Eng2281 session 1 b ed(el)
-
Upload
ruby-yang -
Category
Entertainment & Humor
-
view
610 -
download
0
description
Transcript of Eng2281 session 1 b ed(el)
Prepared by Ms. Ruby Yang, Prepared by Ms. Ruby Yang, Department of English, HKIEd. All Department of English, HKIEd. All
rights reserved.rights reserved. 11
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
Prepared by Ms. Ruby Yang, Prepared by Ms. Ruby Yang, Department of English, HKIEd. All Department of English, HKIEd. All
rights reserved.rights reserved. 22
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.
Prepared by Ms. Ruby Yang, Prepared by Ms. Ruby Yang, Department of English, HKIEd. All Department of English, HKIEd. All
rights reserved.rights reserved. 33
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).
Prepared by Ms. Ruby Yang, Prepared by Ms. Ruby Yang, Department of English, HKIEd. All Department of English, HKIEd. All
rights reserved.rights reserved. 44
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).
Prepared by Ms. Ruby Yang, Prepared by Ms. Ruby Yang, Department of English, HKIEd. All Department of English, HKIEd. All
rights reserved.rights reserved. 55
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).
Prepared by Ms. Ruby Yang, Prepared by Ms. Ruby Yang, Department of English, HKIEd. All Department of English, HKIEd. All
rights reserved.rights reserved. 66
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).
Prepared by Ms. Ruby Yang, Prepared by Ms. Ruby Yang, Department of English, HKIEd. All Department of English, HKIEd. All
rights reserved.rights reserved. 77
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).
Prepared by Ms. Ruby Yang, Prepared by Ms. Ruby Yang, Department of English, HKIEd. All Department of English, HKIEd. All
rights reserved.rights reserved. 88
Are there any Are there any disadvantages of using disadvantages of using
computers?computers?
Prepared by Ms. Ruby Yang, Prepared by Ms. Ruby Yang, Department of English, HKIEd. All Department of English, HKIEd. All
rights reserved.rights reserved. 99
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)
Prepared by Ms. Ruby Yang, Prepared by Ms. Ruby Yang, Department of English, HKIEd. All Department of English, HKIEd. All
rights reserved.rights reserved. 1010
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).
Prepared by Ms. Ruby Yang, Prepared by Ms. Ruby Yang, Department of English, HKIEd. All Department of English, HKIEd. All
rights reserved.rights reserved. 1111
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
Prepared by Ms. Ruby Yang, Prepared by Ms. Ruby Yang, Department of English, HKIEd. All Department of English, HKIEd. All
rights reserved.rights reserved. 1212
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).
Prepared by Ms. Ruby Yang, Prepared by Ms. Ruby Yang, Department of English, HKIEd. All Department of English, HKIEd. All
rights reserved.rights reserved. 1313
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).
Prepared by Ms. Ruby Yang, Prepared by Ms. Ruby Yang, Department of English, HKIEd. All Department of English, HKIEd. All
rights reserved.rights reserved. 1414
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?
Prepared by Ms. Ruby Yang, Prepared by Ms. Ruby Yang, Department of English, HKIEd. All Department of English, HKIEd. All
rights reserved.rights reserved. 1515
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.
Prepared by Ms. Ruby Yang, Prepared by Ms. Ruby Yang, Department of English, HKIEd. All Department of English, HKIEd. All
rights reserved.rights reserved. 1616
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).
Prepared by Ms. Ruby Yang, Prepared by Ms. Ruby Yang, Department of English, HKIEd. All Department of English, HKIEd. All
rights reserved.rights reserved. 1717
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
Prepared by Ms. Ruby Yang, Prepared by Ms. Ruby Yang, Department of English, HKIEd. All Department of English, HKIEd. All
rights reserved.rights reserved. 1818
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?
Prepared by Ms. Ruby Yang, Prepared by Ms. Ruby Yang, Department of English, HKIEd. All Department of English, HKIEd. All
rights reserved.rights reserved. 1919
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)
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?
Prepared by Ms. Ruby Yang, Prepared by Ms. Ruby Yang, Department of English, HKIEd. All Department of English, HKIEd. All
rights reserved.rights reserved. 2020
Prepared by Ms. Ruby Yang, Prepared by Ms. Ruby Yang, Department of English, HKIEd. All Department of English, HKIEd. All
rights reserved.rights reserved. 2121
Designing a WebQuestDesigning a WebQuest
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.
2222
Prepared by Ms. Ruby Yang, Prepared by Ms. Ruby Yang, Department of English, HKIEd. All Department of English, HKIEd. All
rights reserved.rights reserved.
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).
2323
Prepared by Ms. Ruby Yang, Prepared by Ms. Ruby Yang, Department of English, HKIEd. All Department of English, HKIEd. All
rights reserved.rights reserved.
The building blocks of a The building blocks of a WebQuestWebQuest
IntroductionIntroduction Task(s)Task(s) ProcessProcess ResourcesResources EvaluationEvaluation ConclusionConclusion
2424
Prepared by Ms. Ruby Yang, Prepared by Ms. Ruby Yang, Department of English, HKIEd. All Department of English, HKIEd. All
rights reserved.rights reserved.
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.
2525
Prepared by Ms. Ruby Yang, Prepared by Ms. Ruby Yang, Department of English, HKIEd. All Department of English, HKIEd. All
rights reserved.rights reserved.
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
2626
Prepared by Ms. Ruby Yang, Prepared by Ms. Ruby Yang, Department of English, HKIEd. All Department of English, HKIEd. All
rights reserved.rights reserved.
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.
2727
Prepared by Ms. Ruby Yang, Prepared by Ms. Ruby Yang, Department of English, HKIEd. All Department of English, HKIEd. All
rights reserved.rights reserved.
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.
2828
Prepared by Ms. Ruby Yang, Prepared by Ms. Ruby Yang, Department of English, HKIEd. All Department of English, HKIEd. All
rights reserved.rights reserved.
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?
2929
Prepared by Ms. Ruby Yang, Prepared by Ms. Ruby Yang, Department of English, HKIEd. All Department of English, HKIEd. All
rights reserved.rights reserved.
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.
3030
Prepared by Ms. Ruby Yang, Prepared by Ms. Ruby Yang, Department of English, HKIEd. All Department of English, HKIEd. All
rights reserved.rights reserved.
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
3131
Prepared by Ms. Ruby Yang, Prepared by Ms. Ruby Yang, Department of English, HKIEd. All Department of English, HKIEd. All
rights reserved.rights reserved.
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.
3232
Prepared by Ms. Ruby Yang, Prepared by Ms. Ruby Yang, Department of English, HKIEd. All Department of English, HKIEd. All
rights reserved.rights reserved.
Prepared by Ms. Ruby Yang, Prepared by Ms. Ruby Yang, Department of English, HKIEd. All Department of English, HKIEd. All
rights reserved.rights reserved. 3333
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.