric Template

http://edweb.sdsu.edu/triton/july/rubrics/Rubric_Template.html

A Rubric for Evaluating WebQuestsA Rubric for Evaluating WebQuestshttp://webquest.sdsu.edu/webquestrubric.html

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Task - Designing a language Task - Designing a language focused WebQuestfocused WebQuest

Work in groups of 3 or 4.Work in groups of 3 or 4. Design and develop a language focused Design and develop a language focused

WebQuest for a class of primary / secondary WebQuest for a class of primary / secondary school students.school students.

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ReferencesReferencesAhmad, K., Corbett, G., Rogers, M., & Sussex, R. (1985). Ahmad, K., Corbett, G., Rogers, M., & Sussex, R. (1985).

Computers, language learning and language teachingComputers, language learning and language teaching . . Cambridge: Cambridge University Press. Cambridge: Cambridge University Press.

Beatty, K. (2003). Beatty, K. (2003). Teaching and researching computer-assisted Teaching and researching computer-assisted language learninglanguage learning. London: Longman.. London: Longman.

Bennett, R. (2004). Bennett, R. (2004). Using ICT in primary English teachingUsing ICT in primary English teaching. . Exeter, England: Learning Matters. Exeter, England: Learning Matters.

Sharp, V. F. (2009). Sharp, V. F. (2009). Computer education for teachers: Computer education for teachers: Integrating technology into classroom teachingIntegrating technology into classroom teaching (6 (6thth ed). ed). Hoboken, N.J.: John Wiley.Hoboken, N.J.: John Wiley.

Szendeffy, J. (2005). Szendeffy, J. (2005). A practical guide to using computers in A practical guide to using computers in language teachinglanguage teaching. Ann Arbor: University of Michigan Press.. Ann Arbor: University of Michigan Press.