Unit 6

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Internet: Source of Creativity and

Communication
[6.1] How to study this unit

[6.2] Production of ESL materials from and for the web.

Web-based materials: webquests

[6.3] Electronic portfolios

[6.4] Web 2.0: blogs, wikis, podcasts.etc.

6 UNIT
ICT Tools Applied to the Learning of English Language

Key ideas

6.1. How to study this unit

To study this unit, you need to read the following articles about different tools to
enhance creativity and communication in ESL classroom:

March, Tom. “ The Webquest Design Process”:


https://tommarch.com/strategies/webquests/

Banks, Bob, "e-Portfolios: Their Use and Benefits”:


http://scholar.google.es/scholar_url?url=http://elearning.tki.org.nz/content/dow
nload/382/1832/file/eportfolios_their_use_and_benefits.pdf&hl=es&sa=X&scisig=A
AGBfm2flGI8vwb2PD91jv0fzsfLF_xAyQ&nossl=1&oi=scholarr

Godwin Jones, Robert. “Emerging Technologies: Blogs and wikis: Environments for
On-line collaboration”:
http://www.lltjournal.org/item/2425

Wen-shuenn Wu. “Using blogs in the EFL writing class”:


http://docplayer.net/6997167-Using-blogs-in-an-efl-writing-class.html

As we have said in previous units of this course, the Internet has much to offer both
teachers and students. A wide range of resources are available to the contemporary
teacher. Materials can be downloaded from the Internet to be printed and
used later in a traditional way in our classrooms. On the other hand, some teachers
prefer to use those resources online relying on a computer with Internet connection.
However, more and more teachers have taken the decision to use some authoring
tools and/or software which allow creating interactive online materials for their
own learners and/or other teachers.

Thus, in this unit we are going to get to know some authoring software we can use to
produced our own material and other resources available for the teachers and
learners to assess their learning, their progress and their proficiency in the
English language.

UNIT 6 – Key ideas


ICT Tools Applied to the Learning of English Language

6.2. Production of ESL materials from and for the web. Web-
based materials: webquests

Once the teachers are familiar with the resources on the Internet and have assessed
which online materials are appropriate and effective for their learners, it is time to take
our teaching process to the next level: create materials.

There are many reasons why teachers may want to create and use their own
created electronic materials in class, as Gavin Dudeney and Nicky Hockly
describe in their book How to teach English with technology:

Provide extra practice for Those activities will consolidate concepts and review
weaker learners exercises

Online material can be used in class, at home and/or


Bank of materials it provides a change of pace and it can be more
motivating for our learners

It may be a great tool for teachers to get some


Feedback/assessment feedback for students and a way for the teacher to
assess the level of proficiency of students

A network of teachers may work as a team producing


Collaboration materials and building up a wide range of digital
materials from different subjects

With the availability of web storage, these can be uploaded to a wiki-based solution, to
a blog, or to a platform such a Virtual Learning Environment.

One of the easiest ways to start in the creation of online material is to use some of the
simple exercises generators which can be found online. The created exercises can
be turned into web pages and once available on the Internet, they can be used for
the learner and the teachers.

Some of the most popular are:

Discovery School PuzzleMaker


(http://puzzlemaker.school.discovery.com/):

UNIT 6 – Key ideas


ICT Tools Applied to the Learning of English Language

It features a variety of different exercises types, including the traditional word


search. It is perfect to review vocabulary instead of the traditional quick quizzes.
Moreover, depending on their age and their level of proficiency, learners can create
their own activities and quizzes.

However, little by little, as training becomes more available and teachers become more
familiar and efficient in using technology in their classes, they tend to use authoring
tools.

An authoring tool is a program which is installed in the computer and allows the user
to create materials in electronic format. Those created materials can be
distributed later on a CD-ROM, DVD or through a website. These authoring tools
feature simple design interface and allow the user to add pictures, sounds and
video material along with navigational menus.

It is true that some of the authoring tools available may require a purchase and a
great deal of expertise which will make some teachers to decline. However, most
programs may give the possibility to install a trial version before making any
decision.

