Language Learning with Webtools
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Workshop given at FAAPI conference September 2015 in Cordoba, ARGENTINA on using technology and wetools for language learning
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Language Learning with Webtools
- 1. http://www.languagelearningtechnology.com Language Learning with WebtoolsLanguage Learning with Webtools Graham Stanley, September 2015Graham Stanley, September 2015 http://the9988.deviantart.com/art/Map-of-the-Internet-1-0-427143215 http://www.slideshare.net/bcgstanley/ http://tinyurl.com/nn26re5
- 2. http://www.flickr.com/photos/brizzlebornandbred/5107883856 How do you feelHow do you feel aboutabout educationaleducational technology?technology?
- 3. http://www.flickr.com/photos/menetekel Do you have anyDo you have any colleagues who feel thiscolleagues who feel this way?way?
- 4. pedagogy before technologypedagogy before technology
- 5. wrong ways towrong ways to approach useapproach use of technologyof technology
- 6. http://www.teachingenglish.org.uk/article/innovations-learning-technologies-english-language-teaching Case studiesCase studies Innovations in learningInnovations in learning technologies for ELTtechnologies for ELT http://tinyurl.com/nn26re5
- 7. Language LearningLanguage Learning with Webtoolswith Webtools 1. Integrating technology1. Integrating technology 2. Building community2. Building community 3. Vocabulary3. Vocabulary 4. Grammar4. Grammar 5. Listening5. Listening 6. Reading6. Reading 7. Writing7. Writing 8. Speaking8. Speaking 9. Pronunciation9. Pronunciation 10. Project work10. Project work 11. Assessment and evaluation11. Assessment and evaluation
- 8. 1. Integrating1. Integrating technologytechnology Language Learning with WebtoolsLanguage Learning with Webtools
- 9. http://www.digitalplay.info/blog/2011/11/04/reward-or-punishment-gamification-with-class-dojo/ Visual Class ListVisual Class List Class DojoClass Dojo http://www.classdojo.com/
- 10. 2. Building a2. Building a learninglearning communitycommunity Language Learning with WebtoolsLanguage Learning with Webtools
- 12. 3. Vocabulary3. Vocabulary Language Learning with WebtoolsLanguage Learning with Webtools
- 14. 4. Grammar4. Grammar Language Learning with WebtoolsLanguage Learning with Webtools
- 15. Real world grammarReal world grammar
- 16. 5. Listening5. Listening Language Learning with WebtoolsLanguage Learning with Webtools
- 17. http://www.videojug.com / Search the tubeSearch the tube
- 18. 6. Reading6. Reading Language Learning with WebtoolsLanguage Learning with Webtools
- 19. Quick response reading raceQuick response reading race http://www.qr-code-generator.com/
- 20. 7. Writing7. Writing Language Learning with WebtoolsLanguage Learning with Webtools
- 21. Developing a storyDeveloping a story http://www.scholastic.com/teachers/story-starters
- 22. 8. Speaking8. Speaking Language Learning with WebtoolsLanguage Learning with Webtools
- 24. Instant streaming video - https://www.periscope.tv/
- 25. 9. Pronunciation9. Pronunciation Language Learning with WebtoolsLanguage Learning with Webtools
- 27. IWB Definition Example Substitution - Tech. used to perform same task (least effective) as done before using computers T. writes on IWB Augmentation - Tech. used to add value to task T. prepares own IWB flipchart Modification - Tech. has functional improvement T. integrates audio/video Redefinition - Tech. allows for new tasks that T. makes full use of all (most effective) were previously inconceivable interactive features Model developed by Dr. Ruben Puentedura: http://www.hippasus.com/rrpweblog/archives/2014/01/31/SAMRAnAppliedIntroduction.pdf SAMR model for tech. integration https://www.youtube.com/watch?t=86&v=us0w823KY0g
- 28. 10. Project work10. Project work Language Learning with WebtoolsLanguage Learning with Webtools
- 30. 1) learners create islands in groups1) learners create islands in groups 2) scan copies of learners’ drawings2) scan copies of learners’ drawings 3) trace over the scanned drawings using IWB software3) trace over the scanned drawings using IWB software ProcedureProcedure
- 34. Activities with the island
- 36. Werewolves of Miller’s Hollow Goal of the game: For the villagers: eliminate the werewolves For the werewolves: eat the villagers
- 37. Werewolves of Miller’s Hollow Each night, one villager is devoured by the werewolves During the day they try to hide their identities to avoid being hanged. Each morning the surviving villagers come together and try to discover who the werewolves are.
