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TEACHING AND TECHNOLOGY
By Halina Ostankowicz- Bazan
What does teaching with technology mean to me?
To me, teaching with technology involves the development of my approaches that includes four primary modules: the course content, the coach, the students, and the technology implements.
After over thirty years of teaching, I felt bored with my traditional technics and wanted to find some inspiration, as well as improvement.
My motivation, to search for the updated coaching methods, was an eagerness to make my classes more challenging and more exciting.
Learning how to teach with technology has helped me to make progress as a teacher and a learner. Teaching with technology can deepen student learning by supporting instructional objectives. However, it can be challenging to select the “best” tech tools while not losing sight of your goals for student learning.
In the classroom, technology can encompass all kinds of tools from low-tech pencil, paper, and chalkboard, to the use of presentation software, or high-tech tablets, online collaboration and conferencing tools, and more. The newest technologies allow us to try things in physical and virtual classrooms that were not possible before. What you use depends fundamentally on what you are trying to accomplish.
I like this model;
According to Gregory and Denby Associates significant implications for teaching with technology state that instruction should attempt to build upon each student’s experiential base.
What a teacher / student learns from education is, in no small extent, a function of prior knowledge.
One role of technology, therefore, is to bridge personal experiences and formal in traction. Technology should also be sufficiently flexible to adapt to teachers’ / students’ on-going instructional needs. One of the symbols of a master teacher is the ability to recognize and repair student’s misunderstandings and misconceptions.
What do I expect students to learn from the online course?
I would like to make my students interested in learning, improving the general understanding of the need to ask questions as well as to search for answers.
I expect my learners to change their studying habits so that can grow an appropriate background education and become more open to new ways of getting knowledge.
What skills and knowledge do I want them to acquire by the end of the course?
By the end of the course, students should improve their speaking and listening skills as well as become more confident in communication in English.
Students / participants will have a strong understanding of what the communicative approach to language teaching is and how it relates to them.
Learners will practice updated, efficient studying methods and will make implausible progress through self-study.
Finally, course participants will achieve a high fluency level of conversational English.
Also, to enhancing their pronunciation, improving speaking skills and language fluency students will be prepared for a variety of English-speaking module exams.
Halina’s Conversational English online course I would like my students to;
- Improve speaking competence and English fluency
- Increase communication efficiency
- Use strategies for making Small Talk effectively
- Get ready for a variety of English-speaking environments
- Prepare for different Spoken English, Exams, and Interviews
What teaching strategies (lecture, discussion, group work, case studies, etc.) will best help students achieve these goals?
The best teaching approaches for my learners are speaking as well as listening strategies. Apparently we run-through presentations, discussions, conversations, dialogues, teamwork and case studies. I would like to point out that I just use actual, real texts from the books, newspapers, the song’s lyrics, movies. We often take advantage of different kinds of listening comprehension such as listening to the news, interviews presentations, et cetera.
Generally speaking, in my course I will take advantage of both synchronous lessons and asynchronous communication supported with PowerPoint presentations, reading as well as listening assignments, discussions, and variety of tasks such as running or giving interviews, making English speaking videos, creating classes.
Being creative is a must in the language classroom.
In one of the TED talks, Sir Ken Robinson said that creativity is as important as literacy and as such must be promoted in any classroom. Nowadays, however, most Foreign Language syllabuses follow the testing-oriented approach to allow for more objective assessment of the students.
For recognizable reasons, the testing-oriented approach does not generate a context for learners being creative. Therefore, creativity is not promoted or is even excluded in total.
In my course, I will argue that in the context of Foreign Language Learning and Teaching creativeness is essential. It leads to better and faster assimilation of language material, and it generates a more productive language environment. Moreover, inventiveness unpredictably enough may produce better test results, no matter the learners’ level is.
Halina Ostańkowicz- Bazan
Online publications, virtual communities, and more blogs
- Campus Technology.
- EDUCAUSE is an online research community
- EdTech: Focus on Higher Education.
- eLearn Magazine
- Learning through Digital Media
- HASTAC: Humanities, Arts, Science, and Technology Advanced Collaboratory
- Clickers in the Classroom and other short educational videos from the University of Colorado
- Creating a PDF with video: “One easy way to make readings come alive for your students.”
