TECHNOLOGY

INTEGRATION
IN LANGUAGE
TEACHING

By:
Corsiga. Charissa A.
Gonzales, Nicole O.
Villegas, Camille V.
BSED ENGLISH 3101
 Table of Contents
CHAPTER 1: Technology in the Classroom

 Technology Integrated in language teaching ………………………………..…….…..

1
 Attitudes to technology………………………………………………………..….
…….5
 Implementing ICT in the classroom………………………………………..…….
……...7
 Skills and equipment for getting started……………………………………..…….
…….8

CHAPTER 2: Word processors in the classroom

 What is a word
processor?...............................................................................................13
 Why use word
processors?...............................................................................................13
 Word Processing Tips to Take into Account in the
Classroom………………………...15
 Using Word Processors for Creative Writing………………………….……..
………...15
 Using Word Processors for Creative Writing further Activities………….……..
……...15
 Word Processor: Consideration……………………………………………....…..
…….16

CHAPTER 3: Using websites

 Using websites in the classroom……………………………...………...……….

……..17
 ELT websites or authentic
websites?..............................................................................18
 How to find useful websites…………………………………..………...
………….......19
 How to evaluate websites……………………………………….………...……..
….....19
 Planning lessons using the Internet……………………………..…………….…..
….....21
 Web teaching dos and don’ts………………………………………………......
….........22
CHAPTER 4: Internet-based project work

 Why do Internet-based project work?.............................................................................

24
 Basic projects………………………………………………….
………………………..24
 Internet-based simulations…………………………………….
…..................................25
 Web quests………………………………………………………..
…………………….25
 Web quest creation………….………………………………………………………….
25

CHAPTER 5: How to use email

 Introduction of email……………………….…………………….…..…………………
27
 The benefits of email……………………….……………………….….
…………….....27
 Basic email skills…………………………………………………...…...…………...
….28
 Usage of email……………………………….………………………...…………...
…...29

CHAPTER 6: How to use chat

 Introduction…………………………………………………………….
………………...34
 Chat in language
teaching………………………………………………………………..34
 Types of chat……………………………………..……………………………………...
34
 Chat programs……………………………………...……………………..…………..
….35
 Why use chat in language
teaching?..................................................................................36
 How to start using text or voice chat with learners…..………………….…………....…
37

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  How to structure a text or voice chat lesson …………..………………………………..
39
 A sample text chat lesson plan…………………………...……….…………….……..…
39
CHAPTER 7: Blogs, wikis and podcast

 Social software……………………………………………………………………….…
42
 Blogs in language teaching ………………………………………………………….
….44
 How to start using blogs with learners ……………………………………………….…
45
 Wikis in language teaching……………………………………….……….
…………….47
 How to start using a wiki with learners ……………………...
………………………....48
 Podcasts in language teaching……………………………………........…………….
….51
 How to create learner podcast……………………………...…………….………..
…….53

CHAPTER 8:The use of online reference tools

 Dictionaries and thesauruses……………………………....………………...……….

…..56
 Corpuses……………………………………………………………………………....
….58
 Concordances and corpuses for language analysis………………….……………...……
59
 Benefits of corpus in Language Teaching …………………………………..………..…
59
 Application of corpus to teaching……………………………………………….
…….....59
 Translators for language analysis……………………………………………….
………..60
 Encyclopedias for research and project work…………………………………….
….......60
CHAPTER 9: Technology-based courseware in ESL classroom

 Evaluating CD-ROM and DVD in teaching the language.. ……………….………..

…..63

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  Exploring the benefits of computer-based testing in ESL
classroom……………………………………………………….………….
………........64
 What is the use of electronic portfolio in language
teaching?............................................................................................................................
68
 Teaching with interactive whiteboards……………………………………….……..
…...68

CHAPTER 10: Producing electronic materials for teaching English language

 What is the role of electronic materials in language teaching? ………….

….................73
 Using electronic resources for teaching…………………………………........
……….....73
 Types of authoring tools for teaching……………………………………....….…...…77

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CHAPTER 11: E-learning: English language online teaching and training

 Introduction to online teaching and learning……………………………...……….…82

 Course design examples and consideration for online language
teaching…………………………………………………………….………………...86
 How is English online learning assessed? .................................................................88
 Conducting online language discussions…………………….……………...……...89

CHAPTER 12: Preparing English language teaching and learning for the future

 Technology in teaching English language in the classroom: The current

situation……………………………………………..……………………………..94
 Using Web 2.0 Tools in English Language Teaching…………………………...…....97
 The future of online English language
learning…………………………………….........99
 Exploring the benefits of virtual learning ……………………………………….....102
 Mobile Learning:
An Effective Way of Teaching and Learning English Language..………….…….....103
 CHAPTER 1

Technology in the Classroom

Objectives:
 Understand the importance of technology in teaching
 Differentiate the attitudes towards technology
 Acquire the knowledge and skills in integrating technology in the classroom

TECHNOLOGY INTEGRATED IN LANGUAE TEACHING

The Technology has changed the world of Teaching and Learning How we use makes the Difference
Effects of Technology on Learning and Teaching: What the experience teaches us
Why use technology?

 Interactivity
 Content delivery/revision
 Managing learning and resources
 Collaboration
 Communication
 Sense of cohort
 Variety of teaching and learning preferences
 Formative and summative assessment.
How does this help?

 Allows students more control of their own learning

 Allows lecturers to guide more, teach less
 Allows student to build up knowledge, and become part of the teaching process
 Can provide some really engaging learning experiences
 Teachers can provide “scaffolding” and safety nets
 “At risk” students can be identified more quickly
 Collaborating can be very well supported
Integrating Internet-based Technology into Teaching/Learning
Reasons for using technology in education:

 provides opportunities for more learner-centered instruction;

 permits instruction to be contextualized;
 allows students to explore, make mistakes, and learn from their errors;
 leads to more active and interactive modes of instruction; and
 results naturally in greater collaboration, cooperation, and small group work

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Best Practices in Higher Education
1. Good Practice Encourages Contacts between Students and Faculty
2. Good Practice Develops Reciprocity and Cooperation among Students
3. Good Practice Uses Active Learning Techniques
4. Good Practice Gives Prompt Feedback
What technological Teaching
For some it might mean using PowerPoint or student classroom response systems in lectures;
others may think of podcasting lectures; and still others may think of specific disciplinary applications,
such as designing Web-based interactive learning modules and simulations to teach skills and concepts
Why we need Technology
Technology ushers in fundamental structural changes that can be integral to achieving significant
improvements in productivity. Used to support both teaching and learning,
Technology infuses
Technology infuses classrooms with digital learning tools, such as computers and hand held
devices; expands course offerings, experiences, and learning materials
Blended learning
Blended learning opportunities incorporate both faceto-face and online learning opportunities. The
degree to which online learning takes place, and the way it is integrated into the curriculum, can vary
across schools.
Strategy of blending
The strategy of blending online learning with school-based instruction is often utilized to
accommodate students’ diverse learning styles and to enable them to work before or after school in
ways that are not possible with fulltime conventional classroom instruction

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Instructional technology
Instructional technology (IT) has become an important part of teaching and learning within the
classroom as well as working with fully online environments. Resources for educating and assisting
faculty about the best practices for using technology has become crucial
Technology influences Teaching
Using technology to enhance teaching and learning practices in the classroom is becoming common
place. Students constantly interact with technologies such as ipods, mobile phones, the internet and
social networking tools outside the classroom and have an expectation that these technologies will also
support their learning in the classroom.
Technology felicitates only
Learning is seen as essentially a social process, requiring communication among learner,
teacher and others. This social process cannot effectively be replaced by technology, although
technology may facilitate it.
Learner-Centered Teaching (Are we as teachers losing our “power!”) includes the learner in decisions
about curriculum, instruction, & assessment. Acknowledges, respects and accommodates differences in
background, abilities, styles, and experiences Treats learners as co-creators in the teaching and
learning process.
Power Point:
1. Be Simple or simplify difficult material
2. Use it as a supplement, NOT the entire presentation
3. Focus on Learning, NOT Technology
More Important Power Point TIPS BASIC RULES of USEAGE

 Humans see graphics first, then text

 Keep information in a logical flow
 6 points or Less per slide/page
 Use large type Consistently – Minimum 24 point
 Employ Other Media/Board/Overheads if Possible
Integrating Internet-based Technology into Teaching/Learning Internet-based Technologies

 Internet-based
 internet
 e-mail
 discussion boards
 videoconferencing
 white-boards

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  Personal Digital

Infusing Technology into Classrooms How is technology used as a tool to enhance education?

 COMMUNICATE
 COLLABORATE
 CONTENT ENGAGEMENT
 ORGANIZATION/MANAGEMENT Expand and Maximize Learning View “Favorite Online
Resources”
Technology Integration
The goal of technology integration is to use technology seamlessly in the classroom so that the
technology itself is invisible in support of learning a standards based curriculum.  Employing
technology provides a variety of new ways to learn, and in the process, fosters independent thinking,
problem solving, and collaborative learning.
Implement, Integrate, Infuse

 Seamless technology
 Participate in technology based instruction
 Storyboard of lesson plan
 Scaffolding, templates
 Infuse resources: funding, software, equipment, people, training, supplies and students
 Allow flexibility and role shift.
TOP TEN INTEGRATION TIPS
Start with a lesson you are very familiar with and have taught before
1. Focus on the learning objective
2. Make it interactive and fun
3. Problem based activities will engage and make relevant for students.
4. Do it yourself FIRST (see one, do one, teach one)
5. Build relationships
6. Talk about copyright often!
7. Know the standards (state, NETS, Information Literacy Standards)
8. Revise teaching style to accommodate technology (adaptation)
9. Use peer observations and online video demonstrations as often as possible to learn more! 1
10. Tap into your students’ creativity

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 Integrating Internet-based Technology into Teaching/Learning Adult Education Teacher
Success Indicators: increased number of teachers incorporating use of education technology as a
regular part of their instructional techniques; increased satisfaction level of teachers with the level of
support for using education technology; increased opportunities for all adult learners to gain experience
with computer technologies and develop technological skills;
Integrating Internet-based Technology into Teaching/Learning Adult Learner Success
Indicators: increased number of learners incorporating use of education technology as a regular part of
their learning and parenting applications; increased satisfaction level of learners with the level of
support for using education technology; increased opportunities for children and spouses of all adult
learners to gain experience with computer technologies and develop technological skills;
Four Key Areas in Technological Teaching

 Increased learner motivation

 Advanced topics mastered
 Students acting as experts
 Better outcomes on standardized tests

ATTITUDES TO TECHNOLOGY

Technology made a big change for the new generations. It became a very popular topic
for psychologists and sociologists. That resulted in the use of labels such as ‘digital native’, ‘the
net generation’, ‘Google generation’ or ‘the millennials’. These highlights are defining the lives
of young people at the age of new technologies.

‘Digital natives’ are generally born after the 1980s and they are comfortable in the
digital age, because they grew up using technology, but ‘digital immigrants’ are those who are
born before 1980s and they are fearful about using technology. ‘Digital immigrants’ are the
older crew, they weren’t raised in a digital environment. The term digital immigrant mostly
applies to individuals who were born before the spread of the digital technology and who were
not exposed to it at an early age. Digital natives are the opposite of digital immigrants, they
have been interacting with technology from childhood. According to Prensky, digital natives
are the generation of young people who are “native speakers” of the digital language of
computers, video games and the Internet.

As I observe younger generation and the older generation, I see the difference clearly. I
frequently find myself interfacing between the newest digital natives and classic digital
immigrants.

Millennials were born between the 1980s and 2000s. Those who were born after 2000
are considered Generation Z. In the recent years researchers observed two generations: those
born after the 1980s, and those born after 1993, and the results were that the younger group had
more positive attitudes toward the Internet and lower anxiety scores about the Internet and

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higher web, e-mail and social media usage. Studies say that digital natives’ brains are more
actively engaged while scrolling through a webpage than while reading printed text.

New technologies have been a defining feature in the lives of younger generations in a
way that they predict a fundamental change in the way young people communicate, socialize,
create and learn. The Internet has reshaped the way we search for information and the way we
think.

Digital natives see everyone on the equal level and are not dividing the world into
hierarchies, they view the world horizontally. They cross boundaries and embrace the benefits
of sharing with each other. Those values exist because of what they are driven by. We can learn
a lot about digital native generations because their world is a genuine democracy and equality.
They reject centralized and control-based forms of governance. More aggressive, competitive
and result-obsessed generation, the advantage is their productivity. The difference between
digital natives and digital immigrants is that digital immigrants are goal oriented and digital
natives are value oriented. Digital natives like to parallel process and multi-task.

Because of interacting with technology, digital natives “think and process information

fundamentally differently” (Prensky) to digital immigrants. Digital natives, according to
Prensky, process information quickly, enjoy multi-tasking and gaming, while digital
immigrants process information slowly, working on one thing at a time and do not appreciate
less serious approaches to learning. This divide, Prensky argued, is the greatest problem facing
education today and teachers must change the way they teach in order to engage their students.
Children raised with the computer think differently. They develop hypertext minds. There is a
need for education to change in order to create better generation expectations. Prensky
claims the digital native is becoming the dominant global demographic, and the digital
immigrant is in decline.

The thing is that digital natives first check their social platforms, not TV. They would
rather be engaged than marked to something, they do not care if the content is professionally
produced, but that it is authentic and on their level. They develop their culture — IT culture.

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Digital immigrants’ groups:

Avoiders: they prefer a relatively minimal technology, or technology-free lifestyle. They do not

have an email account and/or smartphones and tend to have deadlines. Social media is too
much for them and they do not see the value in these activities.

Reluctant adopters:  they accept technology and are trying to engage with it, but feel
unintuitive and hard to use it. They have a cell phone but do not use texting, occasionally they
use Google but do not have a Facebook account but they check their emails and use online
banking.

Enthusiastic adopters:  they are digital immigrants who have the potential to keep up with
natives. They embrace technology and they may be high-tech executives, programmers and
business people. This group sees the value of technology, they use Facebook and check emails
regularly and technology makes them excited. If they are doing business, they have a website.

Digital natives grouping:

Avoiders: even though they were born in the digital world, some young people do not feel an
affinity for digital technologies and Facebook. Mobile technologies do not enamor them. They
have cell phones, but do not use email and social media accounts.

Minimalists: they use technology minimally and when they perceive it necessary. They search
information on Google if they have to and purchase online if they cannot buy something at a
local store. They check their Facebook account once a day or every couple of days.

Enthusiastic participants are the most of the digital natives. They enjoy technology and
gadgets. They use Facebook all day long and have other social media accounts, watching
YouTube and movies online as much as possible. The first thing they do when they want to
know something is: turn to Google. This group is easier to reach via social media rather than
cell phones. They thrive on instant communication and own a smartphone for constant access
to the Web.

IMPLEMENTING ICT IN THE CLASROOM

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Information Communication Technology (ICT) tools contribute to high quality lessons since they have
potential to increase students' motivation, connect students to many information sources, support active
in-class and out-class learning environments, and let instructors to allocate more time for facilitation.
Below is a list of examples of ICT devices that can be used in teaching and learning. ICT devices that
are used in teaching and learning are divided into hardware, software and network communication. The
tech Tools are suitable for students and teachers.

SKILLS AND EQUIPMENT

During the last 15 years, we in education have moved at light speed in the area of educational
technology. Whether you are involved in higher ed, secondary ed, elementary ed, or special ed, all of
us find it difficult to catch up, keep up, and put up with fast-moving computer-based technology. Not
since the introduction of the blackboard have we seen a piece of equipment make such a difference in
how we teach. Today, not only do we use computers, but we also have laptops, wireless laptops, and
tablet PCs. In addition, we have the World Wide Web, scanners, CD burners, USB drives, digital
cameras and digital video cameras, PDAs, as well as video and DVD players. And most educators use
a variety of tools-including video, e-mail, desktop conferencing, online programs such as WebCT and
Blackboard, as well as video conferencing-to teach. Thus, it is no longer acceptable for educators to be
technology illiterate.
With that in mind, here is a comprehensive listing of the technology skills that every educator should
have. Because as computer and associated technologies continue to change and evolve, educators must
continue to strive for excellence in their work. Today that includes continued time and effort to
maintain and improve their technology skills (as much as some educators do not want to admit).
Here are basic technology skills that all educators should now have:
Word Processing Skills - Educators should be able to use some type of word processing
program to complete written tasks in a timely manner. See the following Web sites for helpful
information and tutorials.
Spreadsheets Skills - Spreadsheet skills allow students to organize, calculate, graph, and
analyze data. These skills provide a critical foundation in preparation for future studies and the
workplace. Today, many careers require knowledge of how to use a spreadsheet program.
Database Skills - Database skills are abilities and knowledge that are required for database
related roles such as database development and database administration. This is a large and diverse
area of IT skills that may be specific to a particular type of database such as relational or NoSql
databases.
Electronic Presentation Skills - Electronic presentation skills allow you to really demonstrate
your presentation in a visual way. This allows you to present your research, engage your audience, and
overall give a much higher quality presentation.

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 Web Navigation Skills - Web navigation refers to the process of navigating a network of
information resources in the World Wide Web, which is organized as hypertext or hypermedia. The
user interface that is used to do so is called a web browser. ... Hierarchical navigation systems are vital
as well since it is the primary navigation system.
Web Site Design Skills - A web designer works on the appearance, layout, and, in some cases,
content of a website. Appearance, for instance, relates to the colors, font, and images used. Layout
refers to how information is structured and categorized. A good web design is easy to use, aesthetically
pleasing, and suits the user group and brand of the website.
E-Mail Management Skills – Educator should know managing high volumes of inbound
electronic mail received by organizations. Customer service call centers currently employ email
response management agents along with telephone support agents, and typically use software solutions
to manage emails.
Digital Cameras - A digital camera is a similar to a traditional film-based camera, but it
captures images digitally. When you take a picture with a digital camera, the image is recorded by a
sensor, called a "charged coupled device" or CCD. ... Some digital cameras have built-in memory, but
most use an SD or Compact Flash card
Computer Network Knowledge Applicable to your School System - Computer skills fit into
two categories: hardware and software.
Hardware skills allow you to physically operate a computer. Hardware skills can be as simple
as knowing how to turn devices on and off. They might also involve more complex tasks like
connecting machines to networks, changing parts or fixing broken devices. For these complex tasks,
many employers hire trained technicians with advanced computer skills.
Software skills help you to efficiently use computer programs and applications. There are
some software skills that employers may consider as prerequisites to employment. Employers may not
include some software skills on job posts under the assumption they are universally understood. For
example, many employers may believe all applicants have a basic knowledge of word processing
programs, like Microsoft Word.
Some common computer skills include:
• Analytics
• Social media
• Graphic design
• Microsoft Office
• Spreadsheets
• Email communication
• Marketing automation
• Data visualization

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 Certain software skills are more commonly desired in different fields. If you’re a computer
programmer, you may be required to know various coding languages like Python, C++, Java or HTML,
among others. Those who are applying for positions in administrative assistance will likely need be
experienced with Microsoft Office Suite, Google apps and accounting software. To find out which
skills employers in your industry might expect, spend some time researching the most common
software skills for your career. Carefully read job descriptions and take note of the requirements listed
there.
File Management & Windows Explorer Skills - Keep your files organized in folders in a
logical hierarchy so that you know where everything is when you need it. Create folders within folders
as necessary. Give your files short, logical names. ... Keep the names short to make it easier to search
for files.
Downloading Software From the Web (Knowledge including eBooks) – Downloading. Usually,
when you download a file you will start the download by clicking a link to that file. Many of our
tutorials contain links to files, like this:

Download our practice document.

If you click the link, your browser should prompt you to select one of two methods for downloading
the file.

 Open with will download the file and load it immediately in the specified
program.
 Save File will download it and save it to your hard drive.

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Either way, once you click OK, the download begins. Your browser will indicate the progress
and time remaining on the download.

