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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
I give English one to one tutoring classes as well as ONLINE English Courses.
I realize what YOU need to succeed in English. I know the essential skills you need to grow to suit an active communicator in English.
My classes are for students who want to use a most proficient approach to get fluent in English fast by practicing English Skills. Training is a subconscious process and is faster than conscious learning.
Being capable of putting across effectively is the most important of all life skills.
Communication is merely the act of transferring information from one place to another, whether this is vocal, written, visually or non-verbally (using body language, gestures and the tone and pitch of the voice).
How well this information can be transmitted and received is a measure of how good our communication skills are.
Training your English communication skills can facilitate all aspects of your life, from your professional spirit to social gatherings and everything in between.
Conventional methods of learning English exemplify passive learning with a limited success rate. I firmly trust in Active Learning of English Skills which is much more efficient than passive learning.
These are the primary disadvantages of passive English learning
- The major weakness of passive education is that it splits the language into different components – reading, writing, listening, grammar, and pronunciation – which you try to learn separately.
- When learners are not actively involved in the class, they continue to think in their native language. Whatever the instructor explains to them, they try to interpret it in their mother tongue. It becomes nearly impossible to process the information intuitively or spontaneously.
- Because learners aren’t taught to think in English, they are unable to communicate in English.
Active learning helps students start speaking English confidently in less than a year.
Active learning is more than just listening: it involves the active participation of students. They must use the language all the time and be emotionally involved in the process.
We call for the conversion from Passive Learning to Active Training English Skills
As a language teacher, I use all kinds of tricks just because making students speak and building their self-confidence in keeping the conversation going is the most essential for me.
When I teach Polish, my foreigners and I have to speak only Polish, and also my English classes are run entirely in English. I train without a bridge language.
This signifies they are required to forget about native language and start speaking as well as intending in a foreign linguistic communication. Thinking in a foreign language, this is just what I want my learners to achieve.
My students learn the words in different contexts, mostly singing phrases, expressions, collocations, idiomatic expressions, phrasal verbs also telling tales. Moreover, I inspire them to talk to everybody, even to themselves in a foreign language. Consequently, they can communicate as well as discuss a variety of beautiful narrations.
Many teachers spend most of their time altering each other’s errors.
Nevertheless, I correct only fundamental errors, as I don’t want students to stop talking. I also encourage my learners to listen to songs, watch movies with subtitles in a language they learn, read a lot and so forth.
- The most important is to deliver comprehensible input. We improve the language when we understand it.
I am very much against the support in the native language.
- Learners spend more time dynamically speaking English when we convince them, for working students.
I also develop an environment for gaining all language skills – reading, listening, speaking, writing, and pronunciation at the same time. Learners experience everyday situations again entirely in English.
- The mobile is an obvious choice for delivering information. It affords pupils access to reading material both in the course of educational activity and after the class of a written report. It covers support for sharing sessions with friends or teachers, which is essential for digital learners.
The lessons added by a teacher allow building an active connection between everyone.
As a result, I as an English teacher achieve a perpetual change from passive learning to the active, improving English skills.
Thank you for reading and watching.
Wishing you all the best,
Halina Ostankowicz- Bazan
- Brookfield, S. (2000). Adult cognition as a dimension of lifelong learning. In J. Field &
- Cisero, C. A. (2006). Does reflective journal writing improve course performance? College Teaching, 54, 231-236.
- Developing Language Objectives for English Language Learners in Physical Education Lessons. Clancy, M. & Hruska, B. (2005).
- Dewey, J. (1933). How we think (Revised). Boston: D.C. Heath.
- Duckett, H. (2002). Smoke and mirrors? Evaluating the use of reflective practice as a management learning technique.” Education-line database, December 23.
- Effective Instruction for English-Language Learners. Protheroe, N. (2011).
- English Language Learners: A Policy Research Brief produced by the National Council of Teachers of English. NCTE. (2008).
- Instructional Models and Strategies for Teaching English Language Learners. Center on Instruction. Moughamian et al. (2009).
- Shulruf, B. (2011). Do extra-curricular activities in school improve educational outcomes? A critical review and meta-analysis of the literature. International Review of Education, (56),591-612.
To provide enhanced learning experiences, it is important to remember these points:
Communication must be regular and responsive to partners.
Technology tools need to be tested and trialed first before students become frustrated – in this summit it was made clear teachers had set up the technology and supported student use throughout
Collaboration means being able to ‘get on’ with others – so although there may be disagreements between cross-school teams, the goal is to problem solve and come to a mutual understanding – we all need these skills in today’s world!
Student-centred, inquiry-based learning is key to successful sharing and the better understanding of global partners here.
Quick announcement: I’ll be presenting, along with Susan Gay Hyatt, my Blue Planet co-director, at the 8th annual Global Education Conference, a worldwide online event for educators and others interested in the world of benefits that global education can provide to students.
Join us–for free!–on Wednesday, November 15 at 2pm EST to hear us answer the burning question:
What’s a Crankie??
We’ll be showcasing a Crankie project that Blue Planet carried out between a school in South Florida and one in Shanghai, China, and teaching you how you can create a similar project in your own classroom. The presentation will be great for
- Language arts teachers
- Fine arts teachers
- Social studies teachers
- World language teachers
- Teaching Artists
- Cultural Educators
Attendance, which is completely online, is free. Go to the Conference schedule page here for information on how to join us and the other presenters for this fantastic conference!
Study and practice English listening, speaking, reading, and writing skills with a focus on listening and speaking for basic communication. regarding everyday-life situations, feeling and opinion expressions, role-play performance as well as basic grammatical structures and usage.
Learn how to talk about everyday-life situations, feeling and opinion expressions, role-play performance.Understand basic grammatical structures and the usage.
The course is for Elementary to Intermediate Levels.
After completing through this course, students can be able to:
- introduce themselves and someone else to others;
- ask for and give directions accurately;
- describe the features of things, places, and people;
- ask for clarifications appropriately;
- make and respond to invitations and suggestions appropriately;
- express feelings as well as opinions towards the given situations;
- apply knowledge to advanced English courses or further study;
- use language expressions to deal with everyday situations;
- have positive attitudes towards learning English.
Teaching Methods are based on Teaching with Technology Approach
- PPT with introduction to the topic/ Lecture
- Group /pair/individual tasks
- Presentation and discussion
- Additional assignments and supplementary worksheets
1.1 Attendance and participation
1.2 Speaking test
1.3 Worksheets and assignments
Final Interview / Spoken Examination
Most of all, I want my students to experience some immediate success in conversation in English. Small, speedy success helps learners to communicate in their foreign language and also motivates the student to keep studying.
It is necessary because language learning is a long, difficult task that requires persistence.