These programs are especially designed for educators and fit exactly into our students’
needs:

UNIT 6 – Key ideas


ICT Tools Applied to the Learning of English Language

Hot potatoes

The most famous authoring tool in our field. Review Unit 4


for information on how to use it
http://hotpot.uvic.ca/

JClic

It's a set of free software applications licensed under the GNU


GPL that are used for carrying out different types of educational
activities: puzzles, associations, text exercises, crosswords,
scrambled letters, etc.
It's developed in the Java platform and works in Windows,
Linux, Mac OS X and Solaris systems.
http://clic.xtec.cat/en/index.htm

Task Magic

Template-based authoring software . A series of empty


templates allow you to input text, images and sounds. Each
template automatically generates a range of games and
exercises based on your input.
http://www.taskmagic.co.uk/

UNIT 6 – Key ideas


ICT Tools Applied to the Learning of English Language

GenWord

Generator of Online materials especially for reading and


writing. It also emphasizes vocabulary acquisition.
http://genmagic.org/generadores/genword/

Quandary

This tool was created by the same people who wrote Hot
Potatoes. It can be used to create maze exercises, in
which learners are given options and have to make choices
in order to progress.
http://www.halfbakedsoftware.com/quandary.php

Clarity Software

It allows the creating of listening comprehension exercises,


interactive dictations and presentations.
http://www.clarityenglish.com/

UNIT 6 – Key ideas


ICT Tools Applied to the Learning of English Language

A progression from using websites in our classroom would be to do online project work.
One of these examples is a WEBQUEST, which we will define below. However, first of
all we need to review some of the benefits of using these Internet-based projects
in the classroom:

They are an easy way to incorporate the Internet into the language
classroom.
They are group activities which enhance communication and sharing of
knowledge among students
They can be used for cross-curriculum projects
They encourage critical thinking as not everything would be valid for the project
They are motivating and engaging activities as they present authentic tasks
and students grasp real and useful knowledge.

Bernie Dodge from San Diego State University was one of the first people to define a
webquest. According to him, a webquest is an “inquiry-oriented activity in which
some or all of the information that learners interact with comes from resources on the
internet, optionally supplemented with videoconferencing”.

UNIT 6 – Key ideas


ICT Tools Applied to the Learning of English Language

He distinguishes two types of webquests:

Its goal is knowledge acquisition and integration. The


Short –term
learner will have dealt with a significant amount of new
webquests
information and made sense of it

The goal is to extend and refine knowledge. Learners have


Long-term
to transform the information they acquire and turn it into a
webquests
new product: report, presentation, survey, etc.

As we can imagine, webquests are not products packed ready for the teachers, quite the
opposite, it requires a lot of creativity and attention of the teacher to be able to
create a well-defined and structured project in order to fill our educational goal.
Thus, there some stages teachers need to follow:

1) Introduction
It sets the scene and gives some background to the task such as language learning
content, key concepts learners need to understand in order to succeed in completing
the task. Learners are usually given roles.

2) Task
A clear and precise explanation of the webquest is given so the learners know what
the target is. Learners are usually given roles.

3) Process
Set of instructions which give the steps required to achieve the target. It includes the
resources, i.e., the links to the websites where the information required to complete the
task can be found. In a purely linguistic webquest, it will introduce or recycle lexical or
grammatical points which are essential to fulfill the task.

4) Evaluation
It involves learners in self-evaluation, comparing and contrasting what they have
produced with other learners and giving feedback on what they have learnt. For
language learners, it will include an assessment of the English they have produced. It
will also include teacher evaluation.

UNIT 6 – Key ideas


ICT Tools Applied to the Learning of English Language

Before you start planning your own webquest for your learners, it may be useful and
helpful to look around on the Net what it is available for students. You may find
something already created to fit your students’ needs and/or you may find them as
inspiration to create your own.

In the case you want to design your own webquest, review the following guidelines
Gavin Dudeney gives teachers in his book The Internet and the Language
Classroom: A Practical Guide for Teachers:

 Define the topic area and the end product


(introduction and task stages)

 Find web resources which are suitable in content


and in language

 Group the resources according to stages of the task

 Structure the process – tasks, resources, lexical


areas, grammatical areas

 Design the evaluation stages and concepts

6.3. Electronic portfolios

A traditional paper-based portfolio is a collection of someone’s work that provides


information about his/her efforts, progress or achievement in any given area. Many
professionals such as photographers and/or designers document their work in
portfolios. In the educational field, they were introduced in the 1980s and they have
become an effective learning resource.

Using portfolios to teach English as a foreign language is a flexible tool which can be
adapted to different student ages and levels. Portfolios foster learner autonomy as
students have to take active attitudes towards learning such as organising, setting
up goals and making decisions about what work to include.

