A Faculty Guide to Preventing Plagiarism
Using Technology in the English Language Classroom
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1IntroductionsLets introduce ourselvesPlease shareYour nameWhere you teach and who you teach (age/grade level)One good thing that has recently happened to you
10-minutes2Think for a minuteIf we teach today as we taught yesterday, then we rob our children of tomorrow John Dewey (1916)
Is it important to integrate technology into the language classroom? Explain why or why not?5-7 minutes3DiscussionWhat are the benefits of integrating technology into the English classroom?
What are the disadvantages of integrating technology into the English classroom?
Are there ways to overcome these disadvantages? 10-12 minutes4Principles of Technology IntegrationAccording to Specter (2012), teachers should consider the following when designing learning activities involving technologyLearning goals and objectives are metThe learning environment is useful and reliable, with meaningful activities aligned with goalsThe learning experience is appealing and attractiveThe program/technology is sustainableNo harm is done
5-7 minutes5Workshop GoalsWe will Review some interesting and appealing technology applications, websites and practices involving language learningDiscuss ways that your students can benefit from using technology in the classroomReflect on current learning goals and your use of technologyCreate a plan that integrates language learning goals with using technologyPrinciples of Technology IntegrationLearning Goals and Objectives are met
What are some of the overall learning goals for your students? Choose 1-2How do you measure them?Tests? Presentations? Essays? Dialogues and role plays? How do you know that students have met these goals or objectives? What will students be able to do? In what ways can technology be used to help students meet these goals or to measure students performance of these goals?
Think, Pair, Share spend 5-7 minutes discussing this with a partner, and then share with the class. 15 minutes7DiscussionIn what ways can technology be used to help students meet these goals or to measure students performance of these goals?
Principles of Technology Integration The learning environment is useful and reliable, with meaningful activities aligned with goals
How do you create a useful and reliable learning environment? Is this environment within the classroom? Are students able to take their learning out of the classroom? In what ways could technology enable students to extend/transfer their learning outside the classrooms walls?What are some ways you currently use technology to teach English?
Think, Pair, Share spend 5-7 minutes discussing this with a partner, and then share with the class. 7-10 minutes9Principles of Technology Integration The learning experience is appealing and attractive
What learning experiences and activities do your students enjoy? Do they enjoy active learning? Collaboration? Writing? Creative? Research? Do your students enjoy using technology? What websites do they visit? What chat/texting/social media do they use? How can you create enjoyable experiences using technology? 10 minutes10Digital DivideSometimes, we implement instructional technology without thinking about the potential disadvantages for some students and learners. We call these disadvantages part of the digital divide. Are there ways to avoid the digital divide for your students? Do all of your students have access to technology at home or outside of school? 5 minutes11Using Technology for Language LearningInput (reading, listening) = input (i) + 1 (Krashen)Learned vs. Acquired Output (writing, speaking)BICS (basic interpersonal communicative skills)CALP (cognitive academic language proficiency)
5-7For Krashen, the input that students receive should be about 1 level above their proficiency that is, it needs to be more challenging, but not too challenging, what Krashen deemed as comprehensible input it should be challenging enough for students to hear and understand, but not too demanding. Krashen also differentiates between language that is learned vs. language that is acquired. According to Krashen, acquired language is part of a subconscious process, similar to the process that children undergo. Acquired language involves meaningful communication or natural communication with the target language. This occurs when students have opportunities to use language in a natural, authentic way. However, learned language involves a conscious effort to learn the rules and structures of a language. This involves learning grammar rules and other possible textbook communication patterns. For Krashen, learning is less important than acquiring language. Considering your students language goals and the types of language you plan to focus on should be one of the main considerations for your use of educational technology. In addition, when planning your technology, consider different forms of output as well and what Cummins explained as Basic Interpersonal Communicative Skills (BICS) or Cognitive Academic Language Proficiency (CALP). BICS involve listening and speaking skills that many people acquire through common interaction with people greetings, requests, conversation patterns. CALP involves more complicated and specialized language patterns that help people understand the specialized language of schools and content areas, and help students navigate their experiences in schools. Cummins estimates that children can typically acquire BICS in 2-3 years with regular exposure to the target language; however, it may take 5-7 or more years for children to acquire CALP at native like proficiency since it is spoken in only one context. 12Using TechnologyOutput WritingWikis, blogs, discussion boards
Wikispaces Edublogs Prezi 5-7 minutes13Using TechnologyOutputSpeakingVoice boards, recordings, audacity, Jing
Slide ShareRich Internet Applications VoxopopJing5-7 minutes14Using TechnologyInputListeningRecordings of conversations, videos, commercials, movies, podcastsYoutubeRandalls ESL Cyber Listening LabESL PodcastVoice of AmericaUsing TechnologyInputReadingArticles (magazines, newspapers), blogs, literature (poems, short stories), informational sitesNY TimesMagatopia Strategies for Critical Reading (For advanced students)
Other uses of TechnologyUsing imagesRandom Image Generator Cell Phone Cameras (Wang, Chen, & Fang, 2011)
In a Chinese EFL classroom, Wang, Chen, & Fang (2011) decided to use students love of taking pictures to plan an activity that focused on teaching them English. They had students go into the town and take pictures using their cell phone cameras. The students then created a presentation that translated important landmarks, signs, and parts of their city into English for tourists. The researchers noted that students loved using technology, especially something that they use everyday and are very familiar with. The use of cell phones and their cameras enabled students to envision using a common technology in an educational manner. 17For next weekThink of 1 specific language goal/outcome that your students have difficulty achieving. Verbs (tense), Sentence punctuation,
Identify 1 learning technology, and create a plan to address this difficulty using one of the learning technologies we discussed.
Bring these to the next meeting. We will review the plans. You may work with a partner if you feel more comfortable.
ReferencesSchtz,R. (2007)."Stephen Krashen's Theory of Second Language Acquisition."English Made in Brazil. Shoebottom, P. (2014). Second language acquisition: Essential information. Frankfurt International School. http://esl.fis.edu/teachers/support/cummin.htmSpector, J. M. (2012). Foundations of Educational Technology: Integrative Approaches and Interdisciplinary Perspectives. New York: Routledge. Wang, F., Chen, X., & Fang, W. (2011). Integrating smartphones into a Chinese EFL classroom: Students attitudes, technological readiness, and perceived learning. Journal of Educational Technology Development and Exchange, 4(1), 91-102. Stay EngagedPost about your experience today using the hashtag#custom@TempleTLC
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