Using technology in LL

Feb 25, 20070 likes652 views

The document discusses using technology to support language learning. It notes that technology should be used in a way that enhances learning, and outlines several benefits it can provide including developing language skills, individualizing learning, and motivating students. A variety of technologies are mentioned, such as generic software, dedicated language learning programs, and internet tools. Both advantages and disadvantages of different technologies are presented.

Technology and language learning Emma Arthur [email_address]

Key questions in using technology What can the technology contribute to learning? Is the use of technology more effective than other methods? Don't use computers for their own sake; think about why you're using them first.

In using technology consider: the contribution to learning –adaptability to suit the specific needs of all learners. language skills required. computer skills required- teacher and learner. learner – age, style of learning, mother tongue. organisation of teaching – integrated ? organisation of the classroom /computers - computers in class or computer lab. financial – software and hardware.

Why use technology? When used appropriately , it can: develop further all four skills. enable students to become more effective and confident learners. raise the standards of student’s achievements.

individualise learning – appropriate level and speed. develop independent learning. provide the opportunity for real communication / real language use / cultural experiences. Specific programs provide support for children with dyslexia and other learning difficulties.

provide variety. provide motiviation. a multisensory learning experience. provide opportunites for cross-curricular activities. help prepare students for the future.

What technology is available? Generic Software applications e.g. Microsoft Office, Powerpoint, Publisher CALL specific software Software designed for English teaching (not ELT) Internet and collaborative technologies wikis, podcasting, Slideshare, Skype, blogs. Video / films: authentic and for ELT Others: digital camera, video camera, digital recorder,

ELT Dedicated software (CALL) Advantages Does not require high level of computer literacy. Is designed for ELT learners and can have very sophisticated functions. Disadvantages CALL software is usually 'content-specific' in that the teacher cannot change the linguistic content, or the format of the activities which seek to teach that content. Tends to be expensive. Find reviews or try demos before you buy.

ELT software / dictionaries www.clarityenglish.com www.wida.co.uk www.longman.co.uk www.oxford.co. uk www.oup.com/elt/teachersclub/dictionaries/?cc=no (dictionaries) Online bilingual dictionaries can be useful if students know how to use them effectively.

Using the Internet Grammar games and exercises News clips, video clips, sound files, etc. Research potential: carry out webquests Webcams International projects and school links Collaborative technology: blogging, email, Podcasting, YouTube, Flicker, etc. http ://stevemc.blogmatrix.com/:entry:stevemc-2006-11-08-0000/

Evaluation of work using technology Computer assessed / corrected. Teacher correction using the technology. Self assessement / teacher assessment through electronic portfolios.

Assistive Technology for students with reading and writing difficulties Supportive writing technology provides pupils with a means of compensating for some of the limitations and difficulties they have during the writing process. It includes, word processors, wordbank software, word predictors, motivational programs, talking word processors, speech output facilities and speech recognition.

Woodside High School is a magnet school focused on arts and communication. It has various technology resources available for students and teachers, including digital cameras, video editing software, laptops, and computer labs. While teachers can check out hardware like projectors and DVD players, access to technology is managed through sign-out procedures and lab reservations to ensure fair access. The school works with the district's technology department to maintain resources, but faces challenges coordinating technology use due to bureaucracy and lack of communication.

The Digital RucksackDr Wayne Barry

- An e-portfolio is a personal digital collection of information that describes a person's learning, experiences, achievements, and allows them to reflect on their learning over time. - E-portfolios can be used for learning, assessment, experience, and personal development planning. They allow users to collect artifacts, receive feedback, and showcase their work to potential employers. - Blackboard e-portfolios provide a simple interface for users to create, edit, share, and collaborate on portfolio entries containing text, media, and links between artifacts.

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The document defines a virtual classroom as a teaching and learning environment located within a computer-mediated communication system where all activities and interactions take place through the computer instead of face-to-face. It lists advantages like flexibility and overcoming distances, and limitations like limited offerings and delayed feedback. Examples of virtual classrooms tools discussed include Second Life, Cisco WebEx, and Horizon Wimba.

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The document discusses virtual classrooms and the Wimba collaboration suite. Virtual classrooms allow for flexible, distance education through synchronous and asynchronous online interactions. They provide community and control for learners. The primary contributor to student satisfaction is contact and interaction with instructors. The Wimba suite facilitates online collaboration through tools like virtual classrooms, audio/video conferencing, content sharing, and course authoring aids. It aims to reduce isolation and create community for distance learners.

