Tesol presentation, feb 2015

ICT IN THE EFL CLASSROOM: WHY AND HOW

Presenter

Hayfa Majdoub

Tunisia TESOL Second International Conference

Emerging Technologies and Evolving Pedagogies in ELT

12-14 February, Cité des Sciences, Tunis

Contact: [email protected] @haymajd

mailto:[email protected]

1- Introduction

2-Why you should integrate ICT in the EFL classroom

a-Who are our students?b-The role of ICT in learningc- Changing paradigms

3- My experience in incorporating Information and Communication Technology

4- Wrap up

5- Questions & answers

Hayfa Majdoub, Feb 2015

ICT integration in education, and in English language

learning and teaching in particular, is the first step

towards living up to the 21st century students’ needs

because “ The child is the heart of the matter”

(Prensky)


• Today’s students process information differently from their predecessors

• Their thinking patterns have changed (Prensky, 2001)

• ICT is a source of contextualized learning

• ICT gives students control over their learning

• They become autonomous independent learners

• It exposes students to various and authentic, critical-thinking situations.

• ICT provides more exposure to the target language, more practice, more time on task, more opportunities for students to listen, speak and develop their communicative competence. Hayfa Majdoub, Feb 2015

“If a child can’t learn the way we teach , maybe we can teach the way they learn.”

Ignacio Estrada

“ It is not the strongest species that survives, nor the most intelligent that survives. It is the one that is the most adaptable to change.”Charles Darwin


HOW? Hayfa Majdoub, Feb 2015

Changing Paradigms

• should be conceived of around the new technological tools and semiotic forms that can provide learners with opportunities for the development of both standard language proficiency, digital literacy and 21st century skills. (Black, 2009)

• Blended Space.

• A space to use the language and cultural knowledge as a means to connect to others around the globe. (Eaton, 2010)

The EFL Classroom?Activities

Teachers

• should have a knowledge of curriculum content, general pedagogies, and technological understanding.

TPACK (Koehler and Mishra)

Learners

• need to develop a new form of literacy and skills by carrying out complex projectwork involving negotiation, collaboration,goal setting, meaningful communication and the development of challenging products. (Warchauer)

21st Century Skills

ICT

Information Literacy

Tools for working

Ways of thinkingCreativity

Critical thinking

Problem-solving

Decision –making

Learning to learn/ metacognition

Ways of working

Skills of living in the world

Citizenship

Life and career skills

Personal and social responsibility

Communication

Collaboration

In the light of the previously stated arguments and facts, I designed the activities /instructions / techniques in which I

integrated ICT. I’ll demonstrate and explain how

• they ameliorate language learning

• promote a more learner-centred classroom

• develop students 21st century skills

Digital storytelling, comics, web2.0 tools, project work to enhance language learning and engage

learners in and outside the classroom and to develop students’ 21st century Skills

• Students develop high-level thinking when they create their own comics either with their peers in the classroom or in a virtual environment.

• Digital storytelling, comics enhance students writing skills, especially the writing process. To make their stories, students need to brainstorm and organize ideas, draft and revise the script, share with an authentic audience local or global. Hayfa Majdoub, Feb 2015

• To make their videos/ digital stories, students have to collaborate with other students.

• Students communicate ideas combined with visuals. They sequence the ideas with the visuals which requires analyzing, simplifying, connecting, synthesizing, thus developing their higher order thinking skills.


Criss-crossed LoversThis comic was created by a 2nd form arts student

students practise direct and reported speechHayfa Majdoub, Feb 2015

http://fr.slideshare.net/hayfamejdoub/criss-crossed-lovers-storytelling-42402052

I used the following cartoon strips as a follow up activity, to stimulate discussion and to review vocabulary related to parents/teenagers relationship after the lesson. I shared them in the class facebook group :

• to extend learning beyond the classroom

• create an opportunity for exposing the students to the language.

• give an opportunity to the introverted students to express their ideas in a “relatively” secure environment. Hayfa Majdoub, Feb 2015

Lesson 22: Family Matters


Lesson 23: Health Matters


Lesson 9: Who Was the Man?


Lesson 9: Who was the Man?

