Language Learning with Technology Nel S CLM osecli lara cate) e247 in the classroomLanguage Learning with TechnologyCambridge Handbooks for Language Teachers This series, now with over 40 title «tivities for the teaching of English and othe: olfers aspiration for both teachers and trainers, Recent titles inthis series: Personalizing Language Learning ‘Teaching Adult Second Language Learners ‘Teach Business English ‘Teaching English Spelling Apractal ude Using Folktales Learner English (Second edition) Atoach’s guide to interference and other problems Planning Lessons and Courses Designing equenesof wor forthe ngung los Toaching Large Muttilovel Classes Using the Board in the Language Classroom Writing Simple Poems PatternPotyfarLangageAeuisition Laughing Matters Humour inh angsapecssto Stories Narahuecsiesie the languogeelasroon Using Authentic Video in the Language Classroom Extensive Reading Activites for Teaching Language Language Aetivtios for Toonagers Pronunciation Practice Aetiities ‘rescue book fortesching Eg rorunton anguages providing Drama Techniques Third edition) Arescurce cof oeuniationactesfarlnguge each Five-Minute Activites for Business English Games for Language Learning (Third edition} Dictionary Activities Dialogue Activitios Espns spoken ntact in Five-Minute Activities or Young Learners ‘The internot and the Language Classroom {Second eeition) ‘pact puideforteachers Working with Images ‘eszarce oor the lingiagelasoom Grammar Practice Activities (Second edition) ‘Avast uie fer Intercultural Language Activities Learning One-to-One Communicative Activities for EAP ‘Memory Activities for Language Learning Vocabulary Activities Classroom Management Techniques CLIL Actvitios Aresturcefrsubectand language eatersLanguage Learning with Technology Ideas for integrating technology in the language classroom Graham Stanley Consultant and editor: Scott Thornbury EE) CAMBRIDGE UNIVERSITY PRESSCambridge, New York, Melbourne, Madrid, Cape To Singapore, S20 Paulo, Delhi, Mesicn Cit Caravidge University res The Féinburgh Building, Cambridge ( Inforsation om chi ils wiyycorm © Cambridge University Press 2013, [eis normally necessary for written permission for eupying cw be brand» adeanco from a publisher Certain pate of this boo ce designed to he copied and distributed in class."The normal aunbridge University Press for permission fora individal teacher to ke cupies for use within his or er own classroonn. Oaly those pages ich earrythe wording © Cambridge Univesity Pe y copie Fost publishes 2013, ited al bound in the United Kingdom by the MPG Books Geoup Graham Staley: Consultant ard etor Scot Thoenbury (Cambridge Handbooks for Lang ISBN 978-1-107-62880-9 (pk: alk paper 1, Language and languages—Compu 2. Lane and langunges—Study and teaching neato 3. Fducarional teenology—Social aspects, 1. Thornbury, Scot, 1950- editor of eonpiltion. Il Til 213 418.0078—de2s 201204860 ISBN 9781107628809 paperback (Cambridge University Press has no responsibility fr she persistence or curacy OF URLs for external or third party interact websites relerted t ublication, and des not guarantee thar any content am such website or will cemain, ecurate of appropriate Information regarding prices, craw ables and other factual information given inthis work are correct time of first printing bur Cambridge University Press des not guarentc he accuracy’ of such information thereafterContents Thanks Acknowledgements Introduction Integrating technology 11 Getting to know you 12 Technological survey 13 Visual lass list 1.4 Favourite websites Ls Plan B 46 OurVLE 17 Dictionary race 18 Classaudio recording 19 Unlocked achievements 110 Flip your classroom Building a learning community 21 Learning together online 2 Who are my classmates? 3 Pe + Class blog 5 Mystery guest 2.6 Blog exchange Language wiki What we need English for Safety online sonal learning online Vocabulary 3-1 Incontext Digital camera scavenger hunt 3 Online word-game tournament 4 Word puzzles Learner-generated q 3 es 3.6 Memory posters 3.7 Alien vocabulary 3.8 Word associations 3-9 Making word games 3.10 Words and phrasesLanguage Learning with Technology 3.1 Synonym swap 32 Experimenting with antonyms 33, Slang, register and style 3.14 Multiple-meaning presentations 3.15 Noticing collocations 4 Grammar a 4a Audio gap-fills 6 2 Grammar check 64 Automatic cloze tests, 65 Questioning infographies 66 Grammar fight 68 Grammar-reference sites Common grammatical errors Real-world grammar mmar safari 49 40 Authentic word clouds 4ar_ [only 4a Grammar in context Listening 5.1 Guess what I’m talking about 5.2, Other people’s interests 5.3 Search the tube 5.4 Reordered video story 5.5 Talk-radio listening 5.6 Guided tours 7 Recorded poetry 8 Onlineclassroom guest 5.9 Recorded stories 92 5.10 Voice-recorder dictation 93 gs. Interview bingo 94 5.12 Someone | know 95 5.13 Altered interviews 96 6 — Reading 99 61 Word-cloud warmer 101 6.2 Video pre-reading warmer 102 6.3 Quick-response reading race 103, 6.4 IWBskimming and scanning 104 6.5 Pre-reading presentation 105 6.6 Readathon 106 6.7 Comparative texts 107 6.8 Reviewer role play 109 6.9 Coded message trail uo 620 Ask the Internet m26.1 Identifying text-types 6a Big events 6.13 Kids’ storytelling 6.4 Interactive fiction 6.15 Fan fiction Writing 71 Social-networking writing group 7.2, Writing on a class wiki 3 Using learner blogs Blogging summary Myths and legends Five-sentence photo story Speed writing 7-8 Interactive story 9 Developing a story 7.10 Crazy stories or poems uv Artstories 7.12 Do you dream? 3 Message from the past Report writing 7.15 Sensationalist reporting 7.16 Biographies 7.17 Translate to SMS 7.18 Pros and cons 719 Social network CVs 7.20 Academic writing Speaking Spoken journals Speaking pictures Reading aloud Unscripted and scripted dialogues Mobile circle game Guided tour Virtual-world tourists Talk-ra Current affairs h? 8.11 Discussions of interest 8.2 Animated film 8.3 World issues io speaking Train or coa Pronunciation 94 Class-vocabulary audio notebook Phonemic dialogues Contents ng 6 uy ngLanguage Learning with Technology 9.3 Howdjasayit? at Schwa w Phonetic games Minimal-pair poems Newsreader Te Voice recognition Smartphone app What's the intonation? Different accents Guess the language Re-recording speeches and scenes ue twisters ct work Oure Class magazine Culture capsule Class weekly learning podeast TV magazine programme Short film Film festival Our cookbook Make your own webquest IWB island book Assessment and evaluation ua E-portfolio archive and showease nz Awarding badges 11.3 Comparing placement tests u.4 Testing you us — Testing me 1.6 Sereen-capture video feedback n.7 _Self-assessing presentations u.8 Evaluating classroom activities 9 Levelling up Appendix A: Learning technologies guide Appendix B: Technical notes and suggested software/websites by chapter IndexThanks The author would like to thank Scott for initiating this journey, and for all his helpful advice and ideas, A big thank you to Karen and Debbie, and everyone else at Cambridge University Press for their hard work on this project. Thanks also to Farruca and Nano for keeping me company during those early morning writing sessions, and to Isabel de la Granja —I couldn't have written this without you 7 Special by my sic anks to the commit and members of the [ATEFL Learning Technologies Special Interest Group (heepi/Itsig.org.uk}, my colleagues on the aPLaNet (http://aplanet-project.org) and TILT (hurpy/fitilt.eu) EU projects, the terrific team of teachers | work with at the British Couneil in Barcelona. Last, but not least, thanks to all of you webh couldn't have done this without your help. book is dedicated to my mother and father, for leading me nearer to the river’s trembling edge. ds out there who are part of my PLN -IAcknowledgements Text The authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions granted. While every effort has been made, it has not always been possible to identify the sources of all the material used, or to trace all copyright holders. If any omissions are brought to our notice, we will be happy to include the appropriate acknowledgements on reprinting. Screenshot on p. 40 by permission from Merriam-Webster’s Learners Dictionary, copyright © 2012 (www.learnersdictionary.com) by Merriam-Webster, Inc. (www.merriam-webster.com); Screenshot on p. 47 from Glogster EDU, www.glogster.com, Reproduced with permission; Screenshot on p. 5¢ from Visuwords, www.visuwords.com. Reproduced with permission; Education Games Network Ltd for the Game Builder screenshot on p. 52 from Wordia, www.wordia com. Reproduced with permissions Screenshot on p. 56 from Urban Dictionary, www.urbandictionary.com. Reproduced with permission; Sereenshot on p. 57 from Just the Word, www,just-the-word.com. Copyright © Sharp Laboratories of Europe Limited; Screenshot on p. 58 from Compleat Lexical Tutor, www:lextutorcca, Reproduced with permission; Sereenshot on p. 78 created using Popplet, htep://popplet.com. Reproduced with permissions Screenshot on p. 116 from LearnEnglish Kids. This story appears at www-britisheouncil.org/ learnenglishkids and is reprinted with the permission of the British Council; Adam Cadre for the IF game‘g:05" on p. 117 from http:/ladameadre.ac/if/9os.heml. Reproduced with permissions Screenshot on p. 123 from Edmodo, www.edmodo,com. Copyright © 2012 Edmodo, Ine; creenshor on p. 132 from Carnegie Library of Pittsburgh. Image used with permission from Carnegie Library of Pittsburgh, www.carnegielibrary.org: Screenshot on p. 133 from http://teacher.scholastic.com/activities/storystarters. Reprinted by permission of Scholastic Inc; Screenshot on p. 134 from Mad Takes, www.madtakes.com, Reproduced with permission; Screenshot on p. 141 from Timeglider, www.timeglider.com; Screenshot on p. 151 from Blabberize, www.blabberize.coms Sereenshot on p. 152 from Voice Thread, www.voicethread.com, Reproduced with permission; Screenshot on p. 157 from Woices, www.woiees.com. Reproduced with permissions Ser ashot on p. 163 from National Express, www.nationalexpress.com. Reproduced with permission; Screenshot on p. 165 from Voxopop, www.voxopop.com. Reproduced with permission; Screenshot on p. 16y from Stop Disasters, www.stopdisastersgame.org. Copyright © Playerthree and UN/ISDR, www.playerthree.com.Acknowledgements Photos The authors and publishers acknowledge the following sources of copyright material and are grateful forthe permissions granted. While every effort has been made, it has not always been possible to identify the sources of all the material used, or to trace all copyright holders. Ifany omissions are brought to our notice, we will be happy to include the appropriate acknowledgements on reprinting, p.73 (TL|: Kenneth Benjamin Reed/Shurterstock; p. 73 (TC): Jurgen & Christine Sohns/FLPA; p.73 (TR): Vladimir Koletic/Shutterstock; p. 73 (BL): David Noton Photography/Alamy; p. 73 (BC) Comstock/Thinkstock; p. 73 (BR): Khoroshunova Olga Underwater/Alamys p. 158: Carol and Mike Werner/Alamy p. 123: Isabel de la Granja; Front cover photograph by © John Rensten/Corbis. T=Top,C = Centre, B = Below, L = Left, R = Right.Introduction Overview Language Learning with Technology is a handbook for teachers interested in integrating technology into their classroom practice. The book makes a point of putting pedagogy ac the forefront of the lesson, which is why content has been organised around specific learning content goals rather than specific technologies. Each chapter deals with a different aspect of language learning, and use of technology is suggested With over 130 activities to choose from, this book age course. only when it adds significant value to the learnin, can be used by the teacher, as a classroom resource, to supplement an existing nt ng Who is this book for? This book has been designed to be used by teachers who want to improve their own knowledge of into their classroom practice how best to integrate a variety of learning technologie Ichas been written to appeal to language teachers who are both new and experienced, Teachers technology with their learners, or be looking to take their first may have had years of practice in us steps in using it with a class, A wide variety of activities has been provided for use with learners from beginner to advanced levels of proficiency. Although most activities