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The Instructional Technology Group (ITG) at Yale University provides support to faculty in integrating technology to enhance teaching and learning. The ITG works with faculty to identify pedagogical needs and determine appropriate technological solutions, such as blogs, wikis, and digital asset management systems. The ITG aims to seamlessly integrate technology to meet learning objectives rather than using technology for its own sake. Services include support for clickers, videoconferencing, tablet PCs, and equipment checkout through partnerships with the library.

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This document discusses how teachers can integrate multimedia tools into their classrooms. It defines multimedia as technologies like cell phones, videos, computers, and more. Teachers can have students create digital videos, presentations, and storyboards. PowerPoint and other programs allow students to incorporate text, graphics, sound, and video into multimedia projects. The document also addresses how multimedia can help students learn and develop creativity, research, and technology skills based on ISTE standards. It provides examples of classroom activities where students make multimedia presentations and discusses how teachers can support multimedia use in the classroom.

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The document discusses the benefits and possibilities of virtual classrooms, including enabling all students to participate regardless of illness or location, engaging experts as speakers, collaborating across schools, and recording classes for later review. Features of virtual classrooms mentioned include video conferencing, interactive whiteboards, polling, chat functions, and breakout groups. Examples are given of classes connecting with experts in other locations and countries.

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The document discusses Brebeuf Jesuit Preparatory School's decision to implement a Bring Your Own Technology (BYOT) program. It notes that the school had sufficient infrastructure and faculty comfort with technology to support BYOT. The IT department was driven by user needs. Benefits of BYOT included increased student access to technology and specialized software. The school addressed BYOT implementation through training programs, clear policies, and open communication between departments. Moving forward, demands on technology will continue rising, requiring assessment of needs, resources, and keeping an open mind about new tools.

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The document discusses possibilities for using educational technology in higher education. It begins by outlining objectives of providing a conceptual framework, exposing educators to a range of technologies, and facilitating reflection on appropriate uses. It then cautions that technology alone will not solve problems and must be driven by good educational design. Several challenges for educators are discussed, such as how students can read materials, explore their discipline, engage in learning conversations, practice skills, and produce work. A variety of technology-enabled solutions are presented for each challenge, such as using audio/video, online discussions, simulations, and specialist software. Online learning environments and concerns around bandwidth constraints are also addressed.

E learning tools - an overviewDavid Jeckells

This document discusses e-learning tools and their benefits. It defines e-learning as learning facilitated through information and communication technologies. Key benefits identified include connectivity, flexibility, interactivity, collaboration, and extended learning opportunities. Specific e-learning tools are also outlined, such as online discussion boards, wikis, blogs and virtual lectures. The document notes that e-learning can personalize learning and extend classroom activities through opportunities for peer-to-peer learning and automation. However, it also acknowledges that implementing e-learning may require more time from instructors and a re-evaluation of teaching practices.

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Technology can support differentiated instruction in several ways. It allows for differentiation by product, process, and content. It provides flexibility and motivates students by taking advantage of their experience with technology. Tools like WebQuests, inspiration software, and learning management systems allow differentiation. Pre-assessments through online surveys and tests help teachers differentiate. Students can choose products and tasks at different tiered levels. Technology enables differentiation for student readiness and learning styles. It supports learning centers, projects, and instruction through tools like PowerPoint and online resources. Software can automatically differentiate by adjusting problems based on students' performance.

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The document discusses various eLearning tools that can be used to deliver content effectively and efficiently. It describes tools like Poll Everywhere, asynchronous learning, synchronous learning, blended learning, learning management systems like Moodle and Edmodo, video conferencing software, Google Docs, and YouTube. The document encourages the reader to explore these tools and discuss which would work best for their needs. It provides references for further information about course sites, types of eLearning, and comparisons of learning management systems.

Accessibility online courses-trends tips toolsFelicia Cruz

Online courses are incorporating more complex multimedia that can present accessibility challenges if not designed accessibly from the start. Current trends include increased use of video, mobile devices, and social media. Future trends may involve adaptive learning programs and social media requirements. The document provides tips for creating accessible course content like using captioning, describing images, and ensuring compliance with standards like WCAG 2.0. It also lists assistive technologies and organizations that support accessibility.

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The document discusses the use of multimedia in the classroom and provides guidance for teachers and students. It defines multimedia and lists examples like PowerPoint, digital photography, and video. It then provides suggestions for how students can create multimedia projects and presentations, including creating a storyboard, using video editing software, and developing PowerPoint presentations with graphics, animations, and hyperlinks. The document emphasizes that multimedia can help students develop creativity, research and information literacy, and technology skills. It concludes by having students create a multimedia PowerPoint on chapter topics and how to apply their new knowledge in the classroom.