Once the download is complete, either the file will be saved to your computer or it will open in the
program you selected. If you have trouble finding the file after you’ve downloaded it, check out our
Finding Your Downloads lesson.
Some browsers don’t always start this download process when you click the link to a file. In these
cases, you can right-click the link, then click Save Link As, then select a location to download the file.
Videoconferencing skills - Video conferencing is a technology that allows users in different
locations to hold face-to-face meetings without having to move to a single location together. ... Uses
for video conferencing include holding routine meetings, negotiating business deals, and interviewing
job candidates
Computer-Related Storage Devices (Knowledge): disks, CDs, USB drives, zip disks, DVDs,
etc.) - A computer storage device is any type of hardware that stores data. The computer's primary hard
drive stores the operating system, applications, and files and folders for users of the computer. ... While
the hard drive is the most ubiquitous of all storage devices, several other types are common as well.
Scanner Knowledge - also known as prepress technicians, combine their knowledge of design
and technology to prepare customer images for printing. ... Scanner operators are responsible for
monitoring film exposure and its transfer onto the metal plates that will replicate the image during the
printing process.
Knowledge of PDAs - A personal digital assistant (PDA), also known as a handheld PC,[1][2]
is a variety mobile device which functions as a personal information manager. PDAs have been mostly
displaced by the widespread adoption of highly capable smartphones, in particular those based on iOS
and Android.
Deep Web Knowledge - The deep web gives users access to far more information than the
surface web. This information may simply be pages that aren't important enough to be listed. However,
it also includes the latest TV shows, databases that are essential for managing your personal finances,
and stories that are censored on the surface web
Educational Copyright Knowledge - Copyright law provides for the principle, commonly
called "fair use" that the reproduction of copyright works for certain limited, educational purposes,
does not constitute copyright infringement. ... Effect: The effect of the use upon the potential market
for, or value of, the copyrighted work.
Computer Security Knowledge - Computer security, the protection of computer systems and
information from harm, theft, and unauthorized use. Computer hardware is typically protected by the
same means used to protect other valuable or sensitive equipment, namely, serial numbers, doors and
locks, and alarms.

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 Activity
1. Discuss how technology may benefit both teachers and students in the English classroom. Give
specific examples.

2. Compare and contrast the attitude of students and teacher towards technology integration in the
English classroom.

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3. List your strengths and weaknesses in terms of using technology in the classroom and how you
will improve it?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
__________________

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 CHAPTER 2
Word Processor in the Classroom
Objectives:

 Define Word Processor

 Know the importance of Word processor
 Understand how it is utilized for teaching purposes

WHAT IS A WORD PROCESSOR?

A word processor is an electronic device or computer software application that

performs the task of composition, editing, formatting, and printing of documents.

WHY TO USE WORD PROCESSORS?

Word Processors can be used in many invented ways: Teachers can prepare, create,
store and share materials for their classes by using a Word processing program, and learners
can use a Word processing program both in and outside the classroom, to practice writing
skills, grammar and other language points, as well as to present their work.

Word Processors can be used in many invented ways:

Teachers can prepare, create, store and share materials for their classes by using a Word
processing program, and learners can use a word processing program both in and outside the
classroom, to practice writing skills, grammar and other language points as well as to present
their work.

GENERAL PROCESSES

Inserting images

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Text wrapping

Using track changes

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Steps for using track changes

WORD PROCESSING TIPS TO TAKE INTO ACCOUNT IN THE CLASSROOM.

 Encourage your students to save their documents in a consistent way, naming them
with their own name and a brief description.
 Ask students to keep a copy of their work in a memory stick.
 Be prepared to deal with some computing terminology.
 Before each class try to identify the related vocabulary and make sure that your
students understand it in the class.

USING WORD PROCESSORS FOR CREATIVE WRITING.

 Exchange documents between learner and teacher or learner and learner.

 They also include dictionary, grammar and thesaurus (However, they might give
learners too much support in the writing process itself).
 Use the spell-checker as an important tool when writing (Turn it off whenever students
are practicing language and structures). |

USING WORD PROCESSORS FOR CREATIVE WRITING. FUTHER ACTIVITIES.

 Dictation.
 Noticing activity (To produce a short descriptive text using the third person singular
form -s).
 Collaborative writing activity.
 Portfolio.

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WORD PROCESSOR: CONSIDERATION

There are some potential downsides to using word processors - not the least of which is
working with mixed technological ability classes where typing skills (or lack of them) may
play a large part in performance anxiety and in the pace at which activities are carried out.
Some attention must be paid to not putting too much pressure on your learners to perform too
quickly.

You should also not expect great success with these cycles ofrevision and peer correction
if your learners are not used to doing such activities away from the computers. In short, trying
to introduce too much too quickly into your word processing classes may ultimately make
them more challenging than they should be, and frustrating for your learners.

Starting with simple activities, such as the ones we looked at in the first section of this
chapter, and getting your learners used to the mechanics of word processing before moving on
to the more creative side, will help with this writing process in the more traditional fashion.

More ideas for exploiting word processors process, as will a good grounding in the in the
classroom can be found at the following addresses:

 http://edvista.com/claire/wp.html
 http://www.geocities.com/vance-stevens/wordproc.htm

Activity!

1. Write your analysis on the importance of Word processor in the classroom to teaching and
learning.

2. Discuss in what ways you use word processors in your daily living.

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 CHAPTER 3
Using Websites
Objectives:

 Discuss how websites use in the classroom

 Examine the different websites use in the classroom
 Apply the rules in using websites

USING WEBSITES IN THE CLASROOM

Using websites is one of the easiest and less stressful ways of integrating technology into the
classroom. There is a plethora of constantly expanding collection of resources on the web, at a
variety of levels and covering an amazing array of topics. You can choose from authentic
(written for internet surfers in general) sources or ELT specific sites (made by, and for,
teachers), monolingual sites, sites with multimedia or just simple text for those on slower
connection.

There are several ways you can use web pages in the classroom:

 As printed pages in cases where there is no computers or where there is a limited

access to the net. Teachers can just print out a couple of pages containing the
targeted items they need to use in the classroom and then zerox it for the rest of the
class to have.
 With one computer with an internet connection .There are many schools that do not
have enough computers to cover all the needs of teachers and students, in this case
one can have access only to one computer and with the use of data projector or an
interactive whiteboard the visibility can be greater for the whole class and the
benefit is generalized.
 In a computer lab with a set of networked and interconnected computers. This is
the ideal situation any language teacher would aspire for.

It is very important that teachers should organize regular get-togethers with their learners to
explain to them the advantages of learning through technology. It should be clear to all
language learners that the use of internet is an intrinsic part of their overall language
development process and is not a pass time or an occasional activity that has nothing to do
with their study program.

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Talk to your students and explain the reasons for using internet and discuss their attitudes to
technology in general .Show them how the course book can be enhanced by extra materials
from the net .When you are home by your computer trying to assemble a set of authentic ELT
sites for a possible incorporation into your teaching, keep in mind that you have to look for
sites that:

 Have easy structure and navigation.

 Smaller chunks of text by page.
 have visual and multimedia materials
 approachable and understandable content
 You can also provide for your learners some useful online dictionary sites to help them
along their electronic classroom learning.

ELT WEBSITES OR AUTHENTIC WEBSITES?

Authentic Materials: The Level of Language can be mitigated depending on the type of task.

 Well-designed tasks will allow learner to deal with them

 Learners are more used to working with computer-based text than with more
traditional paper-based forms of text.
 Can be chosen to fit with your learner’s interest
 Find these which offer easy structure and navigation
 Smaller chunks of text per page
 Design task to make them achievable
 Show learners how to use dictionary sites to help them
 Learners interest
 Total comprehension of the text (like in real life)

ELT website

 Provide content that learner can use

 More opportunities for more controlled language work
 Ideal for home work ]
 Controlled language work
 For certain aspect of the language

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  To prepare for exam

HOW TO FIND USEFUL WEBSITES

For teachers:

Having good search skills means:

 Finding useful resources quickly

 Speeding up lesson planning
 Facilitating web use in class

For Learners:

 Being able to quickly accomplish web-based task

 To ensure technology enhances the learning experience rather than impeding it.

There are basic ways of searching on the Internet:

 Search engines –www.google.com –www.bing.com

•Specific keywords
•Phrase search
 Subject guide - www.yahoo.com –www.msn.com –www.about.com
 Real language searchers – www.ask.com
 Specialist websites –www.imdb.com – for movie
–www.amazon.com – for books
–www.fifa.com – for football
–www.apa.com – for APA reference style
 Subject- or media-specific search sites –http://images.google.com
–http://video.search.yahoo.com
–www.youtube.com –www.flickr.com
 Meta search –http://www.dogpile.com
–http://www.kartoo.com
–http://www.mamma.com

HOW TO EVALUATE WEBSITES

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 Having found potentially useful websites, the next step is to evaluate how useful and
appropriate they are for the classroom. You will also need to think about the aims and
objectives of your lesson. Does the website you have found fit in with these, and does it
enhance and complement the other materials and activities you have planned for the class?
Sometimes the Internet content will be the core of a particular lesson but at other times it will
merely serve as a jumping-off point into something more closely related to a particular course
book theme or unit, or be a source of extra material to follow up on the core classroom
content. There are various standard criteria for judging websites which can serve as a starting
point for your evaluation:

1. Accuracy
 Who wrote the page? Is this person an expert in the subject matter? Check
qualifications, experience - look for an ‘about me' Link.
 Is the page content reliable and factually correct? Cross-reference with other similar
websites and encyclopedias.

2. Currency
 Is the content up-to-date? Check factual information against other reliable sources.
 When the page was last updated? Check for information at the bottom/top of the page.

3. Content
 Is the site interesting and stimulating? Consider the content from your
learners'point of view.
 Is it attractive and easy to navigate? Check the colour combinations, the logic of
the links and visual structure.

4. Functionality

 Does the site work well? Are there any broken links? Be sure to check all pages,
and follow all links to all pages you intend to use.
 Does it use a lot of large files or alternative technologies (e.9. FlashX Check how
quickly it loads for learners; check sound, video and animation work.

It may well be that the accuracy and currency criteria, both essentially factual, are not
of interest to you if you are working on a purely linguistic level, that is planning a class that
exploits the language of the site, rather than the content itself. On the other hand, accuracy and
currency might be the most important criteria if learners are taking notes and interpreting
information in preparation for producing a project.

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 Another thing to bear in mind as a language teacher will be the linguistic accuracy of
the web page. If this is important to you, you will need to add this to your evaluation criteria.
This again will depend on the purpose of the site in your lesson plan. This is an area of
contention among teachers, and a subject that almost always crops up in technology training
sessions. Only you can really decide on the linguistic content of a particular site. Spending lots
of time on a site devoted to mobile phone texting language with a class preparing to do an
examination is probably not in the best interests of the learners, for example.

As far as content is concerned, note that criteria such as ease-of-use and interest are
taken into account, but you may also want to consider adding a further set of criteria here
along the lines of appropriateness. In this subcategory you would note which groups or levels
the site would be suitable for and any problems you foresee with the site itself.

Functionality will be a category with consequences for all teachers. Not only can it be
very frustrating to follow through the content of a site to be met with broken links and missing
information, but it can be equally frustrating to wait twenty minutes for a short video to
download due to the speed of your connection. Again, careful preparation and investigation in
the lesson planning stage can go a long way towards making the learners' experience enjoyable
and trouble-free.

However you evaluate the usefulness of the websites you find, make sure that you keep
a record of the content and address so that you begin to build up a large stock of evaluated
sites.

PLANNING LESSONS USING THE INTERNET

At this stage, you have: –

 Set up your objective(s) –

 Found some websites –
 Evaluated the websites (remember previous discussion?) –
 Decided the website(s) to use
 Decide the objective(s)
 Plan your session well
 Search the website
 Evaluate the website
 Visit the website and Know the way around
 Next: Consider how will this technology-based lesson plan will look in
comparison with the

Make a lesson plan

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  Parts: warmer-web-what’s next
 Use the computer only as long as it’s needed
 Time and task

Application

 Level of learners: upper- intermediate to advanced

 Skills:
 Asking and answering questions
 Reacting to information
 Showing interest

Application

 Topic: movie stars

 Website to use: http://www.bbc.co.uk/radio4/fe atures/collections/film- interviews/
 Time: 2 x 45 minutes

WEB TEACHING DO’S AND DONT’S

 Use knowledge of other teachers and of your learners to help with technical side of the
lesson. Use Tech Savy learners to assist
 If a lesson involves few web pages - save in hard disk
Use internet explorer – File – Save as- you will be able to use even if the connection
goes down
 Don’t let them work alone in class! Pairs or threes are fine as long as there is a turn for
everyone – it helps to encourage oral communication
 Layout of computers – arrange the computer room – you can keep control over learners
Activities- Use the ideal layout
 Filtering content – not all the content will be suitable for the learners
Install filtering software which can limit access to content
User specified and control
Have a back-up plan in place, be prepared

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 Activity!
1. As a future teacher, how will you know what useful websites will you administer in

2. If you are to create the guidelines in using website in the classroom, what will you include and
why?

DO’S DONT’S

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Explanation

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________

LESSON 4

Internet-Based Project Work

Objectives:

 Identify the different creation webquest

 Create webquest for their class

WHY DO INTERNET-BASED PROJECT WORK?

 They are a structured way for teachers to begin to incorporate the Internet into the
language classroom.
 The use of projects works encourages cooperative learning, and therefore stimulates
interaction.
 They can be used simply for language learning purposes, but can also be
interdisciplinary. They encourage critical thinking skills.

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BASIC PROJECTS

Project can range;

 From a simple low-level project like making a poster presentation about a famous
person
 To high-level investigation work where learners research a subject and present
polemical views and opinions in a report or debate

Low - Level Project

“My favorite actor”
 Three lessons periods.
 Focus on the language areas: countries, nationalities, dates, places, past tenses, likes
and dislikes, and opinions.

INTERNET-BASED SIMULATION

 Internet-based simulations bring real-life contexts to the classroom, helping our

learners to deal with situations that they may come across during foreign travel or in
encounters with other speakers of English.
 The Internet gives to learner access to authentic websites that provide stimulating and
relevant content that enables them to carry out these simulation.

WEBQUESTS

Mini project in which a large percentage of input and materials is from the Internet

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 Types
 Short-term
 Long-term

The structure is more rigid than basic project or simulation project

Webquest

 Skills for students

 Research skills
 Search quickly and accurately
 Analytical skills
 Critical toward the resources
 Word processing skills
 Combining text, images, weblinks into a finished document

WEBQUEST CREATION

1. Exploring Possibilities Inventory resources Identify learning gaps Choose and chunk the
topic

2. Designing for success Brainstorm transformations Sort links into roles Identify real world
feedback

3. Creating your webquest Write the web page Scaffold thinking Engage learners

ACTIVITY!

1. As a future teacher, what is the importance of webquest?

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 2. Using the knowledge given, make a draft of a webquest you would develop for your
students.

CHAPTER 5
How to Use Email
Objectives:

 Understand the importance of email and its benefits

 Know the basic email skills
 Learn how to use email

INTRODUCTION
Email is one of the most used and useful Information and Communication Technology
(ICT) tools around today. Most of us probably write emails in both our personal and
professional lives, and the same thing is true for many of our learners. Email allows us to keep
in touch with other teachers around the world via mailing lists and discussion groups, thus

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helping in our professional development). It also allows us to communicate with our learners
outside the classroom, for example setting, receiving, marking and returning homework and
other written assignment. Reading and writing emails either in or outside class time gives a
learner more exposure to the target language, and interaction is real in the sense that learners
are writing to real people - either the teacher or other learners - using a real medium. In
addition, if learners are writing to learners in other countries, as in a key pal project, this
allows making contact and interacting with people with different first languages and from
other cultures.

THE BENEFITS OF EMAIL

Email use in schools can increase literacy

Email can assist students with literacy and language learning using email exchanges and
online writing exercises. The authentic learning provided by collaboration with peers gets
students excited about school.

When students use email it can also:

 Increase motivation through self-directed and collaborative learning.
 Improve literacy with writing activities geared to authentic audiences.
 Gain comfort with tools and skills essential for today's workplace.
 Facilitate ESL and foreign language learning.
 Cultivate knowledge and cultural understanding through real-world email exchanges.
 Increased access to technology, providing new opportunities for students without
home-based access.
 Engage in "anywhere, anytime learning" with access from school, library and home.

More general advantages of email:

 You can communicate quickly with anyone on the Internet. Email usually reaches its
destination in a matter of minutes or seconds.
 You can send letters, notes, files, data, or reports all using the same techniques. Once
you learn how to use your email program, everything is sent the same way.
 You don't have to worry about interrupting someone when you send email. The email
is sent and delivered by one computer system communicating with the Internet.
Although it is put into someone's mailbox, the recipient isn't interrupted by the arrival
of email.
 You can deal with your email at a convenient time. You don't have to be interrupted
when email arrives, and you can read it or work with it when you have the time. Also,
you can send it at a convenient time. It doesn't have to be written or sent at a time when
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 you know the recipient will be available. This is what we mean by the term
asynchronous communication.
 You don't have to be shy about using email to communicate with anyone. Email isn't
anonymous-each message carries the return address of the sender-but you can write to
anyone with an Internet address. All the messages appear the same to the person who
gets the email. The messages are generally judged on what's in them, not where they're
from.
 The cost to you for email has nothing to do with distance, and in many cases, the cost
doesn't depend on the size of the message. Most Internet access charges are based on
the number of hours per month you access the Internet, or you pay a flat monthly fee.

BASIC SKILLS OF EMAIL

Basic email skills before starting to use email with learners, you will need to check that
your learners have certain basic skills in place. Learners need to be familiar not only with the
mechanics of sending and receiving emails and attachments, but also with the kind of
language used in email, as well as the ‘rules of engagement', or netiquette, required in email
use. Basic skills maybe considered in two groups: communication skills and technical skills.

Communication skills. It is a good idea to remind learners that, as in traditional letter

writing, there are levels of formality in email writing. An email written to enquire about a job
vacancy will have a different level of formality to an email sent to a close friend. While the
email to a friend may include abbreviations, emoticons, misspellings or lower-case characters
such as I, these are entirely inappropriate for a more formal email. If you are using email with
your learners - for example to receive homework - you will want to negotiate with them the
level of formality you feel is acceptable. Probably you will apply the same criteria you would
apply to a piece of written work on paper.

It is also a good idea to teach your learners some of the basics of netiquette. These are
'rules' for effective online communication. Well-known netiquette rules include:

 Not using only capital letters, this perceived as’ shouting’ online.
 Being sure to respect others' opinions.
 Avoiding flaming- ongoing arguments which become increasingly personalized and
possibly public.
 Making sure that files sent as email attachments are not too large, as the person
receiving the email may not be able to download them.

Composing an email has the added advantage for learners of allowing them to draft and
edit before sending. Research shows that this part of the writing process - so much easier than
with pen and paper - is something that learners appreciate. But communication by email is, of
course, still very fast.

Communication with others through texts, social media, and email is increasingly
important. With that, more messages means more potential for misunderstandings. Just think

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of the amplifying effect of social media. Something you used to say to only a few people can
now be declared to thousands or millions with a few clicks. Technology has knit together the
world in ways we wouldn’t have imagined just a few decades ago, but this interconnectivity
also requires proficient language skills.

Technical skills Apart from basic word processing and typing skills, learners will need
to have an email account. Many learners will already have a personal or work email account
that they will be willing to use for their language classwork, but others may need help with
setting up a new email account.

There are several free, web-based email services, through which it is easy to set up and
use an email account. The best known are;
 Yahoo!
 Hotmail
 Google Mail, although Google Mail currently requires you to receive an
invitation from an already registered Google Mail user for you to be able to
open an account.
Once learners have their email accounts, they need to be able to send and receive
email, and to attach and open documents in email. It is also useful for learners to have basic
ICT skills, such as knowledge about viruses sent by email, and spam or unsolicited junk email
- what these are, and how to protect themselves from them.

USAGE OF EMAIL

There are many ways of using email with learners, from simple administrative tasks such
as the submission of assignments or homework via email, to more complex email projects,
involving classes in different countries over a number of weeks, a semester or even over an
academic year. Below we outline some ideas for using email outside the classroom. The ideas
require learners to have their own email accounts, and access to a computer outside class time,
either at home or work, in a self-access centre, or in an Internet café.

 Learners can submit classwork as attachments by email, which can be marked by the
teacher, and returned by email. Learners can also share classwork/assignments by
email.
 The teacher can email learners a summary of classwork, plus homework or extra
material, or updates on classes, after each class or on a regular (e.g. weekly) basis.
 The teacher can email learners regular newsletters about the class and themselves. This
is especially useful for keeping in touch with learners during holidays. The emails
could include, diary or journal type information about what the teacher has been doing
in their spare time, and be sent to learners weekly, fortnightly or monthly. Learners can
be encouraged to send each other emails of this type, too, either to the whole class, or
to a partner.
 Learners can use email to prepare before class. For example, the teacher can ask pairs
to prepare information on a topic, which they can do via email.

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  Learners can use email to send queries about a topic, or a grammar area, to the teacher
before a class. This can help the teacher prepare a class that focuses on and addresses
specific learner issues.
 A class mailing list can be set up for general discussions out of class time. Regular
email programs can also be used for this, with learners simply setting up a class group
in their email program address books.
 Email can be used as a collaborative writing tool. For example, in groups, learners are
asked to produce a story based on a painting, with Learner I starting the story, which is
then forwarded to Learner 2, who adds to the story, then forwards it to Learner 3, who
adds to it, and so on. It is important to ensure that all group members are copied into
the story from the beginning, and that each learner knows when it is their turn to
contribute! Note that a wiki can also work well for collaborative writing

Using email during class time is worth doing if more complex projects are being set up and if
your learners have limited access to computers outside the classroom. These can run over
several classes, weeks or even months, and require quite a lot preparation on the part of the
teacher.