have been written with the adult learner of general English in mind, many should be equally as effective when used with teenagers, or adapted for children, as well as for the teaching of any other foreign or second language. Whatever your teaching context, we hope you will find this handbook an invaluable classroom guide to using learning technologies. Why technology? We now live in a world in which technology permeates every aspect of our lives, Apart from its time- and labour-saving function, technology can also inspire creativity and bring new opportunities to eno have met. cople, connecting them to new ideas and people they otherwise mi In language teaching and learning, technology can be used for: * accessing information, including information about language * exposure to the target language * entertainment (ie, reading/listening for pl * creating text * publishing learner work -asure) * communicating and interacting with other language users/learners * creating community © managing and organising learning (c.g. learning management systems, online vocabulary notebooks, ete, ).Language Learning with Technology Benefits of learning technology Many classroom teachers using technology have anecdotal evidence of their learners being motivated and eng . There is also evidence that the use of technological tools empowers learners to transcend the traditional concept of the ng (Terrell, ged, and this is often a major reason for using learning technologie classroom (Drexler, 2010) and can lead to learners taking greater ownership of their learr 11), especially through being actively involved together outside the classroom Technology can bea highly engaging and interactive tool, providing a source of real language, both written and spoken, in the classroom, and motivating learners to produce more language than they otherwise might have done, Instant information The Internet, in particular, has become a social phenomenon which ‘pervades work, education, interpersonal communication’ (Thorne & Black, 2008), and having internet access in the classroom opens up learning to the real world, beyond the confines of the classroom. For instance, the Web can be an instant provider of information for the teacher, as it has fast become in the world outside the classroom. Rather than telling learners you will give them the answer toa question later, you can look it up there and then. You can also show the learners how to use reference tools, such as dictionaries, concordancers, a thesaurus and phonemic charts. By helping thers help themselves, you are promoting their autonomy, as learners and users. A teacher also has more choice with the Web more ways to answer vocabulary questions, for example. As well as, explaining something or providing a definition or translation, you can look for example sentences, or show your learners a picture. I remember one class when a learner asked me the difference between the words geek and nerd. Rather than attempt a clumsy explanation, I turned to Google Images, and the learners were able to see the differences ared similarities for themselves. The Web is, of course, also a great source of listening. You can find video clips of people speaking countless varieties of English, as well as have access to songs, through sites such as YouTube. Apart from providing a large bank of authentic recordings, the Web allows you to personalise listening tasks and choose a video clip to complement something in the syllabus. You can also use the Web when your learners are particularly interested in a specific topic, or as. stimulus for speaking about a subject. Real communication There has also been a clear shift in the role of the Internet, away from it being a huge resource library towards what has been called Web 2.0, where communication takes the lead, which has led to an inerease in nternet use.A Web 2.0 site allows users to interact and collaborate with each other, as creators of user-generated content ina virtual community, in contrast to websites where users are limited to the passive viewing of content that was creared for them. Examples of Web 2.0 include social-networking sites, blogs, wikis and video-sharing sites. New studies show a growing interest in using these emerging web tools in language learning (Thomas, 2009), which shows promise for their role in the future, not only as learning tools, but also when used as authentic means of communication and relation building (Sykes et al., 2008)Introduction Your learners can connect to other learners, or users of English, in real time (syzchronously), or at nities for authentic language practice different times (asynchronously), thereby providing opport {i.e real communication), rather than the practice for practice’s sake that usually takes place in the classroom. Publishing learners’ work Publication of learners’ work online (e.g. via blogs, wikis, class webpages, etc, is just one application can havea positive effect on the quality and quantity of written work that learners produce. The cher and the class that factthat their work is being offered for reading to an audience beyond that of the t can also be used to encourage process writing, and a focus on error correction, that would otherwise be difficuleto achieve. Even if you don’t have internet access in your classroom, you can publish learners? work online and provide an audience that may include parents, other learners, ete Avariety of different tools Ofcourse, it’s not just about the Internet. The proliferation of hand-held devices, such as mobile phones, digital cameras, tablets, mp3 players and voice recorders, has led to what, for some teachers, isa sometimes bewildering choice of potential activities and resources. Even if mobile phones are banned in your classroom or institution. record learners (using the voice recorder or video recorder), and if it is a smartphone, there isa rapidly you can use your own {most mobile phones support this) 10 1g number of applications to be made use of to help you in class. As the potential of these devices is realised, and more and more learners have access to them, teachers are beginning to experiment with using these tools, The use of mobile devices is expected to lead to language learning becoming more informal and personal (Chinnery, 2006; Kukulska- Hulme & Shield, 2008), with many more learners studying or practising with manageable chunks of language wherever they are, and in their own time, This revolution in mobile learning is happening both inside and outside the classroom. Pedagogy vs technology This increase in the availability of technology has led to an explosion of interest in its use in the language classroom. Despite the potential for new ways of learning, the trap that teachers can fall into is one of being seduced by the‘wow factor’ of new technology, with pedagogy being pushed to the sidelines. Moreover, as language classrooms become more technologised, there is a real danger of teachers ited in Gallo & Horton, 1994). Named after George ichers can be developing Everest syndrome (Maddu Mallory’s reason for wanting to climb Mount Everest, this refers to a situation where te tempted to use |, therefore, to make use of what we have available only when itserves the language aims of the lesson, and to avoid any use of ‘technology for technology's sake’. specific technology just ‘because it’s there’. Care has to be taker For this reason, the organisation of this book avoids prioritising technology over language learning. Many other handbooks for teachers, from the first guides to using the InternetLanguage Learning with Technology (Dudeney, 2000; Sperling, 1999; Teeler & Gray, 2000; Windeattet al., 2000), through the second wave (Barrett & Sharma, 200: 04), to the newer ones (Dudency & Hockly, 2007 Hockly & Clandfeld, 2010}, are organised around different technologies, rather than the us. which they can be put sto That is not to say, however, that an organisation around technology wasn’t necessary when the first handbooks were written. Quite the opposite is true. omputer-assisted language learning (CALL) had just started to attract mainstream interest, marked by the emergence of the Internet, and there was a need to introduce language teachers to how it could be used, especially as CALL was still‘a peripheral interest in the language teaching community asa whole’ (Levy, 1997). Normalisation At the turn of the century, the idea of there being a new generation gap of digital immigrants and digital natives (Prensky, 2001) struck a chord with many educators and seemed to describe a new technological landscape which educators needed to start exploring. However, this distinction no longer seems helpful as we move to a place where we are used to technology being in ‘a state of perpetual beta’ (Pegrum, 2009). In other words, technology is in a state of consta it seems as if new tools and innovations emerge every day. [tcan be argued that learning technologies are now being used by ma asa matter of course. This shows a move towards development, and y language teachers normalisation, Normalisation (Bax, 2003) occurs in language education when technology is used without teachers being consciously aware of its role as technology. Few teachers consider dry-wipe board pens ro be technology, for example, but the same cannot be said of the interactive whiteboard (IWB) and the electronic pens that go with it. The concept was revisited by Bax (2011), and although the conclusion was that most technology, as other research indicates, is not yet normalised in language education’ (Thomas, 2009), there are definite ‘signs of a more fully integrated approach to CALL emerging be & Stank the sidelines, it is cle use of Web 2.0” (Motteram 2011), With the danger of teachers using technology “because it’s there” forever lurking in thata new approach is required. Aprincipled approach What is needed is an approach to using technology that has learning at its heart, where teachers question how and when to integrate technology into the classroom. A call for ¢ approach’ has recently been made, with Hockly (2011) and Lyon-Jones (2 guidelines and checklists for teachers, which I have expanded upon here. more‘principled 1) both producing * Why nse the technology? In other words, don’t just use it because it is there. Are you trying to do something with the technology that can be better done without it? If learning is not enhanced by using the technology, then don’t use it * Who is the technology best for? Isthe technology appropriate for your learners? What age group is itsuitable for, and what language level is required to use it? How much teaching / technical experience / training is required to use it effectively?Introduction What is the technology best used for? It is worth considering whether there is another technology that can be used instead that may better suit the learning objectives. © Where should it be used? Is it more suitable for the classroom / cor computer and the Internet) / computer room /at home? Think also about classroom management issues here. Where in the classroom is the technology to be used and, if appropriate, what will the other learners be doing when one, or some, of them is using the technology (i.c. will they be -cted classroom (i.e, with one engaged! * When should the technology be used? Not only when is the best moment during the class to use the technology (at the beginning/end, etc.), but also when in the term/syllabus? (Iris best if used to enhance, and complement, what you are already doing with the learners, rather than as an added extra.) + How should the technology be used? This shouldn't just be about what to do, but also how best t0 incorporate the technology into your class. Will using the technology bea more efficient use of a teacher's, or the lea ners’, time? This principled approach can do much to address the criticism of the use of technology in the Janguage classroom, much of which tends to focus on time spent getting things to work ~time which could have otherwise been spent practising language. One example of this is the use of clickers, which are hand-held devices that work in combination with an IWB, and use infra-red signals to offer basic multiple-choice and polling options. Although they are popular with some subjects, and can be useful for concept testing in maths or physics, 1am not yet convinced