Webskills summer course.

Week 4. Reading,writing and vocabulary


What Is Successful Technology Integration?



http://www.edutopia.org/technology-integration-guide-description
Well-integrated use of technology resources by thoroughly trained teachers makes twenty-first-century learning possible



Technology integration is the use of technology resources -- computers, mobile devices like smartphones and tablets, digital cameras, social media platforms and networks, software applications, the Internet, etc. -- in daily classroom practices, and in the management of a school. Successful technology integration is achieved when the use of technology is:
  • Routine and transparent
  • Accessible and readily available for the task at hand
  • Supporting the curricular goals, and helping the students to effectively reach their goals
When technology integration is at its best, a child or a teacher doesn't stop to think that he or she is using a technology tool -- it is second nature. And students are often more actively engaged in projects when technology tools are a seamless part of the learning process.

Defining Technology Integration

Before we can discuss how to shift our pedagogy or the role of the teacher in a classroom that is integrating technology, it is important to first define what "technology integration" actually means. Seamless integration is when students are not only using technology daily, but have access to a variety of tools that match the task at hand and provide them the opportunity to build a deeper understanding of content. But how we define technology integration can also depend on the kinds of technology available, how much access one has to technology, and who is using the technology. For instance, in a classroom with only an interactive whiteboard and one computer, learning is likely to remain teacher-centric, and integration will revolve around teacher needs, not necessarily student needs. Still, there are ways to implement even an interactive whiteboard to make it a tool for your students.
Willingness to embrace change is also a major requirement for successful technology integration. Technology is continuously, and rapidly, evolving. It is an ongoing process and demands continual learning.
"Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally. The technology should become an integral part of how the classroom functions -- as accessible as all other classroom tools."-- NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS FOR STUDENTS, INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION
When effectively integrated into the curriculum, technology tools can extend learning in powerful ways. These tools can provide students and teachers with:
  • Access to up-to-date, primary source material
  • Methods of collecting/recording data
  • Ways to collaborate with students, teachers, and experts around the world
  • Opportunities for expressing understanding via multimedia
  • Learning that is relevant and assessment that is authentic
  • Training for publishing and presenting their new knowledge

Types of Technology Integration

It is sometimes difficult to describe how technology can impact learning because the term "technology integration" is such a broad umbrella that covers so many varied tools and practices; there are many ways technology can become an integral part of the learning process. Just a few of these ways are listed below -- but new technology tools and ideas emerge daily.
Online Learning and Blended Classrooms
While K-12 online learning gains traction around the world (visit our Schools That Work package about online learning), many teachers are also exploring blended learning -- a combination of both online and face-to-face education. Read a blog by Heather Wolpert-Gawron about blended learning. Blogger Bob Lenz also gives us a snapshot of what blended learning looks like in the classroom.
Project-Based Activities Incorporating Technology
Many of the most rigorous projects are infused with technology from start to finish. Visit our Schools That Work package about project-based learning in Maine to read about a middle school and high school that are getting excellent results from mixing PBL with a one-to-one laptop program. Or read a recent blog by Brian Greenberg about combining PBL with blended learning.
Game-Based Learning and Assessment
There has been a lot of buzz about the benefits of incorporating simulations and game-based learning activities into classroom instruction. Visit our Video Games for Learning Resource Roundup page to learn more. Guest blogger Terrell Heick wrote about the gamification of education, or go straight for the practical resource and read Andrew Miller's "Game-Based Learning Units for the Everyday Teacher".
Learning with Mobile and Handheld Devices
Once widely dismissed as distractions, devices like cell phones, mp3 players, and tablet computers are now being used as learning tools in forward-thinking schools. Check out our downloadable guide,Mobile Devices in the Classroom. Read a blog by Ben Johnson on using iPads in the classroom or an article about using cell phones for educational purposes. Check out the case study by former Edutopia executive director Milton Chen on using iPods to teach English language learners, or there's a blog by Audrey Watter about texting in the classroom. We also have a blog series that maps k-5 iPad apps to Bloom's taxonomy by Diane Darrow. You will many more links on our Mobile Learning Resource Roundup page.
Instructional Tools like Interactive Whiteboards and Student Response Systems
Web-Based Projects, Explorations, and Research
One of the first, and most basic, ways that teachers encouraged kids to use technology was with online research, virtual field trips, and webquests. Watch videos about online collaborative projects Journey North and the JASON project. Read an article by Suzie Boss about using web-based resources to help your classroom go global, and here's an article with links to wonderful virtual field trips. Or check out these useful how-to articles about using online photo archives for primary sources, teaching with virtual libraries, and helping students do research on the web.
One of the central ideas of digital or media literacy is that students should be come creators and critics, not just consumers, of media. Read an article about student-produced podcasts, or find out more about quality digital storytelling in a blog by Suzie Boss. You can also watch a video about students learning how to become creators in Chicago at Digital Youth Network. Or learn about student filmmakers in the San Francisco Bay Area, San Antonio, Texas, or Effingham, Illinois.Student-Created Media like Podcasts, Videos, or Slideshows
Collaborative Online Tools like Wikis or Google Docs
Connecting with others online can be a powerful experience, both for teachers and for students. Teacher Vicki Davis is an evangelist for such connections; watch a video about technology in her classroom or read an article she wrote for Edutopia on creating personal learning networks for students. Read an article about the basics of how wikis work, and blogger Audrey Watters makes the case forwhy wikis still matter. You can also read more about Google's free offerings for educators.
Using Social Media to Engage Students
Though social media tools are still blocked in many schools, students around the world spend vast amounts of time on social networks outside of school. Read a blog that makes the case for social media in education, and article that goes over how to use social-networking technology for learning, or another blog about how to co-opt students’ favorite social media tools for classroom use. You will find lots of tips and hints in our primer, "How to Create Social Media Guidelines for Your School."