Ch.9 multimediatoolsasheralicia

The document discusses how multimedia tools can be integrated into classroom projects and presentations. It provides examples of how students can use tools like PowerPoint, movies makers, and digital photography to create multimedia reports, presentations, and stories. The document also discusses the importance of planning, such as creating storyboards, before developing multimedia projects. Teachers are encouraged to set appropriate limits on multimedia use to help students learn effectively while having fun and being creative.

Virtual classroomHelen Dixon

This document discusses using the virtual classroom tool BigBlueButton. It provides instructions for creating a BigBlueButton session in Moodle, joining a session, presenting content, polling participants, and using chat features. Some considerations for virtual classrooms are ensuring students have the necessary equipment and skills, clearly defining learning outcomes, and including interactive activities.

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This document summarizes key points from a presentation on using technology to promote inclusion. It discusses how small, free, and easy-to-use technologies can provide inclusion opportunities for students and staff. Several free and open-source tools are highlighted that can make presentations, documents, and websites more accessible. The document also provides examples of projects from an inclusive technology grant scheme that demonstrated innovative uses of mobile devices and assistive technologies.

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The document discusses using MyBrainShark, an online presentation tool, for language learning. It suggests having students record speaking activities outside of class using tools like MyBrainShark and sharing them with teachers. This "flips" the classroom by moving practice outside of class and connecting it to in-class activities. The document also asks about other creative uses of the tool, integrating it with other software, the benefits of a "connected classroom" approach, and what methods might work best at the institution.

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The document discusses using the mybrainshark tool to upload content and record audio. It describes how to sign up for an account, upload documents like PowerPoint slides or PDFs, and then record audio narration for each slide. The goal is to get students to work autonomously on speaking skills outside of class. Users can also upload existing audio files or record directly from a microphone. The document demonstrates the uploading and audio recording process and asks for feedback on using this tool for podcasts and narrating documents.

Technology in Language LearningIwan Syahril

The document discusses how technology has changed the way students learn and how they process information. It contrasts "digital natives," who have grown up with technology and are fluent in the digital language, with "digital immigrants" who have adopted digital skills later in life. Additionally, it examines how cellphones can potentially be used as instructional tools in the classroom to support and strengthen learning if used appropriately.

ICT based virtual classroomManvithaM3

The document discusses ICT-based virtual classrooms. It begins with an introduction explaining how the knowledge revolution has changed how learning occurs and the rise of virtual learning. It then outlines the objectives of virtual classrooms such as supporting live online classes, pooling academic resources, and improving accessibility. Key features like live video streaming, file sharing, and chat functions are described. Required accessories like projectors and video conferencing systems are listed. Advantages include flexible scheduling and recording classes. Disadvantages include high expenses and computer knowledge requirements. The conclusion recognizes opportunities and challenges to address for smooth ICT functioning.

Online resources, educational sites and portalstcc_joemarie

Digital storytelling is a process of telling a story using digital means. It is an easy way to integrate technology into the classroom across subjects. The document provides examples of websites and apps that can be used for digital storytelling, including Tellagami for creating animated videos, VoiceThread for multimedia presentations and discussions, and Comic Creator for creating comic strips. It also shares guidance on how to use VoiceThread for different educational purposes. The source website provides resources for educational tools, apps, and technology integration for teachers. It emphasizes having an open mindset to learn about tools and adapt to changes as technologies evolve over time.

The Digital Practitioner - UHI VC workshop Jisc Scotland

The session provided an overview of the skills and challenges required to become an effective digital practitioner. It explored key topics such as digital literacies, technologies that support learning, and the evolving role of educators. Participants engaged in hands-on activities using tools like VoiceThread and explored case studies highlighting innovative uses of technology in academic institutions. The session aimed to provide a practical understanding of digital practitioner skills through discussion and interactive exercises.

Technology in the elt class by francisco aguirreFrancisco Aguirre

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This document discusses creating electronic learning materials for teaching English as a foreign language. It notes that electronic materials can be used for exercises and activities on CD-ROMs, online, or printed. The document outlines different ways to create these materials, such as using external web pages, web design skills, small programs, or more complex software. It also lists reasons for creating these materials, such as reinforcing classroom lessons, providing additional practice, and stimulating students visually and audibly. The document then provides suggestions for achieving this, such as adapting printed materials digitally, uploading exercises to repositories, and using free online authoring tools.

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The document discusses the use of digital media and video in the classroom to enhance learning. It describes how easy-to-use and affordable video editing software allows students and teachers to create educational videos integrating text, video, audio and other media. Using digital video encourages skills like research, communication and critical thinking. It also promotes active, collaborative and problem-based learning. Different technologies support learning in various ways, from tutoring to serving as tools for developing higher-order thinking. The document provides examples of equipment, software and websites that can help incorporate digital tools into classroom lessons.

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