Here are some examples of email

Course Management and Support

Course-related (or unrelated) counselling

All of us know students who are dealing with events in their personal lives that
interfere with their studies. Sometimes we think a student needs specific help right away.

A male student in Dr. White's course comes up to the professor after class to explain
why he will be late handing in a paper. His father is dying, and his mother is having trouble.
The student goes home every weekend to help his mother and brothers and sisters. It's clear
this young man will have a rough semester. White sends this message.
Date: 19 Oct. 2020, Nasugbu Batangas
From: Dr. White
To: John Delmundo
Subject: Your paper
Thanks for letting me know about the late paper. This is your "official" confirmation that I've extended your
deadline until October 26.

I'm sorry about your father. I lost my own father two years ago, and even though I'm much older than you, it
was veryReporting
Grade hard to realize I could never ask his advice again. Let me know if I can do anything else to help you.

Most students want to know their grades for examinations and assignments as soon as
possible. E-mail can provide quick dissemination of grades as soon as they are known, freeing
valuable class time for other uses. Performance messages can also focus the student's attention
on issues raised by her or the class's performance on the exam rather than on the grade alone.

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 Assistant Professor Guzman teaches 40 students in a required junior-level course. He
has just given one of three course examinations. As soon as he knows the results, after
finishing the grading at home, he sends the following messages to the students in his class.

Date: Feb 24, 2020

From: Prof. Guzman
To: Students
SUBJECT: Exam 1 Grades

The grades on the first examination in Forestry 323 ranged from a low of 28 to a high of 97.
The mean grade was 72.8 with a standard deviation of 14.3. Most students mischaracterized
stem cambial growth patterns in answers to the questions at the end of Part B. While this is not
a course in cellular botany, these patterns are important because they determine wood
characteristics. If you feel rusty on this topic, review pages 68 through 74 in your textbook.

Your grade will be in the next mail message in your reader.

Feel free to ask any questions you may have in class or during my office hours (Wednesday and
Friday afternoons from 3 p.m. to 4 p.m.). You may, of course, send an e-mail anytime.

Until later -Gordon Wheeler.

At times it may be appropriate or necessary to contact an individual student, as in the

following example. An extra word of encouragement to a student who has had difficulty will
be appreciated. On the other hand, e-mail is an unobtrusive way to focus a student's attention
on less than satisfactory attendance or performance. E-mail is a convenient way to schedule or
reschedule individual conferences with students.

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 Date: Feb 24, 020
From: Prof. Guzman
To: Students
SUBJECT: Exam 1 Grades

Your grade was 92. Excellent! I know you were concerned after your last exam but you're
doing well. It looks like your study group and initiative have helped.

Providing Learning Guidance and Feedback

E-mail messages can provide reminders of, and guidance for, exams. Each student receives an
individual message regardless of whether or not they were in class. Professor Johnson might
well choose to send a message similar to the following example.

From: Prof. Johnson

To: students
Subj:

Better get ready! We will have a quiz on Thursday, October 30, 1994. The quiz will be based
on a problem similar to problem 52. The quiz may well involve:

 Calculation of critical energy.

 Calculation of normal depth.
 Identification of hydraulic controls. Identification of flow profiles.
 Calculation of flow profiles for regular channels.

You will want to solve and think about problem 52. For example, can you, after having
solved the problem. Relate the profiles to the E-y Can you draw the conjugate depth curve?
Can you relate the data in the problem to the M-y curve, i.e., locate the profiles, locate the
hydraulic jump, etc.? Such will be the nature of the quiz!

Activity!
1. As a teacher how will you compose your own email to your students when you are
giving announcement about the upcoming exam and giving their grades afterward?
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2. List down the things that you use emails in your daily livings and how it important it
is?

CHAPTER 6
How to Use Chat

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Objectives:
 Use chat in communicating with others
 Develop their own chat room and exchange ideas
 Discuss the different types of chat

INTRODUCTION

Language learning is a process that involves two basic concepts: language and
communication. Most language teachers know how difficult it is to get students to use
language in class, even more so in a meaningful way, especially at the oral level. There has
been an online tool around for some time now that gives EFL/ESL teachers yet another
opportunity to promote the use of written and oral language to communicate in an authentic
way. I am referring to synchronous communication tools, more commonly known as chat
platforms.

CHAT IN LANGUGAE TEACHING

Chat is a two-way form of computer-mediated communication (CMC), a dialogue in

real time as we keyboard or speak our words, an online conversation between two or more
people” (Almeida d’Eça, 2002) Integrating chat in EFL/ESL can be powerfully motivating and
bring enormous excitement to what is generally a difficult process – learning a language.
Using chat means that the target language is learnt by interacting with people from the real
world, in real time (often across several time zones) and using language of the real world,
whether they are native or non-native speakers.

 Chat is to exchange messages with someone using a computer so that you are able to
see each other’s messages immediately, especially on the internet
 Chat has enormous potential to link students around the world, in real time.
 The teacher can link up classes and groups in different locations, as part of
collaborative project work or for one-off chat sessions.
 One most important issue to bear in mind is that using chat needs to have a clear
purpose for learners.

TYPES OF CHAT

Chat is a tool that allows for synchronous, i.e. real-time, communication over the
Internet. When talking about chat, we need to distinguish between text and audio chat, and
between public and private chat, all of which can take place one-to-one or between groups of
users. What makes chat essentially different from other forms of synchronous communication
such as mobile phone texting, for example, is presence. Chat users are able to see the status/
availability of other chat users, such as whether the user is online, away, busy, and so on.

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 To start with, we'll look at some of the differences between text and audio chat, and
then between public and private chat.

 Text chat
Communication between chat users takes place via typed chat.
 Audio or Voice chat
Communication between chat users takes place via audio, much like a phone
conversation.
 Public chat
There are innumerable public chat rooms on the internet, on a huge variety of topics,
which user can join.
 Private chat (instant messaging)
This requires the installation of a client program, which connect individual user over
internet.

Types of Educational chat

 Free topic chats
There is no topic or agenda set for the chat.
 Collaborative
Task-oriented chat Learners meet via chat out of class to complete a real task.
 Informative or academic chats
For example, a learner or teacher gives a presentation on a topic via chat. This
approach works well in the context of a blended learning solution (meet online and
face to face)
 Practice chats
These chats will practice a specific function or form of language, or a specific skill or
strategy, and will probably take place out of class time. Example are : a voice chat
practicing a telephone job interview or indeed any telephone situation, circumlocution
to describe an object, practicing pronunciation feature via voice chat.

CHAT PROGRAMS
Let's now look at some of the chat programs currently available, for both text and
voice chat. On the next page is a screenshot of Skype (www.skype.com). Most instant
messaging applications include webcam (web camera) facilities, so that you can not only text
chat and voice chat, but you can also see your interlocutor, if they have a webcam installed on
their computer.
There are more sophisticated programs available for free, which allow video and
audio conferencing alongside other tools. One well-known program is NetMeeting

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(http://www. microsoft.com/windows/netmeeting/), which works with Windows. If it is not
already installed on your computer (for Windows 2000 and XP users), you can download it
from the Internet (do a Google search of 'download NetMeeting'), and all you need to use it is
a pair of headphones/speakers, a microphone and a webcam. Note, however, that with the
advent of Windows Vista (2007), NetMeeting is being superseded by Windows Meeting
Space. However, it is too early at the time of writing to state with any certainty whether
NetMeeting will continue to be supported by Microsoft, and if so, for how long. Meeting
Space, like NetMeeting, includes both audio and video conferencing and a whiteboard facility,
as well as program sharing and file transfer. Program sharing allows users to look at the same
application together at the same time, for example a web page, a photo or a PowerPoint
presentation. File transfer allows users to send text, audio or video files to each other, from
within the program. Programs like NetMeeting can be used to teach remotely, or as part of a
blended learning solution. The video function will only display two users at once, so the video
conferencing facility is less useful for larger groups of learners, but very well suited for one-
to-one teaching or tutorials. It is also worth bearing in mind that more sophisticated types of
software like this require a reliable broadband connection to work well.

WHY USE CHAT IN LANGUGAE TEACHING?

A teacher deciding whether to use chat with learners who meet face-to-face, on a regular basis
will probably want to ask the following question;
 Does using text or voice chat with learners improve their English?
 What kind of English should learners use in chat?
 What technical skills do teachers and learners need to be able to use chat?
 What benefits does the use of chat bring to the classroom?
 Is it better to use text or voice chat with learners?
Does using text or voice chat with learners improve their English?

 Research has shown that by using it can improve learners’ language abilities.
 Chat text providing opportunities for negotiating meaning, seen as a key to language
acquisition by many linguists.
 Voice chat is more likely to make learners produce more fluent language.

What kind of English should learners use in chat?

There is the view that online text chat is the virtual equivalent to mobile phone
texting, in which abbreviated forms, for example, CU L8r for see you later, are the norm. We

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would recommend that students generally use standard written English conventions in text
chat and email.
They are more likely to be interacting with other non-native speakers and writers,
and abbreviated forms can be confusing. And, after all, they are meant to be using chat as
another way of improving and practicing their English. Perhaps worth teaching are:

 Common abbreviation use in text chat - btw for by the way - CU L8r for See you later
 Some basic rules of netiquette -How to behave online and some common conventions

Summary Convention in Text and Voice chat

Text Chat
To ask the floor
Use ‘... ’ at the end of your sentence to show
that you have not finished a contribution
Use ‘. ’ at the end of your sentence to show
that you have finished a contribution
Use square brackets [ ] to make an aside to
another participant, or off- topic remark
Explain abbreviations the first time you use
them in a chat, e.g. Btw= by the way
Voice Chat
Use a convention to ask for the floor – this
could be via text, or a special phrase such
as turn please
Use a special phrase or word such as Over
or Done to show when you have finished
speaking
One participant should be responsible for
taking notes during the chat
The moderator can nominate quieter
participants by name to contribute

What technical skills do teachers and learners need to be able to use chat?

 Knowing where and how to type comment in a chat window for text chat.
 How to use a microphone and speaker or a headset, in voice chat.
 Typing ability
 Connection speed to transmit and receive audio and video data

HOW TO START USING TEXT CHAT OR VOICE CHAT WITH THE LEARNERS?

 Install and learn to use the software

 A practice chat class
 Contact with another class

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What benefits does the use of chat bring to the classroom?

Advantages

Text Chat
 Learners may already use text chat at home
 Bring current technology into classroom
 Use a new tool can be motivating for learners
 Enables learners to make contact with learners in other countries
 A low tech option
 Non-threatening and easy to use
 Chat transcript can be used later for language analysis

Voice Chat
 Learners may already use voice chat at home
 Bring current technology into classroom
 Use a new tool can be motivating for learners
 Enables learners to make contact with learners in other countries
 Real’ oral practice of language

 Voice chat software increasingly easy to download and use

Disadvantages

Text Chat
 Text chat can be chaotic (overlapping turns, disjointed, topic decay..)
 Unclear whether text chat really improves learners’
 Do we need to teach chat speak?
 Can be difficult to identify errors vs. typos vs. non-standard chat speak
 Weaker typist are put at a disadvantage

Voice Chat
 Suitable for very small groups only English.
 Reliable broadband internet connection needed
 Recording a chat may be complex and require other software

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HOW TO STRUCTURE A TEXT OR VOICE CHAT LESSON

 An introductory/warmer, phase This phase may include detailed introductions and

exchange of personal information if learners are chatting together for the first time, or
it may consist of a simple exchange of information, such as ‘What was the best thing
you did last weekend ?’ for learners who have already chatted in the past. This stage
serves to set the scene and acts as an icebreaker.
 The main content of the chat. This may consist of one main task, or a series of short
tasks, which learners need to complete, and could be based on a worksheet which
learners have been given before chat. See the sample chat lesson on page 80.
 A closing stage. In this stage learners may summaries what they have covered or
achieved in the chat, and say goodbye. The teacher might have set a brief closing task,
such as asking learners to tell each other one thing they have enjoyed about the chat

A SAMPLE OF TEXT CHAT LESSON PLAN

Before the class

1. Make contact with the teacher of a similar class in term of level, class size and access to
technology 2. Learners also need to be confident about how to use the chat program.
3. With the teacher of other class, set a time for the chat.
4. Try out with other teacher before class

Class room management issues

1. Ideally learners are put in pairs for the first chat.
2. Learners can either conduct the cat in pairs, or consecutive learners can be allowed access to
the same computer for a certain amount of time
3. Using voice chat rather than text chat in the single computer classroom

During the chat

1. Provide hand out worksheet
2. Each learner has a slightly different worksheet
3. Asking questions on their worksheet
4. Print out their chat script and complete the worksheet from that, once the cat is finished

After chat
1. Display their profile in the classroom separately

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2 Create learner profile in an inter-class blog

SUMMARY
 Try the software out in the computer room with the class before setting up the real time
chat
 Make contact before class using blogs project or email.
 Set a clear task
 The purpose of using chat is to connect people who geographically far apart
 The ideal group size, about 6 to 8 people for text chat, and 3 to 5 people for voice chat.
 Record the chat. Recording chats makes the whole experience less ephemeral, and
provides a basis via the transcript or audio recording for later language analysis,
 Have a contingency plan, have a backup plan to do something else with your leaners if
your school’s internet connection is down.

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 Activity!
1. Discuss the different types of chats including the educational types.

2. Group yourselves into five (5) groups and develop your own chat room and discuss
what you learn from the lesson today. Provide your screenshots and discuss your
experiences while doing the activity.

3. If you are to create your own text chat lesson plan, what will you include and why?

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 Chapter 7
Blogs, Wikis and Podcasts

Objectives:
 Discuss software
 Know how to use Blogs, wikis and podcasts
 Understand the important of Blogs, wikis and podcasts in language teaching

SOCIAL SOFTWARE

“Computer tools which allow people to connect, to communicate, and collaborate online”.

Blogs, wikis and podcasts are all examples of social software, computer tools which allow
people to connect, to communicate and to collaborate online.

Blog - web page with regular diary or journal entries.

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 Wiki - A collaborative web space, consisting of a number of pages that can be edited by any
user.

Podcast - An audio or video file that is broadcast via the internet and can be downloaded

Although these three tools are different, we are grouping them together in this chapter as
they have certain features in common when applied to the classroom:

 They can be set up and used by teachers and/or learners.

 They can be used to connect learners to other communities of learners, for example to
a class in another country.
 The ideas and content can be generated and created by learners, either individually or
collaboratively.

Although the use of ICT tools such as blogs, wikis and podcasts can be very motivating for
learners, teachers are themselves sometimes fearful of the technology, or feel that they are not
technically competent enough to use these tools. However, as we will see, all of these tools are
easy to set up and use, with no specialist technical knowledge required.

Another common misgiving is one related to content, and the lack of control that a teacher
may feel about allowing learners to generate and create their own content. Teachers may find
themselves thinking: 'Will the content be appropriate? Will the language used by my learners
be good enough?' In fact, these tools engender a sense of social responsibility, with learners
working collaboratively on content. Also, the public nature of the content created using these
Internet tools ensures that accuracy and appropriacy become more important to learners.

EduBlogs
Blogs used in education are known as edublogs. Edublogs cover a wide range of topics related
to education, from musings on educational policy and developments to learner compositions.

An edublog can be set up and used by a teacher, by individual learners or by a class. A teacher
may decide to use a blog to provide their learners with news and comments on issues, extra
reading practice or homework, online links, a summary of a class for learners who were
unable to attend, study tips, and so on. In this case, learners will access and read, and possibly
add comments to, the blog outside the classroom.

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BLOGS IN LANGUGAE TEACHING

Tutor blog Student blog Class blog

Personal and family Reactions to a film, on
Set homework information (including article, current affairs.
class topic, photos)

Provide a summary of class Extra writing practice on class Things learners like/don’t like
work topics. doing in class.

Provide links to extra Regular comments on current Class project on any topic
reading/listening affairs.

Question and answer (e.g. Research and present

grammar, classwork
Exam/Study tips
information on a topic class
(e.g. an English speaking
country).
A photo-blog on learners’
country, last holiday.

Advantages and Disadvantages of Blogs

Advantages

 “Real-world” tool to practice English

 Opportunity of interacting with other students
 It is publicly available on the internet
 Comments can be selected only for invited members

Disadvantages

 It is time demanding editing students’ writings

 Students can feel insecure due to the public accessible.
 Teachers need to establish a clear rubric to assess the students’ entries.

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HOW TO START USING BLOGS WITH THE LEARNERS

A simple blogs project that you can use with learners of all levels is to get your students to set
up their own student blogs, writing about themselves, their interests, family, home, country,
and so on, and including some photos.

Step 1 - Setting up a sample blog (1-2 hours)

At home before class set up your own blog, including information about yourself similar to
what you would like your learners to produce. Doing this has several advantages:

 It allows you to become familiar with the blog interface and how it works.
 It shows your learners what a blog is.
 It provides a model for your students' blogs in terms of: content - what the learners can
write about; language - the level of language expected; and look - for example, the
blog could include photos.

Step 2 - Setting up student blogs (1 hour)

Once you have shown your learners your sample blog, for which you could prepare
some comprehension questions to help them understand the content, take them to your
computer room, and help learners to set up their own blogs. If there are the facilities for one
computer per learner, each learner can set up their own blog. If learners need to work in pairs
or small groups around one computer terminal, one blog can be set up per pair/group. In the
case of the single computer classroom, the teacher can set up a single blog for the entire class,
with multiple users accessing it outside of class time.

Note that helping learners to set up their own blogs can be quite labour intensive! You
will find yourself answering questions from learners who are all at various stages of the setup
process, so if possible it is always a good idea to put learners into pairs or small groups to set
up their blogs, with one more tech-sawy learner per group to help out. Expect to spend one
entire class on helping learners with the mechanics of setting up their blogs.

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 If you have the facilities to project a computer screen from a laptop connected to a data
projector or an interactive whiteboard, you can take learners through the blog set-up process
step by step on the screen, while they work on their computers.

Step 3 - Posting to and visiting blogs (1 hour)

When learners have set up their own, pair or small-group blogs, they are ready to
spend some time on preparing and posting content. Once the student blogs contain several
postings and photos, encourage them to share their blog addresses and to visit each other's
blogs and to post comments, or in the case of a single blog with multiple posts, encourage
them to comment on each other's posts in the same blog.

Step 4 - Follow-up (2-3 hours or several lessons)

Both teacher and learners will have spent some time on learning to use blogs, and on
posting their initial blog entries, so it is well worth carrying on using the blogs for more than a
couple of classes. Learners can be encouraged to post regularly over a certain period of time,
for example, a term or a semester, with the teacher providing ideas and suggestions for
content. The blogs can be kept as an internal class project, or other classes can be encouraged
to visit and to comment on the blogs. Teachers can even join an international network of
teachers

Note that it is normal for blogs to have a limited lifespan. Only 50 percent of blogs are
estimated to be active three months after being set up. Blog fatigue, or blogfade, will set in, so
it is often a good idea for the teacher to have a clear time frame in mind for a blog project,
such as a term or semester or a couple of months. If learners' interest doesn't flag after this
time, the blogs can always be continued! You may want to experiment with using blogs for
different purposes with the same classes.

How to set up a blog

There are a number of free blog sites available on the Internet. These include:

 Blogger (http://www.blogger.com)
 WordPress (http://wordpress.org)
 EzBlogWorld (http://www.ezblogworld.com/)
 Bahraich Blogs (http://www.bahraichblogs.com/)

Audio and video blogs

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 To be able to create an audio or video blog, you need access to audio or video
equipment, as well as editing software and sufficient space on a web server to store the
multimedia files. Audio equipment will include a headset with microphone, and video
equipment a digital video camera or webcam, although webcam images tend to be of poorer
quality overall.

For audio blogging, Audacity is software which is easy to use

(http://audacity. sourceforge.net/). Also take a look
at Audioblog (http://www.audioblog.com/) for more details, while for video files you may
want to look at Freevlog (http://freevlog.org/). Bear in mind that while the concept of
multimedia blogs is not overly complicated, you will need some time to acquire the necessary
skills, and this may also impact on your classroom time if you are planning to do this kind of
project with your learners. You will need to spend a little time training them, too. If, for
example, you want to try adding audio to your blogs, you will first need to teach yourself to
use audio editing software such as Audacity, and then teach your students to use it, so they can
record themselves. Below is an example of a video blog, or vlog, made by a teacher living in
Japan, in which he comments on his daily life.