Frameworks for Technology Integration

Two commonly used models for technology integration are known as SAMR and TPACK.

The SAMR (Substitution, Augmentation, Modification, Redefinition) model, created by Dr. Ruben Puentudura, guides the process of reflecting on how we are integrating technology into our classrooms. The ultimate goal of technology integration is to completely redefine how we teach and learn, and to do things that we never could before the technology was in our hands. For more information, you can watch a series of podcasts by Dr. Puentudura, visit his blog, or read Dr. Puentudura's paper on the model (PDF).
The TPACK (Technological Pedagogical Content Knowledge) framework lays out the knowledge that educators need in order to successfully integrate technology into their teaching. The TPACK website provides a large collection of free resources for teachers and other instructional leaders.

Levels of Technology Integration

In her blog, "What Does 'Technology Integration' Mean?" Mary Beth Hertz shares four levels of classroom technology integration she has observed in schools:
  1. Sparse: Technology is rarely used or available. Students rarely use technology to complete assignments or projects.
  2. Basic: Technology is used or available occasionally/often in a lab rather than the classroom. Students are comfortable with one or two tools and sometimes use these tools to create projects that show understanding of content.
  3. Comfortable: Technology is used in the classroom on a fairly regular basis. Students are comfortable with a variety of tools and often use these tools to create projects that show understanding of content.
  4. Seamless: Students employ technology daily in the classroom using a variety of tools to complete assignments and create projects that show a deep understanding of content.
Despite the dramatic differences in resources and abilities from classroom to classroom, school to school, and district to district, it's possible to integrate technology tools in ways that can impact engagement and learning for all students. And if, like many teachers, you have obstacles in terms of available equipment or support, we've got two great resources: Suzie Boss's article, "Overcoming Technology Barriers: How to Innovate Without Extra Money or Support," and Mary Beth Hertz's blog, "Integrating Technology with Limited Resources."
Continue to the next section of the guide, How to Integrate Technology Tools, where you will find many more tips for successful technology integration.


Weeek 3.