UNIT 6 – Key ideas


ICT Tools Applied to the Learning of English Language

Apart from being a valuable method of instruction, portfolios can be used as an


alternative means of assessment. Portfolios are focused on the learning process.
Rather than evaluation a single moment in time, portfolios emphasise individual
progress.

Related to the area of technology we are dealing with, an ePortfolio simply means the
work is presented in electronic format and can include various electronic media such as
video, audio, blogs and/or websites. EPortfolios are becoming very common in
education as they are an ongoing process, and may include materials from courses
already taken by learners, as well as currents projects and works in progress. Portfolio
may also include reflections on the learning experience itself.

The three basic steps in the process of developing a portfolio are:

Collection Selection Reflection

First, learners collect samples of their work. It is not a random collection, it is their
most valued work to show the progress they have made or the results they have
achieved. Finally, students add a reflective statement explaining why they have
selected it.

As students select their work and reflect on their own


work, they acquire independence and
responsibility on their own learning. It enables
learners to get evidence of their strengths and
weaknesses and set personal goals. Thus, they get
motivated to improve their quality of work.

On the other hand, teachers become facilitators and advisors. Portfolios help
teachers to become aware of students’ preferences, learning styles and strategies. Also,
they get feedback on their own teaching practice.

As regards to parents, they can get a picture of the progress and a glimpse of the
learning process of the children. Teachers should ensure parents have access to
the portfolio through the Internet.

UNIT 6 – Key ideas


ICT Tools Applied to the Learning of English Language

The Council of Europe introduced in 2001 the European Language


Portfolio. It consists of three sections:

Information about the learner’s language learning and


 Language passport intercultural communication experiences. It also reflects
self-assessment as well as diplomas and certificates

 Language Biography Summary of the student’s language learning history

Example of oral and written work to illustrate the


 Dossier achievements and experiences summarised in the previous
two items

Benefits of e-Portfolio use

By focusing on learners’ achievements and work and providing access to related


information in a networked or web environment, major benefits may be realised from
e-portfolios. These benefits may include:

Supporting coherent management of a variety of


achievements and pieces of work.
Helping learners take control of their learning
and their lives, by reflecting on their activities and
planning future directions.
Providing a learner-centred rather than course-
centred view of learning.
Giving appropriate views of achievement and learners’ work to appropriate people,
for example, the learner, teachers, mentors, parents, educational institutions.
Facilitating a wider variety and more authentic forms of assessment and
accreditation.
Providing continuity through a learner’s lifelong learning as they move between
learning providers.
Helping with continuing professional development, by encouraging reflection on
practice and linking this with learning activities.
Linking learners achievement and work with the skills required by their educators,
helping to identify learning needs.

UNIT 6 – Key ideas


ICT Tools Applied to the Learning of English Language

Global Language Portfolio (GLP)

The Global Language Portfolio (GLP) is an electronic document modelled on the


ELP but it uses the American Council on the Teaching of Foreign Languages
(ACTFL) scale or the Common European Framework of Reference scale to describe
students’ levels of competence.
http://glp.elenes.com/index.html

6.4. Web 2.0: blogs, wikis, podcasts, etc.

Blogs, wikis and podcasts are examples of social software, tools which allow people
to connect, to communicate and to collaborate online.

A blog (abbreviation for web-log) is a web page with regular online diary entries.
A wiki is a collaborative web space, consisting of a number of pages that can be
edited by any user.
A podcast (combination of Ipod and broadcast) is an audio and/or video file that is
broadcast via the Internet and can be downloaded.

Although they are different tools, they have some common characteristics:

They can be set up and used by teachers and/or learners

They can connect learners to other communities of learners

They can enhance individual or collaborative work

As teachers, we need to take into account that these tools can be very motivating and
engaging for our learners. However, we need to consider our proficiency and
technological knowledge when using these tools to avoid fears and/or
disappointment.

UNIT 6 – Key ideas


ICT Tools Applied to the Learning of English Language

Blogs

There are three types of blogs with educational purposes as Aaron Campbell describes:

1) The Tutor Blog


The Tutor Blog is run by the teacher of a class. The content of this type of blog can be
limited to syllabus, course information, homework, assignments, etc. In this
type of blog, students are normally restricted to being able to write comments to the
teacher's posts.