there is a place for them in the language classroom. First of all, [ think the teacher would have to spend a large amount of time preparing an activity which might probably last only a few minutes in class, and which could be equally accomplished in most cases by asking the learners to raise their hands, ‘The IWB itself seems to have provoked a lot of criticism. One of the major reasons why this is so is, misuse of the technology. Although the [WB looks like a standard whiteboard, this is cleceptive, and teachers limiting themselves co using it to show YouTube videos, or simply picking up the electronic pen and writing on it, shows a misunderstanding of the affordances of this technology. In the hands of a teacher who knows how to use it well, the [WB can be a tool that encourages learner collaboration, is perfect for revision and helps with lesson organisation, as well as saving the teacher a lor of time. Lack of training Research suggests chat the pedagogical exploitation of IWBs depends as much on the availability of teaching resourees as it does on teachers’ understanding of how best to use the technology (Cutrim Schmid & van Hazebrouck, 2010). This tends to indicate that training, therefore, is the key to effective use of the IWB or, indeed, of any technology. The IWB is not the only example of a technology whose usefulness has been reduced by a lack of training. Training teachers how co use new technology is often a hidden cost that is not factored in when technology is introduced into an institution, which leads toa mismatch between what the institution expects teachers to know, in order to effectively use technology, and what their actual knowledge is. One of the aims of this book is to help teachers bridge this gap.Language Learning with Technology What technology? This book draws upon a wide range of technologies for its activities, which many teachers have easy ess to. The learning technologies used in the book are: The Internet Software Hardware automatic translators apps CD-ROMs blogs authoring software computer room comic-creator websites concordancers data projectors image-creation software ebooks digital cameras instant messaging electronic dictionaries DVDs news websites email interactive whiteboards (IWBs) online games interactive fiction laptops podeasts mind-mappingsoftware mobile phones poster websites music software mp players social necworks presentation software netbooks survey websites quiz-making software peniflash drives text and voice chat screen-capture tools tablets text and voice forums social bookmarking, video cameras video-sharing websites sound-editing software voice recorders wikis word processors webea Summary of aims 1. To provide wide range of interesting and useful activities, where technology has been used only when there is clearly added value to language learning and practice. 2. To show how any teacher can use technology, alongside an existing language course, to enhance language learning, 3+ To offera reserve of activities which are suitable for all levels of profici icy, from beginner toadvanced, and which include ideas for listening comprehension, grammar pra production and fluency practice, amongst others. ctice, oral How to use this book ‘The activities presented in this book have been divided according to learning focus, or language learning goals, rather than by tool, The outline of each activity begins with the following: Main goals: the purpose of doing the activity. Level: an indication of the proficiency level for which the act ity is likely to be suitable. Timea rough guide to the time the activity is likely to take, Learning focus: an indication of the specific language practised by doing the activity 6Introduction Preparation: what needs to be done before you do the activity with learners. Technical requirements: the equipment and any special knowledge you, and your learners, need in order to do the activity. In addition, many activities end with: Variation: ideas on how to adapt the activity so that it practises another aspect of language, makes use of different technology, ete. Acthe end of the book, Appendix A: Learning technologies guide is designed to help teachers by providing specific details about some of the software and hardware used in various activities Appendix B: Technical notes and suggested software/websites by chapter will enable teachers to better understand what technology is required for each activity. Finally, look in the Index to see which activities focus on a specific language item or function. This book is also accompanied by a website (huepswww.languagelearningtechnology.com) whieh is updated and maintained by the author: There arenotes within the text which indicate for certain tasks that using this websice would be helpful but itis not essential. References Barrett, B.and Sharma, P, (2003) The Internet and Business English, Andover: Summertown Publishing, Bax, 5. (2003) ‘CALL past, present and future’, System, 31 (1), 13-28. Bax, S. (2011) ‘Normalisation revisited: the effective use of technology in language education’, International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT),1 (2), 1-15. Available online at: http://www.igi-global.com/article/normalisation-revisited-effective-use technology/53797- Chinnery, G. (2006) “Going to the MALL: mobile assisted language learning’, Language Learning & Technology, 10 (1), 9-16. Cotrim Schmid, E. and van Hazebrouck, S. (2010) Using the interactive whiteboard as a “digital hub”, Praxis Fremdsprachenunterricht, 4 (10 Drexler, W. (2010) ‘The networked student model for e environments’, Australasian Journal of Educational Technology, 26 (3), 369-85. Dudeney, G. (2000) The Internet and the Language Classroom, Cambridge: Cambridge University , 12-15. truction of personal learning ress. Dudeney, G. and Hockly, N. (2007) How to Teach English with Technology, Harlow: Pearson Longman, Gallo, M.A.and Horton, P,B, (1994) Assessing the effect on high school teachers of direct and unrestricted access to the Internet: a case study of an east central Florida high school’, Educational Technology Research and Development, 42 (4), 17-39 The principled approach’, E-Moderation Station. Available online at: http://www. Hockly, N. (2011) emoderationskills.com/?p=s 5 1 Hockly, N.and Clandfield, L. (2016) Teaching Online: Tools and Te Opportunities, Surrey: Delta Publishing. bnigques, Options andLanguage Learning with Technology Kukulska-Hulme, A. and Shield, L. (2008) ‘An overview of mobile-assisted language learning: from content delivery to supported collaboration and interaction’, RECALL, 20 (3), 9. Levy, M. (1997) CALL: Context and Conceptualisation, Oxford: Oxford University Press. Lewis, G. Lyon-Jones, §. (2011) Teaching with technology online at: heepsfwww.edtech-hub.com/resources/techteachchecklist.html Motteram, G. and Stanley, G. (201) ‘Preface: special issue on Web 2,0 and the normalisation of CALL, International Journal of Computer-Assisted Language Learning and Teaching (I|CALLT), 1 (a), 1-15. Available online at: http://www.igi-global.com/Files/Ancillary/3b9 1667-186 3-46da- 2004) The Internet and Young Learners, Oxford: Oxtord University Press. abasie checklist’, The Edtech Heb. Available 86c5-b262b3 r9bafe_2155-7098_1_2_Preface.pdt Pegrum, M. (2009) From Blogs to Bombs: The Future of Digital Technologies in Education, Crawley, Australia: UWA Publishing. Prensky, M. (2001) ‘Digital natives, digital immigrants’, On the Horizon, 9 (5), 1-6. Available online at: htepy/www.mareprensky.com/writing. Sperling, D. (1999) Dave Sperling's Internet Activity Workbook, New York: Prentice Hall. Sykes. J., Oskoz, A.and Thorne, 5. L. (2008) Web 2.0, synthetic immersive environments, and mobile resources for language edueation’, CALICO Journal, 25 (3), 528-46. Teeler, D. with Gray, P. (2000) How To Lise the Internet in ELT, Harlow: Longman Terrell, S. (201) ‘Integrating online tools to motivate young English language learners to practice English outside the classroom’, International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 1 (2), 16-22. Available online at: https//www.igi-global.com/article! integrating-online-tools-motivate-young/5 3798. Thomas, M. (ed.) (2009) Handbook of Research on Web 2.0 and Second Language Learning, Hershey, PA: IGI Global. Thorne, 5. L.and Black, R. W. (2008) ‘Language and literacy development in computer-medliated contexts and communities’, Annual Review of Applied Linguistics, 27, 133-60. Windeatt, S., Hardisty, D. and Eastment, D. (2000) The Internet, Oxford: Oxford University Press.1 Integrating technology ama firm believer that in order for learning technology to be successful, it should be integrated into the curriculum. According to a report published by the educational community Edutopia, this must happen ‘in ways that research shows deepen and enhance the learning process’, and ‘in particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts” (Edutopia, 2008). Technology should always be part of what a teacher is currently doing with a class, and only be ind extend learning, [tshouldn’t be something special, done as a break from regular used fo promote classroom learning or asa reward for good behaviour. For this reason, whenever colleagues ask me forideas on what to do in the computer room of our school, my first question to them is always,What are you doing with the class at the moment?” Once [have the answer to this question, then Lean help them, Of course, i's not always clear that incorporating technology into the pedagogical goal is the right way of doing things. 1 would hazard a guess that every teacher attracted to using technology in the across, even if the added value lassroom has been tempted co try using a new tool they have com of using that tool was dubious, This urge to experiment is understandable, given we live in an age Ils for teachers to ‘develop variety of where technological change is happening at breakneck speed. Son (2011) €2 plement CALL widely by exploring, selecting, using and evaluating the tools in contexts’, and perhaps it is the evaluating aspect that teachers need to concentrate more on, in order coensure that technology is not used for technology's sake. So what comes first? Technology or learning objectives? The answer is, neither, The learners come first, and this is why one of the best ways of knowing if, and how much, technology should play a part in yourclass is by finding out from your learners their attitudes to using technology for language learning. There area couple of information-gathering activities in this chapter, but before you do these, youcan simply ask your learners what they think of the idea of using more technology in class. If they are adults, perhaps the last thing they want to do after a long day sitting in front of screens at work is come to class and do the same! On the other hand, they may all have smartphones, and may appreciate their English teacher showing them how best to use them to practise English when they are commuting, Or you may teach teenagers who are bored with more traditional ways of learning English and who would be highly motivated by your spicing up your lesson with computers. What technology you use will also depend on what resources you, and your learners, have available. You ssroom, or a computer and a projector. If you are may have an interactive whiteboard in thee very lucky, you may have a class set of laptops, netbooks or tablets. In both of these cases, you will probably find yourself using technology in every class. You may have access to a computer room you need to book, or for which there is a sign-up sheet determining access. Your learners could all have smartphones, or other mobile devices, you can use. For this reason, determining what technology is ke use of it (should you choose to do so), will bean important at your disposal, and how you can ma factor in deciding how to use technology in class.Language Learning with Technology Whatever your access to technology, one of the obvious choices of tools a t acher has is of electronic dictionaries, as well as other tools specifically designed to support lang uage learning, such as the thesaurus. Introducing learners to these tools, and showing them when and how to use them, can help them help themselves ata later date. There isa suggestion in this chapter for how to introduce le wo