WIKIS IN LANGUGAE TEACHING

A wiki, on the other hand, is like a public website, or public web page, started by one
person, but which subsequent visitors can add to, delete or change as they wish. Instead of
being a static web page or website like a blog, a wiki is more dynamic, and can have multiple
authors. A wiki is like having a publicly accessible word processing document available
online, which anyone can edit.

Essentially a wiki is not linear, like a blog. A blog consists of a number of postings,
which are published on one web page, in reverse chronological order with the most recent
posting at the top. A wiki has a non-linear structure, and pages may link back and forwards to
other pages. One of the best-known wikis is Wikipedia (www.wikipedia.org), an online
encyclopedia that anyone can add to or edit. Wikipedia demonstrates several aspects of social
software: it is collaborative and grassroots, displays multiple authorship and is not 'owned' by
anyone. Its accuracy is a matter of debate. However, one analysis compares its overall
accuracy favourably to that of Encyclopaedia Britannica.

Why Wiki is Important

 Collaborative communication tool for developing content-specific Web sites.

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  People can address a variety of pedagogical needs student involvement, group
activities, and so on.
 Easy access.
 Automatically saved.

What are the wikis pros and cons?

 It may have some risks.
 Time-consuming
 Over time, the values, perspectives, and opinions of its users can become embedded in
a wiki.
 Bias.

Where are they going?

 Since wikis are easy to edit, they carry an inherent potential to change how we
construct knowledge repositories on the Web. Wikis allow groups to form around
specific topics.
 The low barrier to entry makes them the equivalent of shared digital paper—literally
anyone with access to the Web can post, modify, and delete content on that site.
What are the implications for teaching and learning?
 A wiki’s versioning capability can show the evolution of thought processes as students
interact with the site and its contents.
 Wikis are being used as e-portfolios, illustrating their utility as a tool for collection and
reflection.
 Wikis might also prove to be an ideal vehicle for soliciting ongoing input for research
or projects where community input can help inform and direct subsequent
investigation.
 Wiki enabled projects can provide various levels of site access and control to team
members, offering a fine-tuning element that enhances the teaching and learning
experience.

HOW TO START USING WIKIS IN LEARNER

The best way to start using a wiki with a group of learners is to set up a simple
collaborative writing project. A topic that we have found works well is that of '(in)famous
people', in which pairs of learners write short descriptions of famous people that contain a
number of humorous factual errors (but not grammatical errors!). These descriptions are then
'corrected' by another pair. The project outlined below can be used with learners of any level,
and using any of the free wiki sites.

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Step 1 - Preparation before lesson (approximately 30-60 minutes)

Using a free wiki site (such as pbwiki), the teacher sets up the first page of a wiki,
outlining the topic of the project, and the steps the learners will need to take in the project.
Below is a screenshot of the first page of the wiki set up in pbwiki. The teacher has added an
image to the wiki page, and outlined the things the learners will need to do to complete the
project.

Step 2 - (In) famous people: descriptions (approximately 1 hour)

Put learners in pairs and tell them that they are going to write a description of a famous
person that contains a number of factual errors. You may first want to allow them to choose
and research a famous person using an online encyclopaedia such as Wikipedia. They may
prepare this description on paper, or in a Word document, or you could take them to the
computer room, where they could type their descriptions directly into the wiki. You may want
to give the learners an example of a description of a famous person with factual errors, which
you have already written yourself in the wiki. The one below is an example of an erroneous
entry on Albert Einstein, in the process of being written, with the wiki page in Edit mode. You
will need to give the learners clear directions on how to add a new page to the wiki, and then
how to add their descriptions. Once all the pairs have added their description to the wiki, let
them spend time reading the other pairs' descriptions.

Step 3 - (In) famous people: corrections (approximately 1 hour)

Allocate one description to each pair from the previous class - make sure that it is not
their own original description! The pair reads the description, clicks on the Edit tab for the
wiki page and corrects any 'wrong' information in the description. Again, you may want to
refer learners to an online encyclopaedia such as Wikipedia for them to check any information
about the famous person that they do not know. Depending on the level of the class, you could
ask the pairs to now add two grammatical errors to the entry, while they are correcting the
factual information. Corrections are done to the wiki page in Edit mode. Each pair then goes
back to their original description, and reads the corrections that were made. Are the
descriptions now correct? If two new grammatical errors have been added, can they spot the
deliberate errors and correct those, too?

Step 4 - Alternative (approximately 3-4 hours)

With higher-level learners a slightly more complex collaborative writing project could
be set up on the same topic of famous people which uses online resources for research. In this
version of the wiki project, pairs or small groups of learners each research a different facet of
one famous person. For example, one famous writer, painter, musician or scientist is chosen

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by the class, and different aspects of their life are investigated by each pair, e.g. childhood,
education, main works or influences on other artists/professionals. Each pair then prepares an
entry on their topic, and creates a wiki page dedicated to this. All topics can link from the
main wiki page. Groups can then read other groups' contributions and edit/change as
necessary. The final result is a wiki with pages on various aspects of a famous person, rather
like a mini encyclopedia.  Considerations

As with the blogs project outlined earlier in this chapter, the wiki can be kept as an
internal class project, and given the public nature of the Internet, it is probably worth asking
other classes/learners (for example in the same school) to take a look at the wiki, and possibly
to contribute to it. In the case of younger learners, a wiki project can be viewed by parents.
Knowing that the wiki will be viewed by readers outside the classroom, and will be available
on the Internet for public scrutiny, is an added incentive for learners. By giving the wiki a
password, only those who know the password can edit it, which gives your wiki some measure
of security, but still allows it to be accessed and read on the Internet

WIKI VS. BLOG

How to set up a wiki

There are several free sites for setting up wikis, and some of the best-known are:

 Pbwiki (www.pbwiki.com)
 MediaWiki (http://www.mediawiki.org)
 Wikihost (http://wikihost.org)

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As with blogs, setting up a wiki is a straightforward process, with no specialist technical
knowledge or expertise needed.

What is Podcast?

 “Podcasting” is a term inspired by Apple Computer Corporation’s iPod-a portable

digital audio player that allows users to download music from their computer directly
to the device for later listening. The term is no longer specifically related to the iPod
but refers to any software and hardware combination that permits automatic
downloading of audio files (most commonly in MP3 format) for listening at the user’s
convenience.
 It differs from broadcasting and Webcasting in the way that content is published and
transmitted via the Web. Instead of a central audio stream, podcasting sends audio
content directly to an iPod or other MP3 player.
 “Podcasting’s essence is about creating content (audio or video—vodcasts) for an
audience that wants to listen when they want, where they want, and how they want.”

PODCAST IN LANGUGAE TEACHING

The closest analogy to a podcast is that of a radio or TV show, but the difference is that
you can listen to or watch a podcast on a topic that interests you whenever you want to. A
podcast can be downloaded automatically to your computer using RSS, pod catching software.
Typically, a podcast will consist of a 'show' which is released either sporadically or at regular
intervals, for example every day or once a week. A podcast can be on any topic, and can
include music and video. Video podcasts are also known as Vodcasts or PodClips. A podcast
can last anything upwards of a few minutes to an hour or more. Podcasts can be authentic - for
example, BBC radio shows are often downloadable as podcasts - or specially made for
language learners.

Podcast directories are one place to start looking for podcasts. You or your learners
can click on a category and scroll through a list of podcasts, listening to and subscribing to any
that interest you. A podcast directory aimed specifically at teachers and learners of English is
English caster (http://www.englishcaster.com).

Two main uses of podcasts in teaching.

 Firstly, learners can listen to podcasts made by others

 Second, they can produce their own podcasts.

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 It is becoming increasingly common in tertiary education, for example, for professors to
record lectures as podcasts, so that students who miss a class can download the lecture
podcasts for later listening on their computers or mobile devices like an MP3 player. This is
sometimes referred to as course casting. Lecturers may have standard lectures that have been
recorded and made available at certain points in the university term/semester, and they may
also record new podcasts regularly for their students. Podcasts can also be used in a similar
way in teacher training, where trainees listen to/watch podcasts on issues of teaching
methodology.

 The language teacher can direct their learners to podcasts already available on the
Internet, for self-study purposes, or even use them for listening in class via a computer.
These can be EFL/ESL podcasts made especially for learners, such as those found at
the English caster directory, or authentic podcasts.
 One option for the language teacher is to encourage learners to find a podcast on a
topic that interests them and get them to subscribe and then listen to it regularly in their
free time. EFL/ESL podcasts are available for all levels of learners, covering a wide
variety of topics, from vocabulary items to discussions on topics of interest, to jokes
and to learning songs. Alternatively, you can encourage high-level learners to
subscribe to authentic podcasts, for example from sites such as the BBC News
(http://www.bbc.co.uk).
 More demanding, but ultimately perhaps more rewarding, is the option of learners
actually producing their own podcasts. Learner podcasts can be a 'one-off podcast,
which is then stored on the Internet, or learners can produce a series of regular
podcasts on a variety of topics, much like a radio show.

Why is it significant?

 Allows education to become more portable than ever before. Podcasting cannot replace
the classroom, but it provides educators one more way to meet today’s students where
they “live”—on the Internet and on audio players.
 Barriers to adoption and costs are minimal.
 The tools to implement podcasts are simple and affordable.
 Podcasting is predicted to soon become a mainstream application, much like video-on
demand recorders (such as TiVo).
 Recordings of lectures for those students unable to attend the lecture in person;
 Audio recordings of textbook text by chapter, would allow students to “read” or review
texts while walking or driving to class (significant aid to auditory learners)

What are the downsides of podcasting?

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  Users must have sufficient bandwidth to download the podcast. Beyond access, there
are potential issues with the format.
 Podcasting is primarily an audio delivery technology and, as such, has limited
usefulness for the hearing impaired.
 Podcasting is not designed for two-way interaction or audience participation.
Podcasters are essentially “sound amateurs” producing and publishing audio feeds.
 The quality of speakers’ voices, speech patterns, intonations, and other sound effects
may not be the same as those of a professional broadcast. Faculty who wish to record
their lectures or other instruction for podcasts may need some training, both in
handling an audio-only medium and using the technology

Podcast enthusiasts see no limit to the potential uses of this technology, particularly in
education, and the number of podcast aggregators ( sites that collect, categorize, and then
make available podcasts for subscribers) is growing. It is possible that specialized higher
education–based aggregators will emerge, offering students access to missed lectures,
instructions for laboratory experiments, and so forth. Interlacing podcasts with video

How does it works?

HOW TO CREATE LEARNER PODCAST

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 Learner podcasts can consist of a series of short audio files, lasting from 10-20 seconds
to several minutes, made by individual learners, or of longer podcasts, made by small groups .
Here is an example of a class podcast project.

Step 1 - Setting up a podcast page (approximately 30 minutes)

Using a free podcast site like podOmatic (www.podomatic.com), the teacher sets up a

podcast page for the project. This needs to be done at home or in the computer room before
class. To record a podcast, the teacher needs a computer and Internet connection, and a
microphone and speakers or a headset. Podcast sites are extremely easy to use and no
specialist technical knowledge is needed. The podcast page provides a website for learners to
post their podcasts to. The teacher can provide a short text description of the project, with
photos and an example podcast. The teacher can also add a podcast as a briefing for the class,
including the information that they would like learners to have in their own podcasts.

Step 2 - Creating learner podcasts (approximately 45-60 minutes)

In pairs or individually, learners prepare and rehearse a short text about themselves. Tell them
to include the following information:

 name and age.

 job or school year.
 hobbies or spare time activities.
 one unusual thing about themselves.

It is important to allow learners time to rehearse their texts several times so that they feel
confident about being recorded. Although their podcasts should not be directly read out word
by word, do allow learners to make notes to help them, as they will feel it is important to be as
accurate as possible.

A podcast site such as podOmatic will allow learners to record, listen to and then re-record
their podcasts until they are entirely happy with the results. Only then should learners publish
their podcasts to the podcast project page. Recording and re-recording requires no special
technical knowledge or software apart from Internet access to the podcast page already set up
by the teacher, and a microphone and headphones for each student to record their podcast
with. The recording software is incorporated into the podcast page and is very easy to use. In
the single computer classroom, learners will need to take turns to record their podcasts. When
learners are happy with the recordings of their individual podcasts, they publish them to the
main podcast page.

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Step 3 - Listening to learner podcasts (approximately 45-60 minutes)

In a subsequent class, put learners individually (or in pairs) with a computer and allow
them to listen to all of their classmates' podcasts. In the single computer classroom, the
podcasts can be played one by one, via speakers. Tell learners to note down what hobbies each
person has, and also the unusual thing each person mentions. Once all the podcasts have been
listened to, allow learners to compare notes in small groups. What have they found out about
their classmates?

Step 4 - Follow-up (3-4 subsequent lessons)

Once learners have produced one short podcast, and are familiar with the podcasting
site and how to use it, they can start to produce regular podcasts on the topics which are
covered in class. The more learners practice preparing podcast texts, rehearsing them and
recording them, the more confident they will become, and the more 'natural' their recordings
will start to sound. And the quicker they will carry them out.

Activity:
1. Compare and Contrast Blogs, wikis and podcasts

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2. Create your own blog with your chosen content

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 CHAPTER 8
Online Reference Tools
Objectives:
 Discuss the different online reference tools
 Learn the usage of online reference tools
 Apply it in their research

DICTIONARIES AND THESAURES

Dictionaries

What is a Dictionary?

 In its etymology, the modem term 'dictionary' comes to us from Latin "dictionarium"
through French "dictionaries" which properly means "a book of sayings". However, in
its modem usage, the word "dictionary" has become synonymous with that book
containing lists of words with information about them.

 A dictionary is a systematically arranged list of socialized linguistic forms compiled

from the speech habits of a given speech community and commented upon in such a
way that the qualified reader understands the meaning of each separate form, and is
informed of the relevant facts concerning the function of that form in its community.

Whether your students are using bilingual, semi-bilingual or monolingual learners

dictionaries in paper or electronic form, there is no denying that there is a far greater range of
dictionary reference tools available than was the case even ten years ago.

Here we will be focusing on monolingual dictionaries. Traditionally these have been

used by higher-level learners, but increasingly there is a wide range of monolingual
dictionaries that have been written for students with a lower level of language proficiency.

Of course, you may well have the experience of students bringing into class small
hand-held electronic dictionaries, which have translation features and audio recordings of the
sounds of the words, alongside pocket-sized bilingual dictionaries in book form. The one thing
we would say about these hand-held electronic dictionaries is that their content is often
inaccurate and that, if you can, you should advise your students on the range of products
before they purchase, as you probably have done in the past with paper dictionaries.

Virtually all of the major monolingual learners’ dictionaries are sold with a CD-ROM. These
CD-ROMs often have some or all of these features:

 Search ability (which is not alphabetically based).

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  Audio recordings of the words, often in both British and American English.

 Games and exercises.

 Information on typical errors.

 The ability to bookmark and personalize.

 Thesaurus functionality.

 Corpus informed information on frequency.

Some will even 'sit1 in the background on your computer, allowing you to click on terms in
popular word processing programs or on web pages and be taken to the appropriate dictionary
entry automatically. Also, some electronic dictionaries are available free online with limited
functionality, for example including the definition but not giving you the audio. Your
evaluation criteria will not vary hugely from the list we looked at in Chapter 3. Suffice it to
say that the more authoritative the site, the better the content will be. For dictionaries and
thesauruses, try to find resources which are based on available printed materials with a good
history of accuracy.

Clearly these electronic dictionaries provide a powerful resource for students working
on their own and for you in the classroom. In the classroom you can have the dictionary
available at all times to check the meanings of words, and, if you are fortunate enough to have
a PC linked to a data projector or interactive whiteboard, you can integrate the dictionary into
your day-to-day teaching seamlessly and also carry out dictionary use training sessions more
effectively.

Thesauruses

While electronic dictionaries can be used at all levels, it is worth bearing in mind,
initially, that thesauruses are more suited to the intermediate and advanced levels than to the
elementary or pre-intermediate levels, where much more language is new to the learner. For
higher levels, they can be used to enrich and extend your learners' vocabulary, whereas lower-
level learners might find the variety of language on offer too overwhelming to be of any direct
use.

A thesaurus can do wonders for writing projects. It can encourage learners to be more
adventurous in their creative writing at the same time as helping them to analyse their output
more critically. The activity below can be used as an introduction both to what thesauruses
look like and to how they work.

Once they have seen how the thesaurus works, have them look back at some of their
writing and identify the words and phrases they tend to overuse. Encourage them to take
advantage of their new thesaurus skills to research alternatives to make their writing more

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interesting and varied. This kind of fine-tuning of their language skills is particularly useful at
examination preparation levels where an individual writing style can help them to stand out
from the crowd.

CORPUSES

What is a corpus and how does it differ from a dictionary?

A corpus is a collection of texts. We call it a corpus (plural: corpora) when we use it

for language research.
That’s makes your class's essays a corpus - a small one. It also makes the internet a
corpus - a big one.
People writing dictionaries are in the vanguard of corpus linguistics. If you are writing
a dictionary, the biggest crime is to miss things: to miss words, to miss phrases or idioms, to
miss meanings of words. Lexicographers (the people who write dictionaries) have known for a
long time that the best way to avoid missing things is to have a big corpus, and a computer.
The computer can then find all the words (ordered by frequency) so a lexicographer can check
the list to make sure that words are not missed.

Words in context: Finding out how words are used in a language

It can also show them all the examples of a word in context. This is called a
concordance. By running their eye over the concordance, lexicographers can find all the
meanings of the word, and phrases it is in.

If it is a big corpus, or a common word (or both), there might be thousands of

examples of the word. Then, the computer can go one step further, and prepare a 'word sketch',
a summary of the contexts, collocations and phraseology for the word.

This is how contemporary lexicography works. Lexicographers start from the word
sketch, which gives them a good idea of what they must not miss. They then work out what
different meanings, grammar and phraseology are shown by the collocations in the word
sketch, and write definitions for them. They can also use the corpus as a source for example
sentences.

When I say 'the computer', of course I mean an app that indexes the corpus and lets
users make concordances and word sketches. Google is one app that does something like that

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(with the Internet as its corpus). However it is not designed for people doing language
research. One that is widely used for making dictionaries, with lots of corpora in it, that made
the screenshots above, is the Sketch Engine.

Dictionary-makers were leaders in corpus use. Following on were people writing

language courses. They wanted to make sure that the facts they were teaching about the
language were in fact true (!), and to teach common patterns before rare ones, and to use
authentic examples of the patterns.

CORCODANCES AND CORPUSES FOR LANGUGAE TEACHING

A concordance is similar to a search engine in many respects. Essentially, it is a small

program that can examine large quantities of text for patterns and occurrences of particular
words or phrases. Concordances are often considered to be the domain of the language
researcher or the kind of tool used by writers of grammar references and weighty linguistic
tomes. And indeed they are primarily used in this domain. However, they have played an
increasingly large part in the lives of materials writers in ELT over the past few years. Being
able to make informed decisions on the frequency of words and structures, their collocates and
particular positions in the language now influences the writing of much of the printed
materials we see in our daily teaching lives, and has transformed textbooks beyond all
recognition.

BENEFITS OF CORPUSES IN LANGUAGE TEACHING

 More accurate description than textbooks/intuition

 Exposure to contextualize, meaning language in real usage

 Examples of specific register/genres of language

 Reference tools for independent/autonomous language investigation and learning

APPLICATION OF CORPUS TO TEACHING

Use to contextualized example for quizzes, activities and explanations

 Share list of frequent words or expression with learners.

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  Research features of language for lesson design (e.g. are the modals can, could, may,
might, shall will equally use? Should they be equally taught?)

 Preselect materials form corpus to help the learners discover/explore particular

language pattern

 Have students search corpus using search tool.

What to teach with corpus?

 Vocabulary
o Word meanings in context, combination/ collocation, parts of speech, common
expression differences in meaning
 Grammar
o Differences between similar forms, how forms are use in context
 Pragmatics
o Greetings, genre, features and their cultural meaning

TRANSLATORS FOR LANGUGAE ANALYSIS

Translation software is still in its infancy and at the time of writing remains unreliable
and in many instances of dubious quality. However, it is worth mentioning, if only to point out
to your learners the dangers it poses if they use it inappropriately, for example to carry out a
translation assignment into their own language. The AltaVista site, Babel Fish
(http://babelfish.altavista.com/), leads the way in offering quick web-based translation, but you
shouldn't expect great results from anything other than single words or very simple phrases.
Nothing you will find on the web will be able to cope with the famous Groucho Marx one-
liner, Time flies like an arrow. Fruit flies like a banana.

By now you may be asking yourself why we are discussing translation sites at all. The
simple answer to that is that it is precisely their fallibility and simplicity that make them
interesting vehicles for getting learners to notice the language they are working with, to
recognize structures and to process language in an engaging and often amusing way.

An intermediate translation class

Apart from being a fun activity, this involves quite a lot of language processing, and
also highlights the problems of relying too heavily on technology.