Resources from other teaching and learning centers
- Technology, Center for Teaching and Learning, University of Texas, Austin
- Technology in the Classroom, Center for Research on Learning and Teaching, University of Michigan
- Educational Technologies, Center for Teaching, Learning and Technology, University of British Columbia
- Flipping the classroom
- Active learning
- Student writing
- Discussing racial violence in the US: Resources for discussing current events
- Large lecture instruction
Teaching with technology
Learn to Blend and Flip with Technology
Teaching with Technology
Micro Teaching in Pairs
I am taking the course Getting Online as a Teacherpreneur
We have to answer some questions…..
@What is the difference between wordpress.com and wordpress.org?
- What is database and why is it important.
- Overview of wordpress dashboard
- How to deal with cyber bullying among young adults
I am very excited because studying is a big adventure for me as a lifelong learner.
Here’s what we did.
➤ I encouraged her to speak freely without correcting her mistakes.
➤ I wanted to hear her story. I wasn’t interested in how she told her story, but what her story was.
➤ I wasn’t interested in her grammar mistakes. I was interested in HER.
➤ I recorded our conversations and shared the recordings with her. I wanted her to hear herself speak and realise how fluid she sounded.
We’re free only when we feel unjudged.
By the end of the week, Chantal’s fear of speaking and making mistakes eased significantly.
She felt reassured that what she had to say was more important than how she said it.
Step #2 – It’s Not About You, It’s About Your Co-Workers.
The next step was to dig deep and reflect on who was her team and what they would need from her.
Would they need a leader who spoke perfect English or a leader who inspired them and helped them work better?
by Shanthi Streat | Nov 29, 2018
|Pre-production||This is also called “the silent period,” when the student takes in the new language but does not speak it. This period often lasts six weeks or longer, depending on the individual.|
|Early production||The individual begins to speak using short words and sentences, but the emphasis is still on listening and absorbing the new language. There will be many errors in the early production stage.|
|Speech Emergent||Speech becomes more frequent, words and sentences are longer, but the individual still relies heavily on context clues and familiar topics. Vocabulary continues to increase and errors begin to decrease, especially in common or repeated interactions.|
|Beginning Fluency||Speech is fairly fluent in social situations with minimal errors. New contexts and academic language are challenging and the individual will struggle to express themselves due to gaps in vocabulary and appropriate phrases.|
|Intermediate Fluency||Communicating in the second language is fluent, especially in social language situations. The individual is able to speak almost fluently in new situations or in academic areas, but there will be gaps in vocabulary knowledge and some unknown expressions. There are very few errors, and the individual is able to demonstrate higher order thinking skills in the second language such as offering an opinion or analyzing a problem.|
|Advanced Fluency||The individual communicates fluently in all contexts and can maneuver successfully in new contexts and when exposed to new academic information. At this stage, the individual may still have an accent and use idiomatic expressions incorrectly at times, but the individual is essentially fluent and comfortable communicating in the second language.|
How long does it take for a language learner to go through these stages? Just as in any other learning situation, it depends on the individual. One of the major contributors to accelerated second language learning is the strength of first language skills. Language researchers such as Jim Cummins, Catherine Snow, Lily Wong Filmore and Stephen Krashen have studied this topic in a variety of ways for many years. The general consensus is that it takes between five to seven years for an individual to achieve advanced fluency. This generally applies to individuals who have strong first language and literacy skills. If an individual has not fully developed first language and literacy skills, it may take between seven to ten years to reach advanced fluency. It is very important to note that every ELL student comes with his or her own unique language and education background, and this will have an impact on their English learning process.
It is also important to keep in mind that the understood goal for American ELL students is Advanced Fluency, which includes fluency in academic contexts as well as social contexts. Teachers often get frustrated when ELL students appear to be fluent because they have strong social English skills, but then they do not participate well in academic projects and discussions. Teachers who are aware of ELL students’ need to develop academic language fluency in English will be much better prepared to assist those students in becoming academically successful. (Learn more about academic language in Colorín Colorado’s academic language resource section.)
To All the Boys I’ve Loved Before
By Jenny Han
MAJOR MOTION PICTURE COMING TO NETFLIX AUGUST 17, 2018!
Lara Jean’s love life gets complicated in this New York Times bestselling “lovely, lighthearted romance” (SLJ) from the New York Times bestselling author of The Summer I Turned Pretty series.
What if all the crushes you ever had found out how you felt about them…all at once?
Sixteen-year-old Lara Jean Song keeps her love letters in a hatbox her mother gave her. They aren’t love letters that anyone else wrote for her; these are ones she’s written. One for every boy she’s ever loved—five in all. When she writes, she pours out her heart and soul and says all the things she would never say in real life, because her letters are for her eyes only. Until the day her secret letters are mailed, and suddenly, Lara Jean’s love life goes from imaginary to out of control.