electronic dictionaries. One way of integrating technology into a course is to adopt a blended-learning approach. Blended learning here refers to a language course which combines a face-to-face classroom component with an appropriate use of technology’ (Sharma & Barrett, 2007: implies the learners use technology at hom 7),and this definition believe that blended les Although many teachers v refers to when a face-to-face component has been added to an online course (ic. 90% online; 10% face-to-face), the term can refer to the opposite: an online component is added to a face-to-face course. One of the best ways teachers can adopt this type of blended-learning approach, and ensure technology is integrated into a course, is by using a Virtual Learning Environment (VLE).VLES come in various shapes and forms, Another term for a VLE is Learning Management System (LMS). The most popular ones are currently Moodie and Blackboard, and larger institutions will often have available a VLE thar teachers and learners can use. If this is the case in your situation, and you have been avoiding the VLE, now may be the time to start using it. If you don’t have access toa VLE, then you can always set up your own for your learners to use, or (even better) talk to other teachers at your institution and set up one that can be used by a number of classes. VLEs usually have tools that make it easy for teachers to see how often, and when, learners have accessed the system, and will let you set tests and record learner marks. Therefore, VLEs can be useful for assessment and evaluation. VLEs, however, are very teacher: autonomy. Usually, once a learner has stopped studying a course, or attending a particular institution, he/she will no longer have access to the VLE. For this reason, a popular alternative to the VLE is the Personal Learning Environinent (PLE). Rather than asking learners to join an institution-owned platform, they can be encouraged to set up a number of tools of their own, You can find out more about the PLE in Chapter 2 Building a learning community One activir ntric tools and don’t encourage lifelong learning or learner in this chapter looks at the lipped classroom, which is an interesting approach to classroom practice that sugy sis teachers reverse the usual reaching model by delivering instruction at home (often by using teacher created videos) —allowing them to spend more time in class for practice, with the idea of creating a more collaborative learning environment. Although perhaps best s to content subjects, the flipped classroom can be used by language teache: occasional use. uited as an alternative, for Finally, a common obstacle to integrating technology into a language course ean be a teacher's fear of what to do if something goes wrong. A teacher using technology always needs to havea Plan B a back-up plan). For this reason, an activity in this chapter looks at how best a teacher can prepare for the eventuality that the technology may not work as planned. Above all, this chapter is meant to be an introduction to integrating technology into the curriculum, Throughout the rest of the book, you will come across many more ideas for integrating technology, and for making teaching and learning English more meaningful and fun 10Integrating Technology References Edutopia (2008) Why integrate technology into the curriculum?: The reasons are many’, Edutopia. Available online at: http://vww.edutopia.org/technology-integration-introduction [accessed March 2012] Sharma, P. and Barrett, B. (2007) Blen ssroon, Oxford: Macmillan Education teaching’, TESL-EJ, 15 (1). Available online at: heep:// Jed Learning: Using Technology in and Beyond the Language Son, J.B. (2011) Online tools for langu. www.tesl-¢j.org/wordpress/issues/volumer 5/ej57/e)57int accessed March 2012),Language Learning with Technology 1.1 Getting to know you Maingoals Ice-breaking Level Alllevels Time 10 minutes Learning focus Review of question forms; basic structures Preparation Make sure all of the learners have mobile phones the everyone in the class on separate small pieces of paper. Technical requirements Mobile phones (one per learner) with voice recorders can use in class, Write the names of Procedure 1 Hand out the pieces of paper with the learner names on them, one to each learner, and make sure nobody has their own name, Tell the learners that they are going to role play the part of a journalist and write a profile of the learner they have been assigned. Ask the learners to take out their mobile phones and locate the voice recorder. Tell them that the first part of the profile is a description of the person, based on information they already have (this could be a physical description), Then ask the learners to record a description of their assigned learner, using the voice recorder. 3. Next, have the learners interview their assigned classmates. Tell them they can ask any questions they like, but they should find out as much as possible about the classmate, and record both the questions and answers on the voice recorder of their phone. 4. Iflearners find that the person they are going to interview is interviewing someone else, ell them they should wait their curn, listening to the interview. 5 When all ofthe interviews are finished, ask the learners to write the profiles of their classmates, starting with the description of the person, and then adding other information. They should aim to write about a paragraph. 6 Ask the learners not to transcribe the interview verbatim, but to use the answers to the questions to build a narrative (e.g. Ruth lives ina small village, outside the city, etc.) 7 When the profiles are finished, make a wall display in the classroom, Variation Ifthe learners have applications for drawing on their phones, you can ask them to draw a quick sketch of their partner to go with the profile, Alternatively, you can ask the learners to take photographs with the mobile phones and print these out to go with the descriptions.Integrating Technology 1.2 Technological survey Maingoals Information gathering Level All levels Time ro minutes, Lesmingfocus Discovering experience with, and attitudes to, use of educational technology Preparation Choose a survey tool or questionnaire you can use to ask learners about the technology they use outside class, and their attitudes to using it. There are some sug Appendix B 1.2. Write down the questions yo in Appendix B 1.2.—there are also some ready accompanying this book, hrp:/fanguagelearningtechnology.com) Technical requirements A computer room, or class set of laptops/netbooks/tablets. Alternatively, you can ask the learners to do the survey at home, or you can get an idea for how the class feels about using technology by using one computer and a projector (or [WB), and doing the survey asa whole-class activity. It is also possible, of course, to give the learners a photocopy of the questionnaire to fil in estions of survey tools in u think are relevant to your class (see examples nade surveys you can use on the website Procedure 1 Ask the learners how they feel about using technology in class, and geta feel for what they think it would be good to use it for and how often they think itshould be us Ask the learners to complete the survey you have set up, oF go through the questions and answer them in.a whole-class setting, Here are some example questions: Learning-technology survey | Part A-technology use at home 1 Thave a smartphone. Yes/No | 2° luse Facebook on a regular basis, Yes/No | Part B - technology for language learning 1 Iwould like to use my mobile phone for language learning. Yes /No 2. Iwould be happy to use Facebook for language learning, Yes/No | 3, Use the results of the survey to talk to your learners about how you plan to integrate technology into the syllabus. 4 Make sure to avoid using technology that some of your learners don’t have access to smartphones, for example), or to make this an optional part of whatever you do. Variation Learners work in pairs, or groups, and design their own survey, based on some example questions. roups/pairs, interview each other and report the results to the whole class, They then changguage Learning with Technology 1.3 Visual class list Maingoals. Classroom management Level All leve Time 10 minutes Learningfocus Getting to know each other better Proparation Make sure you have the digital camera at hand, and that you can transfer the pictures you take to the computer (via cable, or other method, e.g. memory card). This activity is best done at the beginning of the year Technical. requirements An IWB, or computer with projector, and a digital camera, or mobile phone camera Procedure 1 Tell the learners you would like to take a photograph of them to display on the board asa visual class list. Use the digital camera, or give it to the learners to take a class photograph of each other. 2. Letthe learners take several class pictures, until they are happy with the results. IFthe learners prefer, they could send you individual digital photographs, or choose an icon to represent themselves, However, one of the reasons for taking class photographs is so you and the other learners can get to know each other better. 3 Transfer the photographs to the computer, and add them to the IWB, o¢ (if you don’t have an IWB) toa document, 4 You can use the photographs of the learners as a class list, at the beginning of each class, marking the time that learners arrive (if punctuality is an issue}. You can also use the photographs to arrange groupings of learners, more easily displaying the seating arrangements for each class so the learners know where to sit when they arrive With an IWB, you can also use the learner photographs as a marker for board games, and to identify learners during quizzes and other activities.Integrating Technology 1.4 Favourite websites Maingoals Needs analysis information gathering Level All levels Time 10 minutes Leamingfocus Thinking about using English outside of class Preparation Make photocopies of the form below: Technical requirements None Procedure 1 Ask the learners if they know of any websites in English, below] about the websites they visit. To help them, provide a list of categories, such as sports, ind if so, to fill in a form (similar to that music, echnology, news, etc. Website Category Address Why Hike it 2 Apart from using the information you get from the learners in future classes, you can also make it che basis of a discussion with them about their interests.Language Learning with Technology 1.5 PlanB Main goals C Level All levels Time Ongoing Learningfocus Any Preparation Time to think about what you can do if the technology fails. See Appendix B 1.5 for help with specific contexts. Technical requirements None ssroom management Procedure Before using a particular technology in class, think carefully what you will do if the technology doesn’t work. Here are some ideas of what you can do: * Ask your learners to help out if technology fails. Select a voluntect ot two to help sort out the problem, while you conduct a discussion on*Can we rely upon technology” or What do you do when something goes wrong?" + Havean alternative activity the next lesson. lesson plan ready. Save what you had planned to do in this lesson for © fusing online video, what you plan to play, all the way through, before class. This saves the file into a cache and means your learners won't need to wait for it to load * With online audio/video, t y to download a copy to your computer so you don't have to rely on an internet connection. See Appendix B 1.5 for help with this. * Ifyou are using a video where there is a narrative storyline, another idea is to have photocopies of some screenshots of the video ready. You first describe what happens in the video, and then ask the learners to put the screenshors in order, Note Thanks to $ue Lyon Jones of http://www.esolcourses.com for inspiring these ideas. 