ESL Communicative Lesson Plan Resources

 http://www.esl-galaxy.com/speaking.html


 Tips and tricks to help you prepare for English speaking practice in the classroom

 http://www.onestopenglish.com/skills/speaking/teaching-ideas/

 Free English conversation lesson plans for beginning, intermediate and advanced level of English learning in ESL EFL classes as well as business English classes. Each lesson provides an introduction, step by step teaching guidelines and printable student worksheets.
\
 http://esl.about.com/od/conversationlessonplans/


Using Original Video and
Sound Effects to Teach English

https://americanenglish.state.gov/files/ae/resource_files/50_1_4_yassaei.pdf

Resources

CAELA Network Briefs

Teaching Pronunciation to Adult English Language Learners

Kirsten Schaetzel, Georgetown Law Center, Washington, DC
Ee Ling Low, National Institute of Education, Nanyang Technological University, Singapore
July 2009

http://www.cal.org/caelanetwork/resources/pronunciation.html


Week two.
Jones, 1997 – "Clear objectives can help the instructor design lessons that will be easier for the student tocomprehend and the teacher to evaluate".

Lohr, no date – "A properly written objective tells you what specific knowledge, skill, or attitude is desired and what method of instruction and criteria for learner achievement are required."


Here is an article explaining behavioral learning objectives.


An online slide show takes a look at using the ABCD model with achieving an information technology goal. You may find this very helpful as you plan your project for this course (adding a technology component to improve your teaching): Writing Specific Instructional Learning Objectives

Week one.


Some links for reading about using blogs in the classroom.

http://www.teachingenglish.org.uk/article/blogging-elt

What is a blog?
A blog (short for weblog) is a frequently updated website that often resembles an online journal. It's so easy to create and update a blog - it requires only basic access to the Internet, and a minimum of technical know-how. Because of this, it is one of the easiest ways to publish student writing on the WWW. It's almost as easy as sending an email.

Nowadays, blogs can also display photos and some people are using them with audio and even video, but this article will concentrate on the basics, showing how a simple text-based blog can be used to great effect with your English language learners.

Types of blogs used in language teachingAaron Campbell (2003) has outlined three types of blogs for use with language classes:
  • The Tutor Blog is run by the teacher of a class. The content of this type of blog can be limited to syllabus, course information, homework, assignments, etc. Or the teacher may choose to write about his or her life, sharing reflections about the local culture, target culture and language to stimulate online and in-class discussion. In this type of blog, students are normally restricted to being able to write comments to the teacher's posts. A great example of this is Aaron Campbell's own 'The New Tanuki' http://thenewtanuki.blogspot.com/
  • The Class Blog is a shared space, with teacher and students being able to write to the main area. It is best used as a collaborative discussion space, an extra-curricular extension of the classroom. Students can be encouraged to reflect in more depth, in writing, on themes touched upon in class. Students are given a greater sense of freedom and involvement than with the tutor blog. A very good example of what has been done with this type of blog is Barbara Dieu's 'Bee Online'http://beeonline.blogspot.com/) and 'Bee Online 2' http://beeonline2.blogspot.com/
  • The Learner Blog is the third type of blog and it requires more time and effort from the teacher to both set up and moderate, but is probably the most rewarding. It involves giving each student an individual blog. The benefit of this is that this becomes the student's own personal online space. Students can be encouraged to write frequently about what interests them, and can post comments on other students' blogs. For examples, see the links to learner blogs from the class blog and tutor blog examples above.

Of course, teachers who decide to use blogs often use a combination of Tutor or Class blog and Learner blogs, with hyperlinks connecting them.

Why blog?So, why should you blog with your students? There are many reasons why you may choose to use weblogs with students. One of the best reasons is to provide a real audience for student writing. Usually, the teacher is the only person who reads student writing, and the focus of this reading is usually on form, not content. With weblogs, students can find themselves writing for a real audience that, apart from the teacher, may include their peers, students from other classes, or even other countries, their parents, and potentially anyone with access to the Internet.

