Unit 6
Unit 6
Unit 6
Communication
[6.1] How to study this unit
6 UNIT
ICT Tools Applied to the Learning of English Language
Key ideas
To study this unit, you need to read the following articles about different tools to
enhance creativity and communication in ESL classroom:
Godwin Jones, Robert. “Emerging Technologies: Blogs and wikis: Environments for
On-line collaboration”:
http://www.lltjournal.org/item/2425
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.
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
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.
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:
Hot potatoes
JClic
Task Magic
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
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”.
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.
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:
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.
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.
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.
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.
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:
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.
Blogs
There are three types of blogs with educational purposes as Aaron Campbell describes:
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.
http://blog-efl.blogspot.com/
Grade 3
http://c3viseu.blogspot.com/
http://capileiratic.blogspot.com/
Blogger
Blogger
http://www.blogger.com
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.
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.
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.
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.
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.
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
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.
In Depth
Nicky Hockley, co-author of How to teach English with Technology, offers her
opinions on creativity related to technology.
UNIT 6 – In Depth
ICT Tools Applied to the Learning of English Language
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
http://www.tewtjournal.org/
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
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.
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.
UNIT 6 – Test
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