16Integrating Technology 1.6 Our VLE Naingoals Learner training; le Lovel Elementary (2) and above Time 15 min Leamingfocus Encouraging homework Preparation If your institution has a VLE ( Virtual Learning Environment, sometimes referred to as an LMS or CMS, ie. Language/Content Management System), such as Moodle, Blackboard, etc., then use it for this activity. If not, choose a VLE from the list in Appendix B 1.6, and set up an account. Before doing so, make sure that using a VLE is acceptable with your institution. For obvious reasons, setting up the account is best done atthe beginning of a course. Technical requirements A computer room, or class set of laprops/netbooks/tablets. Aleernatively, you can use just one ssroom, with a projector, to present the VLE, and the utonomy tes. ad out-of-class communication internet-enabled computer in the cl cess it outside ofc learners can a Procedure 1 Tell the learners you are going to ask them to join a website and usc it to submit homework for class, Tell them that they can also use the website asa way of communicating with you, and the other learners, between classes. -arners to the features of the VI 2. Introduee the you have chosen, and ask them to set up accounts (tell chem to do this later if you are not using multiple computers in the classroom) tures I recommend setting up on the VLE (they will obviously vary depending on the VLE you use) include: Latest news: this is an area (usually a forum) where you can tell learners important news (inform them of homework, when exams are, ete.) Learner blogs: learners can use these to write their written homework (unless you ask them to upload more formal documents}. Forums: you can have a number of these. One may be a Grammar Q & A, where learners can ask you questions, Setting up these features depends on the VLE you choose, but you will be guided through the process on-screen, with drop-down menus you can choose. ity is done at the beginning of the course, then I 3. Set che learners’ first assignment. If this act suggest asking them to post an introduction in a forum, or on a blog. Ask the learners then to respond to these introductions, and you can also post messages responding to them, too. 4 Make sure you use the VLE regularly, refer to it in class and reward the learners who use it more frequently than others. Rewarding learners should encourage the others to use it more too.Language Learning with Technology 1.7 Dictionary race Main goals Learner training; learner autonomy Level Elementary (Aa) and above Time 15 minutes Learningfocus Using electronic/online dictionaries Preparation \oose an electronic, or online, dictionary you want to recommend to the learners (sce Appendix B 1.7 for some examples), and prepare a list of words and phrases s for your class. Technical requirements A computer room, or class set of laptops/netbooks/tablets. You can also encourage the learners to use dictionaries they might have on their phones. Alternatively, you can use just one internet-enabled computer in the classroom, with a projector, to model the use of electronic dictionaries, and encoura ble e the learners to use the dictionaries outside of clas Procedure 1 Ask the learners if they use electronic/online dictionaries and if so, ask them to tell you what they use them for, Here are some of the responses they may give you: looking up words checking spelling checking grammar checking pronunciation finding synonyms Tell the learners thar they are going to try outa few electronic dictionaries (either ones they have on their mobile phone or others you recommend) and compare them to see which one(s) they prefer Ask the learners to work in pairs to look for the words/phrases you call out / write on the board and find definitions, pronunciation, etc, The first pair to define the word/phrase you call out wins a point. Alternatively, if you are using just one computer, ask for volunteers to take turns to use the dictionary. The other learners will follow along with the projected image. 4 After you have tried a few dictionaries, ask the learners which one(s) they preferred and why (easier to use, quicker, ete.) Variation With higher-level learn areawarded a point ers, you can challenge them to put the word/phrase into a sentence before theyIntegrating Technology 1.8 Class audio recording Maingoals. Giving language feedback Level Pre-intermediate (Bx) and above Time Ongoing Leamingfocus Reflecting on language used; listening; pronunciation Preparation Don’t try to second-guess when the learners are going to say somethin; everything, but be selective about what you play back. Technical requirements A voice recorder (a mobile phone will suffice), with a built-in speaker (sce Appendix B 1.8 for more information and suggestions). interesting, Record Procedure 1 Before starting to record, ask the learners if it’s OK to record what they say, and explain the reasons why you want to do so, ie. to give immediate feedback on pronunciation, help the learners to better reflect on their errors,ete. Activities that are good to record include any presentations the learners make, storytelling and role-playing dialogues, class discussions and debates, etc. When you start recording, be attentive forany language use you think it would be interesting for the learners to listen to/ reflect upon, and note down the time in the recording where these language points occur, to make it easier to return to them. 3 When you hear someone say something you think it would be good to focus on, stop the recording, rewind and ask the learners about the language in question. Alternatively, wait until che activity comes to a natural end, and then return to the recording. You may use this approach for errors the learners make, particularly if they are frequent ones. Ir could be good to focus on times when the learners have difficulty expressing themselves, or when they manage to say something that could be improved upon. Be sure to praise the learners (oo, and to play back examples of language that, are good, 4. Apart from using the voice recorder for correcting and developing language during.a lesson, use the recordings on your own when planning/deciding what to do with the learners in class. They can help you become more aware of the learners’ needs and what they should focus upon. Veration 1 Youcan also use a voice recorder with a class, but the more learners you have, the less useful it will be corecord the whole class. In these circumstances, choose carefully the activities you record: individual urns, presentations, group discussions, etc. Variation 2 This activity works particularly well with small groups, or private (i.e. one-to-one) classes. In this situation, you can occasionally give the learners recordings of themselves to listen to, and ask them to urring errors, ete.) focus upon specific features to improve (commonly «Language Learning with Technology Variation 3 To help you evaluate learners’ spoken language, do station work, and record the learners speaking (i.e. the learners work in small groups on different activities placed around the classroom, for 10 minutes ata time, with one of these stations being an oral exam with you). Station work allows you tc concentrate on talking to the learners during the activity, and then later, you can assess the learners by listening to the recording,Integrating Technology 1.9 Unlocked achievements Main goals Motivation; fun Level Pre-intermediate (Br) and above Time Ongoing Leaming focus Motivating learners to work harder Preparation Use the IWB software (ora Word document if you don’t have an IWB) to create a grid simil to the one below, with some achievements written in it Technical requirements An IWB, or a computer in the classroom with a projector Procedure 1 Write unlocked achievements on the board, and ask the learners if they know where they might sce this erm and what it means. If any of your learners play computer games in English, they will cell you that if someone unlocks a achievement, ir means they have reached a particular target ina video game (e.g, they have found all of the hidden vehicles, completed all parts ofa level,etc.). Tell the learners that achievements in video gam are not essential to playing the game, bur are extras, designed to increase motivation. 2. Tellthe learners that you are going to add similar achievements to their English class, Show the learners the achievements grid you have started to create (below), and ask them to brainstorm other achievements to add to it. Achievement Who Unlocked when Level Total class attendance | Allthe class _ | Everyone comes to class. 1 (per lesson) Toral attendance Individual | A student comes to class for one +1 (per month) learners month without missing any classes. Homework forall | Alltheclass | Everyone completes ll their +1 (each time) homework. Homework for you | Individual | A learner completes all the homework | +1 (per month) learners during one month. Correct Individual | A learner answersall the questions in. | +1 (each time) learners an exercise correctly. Alleorrect Alltheclass | Everyone answers all of the questions | +1 (each time) in an exercise correctly, 3 Once you have decided on the achievements, you can start using the achievements grid in class, and refer to it irom time to time, Make sure you keep a good record of the unlocked achievements ~ one way of doing this is having a list of them displayed at the beginning of class on your IW (or use a Word document if you don’t have an IWB).Language Learning with Technology Variation 1 You could add another column for Reward and reward the learners when they unlock an achievement, although in video games, unlocking the achievement is reward enough Variation 2 f you have the learners’ email addresses, you can send them notification of the points Appendix B 1.9 for ideas on how best to do this). Note Adapted from a blog post originally published on http://www.digitalplay.info/blogIntegrating Technology 1.10 Flip your classroom Naingoals Trying something new; learner autonomy Level Pre-intermediate (Br) and above Time Ongoing Leamingfocus Listening; understanding concepts Preparation Make a short video (three minutes or so) of yourself presenting a grammar point, or another language item. Upload the video to the class website, or to a video-sharing site (see Appendix B 1. r0 for suggestions). Prepare a handout that supports the video with some practice activities on the language item presented in it (or the activities could be froma coursebook you are using). Technical requirements A video camera, for filming before the lesson, Learners should all have access to the Web from home. Procedure 1 Towards the end of the lesson, when you would usually set homework, explain to the class the ept ofa flipped classroom, ic. class where the learners do homework before a lesson, rather than afterwards, and that this homework involves a language presentation they will see on video Tell them the advantage of doing homework this way is that they will then have more time in class toask the teacher questions, and for practice. Finally, tell the learners that you are going to try out the concept of the flipped classroom with them, to see if they like this way of working. 