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 While the translation back into English opposite isn't perfect, Babel Fish Translator
was never intended to go backwards and forwards between languages like this. The original
translation into Spanish was good enough to be understood, and we have used the site a few
times to get an idea of the content of certain web pages in languages we do not speak, or even
to engage in text chat with speakers of other languages.

ENCYCLOPEDIA FORRESEARCH AND PROJECT WORK

It used to be the case that having access to an encyclopedia meant also needing to have
a large set of shelves on which to store all of the volumes. This collection of volumes then
became a small CD-ROM sitting next to our computers, and these days is more likely to be a
collection of web addresses to useful and authoritative sources online. Informational reference
sites based on printed material are a good starting point and here we would include paper-
based volumes such as the Encyclopedia Britannica, as well as Microsoft Encarta, which was
originally published on CD-ROM.

Do check out how often the content is updated. Microsoft Encarta is updated regularly,
but more regularly for premium subscribers than for the free version. Wikipedia is updated
every minute of every day, but then we have to bear in mind that it has thousands of editors
worldwide, with varying degrees of experience. All this must be weighed up when deciding
which to use. In the end referencing a variety of sources may help. Sites such as Encyclopedia
Britannica, Encarta and the Columbia Encyclopedia can safely be considered both accurate
and fairly comprehensive, but with some this may not be the case. It is worth remembering the
caveat made in Chapter 7 about Wikipedia being user-produced, and therefore potentially
prone to inaccuracies.

The wealth of information contained on these sites opens up the world to our learners
in a way that more traditional collections of classroom objects simply can't. Project work,
biographies and other fact-based lessons become less arduous for our learners, leaving them
free to concentrate on the language side of things, and able to access the information they need
for any particular task from a reliable source. On the next page is an example of a fact-finding
activity which involves lower-level learners using encyclopedias to find out information about
a country they are interested in.

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 Activity!
1. Make a research about Language Teaching using this online reference tools.

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 2. Discuss the dictionary, thesaurus, Concordances, corpus, translator and encyclopaedia
and its importance.

CHAPTER 9

Technology-Based Courseware in ESL Classroom

Objectives:

 Discuss the role of CD-ROM and DVD in the ESL classroom.

 Explore the benefits of computer-based testing
 Explain the use of electronic portfolio in teaching English language
 Identify the role of interactive whiteboards in language teaching

EVALUATING CD-ROM AND DVD

CD-ROMs

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 CD’s play an important role in the educational field. Compact Disc Read Only
Memory (CD-ROM) refers to a technology in which a range of data types, such as text,
graphics, audio, photographs, and video can all be stored in digital form and accessed by
conventional Personal Computers. In the past, learning and simply meant face to face lectures,
reading books or printed handouts, taking notes and completing assignments generally in the
form of answering questions or writing essays. In short, education, learning, and teaching were
considered impossible without a teacher, books and chalkboards. Today education and training
have taken on a whole new meaning. Computers are an essential part of every classroom and
teachers are using DVDs , CD-ROMs and videos to show students how things work and
operate. Student can interact with the subject matters through the use of such web based tools
and CD-ROMs.

DVDs

Video in the classroom has become an essential teaching resource. Beginning with the
VCR over two decades ago to current technologies providing teachers with a variety of video
sources, the incorporation of video presentations as part of course content permeates the
modern classroom.

DVD video will revolutionize teachers' access to and ability to utilize video resources
for teaching. It's a revolutionary change because the digital format gives the user a degree of
access and control over video presentation content never before possible. DVD technology
builds on the laserdisc concept of instant accessibility to video segments by use of frames and
adds some cool options that enhance lessons and help students become active learners.
Students are more likely to be active learners if engaged in their work and using DVDs.

DVD is user friendly, too. Setup and playback is as easy as using videotape. Learning
how to use DVD features of chapter and frame access requires only a few minutes of
instruction. Insert the disc into the player and the menu screen opens. The menu feature is
what makes DVD so powerful. The disc's storage capacity is so much greater than previous
technologies that additional video options can be offered the user. These options include
access to the movie divided into related segments--the chapter feature. There are often
additional features such as interviews with the leading actors or the director. If the movie has
historical content, the disc may contain news footage from the event or historical commentary
about the event. For instance, in the movie Thirteen Days, the director, writer, and actor Kevin
Costner provide commentary on the movie; there is historical footage that includes John F.
Kennedy, Khrushchev, and others from the time; visual effects scene deconstructions; two
documentaries, and In film option which allows access to content specifically related to a
scene via pop-up menus. There may also be an option for sub titles. Only the advanced
features included with the most expensive DVD machines require a significant investment of
learning time to make them useful.

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EXPLORING THE BENEFITS OF COMPUTER-BASED TESTING

In many educational online programs, we love many things about online learning, but
oftentimes assessment is not one of those things! There is often concern about accuracy,
validity, security, integrity, and quality of online assessment. Yet, computer-based testing
offers so many benefits to online learners, instructors, and programs, mainly in terms of
administration, grading, and scale that they deserve a much closer look. As part of a multi-post
series on assessment, this makes a push for why you may want to embrace (more) computer-
based/online testing.

1. Multiple-Test Administrations

Learners can take multiple, short, reliable assessments administered throughout the life of an
e-learning program. The data gathered from these assessments can be correlated with national
or regional standards so that learners can be measured on these standards. Data gathered over
time—longitudinal data—can be used by online programs and instructors to identify trends
and for program improvement. These data can also be easily exported from most LMSs into a
database where they can be analyzed for evaluation and research purposes.

2. Dynamic and Individualized Assessments

Tests can be personalized and tailored to individual students. The level of difficulty of each
question can be modulated depending on the learner’s previous responses. Assessments can be
further individualized by using programs like Skype or FaceTime which allow the instructor to
reach out and offer individual oral assessments to students or by
using Recap or FlipGrid which allow students to share ideas, questions, etc.

3. Immediate Grading

Select-response tests (like multiple choice or True/False) can be scored instantly, allowing
learners to instantly see how they did on an assessment and online instructors to make real-
time instructional changes based on assessment evidence. This immediate grading frees up
instructors to focus on feedback, which is critical for learning and is also time consuming.
Online instructors —or the assessment itself, depending on its design—can help and guide
learners on what they need to do in order to improve. A simple example of this is Quizmaker
in Articulate 360 which allows for substantive feedback and allows the course designer to
redirect students who have done poorly to a specific slide or set of resources.

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4. Helps with Open-Ended Assessments

As any instructor knows, open-ended assessments (like portfolios or projects) that use rubrics
are extremely time-consuming to grade. Simple rubric extensions, like Orange Slice or Google
Sheets add-ons, automates scoring of rubrics and communication to students. This allows
instructors to spend more time on feedback to students.

5. Feedback

Voice feedback tools, like Kaizena, allows instructors to provide voice feedback which makes
feedback both easier for the teacher and more personalized for the learner.

In particular, video-based feedback can provide students with individualized and personalized
feedback on performance. Because (once you get the hang of it) video feedback is faster to
create (by the instructor) and review (by the learner), it can provide rich, qualitative
information on student performance and do so in a caring and personalized way.

6. Vertically and Horizontally Aligned Assessments

Tests can be vertically aligned—anchored to test the same core knowledge at increasing levels
of difficulty (criterion-based testing). They can also be horizontally aligned— scored in such a
way that learners can be compared against one another (norm-referenced), which is critical for
sorting and choosing students for teaching posts, scholarships, and so forth. Using computer-
based testing, raw test scores could be given phase wise [1] or as a total (Williams, 1999).
Learners can receive a letter grade or percentile score to determine their relative position vis-à-
vis other learners.

7. Value-Added Growth Measures

Tests measure individual growth over time, so programs are able to benchmark where learners
should be at the end of the year based on tests from the beginning of the year. All of these data
can be analyzed using statistical software packages so online programs can track learner
growth over time.

8. Uncover Student Thinking

Games and branching scenarios can help instructors “uncover” student thinking and measure
more higher-order thinking skills. By having learners play content-focused digital learning
games and using “think aloud” protocols to explain their game-based decisions and rationale

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for such decisions, online program designers can design future learning experiences and
assessments based that target specific learner competencies.

9. Engaging

The use of quiz-based video programs (like Edupuzzle), videos and video-notation tools and
branching scenarios can make assessments more engaging than standard multiple-choice or
essay tests. Branching scenarios, in particular, add a game-like feel to assessment, making
assessment engaging and interactive and help learners learn from mistakes. Virtual reality can
“immerse” students in an environment that seems real and both assesses and guides students
through decisions and their consequences.

10. Analytics for the Instructor And Learner

Back-end data from LMSs, such as the number of log-ins, time on task, and number of
discussion posts, can be linked to hard assessment data such as examinations or performance-
based data to provide a fuller assessment of a learner’s effort and progress in an online course.
Additionally, “student-facing” analytics can help learners track progress and performance
more easily and get notifications about assignment due dates and “early warnings” if they are
in danger of failing. Diagnostics can enable students to focus on areas of weakness before a
final assessment. Instructors can also use analytics to assess the quality and usefulness of
course resources, the percentage of assessment items students answer correctly, and track
student participation, thus prompting the instructor to intervene.

11. Greater Amount of Test Items

This is particularly important for high-stakes assessments that determine whether or not a
learner graduates, moves to the next level, or receives certification. For such critical
assessments, more test items are necessary than for low-stakes assessments. Computer-based
assessments, because they draw from a back-end database of test items, typically comprise
more test items than fixed paper-and-pencil exams.

12. Help Learners with Disabilities

If computer-based assessments are universally designed, they may form less of a physical
impediment to test taking than is the case with paper-based tests. For example, screen readers,
magnification tools, and text-to-voice or voice-to-text applications can help learners with
visual, auditory, and motor impairments; learners with dyslexia; and learners who simply need
more time to complete a test.

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13. Incorporate Other Types of Technology

Computer-based or online assessments offer a wealth of authentic assessment opportunities for

online learners, both synchronous and asynchronous, Web-based and non-Web-based, and
multiple platforms (phone, tablet, and laptop). For instance, learners can create electronic
portfolios, digital representations, and collections of their work in an online-based course.
They can upload images, create videos ad podcasts, dashboards, spreadsheets within a
Learning Management System or upload from other programs to the learning management
system. Online discussions and social media conversations can be a rich source of assessment
data.

14. Improves Writing

Extensive writing via word processing or a digital writing tool—in which learners put forth a
thesis statement, support their idea with evidence and supporting ideas, and come to a
conclusion—has been shown to be better than writing by hand if learners go through the
complete writing cycle of drafting, editing, revising, and rewriting (Warschauer, 2009).
Developing blogs, wikis, and websites, particularly with hyperlinked resources, can
demonstrate learners’ understanding of an issue, their appreciation of its complexity, and their
knowledge of appropriate resources that address this issue. Audio- and Web-conferencing
tools allow learners to present information to one another and the instructor and to engage in
debates about a particular teaching-related or content-based issue.

15. Can Secure Testing

Cheating, in online and computer-based testing, is always a concern but there are a number of
programs that make CBT safer than it has been, and in many cases, safer than paper-and-
pencil testing. Plagiarism checkers, like Turnitin, Safe Exam Browser, Respondus, DyKnow,
and Chrome browser testing apps like Edulastic can also help to lock down browsers and
make cheating more difficult. Note that some may only work with Chromebooks.

ELECTRONIC PORTFOLIO
An electronic portfolio (e-portfolio) is a purposeful collection of sample student work,
demonstrations, and artifacts that showcase student's learning progression, achievement, and
evidence of what students can do. The collection can include essays and papers (text-based),
blog, multimedia (recordings of demonstrations, interviews, presentations, etc.), and graphic.

Portfolios are considered as a learning and assessment tool

Student Learning: E-portfolio has been used to facilitate, document, and archive student
learning. It is a learning tool for students to clarify their educational goals, integrate and

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solidify learning through reflection, and showcase achievement to potential employers. By
having students reflect on what they learned, how they learned it, and how much they learned,
they start to take control of their own learning. As Paulson and Paulson (1991) said, “portfolio
is a laboratory where students construct meaning from their accumulated experience”. As
students select their representative work and reflect on what they learned, they start to make
sense of their educational experiences in various courses and derive new meaning out of the
process (Banta, 2003). 
Assessment and accreditation: E-Portfolio can also function as a tool for faculty to monitor
and evaluate program effectiveness. To collectively examine student achievement for program
improvement, portfolio can be a useful way to organize, sample, and assess what students
gained out of the program. Portfolios enable faculty to not only observe what students know
and can do, but also learn how students learn through student reflections. 
What portfolio is NOT: A portfolio is not a placeholder for all or random student work. In
order to ensure that the portfolio process is educational and that it serves as a way to assess
student learning outcomes, instructors need to be mindful about which artifacts need to be
included for what purposes. 
TEACHING WITH INTERACTIVE WHITEBOARDS
Interactive whiteboards have become popular over the last few years, and it appears
that their use will continue to grow exponentially. Indeed, books like The Interactive
Whiteboard Revolution (Betcher & Lee, 2009) attest to the depth and breadth of change that
this tool can promote in classroom practice.
For those who may still be unfamiliar with the technology, an interactive whiteboard is
a large display that connects to a computer and a projector. The projector projects the
computer's desktop onto the board's surface, where users control the computer with a pen,
finger, or other device. The board is typically mounted to a wall or floor stand. Various
accessories, such as student response systems, enable interactivity.
Although many teachers have enthusiastically adopted interactive whiteboards, little research
is available on their effect on student achievement. However, in a study that involved 85
teachers and 170 classrooms, the teachers used interactive whiteboards to teach a set of
lessons, which they then taught to a different group of students without using the technology
(Marzano & Haystead, 2009).

What the Research Found

The study results indicated that, in general, using interactive whiteboards was
associated with a 16 percentile point gain in student achievement. This means that we can
expect a student at the 50th percentile in a classroom without the technology to increase to the
66th percentile in a classroom using whiteboards.
In addition, three features inherent in interactive whiteboards have a statistically significant
relationship with student achievement. The first is the learner-response device—handheld
voting devices that students use to enter their responses to questions. The percentage of
students providing the correct answer is then immediately displayed on the board in a bar
graph or pie chart. Using voting devices was associated with a 26 percentile point gain in
student achievement.

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 A second feature is the use of graphics and other visuals to represent information.
These include downloaded pictures and video clips from the Internet, sites such as Google
Earth, and graphs and charts. Use of these aids was also associated with a 26 percentile point
gain in student achievement.
A third feature is the interactive whiteboard reinforcer—applications that teachers can
use to signal that an answer is correct or to present information in an unusual context. These
applications include dragging and dropping correct answers into specific locations,
acknowledging correct answers with virtual applause, and uncovering information hidden
under objects. These practices were associated with a 31 percentile point gain in student
achievement.

What We Saw in the Classroom

One of the more interesting findings from the study was that in 23 percent of the cases,
teachers had better results without the interactive whiteboards. To determine why this
occurred, we examined video-tapes of teachers using the boards. These disclosed some
potential pitfalls in using the technology:

 Using the voting devices but doing little with the findings. In many classrooms,
teachers simply noted how many students obtained the correct answer instead of probing into
why one answer was more appropriate than another.
 Not organizing or pacing the content well. In these cases, the teachers incorporated
video segments from the Internet or images intended to represent important information in
their digital flipcharts. However, they ran through the flipcharts so quickly that students,
although impressed with the graphics, did not have time to analyze and interact with one
another about the content.
 Using too many visuals. Digital flipchart pages were awash with visual stimuli; it was
hard to identify the important content.
 Paying too much attention to reinforcing features. For example, when teachers who
had worse results with the technology used the virtual applause feature to signal a correct
answer, the emphasis seemed to be on eliciting the applause rather than on clarifying the
content.

Getting the Most Out of the Technology

This study, as well as what we know about good teaching in general, suggests how teachers
might use interactive whiteboards more effectively.
 Teachers should think through how they intend to organize information. They should
group information into small, meaningful segments before they start developing the digital
flipcharts. Once they've organized the content, then they can design the flipcharts to

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 complement the organization. To ensure that they don't run through the flipcharts too quickly,
teachers can insert flipcharts that remind them to stop the presentation so students can process
and analyze the new information.
 Digital flipcharts should contain visuals, but those visuals should clearly focus on the
important information. Also, no single flipchart should contain too many visuals or too much
written information.
 After asking a question and getting student responses using voting devices, the teacher
should typically discuss the correct answer along with the incorrect answers, making sure to
elicit opinions from as many students as possible.
 When using reinforcing features like virtual applause, teachers should make sure that
students focus on why an answer is correct or incorrect. Although these features can produce
high engagement and certainly enliven the atmosphere in a classroom, they can also be
distracting if used without a clear focus on essential content.
Interactive whiteboards have great potential as a tool to enhance pedagogical practices in the
classroom and ultimately improve student achievement. However, simply assuming that using
this or any other technological tool can automatically enhance student achievement would be a
mistake. As is the case with all powerful tools, teachers must use interactive whiteboards
thoughtfully, in accordance with what we know about good classroom practice.

ACTIVITY

1. Compare and contrast the CD-ROM to DVD that utilized in educational field.

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 CD-ROM DVD

2. Enumerate and summarize the benefits of computer-based testing in language teaching.

Chapter Test
True or False
Instruction: Write T if the statement is correct and F if it is wrong.
_______1. Learners can take multiple, short, reliable assessments administered throughout the
life of an e-learning program.

_______2. Assessments can be further individualized by using programs

like Skype or FaceTime which allow the instructor to reach out and offer individual oral

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assessments to students or by using Recap or FlipGrid which allow students to share ideas,
questions, etc.

_______3. Audio-based feedback can provide students with individualized and personalized
feedback on performance.

_______4. Online assessment can help instructors “uncover” student thinking and measure
more higher-order thinking skills.

_______5. Computer-based or online assessments offer a wealth of authentic assessment

opportunities for online learners, both synchronous and asynchronous, Web-based and non-
Web-based, and multiple platforms (phone, tablet, and laptop).

_______6. An electronic portfolio (e-portfolio) is a purposeful collection of sample student

work, demonstrations, and artifacts that showcase student's learning progression, achievement,
and evidence of what students can do.

_______7. A portfolio is a placeholder for all or random student work.

_______8. Video and Web-conferencing tools allow learners to present information to one
another and the instructor and to engage in debates about a particular teaching-related or
content-based issue.

_______9. Select-response tests (like multiple choice or True/False) can be scored for a long
time, allowing learners to see how they did on an assessment and online instructors to make
real-time instructional changes based on assessment evidence.

_______10. The level of difficulty of each question can be modulated depending on the
learner’s previous responses.

CHAPTER 10

Producing Electronic Materials for Teaching English Language

Objectives:

 Define electronic materials used in educational field

 Discuss the use of electronic resources for teaching English language

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  Designate authoring tool for language teaching

ELECTRONIC MATERIALS

A lot of electronic materials are now available for teaching-learning, CDs, DVDs,
CD-ROMs and the Internet. While these are developments in the field of educational
technology, it does not mean that all these that came before like textbooks have a more
lengthy discussion of these electronic materials in your two courses on Educational
Technology.

Electronic learning materials used in e-learning and their structure

Electronic learning materials can be characterized as fully electronic, hypertext
interactive learning materials, created for the purpose of the implementation of the distance
learning through e-learning. They are designed to allow easy orientation in a curriculum,
primarily by the use of hyperlink text layout and use of a wide range of multimedia elements,
which are intended to stimulate as many components of the student's perception as possible.
Electronic learning materials should thus contain not only the text, but also elements that are
able to draw attention to important terms and also continuously motivate the learner and retain
his attention by pictures, videos, sound recordings etc. It consists therefore of hypertext and
other elements such as blocks notes, definitions and examples that are implemented directly
into hypertext (and are highlighted by icon or marginal), and also of multimedia elements
prepared in the form of files and web destinations. Multimedia elements are typically stored as
objects in a local store and then included into the text of the e-learning material.
A characteristic attribute of such structured electronic learning materials used in e-
learning is that their structure is extended by various multimedia and interactive elements
(animations, multimedia records, dynamic simulation, sound recordings etc.). In this extension
of dynamic interactive elements and multimedia extensions we can see the main difference
between electronic learning materials for study in the form of e-learning and the printed study
materials used in another form of distance learning.

 Static elements
 Dynamic elements
 Evaluation and verification system
E-learning material for distance learning in the form of e-learning represents in this
concept a functional link between the text and multimedia to achieve an effective study
support. This concept of defining the structure of electronic learning material is primarily
based on the nature of individual structural elements, with an emphasis on their static (text,
static image information etc.) or dynamic (video, animation, simulation etc.) character.
However, some important individual needs of students, which may manifest themselves as
styles of learning, are not taken into account. Besides the above mentioned use of styles in e-

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learning, we have not found in the available resources any typology of structural elements of
electronic materials, that accounts the learning styles of students by classification VARK, and
that would be supported by any results of any valid research.

