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Personalising English Language Teaching in Secondary Schools through Technology<br />3 Teaching Cases<br />

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Why Personalising? <br />The higher the students move up the grade level spectrum, the bigger will be the gap of achievement in English. <br />Students become more mature thinkers. <br />Differences in learning styles. <br />

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Using Sound Editing Software and a Class Blog to Enhance Students’ Oral Presentation Skills<br />Yeung Li Wa, Jenny,<br />Sha Tin Government Secondary School<br />

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Personalising and Rekindling Interest in English Language Learning through Digital Storytelling<br />Wong Sze Long, Armstrong<br />Ho Fung College<br />

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Blogfolios for the Professional Development of English Language Teachers<br />Paul Sze<br />Department of Curriculum and Instruction, CUHK<br />

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Using Adacity and Weblog to enhance students’ speaking skills<br />Jenny Yeung<br />Sha Tin Government Secondary School<br />

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Overview<br />Rationale<br />Objectives<br />The Design <br />Benefits<br />Reminders and Advice<br />Further exploration <br />Questions and Answers <br />

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Why using CALL?<br />A class size of 35 – minimal individual attention to students’ performance<br />Ineffective peer and self assessment in previous lessons<br />

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Objectives<br />To enhance learning effectiveness<br />To conduct effective self and peer assessment <br />To help learners become active participants in the learning process<br />To offer a platform for students to learn from each other <br />To provide an authentic environment for students to do reflections and express their views in the target language <br />

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CALL lessons – the design (1)<br />Sound recording  Audacity<br />Weblog  Wordpress.com<br />

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CALL lessons – the design (2)<br />Before the lesson <br />Created a class blog – Wordpress.com<br />Wrote a post <br />-- stated the purposes of the class blog <br /> -- laid down the regulations<br />Prepared a lesson outline <br /> -- learning objectives, tools needed, procedures<br />In the lesson <br />Explained the goals and introduced the tasks <br />Did a demo of how to record a sound file using Audacity<br />Introduced the class blog <br /> -- the requirements and steps of uploading a file and writing a post<br />Went through the self and peer assessment form <br />Recording and uploading<br />Conducted peer assessment<br />

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Students’ Work<br />

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Benefits<br />Learning effectiveness<br /> -- allows feedback to all<br /> -- conducts self and peer assessment meaningfully <br />Learner autonomy <br /> -- involves students in procedural and learning choices <br />A stress-free environment <br /> -- minimizes anxiety <br />Focused practice in speaking<br />Sustaining interest in language learning <br />

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Reminders and Advice<br />‘Aim less’ <br /> - time constraint<br /> - task design <br />Maintaining the class blog<br /> - appropriate use of language & the blog itself<br /> - file types, storage space <br />

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Exploring the other uses of a class blog<br />Dictations<br />Announcements<br />A forum for discussing current affairs<br />An archive for essays and speeches for public competitions <br />Sharing and recommending teaching resources <br />Other focused practice <br /> e.g. pronunciation, intonation, pace, grammatical accuracy <br />

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‘Computers are basically an attractive nuisance.’ (Healey, 2000) <br />Healey. Deborah (2000) Changing Teaching with Technology. ELI, Oregon State University <br />

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Time for Professional Exchange<br />The End<br />

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Digital StorytellingMotivating Remedial Students<br />Wong Sze Long, Armstrong<br />Ho Fung College (Sponsored by Sik Sik Yuen)<br />

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Digital Storytelling<br />Enhances learner engagement <br /> (through a highly personalized task)<br />

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Subject and School<br />Subjects<br /> 36 S. 2 students<br /> All of them were from classes <br />School<br /> EMI<br /> Government-aided Secondary school<br />

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Teaching Procedures<br />Introducing DST and relevant language features (Lesson 1) <br />Developing ideas for the digital stories<br />Script/ Storyboard writing<br />Producing a digital story <br />

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Pros<br />Meaning focus <br />More than a language task<br />Passive learners became active learners<br />Personalizing language tasks<br />

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Cons<br />Managing a DST classroom<br />Limited language input and output<br />Practicality <br />

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All these should have been eliminated<br />there were not enough headsets<br />some of the microphones available did not work<br />the students’ pictures could not be imported<br />the Internet connection went down <br />the MMLC was occupied<br />

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The End<br />~Thank You~<br />

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Background<br />A professional development course for 33 serving teachers of English in primary and secondary schools interested in using technology in English language teaching<br />

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My concerns<br />How can I put together a convenient platform for the teachers’ ongoing displaying of the teaching ideas and resources that they will be creating?<br />How can I encourage them to inspire and learn from each other? <br />

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Prof. Yang Hao’s Blogfolio<br />http://edu595.wordpress.com/course-blogfolios/<br />

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My Attempt<br /><ul><li>The teachers will display the teaching ideas and resources that they will produce.

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I will provide feedback, reminders, etc. through the class blogfolio.

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The teachers will be put in groups, and encouraged to view and give feedback to each other’s work.

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I will demonstrate to them my own ongoing project through the course. </li></li></ul><li>Experience gained<br />A useful, convenient, platform, for everyone concerned.<br /> The teachers were highly motivated to create and display their teaching ideas and resources.<br />There was substantial mutual support and peer learning. <br />