2. Now tell he learners what their homework is. Tell them itis listening to you presenting a language item, followed by them practising the language presented. An example may be a grammar point you presented on video, followed by a worksheet. Another example could be a video of how best tostructure a written report. See Appendix B 1.10 for links to examples, Next class, ask the learners if they had any difficulties understanding the presentation, and go over the practice activity with the class. Follow up by further practice of the language in question, 4 Finally, ask the learners about their experience of the flipped classroom. Did they like it? Was it useful to do things in this way? Why? Why not? If the experience was positive, then think about continuing this way of working, Variation 1 lip the coursebook, which means you ask the learners to do parts of the book at home that you would normally do in class (reading, listening), leaving more time for speaking during lessons. Variation 2 Instead of a video camera to record your presentation, use a virtual classroom (see Appendix B 6.6 forsuggestions) which gives you access to a whiteboard, and means by which you can upload a presentation,2 Building a learning community Itis difficult to understate the important role community has when it comes to learning, with community here meaning a group of people with shared values,a common purpose and similar goals, Were it not important, schools, colleges and universities would have little reason to exist. When incomes to language learning in particular, a community is arguably more important than with other subjects, especially as language is constructed in social contexts. Perhaps the most notable contribution technology has made in creating communities is facilitating communication outside the classroom. Through online communities, built with the aid of tools such as email, threaded forum discussions, blogs and wikis, social learning can easily be extended, especially by making it casier for language users and learners to be in touch with one another, This can result in the building of a community of practice (Lave & Wenger, 1991: 98),a community that occurs when people with a common interest regularly interact to learn with each other over an extended period of time. When talking to other language teachers about technology, always encourage them to take social networking and of Web 2.0 tools, or user-centred advantage of the increase in popularity of cools, in daily life. Using these tools helps both teachers and learners to move away from regarding learning as an isolated activity, towards a more social model. In this chapter, I'll be looking at how social media and networking tools, such as blogs and wikis, can be used to connect learners and build community, inside and outside the classroom. There are many opportunities for learning through the informational and personal connections that can be made through social media, and as a large majority of our learners already tse many of these sites, they often can be persuaded to use them for language learning, Although many Web 2.0 tools were not originally designed for language learning, | hope the activities in this chapter show they can be adapted for this purpose. One of the social-networking tools that can be used to connect learners with society is the blog. Blogging gives learners the opportunity to build a presence online, in an interactive space where they can display their different aptitudes, personality and talents, How you introduce blogs to learners will depend very much on the time you have available, and your choice between the three main types (Campbell, 2003} will depend very much on what your aims are; the options are a etor blog (a blog owned by the teacher, with only learners able to post comments), a class blog (a blog where teacher and learners have equal posting rights) or a learner blog (a blog owned by a particular learner). Another way of connceting learners is by using a social network, taking advantage of its possibilities for linking individuals together through common interests, and the production and sharing of text and other artefacts (photos, videos, ete.). Perhaps the most intriguing factor of social s impact on our daily lives. Research has found that social networking can strengthen . networking is relationships, and there appear to be positive psychological benefits, including enhanced well-bei and self-esteemLanguage Learning with Technology Although some teachers may be wary about connecting with learners on popular social networks, such as Facebook, research has shown that it is advisable to use a learning environment that is already in use or has been chosen by the learner (Brown & Duguid, 1996: 54). Privacy is an important issue, but setting up groups and negotiating guidelines can mean the social network can serve as a useful information point for learners, one that is effective for their learning outside the classroom. part from Facebook, microblogging websites such as Twitter can also be used for learning and networking, Microblogging websites limit the number of words (1.40 characters in the case of Twitter) that can be written as a blog po: ; they, 100, have the potential to extend learning beyond the boundaries of the classroom, Research (Antenos-Conforti, 2009: s9ff.) has shown that the use of Twitter leads to the development of community among learners, and that classroom dynamies are affected positively by its use. One of the benefits of using Tivitfer is enhancement of social presence, because learners will have more exposure to each other’s thoughts and opinions. Tivitter can also support independent learning and help extend relationships beyond the time frame of a course. This benefit can help focus the learners on the idea of ongoing learning, and I have included activities in this chapter to promote this idea. These activities suggest ways. teacher can help learners build their own Personal Learning Network (PLN),to help them continue learning long after a course has come to anend. A PLN is the group of people someone chooses to connect to (both online and offline) for help, support, advice, encouragement and knowledge. Ifyou are uneasy about using public social-networking tools such as Tivitter and Facebook, but would like to try social networking to encourage learner and teacher conversations inside and ontside the classroom in order to develop classroom community, there are othe! social-networking communities, such as hetpu/www.edmodo. alternatives. These include private om (free) and heepffwww.ni (paid), which can work just as well and are ideal for connecting learners with others and for fa the sharing of information with peers. Last, but not least, I have included an act ity that looks at safety online, which I believe is something all teachers using technology should address wich their learners, especi encouraging them to connect with each other, and others, as part of your course. lly if you are References Antenos-Conforti, E, (2009) ‘Microblogging on Twitter: social networking in intermediate Italian classes’,in L. Lomicka and G. Lord (eds.), The Next Generation: Social Networking and Online Collaboration in Foreign Language Learning, San Marcos, TX: The Computer Assisted Language Instruction Consortium (CALICO), 59-60. Brown, J.$. and Duguid, P. (1996) ‘Stolen knowledge’, in H. McLellen (c Englewood Cliffs, NJ: Educational Technology Publications, 47-56. Campbell, A. P. (2003) ‘Weblogs for use with ESL classes’, The Internet TESL Journal, 9 (2). Available online at: btep:/itesl).org/Techniques/Campbell-Weblogs.heml [accessed May 2012] Lave, J-and Wenger, F. C. (1991) Situated Learning: Legitimate Peripheral Participation, New York: Cambridge University Press. Situated Learning,Building a learning community 2.1 Learning together online Maingoals Connecting with learners outside the classroom; homework platform Level All levels Time 20 minutes Leamingfocus Socialisings supporting each other's learning, Preparation Set up a private social network for your learners, using one of the websites recommended in Appendix B 2.1. Thisiis hest done at che beginning ofa term ora year to get the most out of the social network and to promote good study habits. Technical requirements, Your learners need to have interne the classroom. A computer in the classroom with projector, or WB, would be useful to present the social network to the class. ‘enabled computers to access the social network outside Procedure 1 Tell the learners thy the reasons for doi y are going to be usinga private social network outside class, and write some of 1350 on the board, Encourage them to suggest more uses. We can get to know each other better you can see what you missed. we can't come to ¢ Yor Yo We can share online resources for learning together can submit your homework online. 1 cant contact me,and the other learners 2 Once you have set it up, show learners the private social network and its features, Whichever he following features: user profile, status social network you decide to use, itis likely to have updates, blog and/or forum feature, folder and file sharing, through cach of the features, and negotiate how you are going to use them together: and ways of setting assignments. Talk User profile: information that learners choose to share about themselves Status update: usually a short message about what a learner is currently doing, Blog: an online space for longer messages can be used as a reflective learning journal Form: a place co ask/answer questions about language / the course, oF for socialising online Folderifile sharing: allows the teacher to submit assignments, and learners to submit work Ask the learners to complete their tuser profile on the social-networking site filling in basic personal information and adding a photograph, or a picture, representing themselves (if in which they introduce they prefer). You can also ask them to write their first status update, themselves, 4 Use the social network for setting pre-class activities, keepin; extra ideas for websites that learners can access to improve their language (videos, etc.), and track of homework and sharing encourage the learners to share tips and links to resources they find.Language Learning with Technology Variation Instead of a private social network, use a p lic one (Facebook, etc.) instead, which allows you to set up a private group. The advantage of a public network is that if learners are already members of this social network, they are more likely to make use of it. However, there is sometimes reluctance for learners (especially younger ones) to x social life online with classwork, so check with them and their parents (if appropriate) beforehand, to gauge their feelings about this issue.Building a learning community 2.2 Who are my classmates? Maingoals Building community in the classroom and outside Level Pre-intermediate (B1) and above Time 2 minutes Leamingfocus Reading; speaking, Preparation Learners need to accept each other as friends on a popular social network. If you de to use a public social network (Facebook, etc.), then you can use a private one, but le must have set up a profile, and shared other information about themselves, for this activity towork Technical requirements A computer room, or class sect of laptops/netbooks/tablets. Alternatively, you can ask the learners to do this activity from home. ners Procedure 1 Thisactivity presents an example of a language lesson that uses public and private social networks, Start by asking the learners how well they know their classmates, and if they think they can get to know them better by using social networking. Tell the learners to choose someone (or a couple of people) in the class they don’t know very well, and ask the learners to find out more about these classmate(s) for the next class,'Tell them they can do this in various ways: they can use the information they have already shared on the social networking site, or they can contact the learner(s) directly on the site (in English!) and ask them questions they want answered. Ask the learners to present what they learned in the next class and to focus, in particular, on what they found out and what {if anything) surprised them about the classmate(s) they chosLanguage Learning with Technology 2.3 Personal learning online Maingoals Promoting autonomy; supporting learning online Level Pre-intermediate (Bx) and above Time 20 minutes Learning focus Socialising; supporting each other’s learning, Preparation If you don’t already have one, build a PLE (Personal Learning Environment] and PL! (Personal Learning Network) by setting up accounts with a microblogging service, social network and a blog (see Appendix B 2.3 for suggested websites) and connecting to people you think you can learn from (other teachers, etc.). Technical requirements One internet-enabled computer in the classroom, with a projector, or IWB. Learners should all have internet access at home, or outside the class. Note: This is an alternative to that suggested in Activity 2.1, but itis not as easy for the teacher and learners to set up: therefore, it is recommended you use Activity 2.1 if you have not worked online with learners before. Procedure 1 Write the words Personal Learning Environment (PLE) and Personal Learning Network (PLN) on the board, and briefly ask the learners if they know what they mean, If none of the learners can offer an explanation, tell them that a PLE is a collection of online tools that learners car use to support their learning, and a PLN isa network of people that learners can connect to, to help them learn. Show the diagram below (or one that better represents your PLE}, and then show the learners some of the tools that form the PLE. biog wiki social network oN | a incroblog 3. Explain what each of the elements is, and show the learners each of the remaining tools that you