Here are some other reasons for using blogs:
  • To provide extra reading practice for students.
    This reading can be produced by the teacher, other students in the same class, or, in the case of comments posted to a blog, by people from all over the world.
  • As online student learner journals that can be read by their peers. 
    The value of using learner journals has been well documented. Usually they are private channels between teacher and student. Using a blog as a learner journal can increase the audience.
  • To guide students to online resources appropriate for their level.
    The Internet has a bewildering array of resources that are potentially useful for your students. The problem is finding and directing your learners to them. For this reason, you can use your tutor blog as a portal for your learners.
  • To increase the sense of community in a class.
    A class blog can help foster a feeling of community between the members of a class, especially if learners are sharing information about themselves and their interests, and are responding to what other students are writing.
  • To encourage shy students to participate.
    There is evidence to suggest that students who are quiet in class can find their voice when given the opportunity to express themselves in a blog.
  • To stimulate out-of-class discussion.
    A blog can be an ideal space for pre-class or post-class discussion. And what students write about in the blog can also be used to promote discussion in class.
  • To encourage a process-writing approach. Because students are writing for publication, they are usually more concerned about getting things right, and usually understand the value of rewriting more than if the only audience for their written work is the teacher.
  • As an online portfolio of student written work.There is much to be gained from students keeping a portfolio of their work. One example is the ease at which learners can return to previous written work and evaluate the progress they have made during a course.
  • To help build a closer relationship between students in large classes.
    Sometimes students in large classes can spend all year studying with the same people without getting to know them well. A blog is another tool that can help bring students together.

Where to startThere are lots of sites where you can set up a blog for free, but perhaps the best known and one of the most reliable and simple blogging tools to use with students is Blogger (http://blogger.com). It takes only fifteen minutes from setting up an account to publishing the first post using this valuable tool.

The teacher sets up the tutor blog or a class blog. With a Class blog, students will need to be invited to participate by e-mail. Learner blog accounts can either be set up beforehand by the teacher, or done at the same time with a whole class in a computer room. The former gives the teacher more control of student accounts, but some advantages of the latter is that learners are given more choice (of username, design of the blog, etc) and a greater sense of 'ownership' of their new virtual writing space.

Tips for managing learner blog settings
  • Use the 'Settings' in Blogger to add yourself (under Members) as Administrator of the learner blog. This is invaluable if students later forget usernames or passwords, and can also help if inappropriate posts are published
  • Make sure you change the setting and turn the 'Comments' feature on. This will allow the others to respond to things the students write on their learner blogs.
  • Also in 'Settings', you will find an option to receive an email whenever a student publishes their blog. This will save you time regularly checking learner blogs to see if any of your students have posted. Another way of being informed of this is to use the 'Site Feed' function (discussed further below).

Keeping students interested
Many teachers who start to use blogs find the novelty factor is enough to create student interest in starting to use them. However, blogs work best when learners get into the habit of using them. If learners are not encouraged to post to their blogs frequently, then they can quickly be abandoned. A failed experiment. Here, the teacher in the role of facilitator is vital for maintaining student interest. Here are some ideas to how this can be done:
  • Respond to student posts quickly, writing a short comment related to the content. Ask questions about what the learner writes to create stimulus for writing.
  • Students should be actively encouraged to read and respond (through the commenting feature of the blog) to their classmates.
  • Writing to the blog could be required, and it may form part of the class assessment. Students should be encouraged to post their writing homework on the blog instead of only giving it to the teacher.

Some ideas for activities
  • Mystery guest. Invite another teacher or someone from another school or country as a mystery guest to your blog. Ask the students to engage him or her in dialogue and guess their identity.
  • Project work. A blog is an ideal space for developing a project, especially if the project is a shared one between several classes or even classes in different countries.
  • International link-ups. Contact another educational establishment to see if they are interested in a joint blogging project. Students can write about their lives, culture, interests, etc, and be encouraged to read about the other class and respond by writing comments.
  • Photoblog. If you plan on using photographs in your blog, there are lots of tools available to help you. Flickr (http://www.flickr.com) makes publishing photographs to blogs easy. If you want to make photographs central to the blog, however, it is better to use a blogging tool such as Buzznet (http://www.buzznet.com), which is a photo publishing tool and blog rolled into one.