2) The Class Blog


The Class Blog is a shared space, with teacher and students being able to write. It is best
used as a collaborative discussion space, an extra-curricular extension of the
classroom. Students can be encouraged to reflect in more depth, in writing, on themes
touched upon in class. Students are given a greater sense of freedom and involvement
than with the tutor blog.

3) The Learner Blog


The Learner Blog is the third type of blog and it requires more time and effort from the
teacher to both set up and moderate, but it is probably the most rewarding. It
involves giving each student an individual blog providing each student their own
personal online space. Students can be encouraged to write frequently about what
interests them, and can post comments on other students' blogs.

Either type of blog provides an authentic tool for learners to practice their written
English. Also, as they can be written assignments, blogs posts can be used for
assessment. In this case, the teacher need to provide the evaluation criteria in
advance so students know beforehand what aspects they need to improve and/or
emphasize.

It is normal for blogs to have a limited lifespan. Half of the blogs are estimated to be
active three months after being set up, so it is a good idea for the teacher to have a
clear time frame in mind for a blog project, such as a term or a couple of months.

UNIT 6 – Key ideas


ICT Tools Applied to the Learning of English Language

Examples of different blogs:

Blog-efl. reflections on teaching and learning languages

http://blog-efl.blogspot.com/

Grade 3

http://c3viseu.blogspot.com/

El mundillo de las TIC

http://capileiratic.blogspot.com/

There are a number of blog sites available on the Internet:

Blogger

Blogger

http://www.blogger.com

UNIT 6 – Key ideas


ICT Tools Applied to the Learning of English Language

WordPress

WordPress

http://wordpress.org/

Edublog

Edublog

http://edublogs.org/

If you use a blog as a way of communicating with learners, you can create
personalized exercises they can complete as homework or self-study.

The best kind of exercises to place on a blog involve texts. These can be used to create
a gap-fill exercise. Vocabulary can be substituted or mixed-up. For lower levels,
paragraphs can be mixed up or learners asked to match headings to paragraphs.

One of the best advantages is that exercises can be reused with subsequent groups
of learners. Every blog post has a web address so the only thing you need to do is to add
a hyperlink to an earlier entry.

UNIT 6 – Key ideas


ICT Tools Applied to the Learning of English Language

Wikis

A wiki is a website on which the pages can be added, edited by the users, as well as the
creator of the website. The best-known is Wikipedia, a web-based encyclopaedia.
Wikis are an exceptionally useful tool for getting students more involved in
curriculum. They are often appealing and fun for students to use, while at the same
time ideal for encouraging participation, collaboration, and interaction. Contrary
to blogs, they do not have a linear structure.

Some of the uses of wikis in the classroom can be the following:

Virtual field trips: Have your students research far away places they would like
to go on a field trip, and get them to share images and information about the
location.
Create presentations: Instead of using traditional presentation software, put
presentations on a wiki.
Study guides: Ask students to create study guides for a specific part of the unit
you’re studying.
Fan clubs: Start fan clubs for your students’ favorite figures from history and ask
them to contribute their favorite quotes, photos, and other tidbits together.
Readers’ guides: Have your students create readers’ guides to share their favorite
and most important parts of works you’ve read in class.
Glossary: Get your class to create a glossary of terms they use and learn about in
new units, adding definitions and images.
Class encyclopedia: Ask your class to create an "encyclopedia" on a topic, adding
useful information that can be built upon through the years.
Create exploratory projects: If you’re teaching a new subject, ask your students
to collect and share information in the wiki so that you can learn together.

UNIT 6 – Key ideas


ICT Tools Applied to the Learning of English Language

Podcast

The closest analogy to a podcast is a radio or TV show, however, the difference is that
you can listen or watch a podcast on any given topic whenever you want to. A
podcast can be downloaded to a computer. Its content can be on any topic and it can
include video, in that case they are videocasts. As any ESL material, a podcast can be
authentic or created especifically for language learners. Thus, it can last anything
from a few minutes up to an hour, depending on the topic and/or the purpose.

Mainly, there are two uses of podcasts in teaching:

1. On the one hand, learners can listen to podcasts made by others. The
language teacher can direct their learners to podcasts already available on the Internet ,
for self-study purposes, or even use them in class for listening exercises. These can be
ESL podcasts made especifically for learners.