USING ELECTRONIC RESOURCES FOR TEACHING

Computers and related electronic resources have come to play a central role in
education. Whatever your feelings about what some have called the digital revolution, you
must accept that many, perhaps most, of your students are fully immersed in it. At the very
simplest level, you will rarely receive a paper or other assignment from a student that has not
been written with the help of a computer. Most of your students will have considerable
experience with the Internet and will, whether you like it or not, make use of it for much of
their academic work. Many of them will be accustomed to using e-mail as a normal form of
communication. But it is not just students who find electronic resources valuable. Teachers
can benefit from these resources as well, by employing a series of useful tools.

We stress the word "useful" because electronic resources complement, but seldom
replace, more conventional teaching techniques. Electronic tools can make classes more
efficient; lectures more compelling, informative, and varied; reading assignments more
extensive, interesting, and accessible; discussions more free ranging and challenging; and
students' papers more original and well researched. Only you, however, can judge if these
techniques advance your own teaching goals.

Five Promising Uses of New Technology

Of the many electronic teaching techniques that instructors have found useful, we have chosen
five that we believe seem particularly likely to help significant numbers of teachers. All of
these techniques demand an investment of time if they are to succeed, and your willingness to
use them should be balanced carefully against other, perhaps more important, teaching
priorities. But for each technique, there are both simple and complex ways of proceeding, and
we will try to make clear the respective advantages and disadvantages.

The five ways in which we suggest teachers consider using electronic resources involve tasks
that you will usually have to perform in any case. New technologies can help you perform
them better and more easily:

 Administration: The routine administration of courses (advertising a class, providing

copies of the syllabus, assigning discussion sections, and getting out course news) can
be more efficiently handled with a course home page, electronic discussion groups, and
e-mail lists. These tools can also dramatically improve the continuity and the
community aspects of courses, helping students to engage with and learn from each
other and even from people outside the course.
 Readings/sources: The Web and CD-ROMs provide a wider variety of secondary and
primary sources (including visual and audio sources) than has previously been
available. With your guidance, your students can now gain access to materials that

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 were once accessible only to experts because they were too cumbersome to reproduce
for classroom use or too expensive for students to purchase. By taking their own paths
through these sources, students can bring their own evidence and arguments into
lectures and discussion sections, as well as write on a wider range of research topics.
 Papers/presentations: Rather than performing assignments and taking exams from the
teacher alone, students can perform more independent exercises in publishing, exhibit
building, or assembling and presenting teaching units and other materials for their
peers. A web archive of several terms' work can make the course itself an ongoing and
collaborative intellectual construction.
 Lectures: A computer with presentation software can provide a single tool for
augmenting lectures with outlines, slides, statistical charts and tables, images, music,
and even video clips. In addition to printing them as handouts, you can save in-class
presentations in a web-compatible format for later review and discussion.
 Discussion: Electronic discussion tools such as e-mail, conferencing software, and on-
line chat services can seed discussion questions before the class meets, draw out your
shy students, and follow up on discussions or questions on the reading between classes.
For courses without face-to-face discussion sections, these tools can bring the course to
life over great distances and help overcome scheduling difficulties.

The Necessary Tools

What you need will depend, of course, on what you want to do. Most teachers have
computers, and most have at least some access to e-mail and the Internet. In many schools and
universities, most students do, too. Many teaching opportunities are likely to be available to
you, therefore, using equipment you and your students already have. Other techniques require
more advanced technologies that you may or may not wish to purchase on your own, and that
your institution may or may not make available to you. It should be obvious, therefore, that
you should make no plans for using electronic tools before making sure that both you and your
students will have access to the necessary technology.

But owning, or having access to, technology is usually only a first step. Even more
important is learning how to use it. This is one of the biggest challenges facing anyone who
wishes to use electronic tools, because the knowledge is not always easy to acquire. Many
people, of course, are highly skilled in computer technology and know how to teach
themselves to do almost anything. But many other people have limited computer skills, are
easily intimidated by new and unfamiliar tasks, and tend to avoid doing anything that requires
them to learn something very different from the things to which they are accustomed. If you
fall in the latter group but wish to expand your ability to use electronic tools, you need to find
help. Some institutions offer extensive assistance through their computer centers or their
information technology services. Some departments have staff members or graduate student
assistants who are hired to handle computer-related problems. There are also many excellent
reference works to help you learn about various electronic tools. Just as you must be sure that
you have the necessary technology at your disposal before you decide to use electronic tools in

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your teaching, so you must also make sure that you have access to the necessary help in
learning to use it.

Keep in mind, finally, that the technology associated with computers and the Internet
changes with breathtaking speed. Although certain skills will remain useful to you over long
periods of time, there will be many things that will have to be relearned time and time again.
The rapidity of change in this field can be bewildering and intimidating. But it is also the
source of some valuable innovations that can be of great use to you.

Before introducing new teaching techniques, therefore, it is wise to make a quick

inventory of your own and your school's electronic teaching resources. You will not want to
discover halfway through a project that there are major obstacles such as insufficient
equipment, inadequate support, or negative professional incentives. Answering a few simple
questions can help you determine how practical and promising your planned innovations in
electronic teaching are likely to be. While some answers may lie as close as your departmental
colleagues, others might require conferring with departmental administrators, librarians, or
computer support organizations.

 Does your school have a web page? What courses have material on-line? Which
departments and faculty have web pages? Where are they stored? (One source for help
in understanding how your institution's web site works is the person who is in charge
of constructing it, usually known as the webmaster. If your school has a web site, look
at the bottom of the home page or on the credits page of the site to find the e-mail
address of your webmaster.)
 What kinds of computers and Internet access do students have? Do most students own
their own computers? If not, are there long waits for access? Twenty-four-hour
computer labs? Provisions for off-campus students? What software is on these
computers? And what Internet browser (and version) do students typically use?
 Has your school purchased or is it planning to purchase a standard software package to
manage the creation of course web pages? These tools offer simple fill-in-the-blank
on-line forms to allow you to place standard course material on the Internet, after
which the program creates the course home page for you. If not, is there a school style
sheet or recommended format for course pages? Does your school recommend or
support any particular software for web pages? For presentations, word processing,
spreadsheets, and databases?
 What staff is available to assist instructors with educational technology? Are there any
work-study students or teaching assistants trained for new media support? What
handouts or on-line guides have been prepared for electronic teaching?
 Are there particular classrooms designed for multimedia presentations? Do any
classrooms have Internet access? Are classes that are making use of this technology
given extra technical or financial support?
 Are there special funds or professional recognition for innovative uses of technology in
teaching? Are any of your colleagues working on grants that support electronic
teaching? What is the attitude of your department and of school officials to this
activity?

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  Does your institution have a plan for on-line course materials? Does the school have
distance learning plans (methods by which students with on-line access can take
courses remotely)? How is your department's teaching and funding going to be
affected by these plans?
 What can you use on the Internet? The new media is so new that no clear guidelines
have been established for determining fair use and copyright policies for on-line
teaching materials. In general, however, the same copyright rules that govern
photocopied packets and other more familiar teaching tools are likely to apply to on-
line material. You should, however, identify the office or officer at your institution
responsible for monitoring such policies.
 Will your on-line materials belong to you? Investigate your institution's policies (or
ask for one to be made) on whether you or the school owns your on-line materials.
This is especially important if you are investing considerable creative time and energy,
making heavy use of university equipment and staff, or may wish to take the material
with you to another institution.

WHAT IS AN AUTHORING TOOL?

An authoring tool assists you in creating digital content. The tool could be something as
simple as Google documents, or as complex as a video production suite.

In the context of learning and development, an authoring tool commonly refers to software

that helps to create elearning and other digital content. The main job of an authoring tool is to
make developing content more efficiently, and open up possibilities that would be infeasible,
or too time consuming to develop without a dedicated tool. A simple example would be
adding hotspots to an image. Most elearning authoring tools allow you to do this in a few
clicks, but to code this functionality on a case by case basis would take hours.

TYPES OF AUTHORING TOOLS FOR TEACHING

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It's useful to put authoring tools into broad categories. Whilst not every tool will fit neatly into
one of these categories and, increasingly, the lines between authoring tools, learning
management systems and other applications are becoming blurry. In reality, these systems
should be working together to increase the overall efficiency.

The information below will help to define the main purpose of a tool compared to your
requirements.

eLearning Authoring Tool

 eLearning authoring tools have been popular for the last decade, and usually offer the ability
to develop slide based elearning with interactive elements. Generally these tools will allow
you to output your content to multiple formats like HTML5, SCORM and ePub.

Video Capture and Editing

These tools allow you quickly and easily capture and edit software simulations and other
assets into professional looking videos. You can add annotations and other cool looking
features, and even add internal assessments, quizzes, and knowledge checks. Often videos are
created in these tools and then embedded in a course developed in an eLearning authoring
tool.

Integrated Learning Platforms

These platforms have become increasingly popular and allow courses to be authored very
quickly by creating a course structure and then building a course by adding images, slides,
audio, PDF’s, quizzes, and other assets. These platforms often allow some form
of collaboration, and host and deliver the created content to learners.There are a large number
of options in this market, some aimed at individual trainers and entrepreneurs, and others at
the organizational level.

Learning Management Systems

Traditionally Learning Management Systems worked hand in hand with e-Learning

authoring tools. The LMS would host the developed content and take care of tracking results,
security, enrollment and a myriad other tasks. We include LMS here because the current
generation often offer the ability to develop content in platform. The native authoring options
in LMS can be lacking compared to tools created specifically for the job, but, if your
organization already licenses an LMS it’s worth delving into what content authoring
functionality is on offer.

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Microlearning

Microlearning is the new buzzword in the industry and there is often confusion around what
it actually means.  It can be defined as content delivered on demand, in bite size chunks of ten
seconds to one minute in length. A good microlearning authoring tool will allow you to create
these ‘learning chunks’ very quickly and easily. As a side note, one of the major criticisms of
‘microlearning’ is that simply splitting a bigger course into smaller pieces is not effective, and
may even reduce learner retention. So be careful that instructional design principles are not
thrown out of the window when designing microlearning.

ACTIVITY

1. Explain the structure and importance of electronic learning materials in language teaching?

2. Discuss the importance of Micro learning in an ESL classroom.

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Chapter Test

Instruction: Explain each authoring tool for language teaching. (5 pts. each)

1. eLearning Authoring Tool

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_______.

2. Video Capture and Editing

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_______.

3. Integrated Learning Platforms

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_______.

4. Learning Management Systems

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

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____________________________________________________________________________
_______.

CHAPTER 11
E-Learning: English Language Online Teaching and Training
Objectives:

 Explain the benefits of e-learning in teaching the language

 Discuss the introduction to online teaching and learning
 Distinguish the course design examples and consideration for online teaching
 Relate on how online learning assessed
 Engage in conducting online language discussions

WHAT IS E-LEARNING?

Understanding eLearning is simple. eLearning is learning utilizing electronic

technologies to access educational curriculum outside of a traditional classroom.   In most
cases, it refers to a course, program or degree delivered completely online.

There are many terms used to describe learning that is delivered online, via the
internet, ranging from Distance Education, to computerized electronic learning, online
learning, internet learning and many others. We define eLearning as courses that are
specifically delivered via the internet to somewhere other than the classroom where the
professor is teaching. It is not a course delivered via a DVD or CD-ROM, video tape or over
a television channel. It is interactive in that you can also communicate with your teachers,
professors or other students in your class. Sometimes it is delivered live, where you can
“electronically” raise your hand and interact in real time and sometimes it is a lecture that
has been prerecorded. There is always a teacher or professor interacting /communicating
with you and grading your participation, your assignments and your tests. eLearning has
been proven to be a successful method of training and education is becoming a way of life
for many citizens in North Carolina.

Benefits of eLearning

Your schedule, your pace, your place. If you can maintain the necessary self-
discipline, the benefits of eLearning are almost too numerous to count. You can cover the
material when you have time, go over it as often as you need, all without traveling to the
classroom. There are no parking problems or expenses, transportation fees, athletic fees,
housing and food service fees, plus you can take the class from any location with internet
access. There have been many studies showing that eLearning students retain the material to

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a significantly greater degree than face-to-face instructor led classes. The content delivery is
consistent and can be easily repeated if needed to gain a better understanding.

Methods of eLearning
eLearning resources within the eLearningNC.gov site are related to online, delivery
and interaction over the Internet, using classroom management systems (CMS) such as
Blackboard, Moodle, Vista or Angle. Using a CMS (and a web browser), students can log in
from anywhere in the world to access their class materials and interact with one another.
Each institution uses a specific system, but they are all similar in their ability to present
course material including class syllabus, assignments, quizzes, and provide video and audio
plus a whiteboard screen where the lesson is presented just like it would be on a classroom’s
video screen or blackboard. You can interact with instructors, access course materials and
stimulate debate among your fellow students when it fits your schedule. In most courses,
you must keep up with the scheduled course work. Courses are instructor led and in most
instances, follow the same semester schedule as traditional courses. All specific course
information such as how to reach the instructor, what work is expected, and deadlines to turn
in assignments and take tests will be found within your course site.

ONLINE LEARNING TERMS

ASYNCHRONOUS LEARNING: When learners participate in an online learning course at

different times, it is known as asynchronous learning. This might also be called eLearning or
web-based training (WBT). Asynchronous learning allows learners to go through a course at
their own pace and on their own schedule.

AUDIO CONFERENCING: Audio conferencing refers to a connection between three or

more locations that involves a voice-only connection. This can be done via telephone or via
the computer. When the audio conference is done between computers over the Internet, it uses
a technology known as VOIP (Voice Over Internet Protocol).

BLENDED LEARNING: Blended learning is an instructional approach that includes a

combination of online and in-person learning activities. For example, students can complete
online self-paced assignments by a certain date and then meet on-site or online for additional
learning activities.

COMPUTER-BASED TRAINING (CBT): CBT refers to any type of course that runs on a

computer, either on a CD, on a person’s hard drive or on the Internet. The distinguishing point
is that computer-based training does not involve an instructor or facilitator who is physically
present. Now that most computer-based training occurs via the Internet, the term is used
infrequently. More common terms are online learning, eLearning and Web-based Training
(WBT).

COURSEWARE: Courseware refers to any instructional software that is delivered on a

computer.

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DISTANCE EDUCATION or DISTANCE LEARNING: Distance Education/Learning
occurs when students and their instructors are in different geographical locations and the
instruction occurs on an electronic device, such as a computer or mobile phone. The learning
can occur in a synchronous environment, in which all participants are connected at the same
time or in an asynchronous environment, when participants are engaged in learning at different
times.

eLEARNING: eLearning (short for electronic learning) is an umbrella term that refers to all
types of training, education and instruction that occurs on a digital medium, like a computer or
mobile phone.

HYBRID LEARNING: See blended learning.

INFORMAL LEARNING: Informal learning occurs when people have a need to know

something. They set their own learning objectives and acquire knowledge, skills and
information in their own ways. This could be through asking questions, observing experts,
practicing and conversing. It’s the kind of natural learning humans do outside of a structured
environment.

INSTRUCTIONAL DESIGN: Instructional design involves the identification of the

performance, skill and knowledge gaps of a particular group of people and creating or
selecting learning experiences that close this gap. Instructional designers base their learning
decisions on cognitive psychology, instructional theory and best practices.

INSTRUCTOR LED TRAINING (ILT): ILT typically refers to providing instruction in a

classroom environment where the instructor and learners are together at the same time and in
the same physical location.

INSTRUCTIONAL DESIGNER: An instructional designer practices the craft and science of

instructional design. This person identifies the needs of a targeted audience and determines the
best approaches for meeting the audience’s needs. It could involve designing and writing
online learning courses as well as writing the manuals needed for Instructor-Led Training.
Some instructional designers also create graphics and use authoring systems to produce online
courses.

INTERACTIVE MULTIMEDIA: Interactive multimedia allows learners to provide input to

an online course and receive feedback as a result of the input. The input might consist of a
mouse click or drag, gestures, voice commands, touching an input screen, text entry and live
interactions with connected participants.

MOBILE LEARNING: Learning that takes place on a hand-held device, such as a mobile

phone, that can take place anytime and anywhere.

MULTIMEDIA: Multimedia refers to the presentation of information and instruction through

a combination of graphics, audio, text, or video. Multimedia instruction is often interactive.

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ONLINE LEARNING: The term online learning is often used synonymously with
eLearning. It is an umbrella term that includes any type of learning accomplished on a
computer and usually over the Internet.

SELF-PACED LEARNING: Self-paced learning refers to the type of instruction that allows

a person to control the flow of the courseware. It implies the learning environment is
asynchronous.

SOCIAL MEDIA LEARNING: Social media learning refers to the acquisition of

information and skills through social technologies that allow people to collaborate, converse,
provide input, create content and share it. Examples of social media learning can occur
through online social networking platforms, blogs and microblogs (like Twitter), online talk
radio and wikis.

STREAMING MEDIA: Streaming media refers to video and audio that is downloaded to a

computer from the Internet as a continuous stream of data and is played as it reaches the
destination computer.

SYNCHRONOUS LEARNING: When learners participate in an online learning course at

the same time but in different locations, it is known as synchronous learning. Synchronous
learning allows learners to interact with the instructor and other participants. This is done
through software that creates a virtual classroom.

VIDEO CONFERENCING: Video conferencing refers to the use of video technology (both

hardware and software) to create a virtual meeting between two or more people in different
physical locations. Participants can see and hear each other through this technology.

VIRTUAL CLASSROOM: The virtual classroom refers to a digital classroom learning

environment that takes place over the Internet rather than in a physical classroom. It is
implemented through software that allows an instructor and students to interact.

WEBINAR: A webinar is a seminar or workshop in which the facilitator and participants

view the same screen at the same time. Usually the webinar has an audio component that the
facilitator controls and functionality that allows participants to chat by entering text,
answering polls, raising their hands and asking questions.

WEB-BASED TRAINING (WBT): WBT refers to all types of digital instruction in which

the learning material is presented via the Internet.

INTRODUCTION TO ONLINE TEACHING AND LEARNING

Online learning is the newest and most popular form of distance education today.
Within the past decade it has had a major impact on postsecondary education and the trend is
only increasing. In this workshop we will explore what the experience of online learning is
like for students.

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What is Online Learning?

Online learning is education that takes place over the Internet. It is often referred to as
“elearning” among other terms. However, online learning is just one type of “distance
learning” - the umbrella term for any learning that takes place across distance and not in a
traditional classroom. Distance learning has a long history and there are several types available
today, including:

• Correspondence Courses: conducted through regular mail with little interaction.

• Tele courses: where content is delivered via radio or television broadcast.
• CD-ROM Courses: where the student interacts with static computer content.
• Online Learning: Internet-based courses offered synchronously and/or asynchronously.
• Mobile Learning: by means of devices such as cellular phones, PDAs and digital audio
players (iPods, MP3 players).
By far the most popular approach today is online learning. According to the Sloan
Consortium, online enrollments continue to grow at rates faster than for the broader student
population and institutes of higher education expect the rate of growth to continue increasing.
Some of the key findings:
• Over 1.9 million students were studying online in the fall of 2003.
• Schools expect the number of online students to grow to over 2.6 million by the fall of 2004.
• Schools expect online enrollment growth to accelerate — the expected average growth rate
for online students for 2004 is 24.8%, up from 19.8% in 2003.
• The majority of all schools (53.6%) agree that online education is critical to their long-term
strategy.
• A majority of academic leaders believe that online learning quality is already equal to or
superior to face-to-face instruction.
How It Works
In years past, instructors had to create their “virtual classrooms” from scratch which
was difficult and often led to poor results. Today, an entire industry has emerged to do this for
us. Course Management System (CMS) software is utilized by just about all colleges today.
CMS allow instructors to design and deliver their courses within a flexible framework that
includes a number of different tools to enable learning and communication to occur.
Popular for-profit CMS include:

 Blackboard (www.blackboard.com)
 WebCT (www.webct.com)

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  eCollege (www.ecollege.com)
 Low cost alternative and open source CMS include:
 ETUDES-NG (http://etudesproject.org)
 Moodle (http://moodle.org)
 Angel (http://angellearning.com)

Any of these CMS offer functionality which allows instructors to deliver course content,
enable communications, and conduct evaluations. The most common tools offered by CMS
include:

Schedule For posting and viewing deadlines, events, etc.

Announcements For posting current information to all students.

Syllabus For creating and posting the course syllabus.

Modules For publishing and viewing course content in sections.

Assignments For posting, submitting, and grading student work.

Discussion Board For asynchronous discussions, group work, and collaboration.

Private Messages For private communication between students and/or the

instructor. Chat For real-time, synchronous conversation in
written form.