Pitfalls to watch out for
  • Unwanted comments. To avoid unwanted comments, you can always restrict comments to people in the class or to registered bloggers.
  • Correction. It is difficult to use a blog for correcting students. Student written work can always be corrected before posting to the blog, or you can do class correction sessions using work published in the blogs.
  • Privacy. By their very nature, most blogs are public. Anyone with access to the Web can find and read a blog, and write comments (if this feature has been turned on). If privacy is an issue, then you will be better off using a blogging tool that allows different levels of access rights. Live Journal http://www.livejournal.com is a good choice, and is particularly popular with teenagers . Live Journal allows the setting up of a closed community, which could be restricted to the members of a class or to a wider circle including other classes, parents, etc.

Advanced feature
The easiest way to keep track of a lot of learner blogs is to use the 'Site Feed' feature. You will need to use another piece of software called a newsreader or aggregator to read site feeds. Using a newsreader means your e-mail in-box won't become cluttered with posted messages from students publishing their weblogs. One of the most popular, free web-based newsreaders is Bloglines http://www.bloglines.com.

The BBC and British Council are not responsible for the content of external web sites.

Further reading
Blog-efl. My own blog with information and comments for teachers of EFL/ESL interested in using blogs http://blog-efl.blogspot.com
'Weblogs for use with ESL classes' Campbell AP (2003) http://iteslj.org/Techniques/Campbell-Weblogs.html


Graham Stanley, British Council, Barcelona

Weblogs for Use with ESL Classes

Aaron Patric Campbell
apc33 [at] rocketmail.com
http://www8.ocn.ne.jp/~apc33/
Ryukoku University (Seta, Japan)
The purpose of this paper is to introduce three ways that weblogs can be used to support ESL classroom learning. After defining what a weblog is, I will proceed to show how weblogs can be put into immediate use in the ESL classroom by means of three distinct types: the tutor weblog, learner weblog, and class weblog. I will also mention the software available for creating and maintaining weblogs.

What is a Weblog?

A weblog (or 'blog') can be thought of as an online journal that an individual can continuously update with his or her own words, ideas, and thoughts through software that enables one to easily do so. Unlike a standard website, weblog entries are made by typing directly into the browser and with the click of a button are instantly published on the internet. All basic document formatting, like spacing, bold, italics, underline, and creating links, requires no knowledge of HTML or FTP (File Transfer Protocol), so that anyone who can type, copy, and paste can create and maintain a weblog. However, with a very basic knowledge of HTML, users can extend their ability to customize the layout of their blog and even add pictures to enhance its attractiveness. Similar to an open journal, the accumulation of writings and other content creates both a record of learning and a resource for others. Furthermore, a weblog is interactive, in the sense that readers can respond to any given entry with a comment and even threaded discussions can take place depending on the software chosen.
Even though weblogs have been in existence since the very beginning of the world wide web itself (Winer, 2002), free, commercially available 'blogging software' of the type discussed in this article, seems to have made its first appearance in July of 1999 (Blood, 2000).  Because of the relative quickness and ease of publishing this type of software affords, the number of users has grown tremendously since then, and we can now observe blogs being used for personal, educational, journalistic, and commercial purposes. In the following section, I will introduce three possible ways that weblogs could be put to immediate use with ESL classroom learning.

Three Types of Weblogs for Use in ESL Classrooms

The Tutor Blog

This is a type of weblog that is run by the tutor for the learners. It serves the following purposes:
  • It gives daily reading practice to the learners. Sometimes students find assigned reading material too boring, difficult, or hard to relate with. This is because it is often written with another purpose in mind. So who better to write to them than the person who knows them best: the teacher. Entries are kept short, geared towards the learner interest, and linked to related online sources for further reading if desired. Vocabulary used in class can be recycled this way. New vocabulary words can be linked to definitions on other sites found with a search engine. Furthermore, a casual, natural writing style can be used by the tutor to develop learner familiarity with native language patterns.
     
  • It promotes exploration of English websites. Any entry made by the tutor can and ought to encourage further exploration of the Internet in English by linking to related articles, and content based websites. For those learners reluctant to step outside the comfort of exploring the Web in their native language, being led to interesting English language sites will increase their confidence and help to overcome their aversion.
     