have chosen to form the class PLE: Wiki: simple website that can be created and edited easily by a group of people Social network: a space for socialising online and sharing information Blog: an online writing space, which can be used as a reflective journal Microblog: similar to a blog, but you are limited to very short messages 4. Tell the learners that most of the learning, when using a PLE/PLN other people, , comes from being connected to . when you ask a question, someone answers; you share news, links and resources, to help others with their learning 5 Ask the learners if they think setting up their own PLE/PLN would be useful, and if so, encourage them to start by setting up an account with a microblogging service, such as Twitter, and linking tc each other,Building a learning community 6 Next, fi rand also help learners add other elements to their PLE (a blog, class wiki, ete.) over time. Encourage learners to use the PLE/PLN between classes as a support system for their learning, You ow Steps 1-4 in Activity can do this in many ways: * Share links to websites that are useful to the learners. * Post questions, using the microblogging site, for learners to answer from home * Ask the learners to post plans for their writing assignments in their blog, and ask the other students to comment on them. * Use the wiki to build a class grammar/vocabulary resource, with links to useful websites where the learners can find practice activities. * Tell the learners to share what they do at the weekend by posting status updates on the social network, and/or microblogging platform, and ask the others to respond to their updates, ‘u'll find others. These are just some ways the PLE/PLN can be used ~ I'm sure yLanguage Learning with Technology 2.4 Class blog Maingoals Getting to know each other Level Pre-intermediate (Br) and above Time 20 minutes Learning focus Responding in writing to what other learners have written Preparation This activity is to encourage learners to use a blog and write comments on other learners” class-blog posts. Set up the class blog beforehand, and write an introductory post. The procedure below will explain how to set up a class blog (sce Appendix B 2.4 for suggestions on blogging platforms). Technical requirements A computer room, or class set of laptops/netbooks/tablers, Alternatively, the blog and write the comments for homework. s the learners can join Procedure 1 Ifthe learners don’talready have a blog to use for class, ask them if they know whata blog is,and troduce them to the new class blog. Ifusing multiple computers, ask the learners to join the class blog and to write their first post, introducing themselves and saying three things they think most people in the class won't know about them 3 Asthe learners finish, ask them to get to know more about their classmates by reading what they have written, and also to write a few comments on some of the learner entries. To help them, write some of the following on the board, and ask the learners to add to these possible ways of starting to writea comment, This made me think about This is important because . This makes me think of I don't understand 4 Finish by setting another task for homework. Ask the learners to write a blog post on one of the following subjects: What I find easythard about learning English — What I like doing in ela Where Lam going on my next holiday My online life Continue the momentum by writing comments and referring to them in the next class. Use the blog asa way of communicating with learners outside of normal class times. If you use a class blog, you may want to set homework, asa blog entry, for the learners there. Finally, encourage the learners to write, but not only because you ser homeworks they can write about anything else that interests them, Variation Giving each learner their own blog can be more motivating, as learners have a greater sense of ownership and can individualise the look and feel of the blog. However, individual learner blogs also ‘mean more work for you, the teacher, especially if you monitor what each learner writes and add comments to their posts, which is recommended. A compromise would be to divide learners into groups and set up a blog for each group of learners,Building a learning community 2.5 Mystery guest Main goals Encouraging participation Level Pre-intermediate (Br) and above Time Ongoing, over one to two weeks, for homework Leamingfocus Making predictions Preparation This activity is appropriate if you have a class blog (see Activity 2.4) with your learners and is good to use to keep interest from waning, Ask another teacher you know to be a mystery guest ‘on your blog and to write a eryptic guest post, finishing with three questions about themselves for the learners to answer (e.g. Where am I from? Where do Live now? What do I do?). Technical requirements Learners should have internet access, outside of class, and should already have been introduced to the tutor blog or class blog. Procedure 1 Tell jearners that you have invited a mystery guest to the blog, and th asking some questions for the learners to answer. Ask the learners to respond, in the comments area, to the questions that the mystery guest posts, this person will be and to do their best to answer them. This activity can also be extended to other language-related games where learners guess information sure to talkin class about what the learners, and the guest, have written, making a clear link between what happens on the blog outside of class and what happens in class. Ae Note Thanks to Barbara ‘Bee’ Dieu (http://barbaradieu.com) for introducing me to this activiry in Brazil in 2003.Language Learning with Technology 2.6 Blog exchange Main goals Connecting with other L2 speakers Level Pre-intermediate (Br) and above Time Learning focus Preparation sea class blog (see Activity 2.4). Find another class (preferably in another country) toconduct an exchange with (see this book’s accompanying website, http:/Avww. languagelearningtechnology.com, for ideas on how to start a blog exchange, and Chapter To Project work for ideas for longer-term collaboration). Before this activity, both classes should have blogs, and learners should have, at least, written introductions on the class blog. Technical requirements A computer room, or class set of laptops/netbooks/tablers, with internet access. Alternatively, this activity is something learners can do at home. Procedure 1 Tell che learners they are going to be connecting with another class in another country, and a them to brainstormall that they know about this country, using the following headings: locatior, language and famous places. Write the learners ideas on the board. Follow this up by asking the learners what they would like to know about the other learners they are going to be connecting, with (daily activities, interests, school,etc.). 2. Using what has been written on the board, ask the learners to come up with some questions they would like to ask a class in the other country. Tell the learners that these are the questions they are going to ask the other learners, and they are going to write them on their blogs. 3 Ask the learners to now predict what they think the learners in the other country will know about them and their culture. Tell the learners that they should write a postin which they introduce themselves and summarise their predictions. If using a class blog, then this step can be done asa class. If using learner blogs, then each learner can write post individually 4 Give the learners the address of the other class blog, and ask them to introduce themselves and weite their questions, in the comments area, on this blo, 5 Continue the collaboration by asking the learners to respond, in their own blog, to the questions thar the other class writes. These questions can be answered in another round of blog posts.Building a learning commumity 2.7 Language wiki Maingoals Creating a class record of language/vocabulary Level Pre-intermediate (Bx) and above Time 20 minutes /on Learning focus Revision Preparation Set up a class wiki (a simple website that can be easily edited). if you haven't already done so. See Appendix B 2.7 for recommended websites and help on how to set one up. \oing Technical Feqirements A computer room, or class set of laptops/tablets/netbooks, Alternatively, you can use just one internet-enabled computer in the classroom. Learners can also be asked to do this activity from home if they have internet access Procedure 1 Tellthe learners that you are going to create a class record of all of the language they choose to remember and focus on, recordingit ina class wiki. Introduce them to the wiki and set up accounts / invite them to join via email, and ask the learners to look back on what they have done so far. Ask each of them (or each pair) to select an area of grammar or vocabulary, etc. they want to review 2 Ask the learners to set up a new page on the wiki for the language review and to write,as.a heading, the title they have chosen of the grammar item (e.g. past perfect, irregular past verbs, etc.) or vocabulary set (e.g. phrasal verbs with ‘out’, words related fo transport,ete.),adding some new example sentences. Alternatively, ask the k mers to write some questions, using the language, at theend of their example sentences, to test the other lea When the learners have finished, you should go through what they have written, either in class or athome, and make sure itis corre ers on what they have written, Rather than correct what is wrong online, you can print out therelevant page, mark the errors on what the learners have written and give them the page, telling them to go back to the wiki to correct the errors. the learners write questions, on each page of the wiki where language is reviewed, to test the other learners, you could set the questions for homework over the coming weeks, and this way the learners will be encouraged to go back and revise what has already been done in class.Language Learning with Technology 2.8 What we need English for Main goals Getting to know each other Level Pre-intermediate (Bx) and above Time 15 minutes, Learning focus Reflecting on reasons for learning English Preparation Set up an account with an online noticeboard or digital poster site (see Appendix B 2.8 for suggestions). Technical requirements An IWB, or internet-enabled computer in the classroom. A digital camera is optional Procedure 1 Ask the learners to talk to each other and answer the following questions: Why are you studying English? Is English useful for you at the moment? Will English be more intportant for you in the future? If so, how? What do you needivant to do with your Englis 2 When the learners have finished, ask each of them to write one sentence that summarises their reasons for learning English Use an online noticeboard, or digital poster site, which lets you post short notes in the form of sticky notes (see Appendix B 2.8 for suggested websites). Ask each learner to write their sentence ona digital sticky note. If you want to, take a picture of the learner, to place next to the sentence. 