Slide 10

https://docs.google.com/presentation/d/1NAc3rIwu9EnJSPiZKYGXvVZJq-fh4AFK4mOqCECVYG0/edit?usp=sharing

Interaction: teacher-student Student-StudentsHow does she look in picture A? inferring feelings of surprise and extreme fear. How is she holding the steering wheel in picture B? ( I mime the gesture of the character: holding tight) Students: She tightened her grip on the steering wheel.Why did she do so? Out of what? Students: out of fear. Fear of/from what? Students the Man/ car who/that is following her.Instruction: If you were Mary, what would you do in such a situation. Write your sentence starting as given, then share your scenario with the rest of the class. Then the students compare their scenarios to the story in the next slide. Hayfa Majdoub, Feb 2015

Mind Mapping


Mindmaps are not a new thing, however, what makes them the tool you might think

of using with your students is that they enable

• online, real time collaboration,

• the insertion of multimedia, comments, hyper links…

How I used mind mapping?

Mind mapping for reading • Reading comprehension to detect misunderstanding

as well as understanding, to help diagnose & remedy misconceptions


Lesson 2: The Stepmum (Second Form)


Lesson 9: Who was the Man?


• Writing the text summary using the Mind map

• Creative writing: The Street of Death on the Way to California

Oral test : students are handed out a mind map with all the necessary information concerning a narrative text and then they use the mind map to narrate the story


A screenshot from the student blog and the creative storyHayfa Majdoub, Feb 2015

http://rahmabelarbi.blogspot.com/

Project Work:

Conducted with first / second formers over one term

Project objectives:


Overall objective: To apply clear strategies (visualize, plan, act) to achieve a dream/an ambition.Objectives: The project aims to:• motivate my students to learn English in the classroom setting (3 hours a week for first formers)and beyond by having a real audience for what they produce e.g. blog posts, podcasts both local and global since the content is shared on the students’ blogs, and the facebook group of the project and other sites, by practicing their basic skills ( reading, writing, listening, speaking) and integrating ICT for learning in a collaborative atmosphere .• get students to think and act as leaders by taking initiatives, and

acting to bring a positive change to the community and the society they live in.

• make my student identify and reflect on real world problems (pollution issues, irresponsible people behavior, people with special needs, recycling) by discussing, analyzing them to find solutions.


This project provided the ground for students to develop higher order thinking skills to acquire and apply knowledge central to English by extending their knowledge of the language, and provided them with an opportunity to use the language beyond the classroom setting through a blended learning approach, using web 2.0 tools as well as applying knowledge from other subject areas, like civic education for citizenship values, rights and duties, computer science; making blogs, embedding pictures and videos , using various software, science; learning about the dangers of global warming effects, pollution effects, math; making statistics from a survey they conducted, history; « the Magna Carta », I Have a Dream Speech ,Martin Luther king speech. Students are divided into 4 different groups each with specific tasks. Students collaborate within the same group and with different groups . The work of the different groups was interdependent, collaboration was between mates, adults, and an NGO to complete tasks


Creating: Podcasts, blogs, badgesVideo: viewing and making of videos, animations, 3D videos using professional softwareInterviews writing and performing, Writing: correspondence with an NGO, writing invitations, writing a charter, speech writing…Designing a leafletOrganizing a campaign at school and beyond for picking up plastic bottle covers and other kind of plastic covers for the association who will give them in their turn to a recycler for an amount of money to donate a wheelchair for a handicapped.Organizing an event ( a charity party)Games, drawings and art crafts to raise awareness of kids in a kindergarten, that my students visited, to the importance of reusing things instead of throwing them and recycling to live in a safe environment.Presentations.Questionnaire. Hayfa Majdoub, Feb 2015

Transformational use of ICT

• the learning environment, the learner

• Knowledge: knowledge of the world and of the language

• Digital literacy

• Motivation


Activities padlet wall

http://padlet.com/majdoub_hayfa79/trt7xdgvmsp8



Questions?

Bibliography:

Black, R. (2009). English –Language learners, fan communities, and 21st century skills. Journal of adolescent and adult literacy, 52(8), 688-697

Eaton, S.E. (2010). Global Trends in language learning in the twenty – first century.

M. Prensky (2001) Digital Natives Digital Immigrants, part II, Do they really Think Differently?

Warchauer, M. (2001). Millennialism and media: Language, literacy, and technology in the 21st century.

Web resources:

TPACK.ORG

21st century skills adapted from Technology, Broadband and Education Advancing the Education for all Agenda, A Report by the Broadband Commission, page 14

http://unesdoc.unesco.org/images/0021/002196/219687e.pdf

http://unesdoc.unesco.org/images/0021/002196/219687e.pdf

Tesol presentation, feb 2015

Education

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