  • It encourages online verbal exchange by use of comment buttons. At the bottom of each entry, any blog reader can make a comment that can be read and further commented on by all who access the site. Ask your students questions, give them riddles, challenge their views; whatever it takes to encourage them to comment.
     
  • It provides class or syllabus information. Entries in the blog can also serve to remind students about homework assignments and upcoming discussion topics. Links can be provided to sites that introduce relevant topics of discussion. The tutor can also follow up on difficult areas of classroom work that might need review or clarification. In addition, a permanent link to the classroom syllabus and rules can be included on the blog.
     
  • It serves as a resource of links for self-study. In the right and/or left margins of the blog, permanent links can be set-up and organized to aid the learner in self-study, for example links to online quizzes, English news sites, key-pal networks, audio and video files for listening practice and ESL interactive websites.

The Learner Blog

These are blogs that are either run by individual learners themselves or by small collaborative groups of learners. In ESL, learner blogs may be best suited for reading and writing classes. A common reading assignment can be followed by blog postings on the thoughts of each learner or group of learners. Furthermore, the act of constructing the blog may encourage the use of search engines and net surfing in English to find the appropriate sites to which links can be made.  This will empower the learner to direct the reader to sites of choice for further reading. Individually, blogs can be used as journals for writing practice, or as free-form templates for personal expression. The idea here is that students can get writing practice, develop a sense of ownership, and get experience with the practical, legal, and ethical issues of creating a hypertext document. In addition, whatever they write can instantly be read by anyone else and, due to the comment features of the software, further exchange of ideas is promoted. Tutors can even run a mega-blog of select topics of interest gleaned from student blogs so that the broader issues are brought into focus on a single website.

The Class Blog

This type of blog is the result of the collaborative effort of an entire class. The following are some possible uses:
  • In conversation-based classes it could be used like a free-form bulletin board for learners to post messages, images, and links related to classroom discussion topics. It could also be a space for them to post thoughts on a common theme assigned for homework.
     
  • With intermediate and advanced learners, class blogs might also useful for facilitating project-based language learning, where learners can be given the opportunity to develop research and writing skills by being asked to create an online resource for others.
     
  • Class blogs could also be used as a virtual space for an international classroom language exchange.  In this scenario, learners from different countries would have joint access and publishing rights to the blog. The entire exchange would then be transparent to all readers and could be followed and commented on by other learners, tutors, parents and friends.
     
  • For reading and writing classes, it might also involve the use of knowledge management software, like Userland's Manila, that allows for a great deal of threaded discussion behind the scenes. Much like a publishing group, individual learners can be given varying amounts of responsibility to publish material arising from postings on the discussion list. The results of this effort are what is seen on a website by the public at large.

Weblog Software

For those looking for weblog software, there are several dozen choices at present, all of which have different features. One major issue to consider is whether or not installation is required. Some weblog software is run on a central, web-based server, while others require to be downloaded and installed on a local server. For teachers without much technical know-how or support, the first option might be the easiest. Another important issue is cost. Some weblog software is free, while others may start at $5 and run up to $100 dollars a year or more to operate. Companies that are presently offering free blogging software and hosting services without commercial advertising are WebCrimson, Diaryland, UpSaid, and Pitas.com. Sign-up is very simple and only requires an email address. You and your students can be up and blogging in a short amount of time. Do some research to find out which software is the best for your particular needs.

Conclusion

By introducing the three types of weblogs above and mentioning the software necessary, I hope to draw the attention of other practitioners to both the potential that weblogs have to support classroom-based ESL learning and the ease with which an ESL blogging project could be started.

Visit the Author's Blog

My tutor blog, called 'The New Tanuki' <http://thenewtanuki.blogspot.com/>, was made with software called 'Blogger' from Pyra Labs in San Francisco, and costs $15 a year without any commercial advertising. With commercial advertising it would have been free.

References

Appendix


Week two.

Here is an article explaining behavioral learning objectives.


An online slide show takes a look at using the ABCD model with achieving an information technology goal. You may find this very helpful as you plan your project for this course (adding a technology component to improve your teaching): Writing Specific Instructional Learning Objectives
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