4. IF youuse a class website, blog or wiki, then link to the poster/noticeboard site, or (even better) embed the poster/noticeboard into the class website (you will find the code to do this on the noticeboard/poster site, under sharing options). Refer to the online noticeboard during the course and ask the learners once every few months if they still feel the same about studying English, or if their reasons for learning English have changed.Building a learning commu 2.9 Safety online Maingoals Raising awareness about online safety Level Pre-intermediate (Br) and above (especially tweens/teenager learners) Time 20 minutes Learingfocus Being safe online Preparation Identify some resources you think will help your class with safety online (see Appendix B 2.9 for suggestion Technical requirements One internet-enabled computer in the classroom, with projector, or IWB, would be useful for showing sites/information, Procedure 1 Elicit what learners know about safety online, and ask your learners to discuss this topic in small groups. Here are some of the areas they may bring up: linformation address and telephone number real names privacy photographs email and ch location Re and the learners have a high enough level to understand, you can look at some exit ves beginning with Dou’, ind Only, Additionally, if you think it useful jew imper website ted to resources (see Appendix B 2.9) and check what advice is given there about various topics rel safety. Ifyou learners are tweens or teens, you could ask them to write a class guide for themselves and other learners. Ifyou ach adults, they could work on producing a guide that gives advice to young people, Ask the learners to write a number of sentences using the imperatives you reviewed inStep3 Vocabulary Asevery teacher knows, learning vocabulary can be very difficult. Not only must learners learn lots of words (upward of 5,000, according to some researchers), but they need to encounter vocabulary several times before they. can use it automatically. This means that reviewing and recycling vocabulary is very important. More than knowing just individual words, learners also needs a huge repertoire of word combinations — n retain it, and practise it in controlled situations before they or‘chunks’. These aid fluency and also contribute to learners’ idiomaticity’, that is, the capacity to most language courses, there is simply not enow htime speak or write ina natural, idiomatic way, tolearnall of the vocabulary that learners need, so much of it must be learned outside of class. For these reasons, the teacher should focus on more than just teaching pre-selected words and phrases. Teachers need to introduce learners to strategies for learning vocabulary effectively and encouraging learner autonomy. Some of the activities presented in this chapter, therefore, are designed to encourage learners to become more autonomous in their vocabulary learning, Introducing learners to online tools that they 0 easily use themselves outside of the classroom is one strategy, and here the teacher's role becomes one of selecting and introducing these tools and showing learners which vocabul ry-learning strategies to use, and how they can use these tools to help themselves in the future. There are activities aimed at helping learners notice meaning by looking at vocabulary in context. Encouraging learners to use online dictionaries, a thesaurus and concordance software can help them acquire new vocabulary. The activities in this chapter are arranged by level: first the lower-level activities (word-game dealing with collocations, synonyms, ete.), Within this division, the activities are further arranged, with productive practice activities following on from receptive practice ones. Apart from the tools mentioned above, technology can help learners learn vocabulary because ithas been shown that vocabulary is more memorable if it is presented in an interesting way, and activities, etc.), followed by those that are more advanced (e.g. using concordance software ifthe learners engage with words and phrases emotionally. So technology can help the teacher find ¢ vocabulary to the class, different, and sometimes fun, ways to introdu Some of the activities in this chapter try to make the vocabulary that is reviewed relevant to learners, so emphasis is placed on the learners selecting the words they want to remember or revise. The learners can be encouraged to make their own vocabulary tests for their classmates, selecting the words and phrases, and writing their own definitions. Ther can make the words more memorable, and activities that encourage them to look at different aspects are also activities that encourage learners to perform tasks with the vocabulary, because this of meaning that certain words and phrases can have,Language Learning with Technology 3.1 Incontext Maingoals Recognising and understanding words in context, Level All Time 5 minutes (ongoing) Learning focus ‘Training learners to use context clues when they encounter new words Preparation Choose either an online dictionary for learners, with example sentences, or a concordancer (see Appendix B 3.1 for more information and suggested websites). Technical requirements One internet nabled computer in the classroom, with a projector or WB (optional) Procedure 1 When looking at new vocabulary, select either an online dictionary (see example in Figure 3.1) or (with higher levels) a concordancer (see Appendix B 3.1) which displays example sentences so that learners can take note of the word in context. (wa) LEARNER'S DICTION Search Q} Ask the Editor help «rap sev p) helps; helped; hetping - (obj) «Dent blame mest m95 only trying to heb = She he b! Somebody to) set the ta ‘007+ Reet hens 9 cold. « he ton an aepnn te els her headache = Some eeor would realy more] room,» Humor often Pes tense nn obj «Yellng does ‘every itl bit het = often folomed by £0 4 verb = 1h by Merriam. Webster, Inc. (www. Merriam-Webster.com) Write the example sentences on the board. Then ask the learners to match them with the different definitions and, if relevant, parts of specch, and encourage the learners to write example sentences in their vocabulary notebooks. 4°Vocabulary 3.2 Digital camera scavenger hunt Maingoals Identifying words; recycling vocabulary; describing location Level All levels Time 30 minutes Leamingfocus Classroom and school vocabulary prepositions Preparation Write a list of vocabulary that can be found in or near the classroom, suitable to your learners’ level. Make sure the items are e classroom, then (important) check with the school management that you can let the learners out ofclass. Technical requirements Learners should have enough digital cameras (one per group of three learners), or they should use the cameras on their mobile phones. sily accessible, and ifitems are located outside the Procedure 1 Tellthe learners that they are going to work in teams of three and take part in a scavenger hunt: their goal isto find a number of vocabulary items and take pictures of them. Se tell them that each team will gain a point for each vocabulary item they take a photograph of, Also tell them that extra points will be awarded for the best photographs. 2 Givethe think they can find in, or near, the classroom, Examples (this will depend on the learners’ level and your situation) may include: -arners the vocabulary lists or, alternatively, ask them to make a list of words that they board blinds board eraser library broom smoke alarm corridor hinge window frame rouseplant receptionist switchboard 3 Atthisst let chem guess, or iFthey are more advanced, some of them can ask the meaning of words from a ge, don’t explain the meaning of words learners don't understand (it’s more fun to one they happen to meet when they are doing the activity) 4 Starcthe activity and monitor the learners, making sure they are safe and don’t cause too much disruption (especially if they are young learners) 5 When time is up (10 minutes isa good amount of time), ask them to come back to the classroom and either display the photos (if this is possible without too much fuss) or take turns in looking at the photos on the camera, or on each other's mobile phone screens. 6 Give points for each photograph chat a team has taken of a correct object, and deduct a pointif they have taken an incorrect photo. Award an extra point to the te: aph of each item, m with the best photo; 7, Encourage the learners to describe their photographs, saying where they found the items (i.e. it was near the stairs, it was next to the door, etc.). § Make copies of some of the photographs and then, ina later class, return to them and see how m ay words the learners can remember.Language Learning with Technology Variation 1 Instead of giving the vocabulary out first, ask the learners to take photographs of things in, or near, the classroom that they don’t know the words for in English (or if they do this for homework, at home ot in the town/city where they live),and then to bring the photographs back to class. In class, check to see if any of the other learners know the meanings of the words, or tell learners the meaning. You can also print the photog, phs and build a classroom wall display of vocabulary that is new to the learners, Variation 2 Ifitisn’t possible for you to do this activity during class time, or if it goes well and you want a follow-on activity, then give the learners a list of words that they can find at home, or in the town or city where they live, and ask them to take the photos for homework. Check the images in the next class, and award points as above,Vocabulary 3.3 Online word-game tournament Maingoals Using word games Level All Time Ongoing Leamingfocus Increasing awareness and knowledge of vocabulary Preparation Choose an online word game (e.g. Scrabble) that you think your learners will ike and have access to (e.g. one on a social network you know they use). See Appendix B 3.3 for more information and suggested websites. Technical requirements One internet-enabled computer in the classroom, with a projector or [WB (optional) Procedure 1 Tellthe learners that you would like them to p tosee who is the class champion. Introduce them to the game and show them how to play it (in word game for homework, and that you want case they don’t know) Seta time limit (c.g. one month), telling them that this is to bea tournament, and the winner will be declared in class. Participate yourself, and encourage the learners to challenge you, and others, toa me. 3, Besure to keep track of the learners’ progress, and mention the word game every class, asking them how they are doing, At the end of the month, look at the scores and declare the winner, 4, Ifthe learners take to this activity, introduce them to a different word game and hold another competitionLanguage Learning with Technology 3.4 Word puzzles Main goals Encouraging vocabulary learning; having fun Level All Time 20 minutes Learningfocus Word definitions and extending knowledge of words Preparation Choose a word-puzzle site (see Appendix B 3.4 for more information and suggested websites). Technical requirements A computer room, or class set of computers, with internet access. A printer is required to make paper copies of the word puzzles. Procedure 1 Introduce the class to the word-puzzle site you have chosen (a website that enables them to create a word puzzle for someone else to complete), and choose a type of puzzle (crossword, word search, etc.) suitable for their level Ask learners to choose a number of words that they have recently come across in class and to create a word puzzle for their classmates. Your choice of puzzle will depend on the level of your class. The puzzle site will generate puzzles with only a group of words, but you should encourage the learners to write clues which are definitions, gapped sentences or mother-tongue translations, 3 Monitor the learners as they do the activity, and provide help as needed 4 When learners have finished making the word puzzle, ask them to print a copy, and collect the puzzles. You can then either use them as warmersffllers in future classes or give them out from time to time for learners to do for homework 44Vocabulary 3.5 Learner-generated quizzes Maingoals Vocabulary revision Level All levels Time 20 minutes Leamingfocus Recycling vocabulary Preparation Create a class account with a test-/quiz-generator website (see Appendix B 3.5 for more information and suggested websites). Technical reqirements A computer room, or class set of laptops/netbooks frablets Procedure 1 Ask the learners to work in pairs and to select a number of vocabulary items that they would like torevise from work that has already been done. You can give different pairs of learners different topic areas, or let them choose which types of words to focus on (phrasal verbs, adjectives, etc Ask the learners to make a list of 10 words or phrases and to write definitions of them (they can use dictionaries to make it easier have their lists, they create their tests using the quiz-generator w ite, entering the ry test from Once thé wordsiphrases and definitions. The software will automatically generate these, While learners are doing the task, monitor them and check the words/phrases are spelled vocabul correctly and the definitions make sense. When learners have finished, invite them to try some of the tests created by their classmates. ‘You can set some of the tests for the learners to do at home, too. Note For more ideas on how to use technology for learner-generated testing, see Chapter 1 Assessment and evaluation.