Tests & Quizzes For authoring and administering exams, quizzes, surveys, etc.
Gradebook For posting and managing student grades.

A New Paradigm for Teaching and Learning

Online learning is catalyzing a pedagogical shift in how we teach and learn. There is a
shift away from top-down lecturing and passive students to a more interactive, collaborative
approach in which students and instructor co-create the learning process. The Instructor’s role
is changing from the “sage on the stage” to “the guide on the side.”

Constructivism

This point of view maintains that people actively construct new knowledge as they interact
with their environment. This is a student-centered approach in which students “co-create” their
learning experience. This approach empowers students as active learners instead of just
passive recipients absorbing information and reproducing it for standardized tests.

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Derived from the work of Swiss philosopher, Jean Piaget, constructivism emphasizes:
• The learner as a unique individual.
• The relevance of the learner’s background and culture.
• Increased responsibility for learning belongs to the student.
• Motivation for learning comes from successful completion of challenging tasks.
• Instructors as facilitators helping learners develop their own understanding of content.
• Learning is an active, social process.
• The dynamic interaction between task, instructor and learner.

Constructionism

Constructionism asserts that learning is particularly effective when constructing

something for others to experience. This can be anything from a spoken sentence or an internet
posting, to more complex things like a painting or a presentation. For example, you might read
this page several times and still forget it by tomorrow - but if you were asked to explain these
ideas to someone else in your own words, or produce a slideshow that explained these
concepts, you would gain a deeper understanding that is more integrated into your own ideas.

Collaboration

As an instructor, you focus on the experiences that would best generate learning from
the learner's point of view, rather than just publishing and assessing the information you think
they need to know. Each participant in a course can and should be a teacher as well as a
learner. Your job changes from being the sole source of knowledge, to being a guide and role
model. You connect with students in ways that address their own learning needs by
moderating discussions and activities in a way that collectively leads students towards the
larger learning goals of the class.

Benefits of Online Teaching and Learning

Why online distance learning and why now? Online distance learning meets the needs
of an ever-growing population of students who cannot or prefer not to participate in traditional
classroom settings. These learners include those unable to attend traditional classes, who
cannot find a particular class at their chosen institution, who live in remote locations, who
work full-time and can only study at or after work, and those who simply prefer to learn
independently.

The minimum requirement for students to participate in an online course is access to a

computer, the Internet, and the motivation to succeed in a non-traditional classroom. Online
courses provide an excellent method of course delivery unbound by time or location allowing

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for accessibility to instruction at anytime from anywhere. Learners find the online
environment a convenient way to fit education into their busy lives. The ability to access a
course from any computer with Internet access, 24 hours a day, seven days a week is a
tremendous incentive for many of today’s students.

Some of the main advantages of online learning include:

• Convenience: 24/7 access from any online computer; accommodates busy schedules; no
commuting, no searching for parking.
• Enhanced Learning: Research shows increased depth of understanding and retention of
course content; more meaningful discussions; emphasis on writing skills, technology skills,
and life skills like time management, independence, and self-discipline.
• Leveling of the Playing Field: Students can take more time to think and reflect before
communicating; shy students tend to thrive online; anonymity of the online environment.
• Interaction: Increased student-to-teacher and student-to-student interaction and discussion;
a more student-centered learning environment; less passive listening and more active learning;
a greater sense of connectedness, synergy.
• Innovative Teaching: Student-centered approaches; increased variety and creativity of
learning activities; address different learning styles; changes and improvements can translate
to on-ground courses as well
• Improved Administration: Time to examine student work more thoroughly; ability to
document and record online interactions; ability to manage grading online.
• Savings: Accommodate more students; increased student satisfaction = higher retention and
fewer repeats.
• Maximize Physical Resources: Lessen demand on limited campus infrastructure; decrease
congestion on campus and parking lots.
• Outreach: Give students options; reach new student markets; appeal to current students thus
increasing enrollments.

COURSE DESIGN EXAMPLES AND CONSIDERATIONS FOR ONLINE

LEARNING

Designing a course for the online learning environment requires significant planning time and
effort.  Here are some tips to help you make the most of your planning time. 

Planning Online Courses

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 To design your online course, begin with a backwards design approach .  The
backwards design approach works with any kind of course delivery method from fully online
to face-to-face. It begins with writing course level learning outcomes .  Next, choose or create
assessments and teaching and learning activities that align with your outcomes.  In this process
you will answer the following questions:
1. Learning Outcomes: What will students know, value, and be able to do by the end
of the course?
2. Assessment Methods: What assessment methods will provide evidence that students
have achieved the learning outcome?
3. Teaching and Learning Activities: What activities will students engage in as they
progress towards the learning outcome?

Online course design requires some additional considerations:

 Teaching resources and materials: What teaching resources and materials will you
need to select, develop, or adapt to support instruction?  
 eLearning tools: What eLearning tools and techniques can you use (or ask the
students to use) to help facilitate learning and allow students to demonstrate
achievement of the learning outcomes?

Design Your Course Site

Once you have completed your high-level online course design, it is time to create a
course schedule and develop the course components, including the OWL site itself.  

It is particularly important to have a well-organized course site for an online course

because students will be required to navigate your course structure on their own. Aim for what
Harrison et al., (2018) calls a “Simple and Deep” design, where the course navigation is laid
out clearly on the home page with an indication about how to move through course activities.

Facilitating Online Course

Facilitating an online course requires careful consideration and, arguably, more

planning up front than a face-to-face class.  Literature on online learning suggests that
building social presence (student-student interaction) and teaching presence (student-instructor
interaction) are important for effective online learning (Garrison, 2009; Schwier, 2002).  What
will you, as an instructor, do throughout the course to facilitate student learning and ensure
that your students are supported?  What will you do each week to encourage students to learn
from each other? Some questions you can consider regarding social presence and teaching
presence in designing your course include:

Social presence Teaching presence

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  How will the course design help all
members be seen as “real” people?
 How will students get to meaningfully
interact with other class members?
 How will the course design help support
a collaborative learning environment?
 How will a course climate be created that
is both intellectually challenging yet
respectful?
 How will students meaningfully
engage with the instructor or
teaching team?
 How will the instructor set and
maintain a climate for learning?
 How will the instructor be present in
the direct instruction of course
material?
 How will the instructor be present in
the facilitation of course learning
experiences?

HOW IS ONLINE LEARNING ASSESSED?

Students taking a degree program or an individual course online will still be tested at
regular intervals throughout their study period to assess their understanding of the course
materials.
For those new to online education, this process can be intimidating. But there's no need to
worry! Online institutions are experienced professionals, they'll ensure that your assessments
are fair, comfortable, and designed to help you make the most of your learning experience. 
Discover the assessment types you're likely to encounter when taking an online degree
program or course: 

 Individual Assignments
These are probably the method of assessment that students will have the most experience with.
For each assignment, you’ll receive your topic, deadline and word count. You'll be required to
produce a structured, reasoned argument within the boundaries set out by your course
instructor.
 
 Discussion activities
Face-to-face discussions between friends and colleagues are something that we all do every
day. However, an online academic discussion requires a different set of skills, and might not
come as naturally when your first start your online learning journey. Not to worry, you'll get
the hang of it!
These activities will differ depending on the institution, but your course instructor will
generally start each discussion off with a question or topic for debate. Students then need to
research the topic and post their responses to the task demonstrating their own knowledge and

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understanding. Often, you'll end up in a debate with the ideas and views posted by fellow
students.
 
 Journal activities
Like discussion boards, journal activities tend to be specific to online courses. A journal entry
is an ongoing update giving you the opportunity to reflect back on what you've learned during
the period under review, and how you'll apply what you've learned in the future. Online
learning doesn't take place in classrooms, and journal entries are straightforward ways for
course instructors to get a grasp of how you're progressing through the course and if you're
gaining knowledge in the right areas. 
Unlike other assignments, it is acceptable to use a subjective, personal style of writing in
journal entries and refer to yourself in the first person. Think, "Over the last week, I've learned
how to ..." Journal entries are often required, but ungraded - be genuine! 

 Exams
Although they can be nerve-wracking, exams are a key way to test your learning.
Institutions may choose to allow students to complete their exams on their own personal
computer, in a location of their choosing. Because tutors have no way to oversee a virtual
exam or test, they are typically open-book and open-note. As a viable alternative, many
institutions will offer the option of completing 'take-home' examinations in the form of an
essay or final assignment. Some institutions may use exam software like virtual proctors, or
tools to monitor if you visit new web pages. 

CONDUCTING ONLINE DISCUSSIONS

The term "online discussion" refers to any situation where instructors and students exchange
ideas electronically. Various forms of online discussion are useful because they allow
communication to extend beyond the classroom. Instructors and students generally find that
online exchanges increase their understanding of the course objectives and contribute to a
greater sense of class community. You can use electronic discussions to send brief messages,
to respond to student writing, to generate ideas, and for peer review.

 Electronic Mailing Lists

 Discussion Forums
 Chat Rooms
 Small Group Discussions
 Final Thought
 Citation Information

Electronic Mailing Lists

Electronic mail allows you to send information to your students quickly and easily. Say there's
an emergency, and you decide to cancel class; or you need to remind your students to bring
their books to class on Monday. Electronic mail provides an ideal communication tool for
these situations.
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Private Mailing Lists
If you'd like to send students announcements or reminders, use your private e-mail class list
available on SyllaBase.

Visit your "Private Electronic Mailing List" by logging onto your SyllaBase class home page
(see "How to Login" for instructions).

Then:

 Click on "Communication Tools and Exercises" from the top menu

 Click on "Electronic Mail"
 Click on the box next to "TO" to choose a recipient for your message. If you've entered
all students into your class roster (click on the Admin Site from the Home page and
then click on "Class Roster" in the left column) then all students names should appear.
You may also choose the "whole class" if the message applies to everyone.
 Type in a subject and your message
 The, scroll down and click on "Submit"
 The message will be sent to your students' e-mail accounts

Public Mailing Lists

If you would like to send and receive e-mails from people outside your class, as well as those
in the class, use a public e-mail list. Public lists can be useful teaching tools if students are
responding to a debated issue through their writing. Start your own class group, or have
students join a group that already exists. Involvement with outside groups will help students
access information on their issue and learn more about local events.

To explore possibilities for using public e-mail lists

visit https://groups.yahoo.com or https://groups.google.com.

Discussion Forums

Discussion forums provide valuable spaces for instructors and students to exchange ideas and
writing beyond the classroom. Instructors use discussion forums to: generate topics for
writing, have students respond to an assigned reading, promote discussion on a topic, and for
peer review.

Discussion Forum Uses

 Continue a class discussion when you run out of time.

 Have students generate ideas on a topic or on a reading that you will address in class.
 Build community by creating an informal discussion space where students can raise
questions and exchange thoughts throughout the semester, "Rants, Rambles and
Responses" (or whatever you'd like to call it).

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  Ask students to post their writing to a discussion forum and have other students read
and reply to it. (This usually works best when each student reads the entry above and
below their own, so everyone receives feedback.)

Discussion Forum Benefits

 You can read comments fairly quickly and validate them to show students you're
invested in their ideas.
 You can refer to points made on the forums in class to enrich discussion and to
acknowledge thoughtful ideas.
 You can save a thread of a discussion to use as a writing sample or model.
 Discussion forums give quiet students another outlet for sharing ideas.
 Students learn to value revision when they receive comments on their writing from
their peers.

Discussion Forum Considerations

 You'll want to find out if students have access to computers outside of class before
requiring that work is completed on online.
 Decide how you'll evaluate writing on discussion forums (as class participation, as
homework ...). If you don't provide incentive for using the forum, fewer students will
write substantial comments
 Know that some students may lose sight of the "academic context" and offer
inappropriate comments on the forum (For example, a student may use the class forum
as a way to express criticisms of the course when he/she should address such concerns
with you in a less public context). Be sure to establish appropriate guidelines for using
discussion forums. Also, inform students of any expectations you have

Chat Rooms

Chat rooms attract grammar rebels and boy-band fan clubs, but they may have earned their
place in the writing classroom as well. A chat room is a space where a group of writers meet to
carry on conversation. Unlike discussion forums that allow a writer time to compose his/her
thoughts, chat rooms demand a writer's constant attention to a thread of ongoing discussion
(much like a conversation). Instructors use chat rooms mainly to engage students thoughts on
a topic, and to generate ideas for writing. While chat rooms typically do not lend themselves to
polished writing, they encourage participation and can aid in the development of ideas.

Chat Room Uses

 Generate ideas for writing at the beginning of a unit.

 Start a discussion centered on the main ideas from an assigned reading.
 Print out a thread of conversation and use it to discuss the rhetorical situation - context,
audience, and purpose. Ask students to analyze the choices they made when writing in

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 a chat room (with content and style). Then, have them compare these choices to ones
they make with more formal writing. Use this discussion to help students understand
how various cultural contexts shape writing.
 Compare how audience awareness shapes writing. For example, conduct a chat in
which you participate; then conduct one in which you don't participate. Print out both
conversations and compare the kinds of comments students offered and the writing
styles used. Ask students to consider how their audience affected the choices they
made.

Chat Room Benefits

 Students are more inclined to participate since the context is less formal
 Many students are already familiar with chat and use it for recreational purposes
 Chat generates a lot of writing (although students tend not to recognize this medium as
producing "real writing" - still you might use this opportunity to talk about what "real
writing is" and why it's viewed as more valid than informal writing)
 Chat can generate ideas which may not arise during a classroom discussion

Chat Room Considerations

 Chat is ideal for online courses or those taught in a computer classroom. If you're
teaching in a traditional classroom, you need to think about logistics. When will all of
your students be able to log into a chat room? You might break them into groups and
have each group decide when they'll meet. Also, consider whether chat rooms are more
beneficial than simply getting together, or talking over the phone. If you don't have a
goal for using chat, you might decide that traditional means for discussion are more
convenient
 Often, students complain that chats are overcrowded and that comments get lost in
strings of confusion. For this reason, you might create several smaller chat groups and
have them meet in different rooms. A useful feature of some chat rooms is the ability
to save threads of conversation.
 Since chats are informal, students tend to have difficulty staying on task. Chat rooms
become a space to "hang out" in (especially if the instructor isn't involved). Also, you
may run into students who offer unprofessional or offensive comments. To help
prevent this, establish class rules for participating in chat before you assign it.
 Some instructors like students to use pseudonyms when they're in a chat room.
Anonymity encourages students to be more "open" with comments; but it also lends
itself to more inappropriate comments.

Small Group Discussions

Small group discussions are ideal for workshops and group projects. If you're asking students
to collaborate on research or writing, group discussions provide an electronic space where
group members can meet. Students often find it difficult to coordinate their schedules with

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their peers when working on a project. Through online group discussion, members can
exchange ideas between classes without having to meet face to face.

A Final Thought about Online Discussions

Like all classroom activities, online discussion requires some forethought; but most instructors
find the benefits to communicating beyond the classroom are invaluable.

ACTIVITY

1. What are some of the advantages and disadvantages of taking online language course?

ADVANTAGES DISADVANTAGES

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2. What are your views about conducting online English language discussion? Justify your
answer.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_____________.

Chapter Test

Direction: Write only the letter of the correct answer on the space provided.

______1. When learners participate in an ______3.This approach empowers students

online learning course at the same time but
in different locations.
______2. Allows learners to go through a
course at their own pace and on their own
schedule.
as active learners instead of just passive
recipients absorbing information and
reproducing it for standardized tests.
______4.This can be anything from a
spoken sentence or an internet posting, to

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more complex things like a painting or a B. Informal Learning
presentation.
______5. An instructional approach that C. Synchronous Learning
includes a combination of online and in-
person learning activities. D. Interactive Multimedia
______6. Refers to a connection between
three or more locations that involves a E. Streaming Media
voice-only connection.
F. Asynchronous Learning
______7. When students and their G. Constructivism
instructors are in different geographical
locations and the instruction occurs on an H. Distance Education or Distance
electronic device, such as a computer or Learning
mobile phone.
______8. This could be through asking I. Constructionism
questions, observing experts, practicing
and conversing. J. Audio Conferencing
______9. The input might consist of a
mouse click or drag, gestures, voice
commands, touching an input screen, text
entry and live interactions with connected
participants.
______10. Refers to video and audio that is
downloaded to a computer from the
Internet as a continuous stream of data and
is played as it reaches the destination
computer.

A. Blended Learning

CHAPTER 12
Preparation of English language teaching and learning for the future

Objectives:

 Discuss the current situation of the technology in the classroom

 Explain the use of Web 2.0 tools in English language teaching

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  Discuss the future of online learning
 Designate virtual English language learning
 Relate to the importance of mobile learning as an effective way of teaching and
learning English language

TECHNOLOGY IN THE CLASSROOM: THE CURRENT SITUATION

Technology has played an increasingly important role in the classroom since formal
education began in the United States. Whether it was chalkboards and paper or computers
and the internet, each invention has brought new opportunities for learning. Understanding
how technology has evolved sheds light not only on where we are in today’s classroom, but
where educational technology can take us in the future.

The history and evolution of technology in the classroom

From the schoolhouse to the computer lab, school environments have changed
drastically over the past three centuries. Technology has been perhaps the biggest driver of
educational transformation, changing the way students interpret information and
demonstrate their knowledge.

Here’s a look back at how technology has changed education over the years.

1700s: Students often didn’t have access to paper and textbooks. Instead, they used what
were called hornbooks — wooden paddles with lessons printed on them. Most lessons
revolved around the Bible, and students were instructed to read passages and memorize
verses. Students were also taught basic math, reading, writing, and poetry. Girls and boys
were taught separate lessons; boys studied more advanced subjects, while girls were taught
to take care of the home.

1800s: By the 1800s, pencils and paper were more popular in classrooms, as were
textbooks and printed works of literature and poetry. The chalkboard was invented in
Scotland during this century. Originally made from natural black or grey slate, it gave
teachers a way of sharing information with a larger range of students. The slide rule was
also invented during this century, enabling students to perform basic and complex math
problems in a more organized format. The end of the century saw the invention of magic
lanterns, which used lanterns and oil lamps to give presentations.

1920s–1950s: Filmstrip projectors were invented in the 1920s, taking the place of magic
lanterns. These projectors allowed teachers to show multiple images on a large scale.
Filmstrips were usually accompanied by prerecorded audio. This coincides with the
increasing role of radio and recorded audio in the classroom, which added to the teacher’s
toolkit.

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“Audio cues let teachers know when to advance to the next image; later models performed
this function automatically,” says educator Laura Gray. Filmstrip projectors were used until
the 1980s, when videocassettes became more popular and eliminated the need for
projectors. Ballpoint pens also became an important tool during this time, and students
began recording their own homework on paper and in notebooks.

1960s–1980s: Overhead projectors were an important invention in the ’60s. Projectors

allowed teachers to demonstrate workflows in real time. This supported visual learners,
especially with math and science problems. In this sense, the overhead projector was one of
the first technologies that offered differentiated instruction and made lessons more
accessible to students with different learning styles.

Educational videos also became more popular during the ’70s and ’80s, helping to present
material in a more dynamic and compelling way that captured students’ attention. Scantrons
were another major invention of this period. They enabled more efficient and accurate test-
taking and better evaluation of results. The computer began to find its way into classrooms,
but it was still emerging as a personal technology and not universally accessible by
teachers, students, and schools due to the high price.

1990s–2000: The 1990s saw two of the biggest technology changes in history: the rise of
personal computers and the invention of the World Wide Web. During this time, typing
became an important skill for all students, and more lessons incorporated computers and the
internet. Word processing tools also became a major part of assignments, and typed and
printed lessons were growing in popularity.

Computers enabled teachers to access, create, and print their own worksheets, and students
were also empowered to create and print assignments from home. With more access to
information than ever before, students had more opportunities to research information on
the internet.

2000–2010: This was the decade when specific websites were incorporated into the
classroom. Cloud storage allowed students to complete and share documents online, and
YouTube became a destination for educational video content. Most classrooms in the
United States had multiple computers available, either in the classroom or in a school
computer lab.

Tools like Moodle allowed teachers to create and share lessons with students. The open-
source nature of this tool also introduced the idea of teachers being able to share lesson
plans with other teachers from around the world. This expanded teacher knowledge and
promoted the sharing of lessons across states and countries. Clickers also became popular
during this time, allowing students a more interactive way to answer questions.

2010–present: So far, this has been the most explosive decade of classroom technology
transformation. The tablet is, in itself, a major transformation, with the development of
apps bringing personalized education and gamification to everyday classroom learning.

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Digital whiteboards also created a more interactive experience that allowed students to
immerse more deeply in subjects like math, English, and science. Mobile phones are also
important pieces of classroom technology.

As more students began to acquire their own digital devices, including smartphones,
laptops, and tablets, lessons and learning tools became accessible at all times, from
anywhere. This is also the decade when social media became a major learning tool.
Learning to ethically use social media and create a digital presence online became a core
part of learning to navigate the digital environment.