Podcast at the British Council

For instance at Podcast at the British Council:


http://learnenglish.britishcouncil.org/en/elementary-podcasts

2. On the other hand, more demanding but more rewarding is the option of learners
to be able to produce their own podcasts through different programs like
podOmatic:

PodOmatic

http://www.podomatic.com

UNIT 6 – Key ideas


ICT Tools Applied to the Learning of English Language

Learners can produce a “one-off podcast” like Gavin Dudeney calls them or they can
produced a series or regular podcasts on a variety of topics, imitating a radio
show.

Once learners and teachers have decided to record a podcast, it is advisable to prepare a
script or well-detailed notes to help through the recording.

As language teachers, we can see there are a great


deal of advantages using podcasts in the classroom.
One of the main advantages is to provide listening
practices tailored to the needs of our students.
Teachers can record podcasts providing context-based
models for grammar or vocabulary. Also, it can be
focused on pronunciation. The models of the sounds
and words the learner needs to practice can be based on examples and placed into a
context given in a class. Finally, a podcast can be used to pre-teach and give input
in a different format other than written, especially with learners who are more aural
than visual in their learning style.

UNIT 6 – Key ideas


ICT Tools Applied to the Learning of English Language

In Depth

“Some Thoughts about Webquests”

Bernie Dodge, San Diego State University

First attempt to define and structure a webquest for educational purposes.

The article is available in the virtual classroom or in the following link:


http://webquest.sdsu.edu/about_webquests.html

Creativity and Technology

Nicky Hockley, co-author of How to teach English with Technology, offers her
opinions on creativity related to technology.

The video is available in the following link:


http://youtu.be/bDQJYunby9w

The European Language Portfolio (ELP)

Document designed by the Council of Europe and introduced in 2001 in order to


motivate learners to learn new languages and to provide a record of their level of
competence.

The information is available in the following link:


http://www.coe.int/t/dg4/education/elp/

UNIT 6 – In Depth
ICT Tools Applied to the Learning of English Language

Instituto Nacional de Tecnologías Educativas y de Formación del


Profesorado

Institutional Server for Teacher training in Technology. Through the web, teachers can
find courses, training materials for free and more information about the use of
technology in the school at all levels and ages.

http://formacionprofesorado.educacion.es/index.php/es/materiales

The Journal of Teaching English with Technology

Teaching English with Technology (TEwT) is a free online double-blind peer-reviewed


journal that seeks to disseminate cutting-edge work focused mainly on the use of
technology in TESOL (Teaching English To Speakers of Other Languages).

http://www.tewtjournal.org/

Tools for Educators

Website which provides free tools for teaching: worksheets, worksheet templates,
printables and on-line teaching materials makers with images.

http://www.toolsforeducators.com/

UNIT 6 – In Depth
ICT Tools Applied to the Learning of English Language

Test

1. Teachers prefer to use their own created material because


A. Textbooks are not being published anymore.
B. It enhances collaboration with other teachers and it provides with a great bank
of material.

2. Some of the easiest ways to start creating material online are:


A. Authoring tools.
B. Simple exercises generators.
C. Webquests.

3. There are not authoring tools for teachers:


A. True.
B. False. There are different authoring tools, mostly free, for teachers to be used
such as Hot Potatoes, JCLIC…

4. Webquests…
A. Can be purchased online.
B. Simple and linear structure with no effort by the student and teacher.
C. It requires a lot of creativity and attention of the teacher to be able to create a
well-defined and structured project in order to fill our educational goal.

5. An electronic portfolio:
A. It is just an online CV of the student and/or teacher.
B. It may include materials from courses already taken by learners, as well as
currents projects and works in progress. Portfolio may also include reflections
on the learning experience itself.

6. The three steps we need to take when developing a portfolio are:


A. Collection, selection and understanding.
B. Selection, reflection and publication.
C. Collection, selection and reflection.

UNIT 6 – Test
ICT Tools Applied to the Learning of English Language

7. Blogs, wikis and podcasts are not used for educational purposes:
A. True
B. False

8. The main characteristic that a blog, wiki and podcast share are:
A. They can’t be set up and used by teachers and/or learners.
B. They don’t connect learners to other communities of learners.
C. They can enhance individual or collaborative work.

9. Blogs are great for oral assessment:


A. True
B. False

10. Wikis promote:


A. Participation, collaboration, and interaction.
B. Isolation.

UNIT 6 – Test

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