Using the Web 2.0 in the English classroom

Using the Web 2.0 in the English classroom

Learning EnglishThroughTechnology

Isabel Pérez Torres

• Introduction: changes, changes, ……

• What do teachers do with ICT in English

classrooms?

• Main contribution of ICT to L2 teaching

• Typical problems and mistakes

• 4 keys to facilitate learning

• Conclusions

http://isabelperez.com/

1st Ipad (2010)

• 1st PC (1981)

Changes in Technology……….


In the WWW…….

• Web (1990) Tim Berners Lee

• Web 2.0 (~2000)

•Web 3.0





Permanentlyconnected

Seek Innovationand Entertainment

Multimedia Technology

Videos, ipods, mobiles, etc.

Collaborating and Networking

Blogs, social networks, foros, wikis, etc.

Grown Up DigitalBy Don Tapscott


Changes in the school……and at home.


changes in Education and languageteaching…..

• From knowledge reproduction Toconstructivist learning

• From Teaching CONTENT and LANGUAGE

• To Content and Language Integrated Learning

CLIL


What do teachers do with ICT in Second Language classrooms?


• “We searched for lot of information on the Web”

• “We use audiovisual resources from the Internet”

• “We provide students web addresses with content of

interest“


• “We use Word and Open office to write texts or

generate graphics and presentations.”

• “We use presentations or graphics to encourage

oral expression in the classroom.”

• “We use online dictionaries.”

• “We record video and audio clips with Audacity”

• “I have carried out some online projects”


• TheWEB


1. Interaction and feedback

2. Autonomy

3. Own pace

4. Repeat and revise

5. Self- conciousness

6. Teacher has a different role

ICT / Web as a reproductive environment

– Ref: i.e Dictionaries

– Quizzes

– Grammar, pronunciation sites

Language resources


http://www.uiowa.edu/~acadtech/phonetics/spanish/frameset.html

• Texts,

• Images,

• Audio, podcasts

• Presentations

• Videos,

Authentic Materials

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Authentic Materials

Podcasts

NEWS FILMS

Videos

Music

ANYTHING

– Academic

– Authentic

– # formats

Subject content resources


Bookmarks


Web 2.0


Web 2.0


• Colaborative spaces / Social Software–Bookmarks

–Blogs

–Wikis

–Microblogs

Applications


http://www.diigo.com/user/isaperez

http://www.twiducate.com/

Wikis


Interaction on the Web

European programmes

Comenius

Erasmus

Grundtvig

eTwinning


E.j.Glogster………..


• Create their own knowledge

• Student centred

• Reflection, sinthesis, evaluation, etc

• Interaction

• Collaboration

ICT/ Web: constructive environment

http://carmengomez.com/

Task and Process Approach

• Reception tasks• Production tasks

““an activity which requires learners to use

language, with emphasis on meaning, to attain an

objective”

(Bygate, Skehan, and Swain, 2001:11).

• Task can be presented in different formats

(eg.Proyecto, Webtask, WebQuest, etc.)

• The result can be:

– A document,

– A poster,

– A presentation ppt,

– An oral presentation, a recording, etc.

Activities / Strategies


Constructivist activities

• Treasure Hunts

• WebTasks

• WebQuests

• Projects

http://isabelperez2006.googlepages.com/webtasks

Treasure Hunts• Questions and links to

find the answers

• Big Question


http://isabelperez.com/wizard/Solar_system_bonares.htm?ID=77967

Webtasks• Carry out a task based

activity, using web resources.

• Focused on content rather than on form

aspects.


http://lolaceituno.googlepages.com/kingarthur,betweenlegendandreality

http://sites.google.com/site/lolaceituno2/unequalpopulationdistribution

WebQuests(Dodge, 1995:1)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.

A WebQuest is built around an engaging and doable task that

elicits higher order thinking of some kind. It's about doing

something with information. The thinking can be creative or

critical, and involve problem solving, judgement, analysis, or

synthesis. The task has to be more than simply answering

questions ………(Starr, 2000)


WebQuests

Advantages of WebQuests

• Clear structure

• Motivation (authentic material, autonomy,

creativity, etc.)

• Collaboration and cooperation: groups,

roles

• Promotion of processes of high order

thinking


http://irvingroute.wikispaces.com/The+mathematician

Typical problems and mistakes

• P: the lesson plan depends too much on theInternet access.

• P: Time /

• M: we are too ambitious

• M: we use ICT, but in a very reproductive way

• M: we plan activities with low cognitive demand

• Solution: be realistic / plan, assess and plan again


How to proceed


4 keys to facilitate learning


Conclusions• Plan and encourage creative and constructivist

activities

• Use Web 2.0 for collaborative tasks (e.g.Webtasks, webQuests)

• Use ICT to make students practise oral skills (e.g.podcasts)

• When possible plan crosscurricular units /tasks

• Teach key competences

• Use the Web to host and share materials and tocontact other teachers and students (e.g. eTwinning)
