From adaptation to integration of ICTs in the “new normal” of language teaching
1. From adaptation to integration of ICTs
in the “new normal” of language teaching
Joan-Tomàs Pujolà
Masaryk University Language Centre, Brno, Czech Republic
11 September 2020
19. Too much worrying about tools and
using multiples apps
The important thing is not to use
many but to use them meaningfully
One bad thing?
20. Extremely worried about
administering online exams securely
Proctoring software monitors your
computer's desktop, webcam video
and audio, but is too expensive.
another?
21. ◎ put your efforts on
formative assessment
◎ do not rely so much on tests
changes in assessment
28. teaching spectrum
Online
All instruction
takes place online,
with synchronous
& asynchronous
tasks.
Hybrid
learning /
Dual delivery
In-person and
synchronous video
conference online
delivery at the
same time
Blended
Different % of
F2F sessions &
online teaching:
e.g. online + one
F2F session x week
Web-
enhanced
F2F + VLE
(e.g. Moodle)
F2F
Sessions in
traditional
classroom
settings
less online more online
31. two sensible teaching options
Online
All instruction take
place online, with
synchronous and
asynchronous tasks
Blended
Different % of F2F
sessions & online
teaching:
e.g. online +1 F2F/week
39. Synchronous online sessions:
◎ shorter breaks (5 minutes), and more
frequent
◎ use content or task capsules
◎ breakout rooms: active & collaborative
tasks
◎ flipped classroom: presenting content
before the session...
lesson planning
should be different
40. ◎ empower your learner with
personalised listening activities
◎ provide synchronous feedback on
collaborative digital writing processes
◎ etc.
look for affordances
to improve language
learning online
44. References
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prompted online language teaching: Lessons for the future. Foreign Language Annals.
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https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-
teaching-and-online-learning
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