- 38. Werewolves of Miller’s Hollow It’s night and the entire village is sleeping. All players close your eyes The werewolves wake up, Recognise each other and choose a new victim
- 39. Werewolves of Miller’s Hollow It’s morning and the village wakes up All players open your eyes The Narrator points out any victims the werewolves ate during the night
- 40. 11. Assessment11. Assessment and evaluationand evaluation Language Learning with WebtoolsLanguage Learning with Webtools
- 43. References Graham Stanley, Language Learning withTechnology,CUP, 2013 Diane Phillips, Sarah Burwood & Helen Dunford Projects with Young Learners OUP, 1999 Matt Wicks, Imaginative Projects CUP, 2000 Kyle Mawer & Graham Stanley, Digital Play, Delta, 2011 Gary Motteram (Ed.) Innovation in learning technologies for ELT British Council, 2013 - http://www.slideshare.net/bcgstanley/ http://tinyurl.com/nn26re5
Hinweis der Redaktion
- Language learning with Webtools Language Learning with Webtools So, you want to use technology in class? But, what comes first: the language or the webtool? Rather than finding a use in the classroom for technology, the teacher should consider the language being taught first and then consider what technology can be used for which purposes inside and outside of the classroom. Based on ideas presented in the book Language Learning with Technology (Stanley, 2013) and Innovations in Learning Technologies for English Language Teaching (Ed. by Motteram, 2013 and available for download here: http://tinyurl.com/nn26re5), participants will hopefully have a better idea of how to approach using technology/webtools in their teaching as well as seeing examples of how others have used them in their practice Bio: Graham Stanley is Country Director for the British Council in Uruguay, working principally on the Plan Ceibal English project, teaching primary school children English in Uruguay via video-conferencing. He has an M.Ed in ELT & Educational Technology and his latest handbook for teachers, 'Learning Languages with Technology' (CUP, 2013) was overall winner in the English Speaking Union HRH Duke of Edinburgh Award English Language Book Awards and his previous book, 'Digital Play: Computer games and language aims' won the British Council ELT Innovation award (ELTon) for teacher resources in 2012.
- As a teacher, how do you feel about educational technology in your own classroom? Talk to your partner and tell them if you use it much and if so, how you use it.
- Do you or do any of your colleagues feel uncomfortable about educational technology? Do you know anyone who refuses to use it?
- One of the reasons why language learning technology has got a bad name with some teachers is when technology is used without much thought for the pedagogy or language aims of the class – to be effective, LLT needs always to be used to support the aims of the lesson and assist in helping the learners practice or learn the language better than if technology was not used. We need to make sure that technology is not being used for the sake of it – Avoid the Everest Syndrome: i.e. Why use Technology? Because it’s there!
- Here are some wrong ways to approach using LLT
- Reading about how others use technology in their classrooms can be inspiring – I recommend looking at this book of case studies and reflections on the use of technology in language teaching around the world and across the board, from the primary classroom to secondary, teens, university and adults.
- I also recommend looking for ideas in handbooks specially written for teachers, such as this one which I wrote (Cambridge, 2013), which was overall winner in the 2014 HRH English Language Book Award presented by the English Speaking Union. Differing from other handbooks for teachers, Language Learning with Technology looks at different language skills and areas and gives ideas how the use of technology can help teachers. For the rest of this workshop, I am going to look at examples from each of these areas, using webtools to support the language areas.
- Just if we have time, let's look at some cretive writing prompts, which can help learners get started with writing stories, etc.
- The first involves a project which has been used in ELT for many years. It involves asking the learners to work in groups and design an island, which is then used as the setting for subsequent classroom activities.
- In my classroom oif teenagers (13-14 year-olds), I asked them to work in groups and decide on the shape of their island. Then I asked them to add natural features (lakes, mountains, forests, etc) and then man-made features (cities, etc). I then scanned their drawings and traced over them on the IWB. Doing this allowed me to manipulate the islands very easily – I can make them bigger or smaller, duplicate elements of thei island (trees, mountains, etc).
- I placed the four student created islands together on a map and added an island that I created, which is the one I use for the students' adventures – some of the classroom activities take place on this mysterious islands. This way, I can add a narrative element to different activities I do in class.
- One of the first activities I asked the learners to do was to write descriptions of the islands and some of the places on the islands. These became part of a growing 'Tourist Guide' to the islands.
- One of the first activities I asked the learners to do was to write descriptions of the islands and some of the places on the islands. These became part of a growing 'Tourist Guide' to the islands.
- There are lots of activities that you can do with the island. These are some sources of information that I know of that can be used.
- One of the activities I've recently done with my learners as part of the island project is to play a game called 'Werewolves of Miller's Hollow' – this is absed on a popular game called 'Mafia', which originated in a Psychology classroom at a university in Russia during the 1980's
- This is the goal of the game. On eof the interesting things about the game is that it is scaleable – you can play with as few as 5 players and as many as 30. It's also adaptable to different levels and ages.
- The game has 2 different turns. Each night, the werewolves claim another victim. During the day, the villagers gather and after finding out who died, they talk about what they heard, etc. and try to figure out who the werewolves are. One of the most important things about the game is the role of the storyteller (narrator), a role that should be taken (at least at first) by the teacher. It's your job to animate the villagers into talking. As this is a fluency activity, I suggest not spending too much attention on errors, although it's useful to tke note of any language your learners produce thast could be improved – the errors can be dealt with after you've played the game.
- The best way of understanding how this might work in the classroom is to play the game, so if it's alright with you, that's what I'd like to do now.
- The game continues. Some ideas for improving on the game in the classroom may be: asking the learners to write role-cards for their characters (who they are, what they do, where they live, etc.) You could also get them to write rumours (on a grafitti wall, etc.)
- Thanks for your attention – please let me know if you try out any of these activities or if you have any comments ro questions about anything in the presentation.
- Here are the references to the books I mentioned in the presentation, and the image I used here too.