Technology in the classroom statistics

Technology has come far from the days of Scantrons and projectors. But how exactly
has technology changed? What relationship do today are students having with technology?
Classroom technology statistics offer insight into what technology means for today’s
students.

How do teachers use technology in the classroom?

Larry Bernstein at EdTech magazine, citing a survey by Cambridge International, says

many students today rely on a variety of tech tools:

 48 percent of students say they use desktop computers in the classroom.

 42 percent say they use smartphones.
 33 percent say the use interactive whiteboards.
 20 percent say they use tablets.

What is the state of technology access and disparity in the United States?

A study by MidAmerica Nazarene University shows that 86 percent of classrooms have Wi-

Fi, and 62 percent of students use their own technology tools in the classroom. In fact,
nearly three-quarters of teachers say they use a laptop or a tablet every day in the
classroom.

The main reason teachers don’t have more technology in the classroom is a lack of funding.

How do teachers feel about technology?

The MidAmerica Nazarene University survey found that 66 percent of teachers think
technology makes students more productive. That said, most teachers say access to cell
phones can cause distractions. In fact, 93 percent of classrooms have some kind of policy
about limiting the use of smartphones and the internet.

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What does the future hold for technology in the classroom?

Moving forward, technology will continue to transform the ways students learn. For
example, augmented reality is poised to elevate the learning experience by helping students
see the world in new ways. For instance, Google Cardboard and AR experiences designed
for education will help students learn in a way that feels more personalized and private.

Apps continue to change how students communicate with teachers as well. They facilitate a
flipped classroom model, for example, which encourages more one-on-one teacher and
student time in the classroom. This kind of tech also allows students to access lessons
remotely.

The power of technology in the classroom

We live in a world that is inextricably connected to technology. The way we find

information, share our lives, and connect with others is becoming increasingly digital.
Likewise, more classrooms rely on technology to deliver personalized experiences that
engage students and elevate learning. Tech tools give teachers the ability to differentiate
instruction, which caters to different learning types and supports students with special
needs and learning challenges.

Technology also holds the power to transform not only what we learn but how.
Teachers can bring immersive, global experiences to their students. Whether you’re a
parent, a teacher, or an administrator, it’s crucial to understand how technology is used in
the classroom today.

USING WEB 2.0 TOOLS IN ENGLISH LANGUAGE TEACHING

Web 2.0

Millions of people have been using the tools that are called Web 2.0. Although there is
no consensus on exactly Web 2.0 is, the term refers to a second generation of World Wide
Web, making it available for people to collaborate and share information online easier.
Actually there are many definitions in the literature defining what Web 2.0 is. However, the
definitions can display an extensive variety depending on how you approach Web 2.0. Web
2.0 is "a Web technology that aims to enhance creativity, information sharing and
collaboration among users" [10]. The key words in this definition creativity, information
sharing and collaboration actually represent how they can be used in education, in this case,
English language teaching.

Web 2.0 Tools

Materials used in traditional classrooms are mostly static text based materials
[11].These include main course books, workbooks, lecture notes and handouts. All these
materials are to a great extent static in essence and language teachers have the responsibility of
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bringing interactivity and dynamism into their teaching environments. However, the use of
Web 2.0 tools can add interactivity to language teaching and learning environments and
materials used in these environments. There have been many studies conducted to explore the
use of Web 2.0 tools in language teaching settings [eg: 12-17]. The number of these studies is
continuously increasing since educators and scholars have been seeking to investigate
different aspects of Web 2.0 tools. However, there is absolutely a need for experimental
studies to investigate the use of Web 2.0 tools in language teaching in terms of many aspects.
When considered the variety of Web 2.0 tools, the use of these tools mostly depends on the
teachers’ enthusiasm in integrating technology into their lessons. We believe that, if used
appropriately, these tools will have a positive effect on the teaching and learning process.

On the Internet, language teachers can find a great many Web 2.0 tools that can be
used in language teaching. These tools as aforementioned can bring dynamism and
interactivity to the language teaching and learning environments. If Web 2.0 tools used
properly by the teacher in line with the objectives of the language lesson, after a careful
planning, it may support the language learning process of the students. The following list
includes some of the Web 2.0 tools than can be used in language teaching for various
purposes. The tools introduced briefly in this list are based on practical experiment and
experience. However, any possible readers of this paper can visit the web page developed in
relation with the tools introduced in this paper for practical ideas about using these tools in
language learning (http://padlet.com/ahmetbasal/ao1x65v4u41m).Readers of this paper can
also contribute to the ideas presented in this web page. This opportunity can result in finding
more creative ways to use Web 2.0 tools listed below.

List of Web 2.0 Tools for Language Teaching

www.blendspace.com : Blendspace is a kind of a content curation tool. It is an easy-to-use

tools for creating lessons including multimedia elements in a few minutes. It allows teachers
to create a lesson by combining a great variety of resources.

www.padlet.com : Padlet, a virtual notice board, can be used in a variety of ways depending
on the creativty of the language teacher. Unlike real notice-boards, padlet allows students to
post stickies with multimedia elements. Teachers and students can also export”the digital
wall” they created in a variety of formats including pdf, image, csv., etc. and share it via social
media sites.

scoop.it : Scoop.it is a content curation tool by which you can publish online publications like
an online magazine. Language teachers can use this tool in a variety of ways including
classroom projects. It is so simple to create a professional-look online magazine.

www.livebinders.com : Livebinders is a tool that is used for compiling internet resources.

You can organize them in a variety of formats. Language teachers can determine different web

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pages and their content in multiple formats in line with the objectives of the lesson. In other
words, teachers can prepare a guided tour on the internet related to the subject of the lesson.

google drive ( forms, documents) : Google drive is a cloud-based storage service for storing
all kinds of documents. Teachers can use form and document sections of google drive in a
variety of ways. They can create quizzes and lessons including multimedia elements by using
google forms. They can also use document section of google drive for collaborative projects.

vialogues.com : Vialogues is a tool for creating a video-based discussion. Language teachers

can use this tool to create lessons around video. Teachers can also add polls and quizzes and
comment on the video lesson. Students can post comments related with the video.

www.voxopop.com : Voxopop is a web based audio tool that allows users to record their
speaking on a given topic. Teachers can use this tool especially for discussions. It is an
engaging tool for developing speaking skills of the students using voice recorded answers of
them on a given discussion topic. Other students can also listen to the these voice recorded
answers of their classmates It can also contribute to participation of those students who are shy
or unwilling to participate in the class discussions.

www.lessonwriter.com : Lesson writer is a website for creating reading lessons. English

language teachers can paste a text that they determine for use in class. This tool automatically
generates vocabulary, pronunciation, word roots and grammar support to help students.
Exercises and questions related with the given text can also be added. Teachers can also have
full control in creating the reading lesson from scratch. Lesson writes also provides a lesson
plan to the teacher.

THE FUTURE OF ONLINE LEARNING

Online learning is on the rise. A recent poll found that 46% of recent graduates took
an online credit as part of their degree, while more people than ever are turning to hybrid
courses that combine distance learning with traditional classroom methods. Many students are
attracted to the flexibility of online learning and combine their studies with work or personal
commitments. For others, distance learning is a less expensive alternative to traditional
campus-based courses. A three-year undergraduate degree can cost up to $50,000, while
postgraduate courses will set a student back around $5,000. And although prices for online
learning course vary quite dramatically, comparable degrees cost around 50% less.

Many experts believe online learning is the future of education. As technology becomes more
widely available, an increasing number of students will gain access to the kind of knowledge
that can vastly improve their career prospects, and maybe even the world. Online learning will
enable students in developing countries to study subjects like coding, computing
programming, and engineering, thus driving innovation all over the globe.

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So given its rising popularity and revolutionary potential, here's what you need to know about
online learning.

The benefits of online learning

Online learning is about accessibility and inclusivity. It removes the physical barriers that
prevent many people from fulfilling academic or career ambitions by allowing students to
work from pretty much anywhere. Dr Irina Alvestad of the University of New Mexico-Los
Alamos says, “Today, more students have multiple commitments, and they navigate to the
flexibility of online courses. Students take UNM-LA classes from all over the world. I have
had students in Vienna and in the Philippines, and students who are deployed with the
military.”

Moreover, online learning can ensure all children receive a first-class education. Roxborough
is a small town in New Zealand. At any one time, no more than 175 children are attending the
local school. Because of the town's small population, officials struggled to find teachers to fill
the entire curriculum, meaning students were missing out on additional subjects that could
broaden their horizons and lead to better future job prospects. So the school decided to
embrace online learning. The school-board introduced a virtual learning center, which
includes online lessons taught via video conferencing. Students meet up with their online tutor
for an hour-long lecture, then work independently for another two hours in the learning center,
which is equipped with online educational resources like study-guides, student forums, and
interactive assignments.

The 'blended learning' approach is becoming popular in many other parts of the world. A
recent report by the New Media Consortium found that hybrid courses are now the norm in
schools, universities, and colleges. The report also stated that the trend is set to continue due to
an ever more interconnected digital world and some major investment from big tech. A study
funded by the Bill Gates foundation concluded blended learning in higher education produced
higher academic achievement than exclusively face-to-face and online courses. Michael
Barbour, director of doctoral studies for the Isabelle Farrington College of Education at Sacred
Heart University, believes we are on the verge of an educational revolution. He says, “There’s
no question things are changing. One thing we can say is that the schools of tomorrow won’t
look anything like the ones kids go to today.”

The realities of distance learning

Online learning creates plenty of opportunities, but there are some potential drawbacks which
students considering it need to consider. Firstly, the huge amount of choice is a real benefit for
students, but more choice also leads to a greater disparity in the quality of teaching methods,
online resources, and student support.  A sure way to check any schools credibility is by their
accreditation. For example, a high-quality online nursing degree by a UK provider will always
be accredited by the Nursing & Midwifery Council (NMC). Any large governing body within

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an industry will often have links to approved courses on the website, making them an excellent
starting point for any student looking for an accredited online course. Accreditation is also
essential for your long-term career options. Most employers will accept an online degree, but
accreditation is a sign that your course of study has prepared you for the realities of entering
your new profession.

And while online learning offers the kind of flexibility many students are looking for, some
can underestimate the impact of working without regular direction from tutors; others may feel
isolated by spending long hours studying alone, especially if they are returning from a long
break from formal education.

The majority of distance learning courses include some face-to-face time with other students
and teachers, but it is still important to make an effort to connect with your fellow students via
chat-rooms, forums, and even regular meet-ups. This will allow to bounce ideas off each other
or just offer some much needed moral support.

The human side of virtual learning

Building a real-life network with fellow students and tutors is an essential part of any online
course or degree. In fact, it's often the difference between success and failure. Sebastian Thrun
is a former professor of artificial intelligence at Stanford University and a pioneer of distance
learning. His company Udacity provides online courses to help students gain skills for future
industries, such as AI, coding, and nanotechnology. But despite the value of such courses,
Thrun points out that only 34% of those who begin the courses see them through to the end.
And that's actually quite high when compared to other courses; many have drop-out rates as
high as 95% When asked why so many people drop out of virtual learning programmes, said,
“Solitary learning is hard. Many people run into an insurmountable technical challenge they
cannot get past. Without the kind of personal attention that comes from more traditional forms
of training, they become demoralized and give up.”

Thrun believes Udacity's lower level of drop-out is directly linked to the social elements of the
course. As well as more regular face-to-face contact with tutors, the Udacity courses often
arrange social meet-ups and team building exercises, creating a real sense of community
among the students. There's also more human recognition, and usually from senior Udacity
staff.  When a student passes an assignment, they receive congratulations and a thank-you
from a 'real-life' human via Skype. Small things like this might not seem that important, but
we generally feel a greater sense of achievement and self-worth when other people, rather than
computers, validate our efforts.

The future of learning

For many universities, providing online courses and hybrid learning will play an essential role
in their long-term survival. Many students are put off by expensive course fees associated with

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full-time, campus-based courses. For others, studying full-time clashes with other important
responsibilities, such as a current career or raising a young family. Subsequently, universities
that offer online learning resources are encouraging more students to enroll in their
institutions, including those who live in provincial areas or, in some cases, in a completely
different country. Keeping up with consumer demand and changing technologies is essential
for any large organization, and universities are no exception. In other words, online learning is
not just here to stay; it is set to become an integral part of the future.

Moreover, schools and higher education institutions are already integrating online teaching
methods into the classroom, including next-generation technologies like augmented reality,
AI, and virtual reality. According to US tech company Nearpod, more than six million
students have already experienced its VR-based lessons, which includes virtual field trips
around famous historical sites like the Roman Coliseum. Meanwhile, Copenhagen-based
company Labster is currently developing a series of VR products with Google that will allow
science students to run virtual experiments. One project includes a VR game where a forensic
science student can investigate a virtual crime scene and analyze the evidence they find.

Such developments inevitably lead to wilder forms of speculation, but it's important to note
schools and big tech are focusing on integration rather than wholesale replacement. In other
words, 'real-life' teachers will still play a vital role in educating the next generation of students.
In fact, they are absolutely essential. Guido Kovalskys is the chief executive and co-founder of
Nearpod. He says, "VR is an engaging tool, but within a 35-minute lesson plan, it might only
be two or three minutes. Learning is a social experience. It is not only about learning content
but learning to deal with others. Teachers play a really influential role."

There will always be a place for traditional, classroom-based teaching method, but even these
are becoming increasingly more integrated with online learning. And while it's almost
impossible to predict what directions technology will take us in, online learning is set to
become a major part of learning institutions all around the world.

VIRTUAL LEARNING

Personal computers and the Internet have revolutionized entire sectors of American society.
Facebook, Twitter, YouTube, Skype and other online communications media have allowed
billions of people around the world to share ideas in a matter of seconds, mostly at a very low
cost. These advances in computer technology are as remarkable as they are familiar.

But most people are not aware of how computers and Internet technology are transforming the
way students learn. This emerging education paradigm is often called “virtual
learning,”[*] and it has the potential to improve student achievement, educational access and
schools’ cost-effectiveness.

Specifically, virtual learning uses computer software, the Internet or both to deliver instruction
to students. This minimizes or eliminates the need for teachers and students to share a
classroom. Virtual learning does not include the increasing use of e-mail or online forums to
help teachers better communicate with students and parents about coursework and student

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 progress; as helpful as these learning management systems are, they do not change how
students are taught.

Virtual learning comes in several forms:

 Computer-Based: Instruction is not provided by a teacher; instead, instruction is

provided by software installed on a local computer or server. This software can frequently
customize the material to suit the specific needs of each student. 
 Internet-Based: This is similar to computer-based instruction, but in this case, the
software that provides the instruction is delivered through the Web and stored on a remote
server.
 Remote Teacher Online: Instruction is provided by a teacher, but that teacher is not
physically present with the student. Instead, the teacher interacts with the student via the
Internet, through such media as online video, online forums, e-mail and instant messaging.
 Blended Learning: This combines traditional face-to-face instruction, directed by a
teacher, with computer-based, Internet-based or remote teacher online instruction. In effect,
instruction comes from two sources: a traditional classroom teacher, and at least one of the
forms of virtual learning described above.
 Facilitated Virtual Learning: This is computer-based, Internet-based or remote
teacher online instruction that is supplemented by a human “facilitator.” This facilitator does
not direct the student’s instruction, but rather assists the student’s learning process by
providing tutoring or additional supervision. The facilitator may be present with the learner or
communicating remotely via the Web or other forms of electronic communication.

Similar forms of virtual learning are sometimes grouped into broader categories:

 Online Learning: This is any form of instruction that takes place over the Internet. It
includes Internet-based instruction; remote teacher online instruction; and blended
learning and facilitated virtual learning that involves these two virtual learning methods. It
excludes computer-based learning.
 Full-Time Online: This is online learning with no regular face-to-face instruction or
facilitation. It is Internet-based and remote teacher online  learning only, though it may
include some occasional interaction with human teachers and facilitators.

Online learning has become increasingly popular in primary and secondary schooling over the
last decade. The K-12 online education market is growing by an estimated 30 percent
annually. Nationally, course enrollments in online classes rose from about 45,000 in 2000 to
320,000 in 2009. According to the nonprofit International Association for K-12 Online
Learning, nearly every state allows at least some students to enroll in online learning programs
and schools to some

MOBILE LEARNING: AN EFFECTIVE WAY OF TEACHING AND LEARNING

ENGLISH LANGUAGE

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As we are living in 21 century, most of the works are done by machines to save time. The
mobile phone can be used especially for distance education. Through SMS teacher can send
any information. Mobile is not just a gadget but it can be used to manage our schedules, check
our emails, and connect to one another. Mobile technology allows people to use data and
resources without being tied to a single location. Mobile technology could have a significant
role to play in educational development. It is also a platform that revolutionizes the way we
educate the next generation, by providing students with unprecedented access to resources,
advisors and peers – inside as well as outside the classroom, irrespective of distance. Mobile is
a device which can be used anywhere or any time by teacher as well as the students. They can
access the learning material any time and make the task convenient. Teacher can make lecture
plan and notes while traveling to college. Students are able to engage in educational activities
without the constraints of having to do so in a tightly delimited physical location. Learning
through mobile can happen outside the classroom or in any location, requiring nothing more
than the motivation

Mobile devices are light weight and easy to carry and used for communication and
collaboration. It is used when the learner is not fixed at a predetermined location or he wants
to avail the learning opportunity and utilize his time not being stuck to a place. Teacher can
listen or watch the professional development course material available on mobile and can use
it in the class room.

India is a country in which more than 50% children are working to earn their lively hood
.They doesn’t have time to go to school so mobile learning can be beneficial to them. They
can get education without the financial loss of their family. Teacher can send assignment
through mobile and they can submit it. Mobile learning is the next wave of learning. It is used
to enhance the learning capacity of students by sending quizzes and teachers can provide the
answers and can get the feedback instantly .Students can receive the academic information and
can reply easily.

There have been a rapid move in education institutions to use mobile devices .Through mobile
phone teacher can send the report of the students to their parents by using SMS facility. It is
important to enhance the process of teaching and learning. It can be called the best and cost
effective tools of communication. It can connect students and teachers through simple and
effective technology and pushes the boundaries of the teaching and learning outside the class
room. In today’s world there has been a significant development in technology encouraging
students to avail independent learning and allowing students to choose the approach what they
like. Students can record images, video, and take notes and record information important to
their course work.

It can be beneficial for the teachers to personalize. It provides the freedom to the students to
access resources anywhere and anytime. These devices can be carried easily and can be used

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for communication and collaboration, and can make teaching and learning different from other
media. Mobile learning can be used to enhance the provision of educational information and to
improve publication. Students can get all the information on mobile such as news and events,
academic calendar etc. It can help the students to prepare better for tutorials and encourage
them to be more focused in their studies and enjoy learning .mobile can be also used for social
purpose. In this modern world people can discuss the social issues with other people and can
utilize their time of traveling or waiting for the bus at bus stop. It helps to stop the paper
wastage.

LANGUAGE LEARNING THROUGH MOBILE

English is very popular and commonly used language in non-English speaking countries. It
needs practice of a large number of vocabularies, grammar and memorization learning a
foreign language can be easy by using mobile phones .It is the most difficult area especially
when the spoken language is involved. Mobile phones are small; teacher as well as the
students both can carry their phones with them all the time. So it is easy to practice their skills
every day by using the mobile application

ADVANTAGES OF M LEARNING

 Used as an Educational Tool Mobile phone is very easy to use as a supporting material
for the students as well as teachers. They can access data from anywhere and teacher
can send messages and assignments to them anytime.
 Improve Communication skill M-Learning can improve the communication skills
among the students and can help them to remove the hesitation in speaking in public.
Mobile can make the communication between teacher and students easy. Teacher can
easily talk to the parents and can give all the information regarding the students’
performance immediately to the parents.
 For Better Management each and every one has different interest, skills and mental
status. No two people can be the same. So teaching through mobile can give an
opportunity to the student to learn at their own pace.
 Large Reach Mobile learning has no limitation of class room. Students can access the
data from anywhere and teacher can talk to them outside the classroom too.
 A New Way of Teaching Now a days more and more technology is coming in market.
Students are eager to learn and do something new. Now there are several apps in
mobile that can make teaching and learning easy and effective.

DISADVANTAGES OF M LEARNING

M Learning is easy, interesting but costly. For this type of teaching and learning everyone
should have a mobile phone .Moreover technology is changing very fast so it is also very

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essential to upgrade the devices frequently as well as students have to charge for monthly data
card if he/she wants to download any file. Thus, it will take time and money.

 The mobile is so small so it can be stolen and lost easily.

 It is not easy to search and save all the information on mobile.
 Screen of mobile is very small, only a small amount of information can be displayed at
a time.
 Mobile Battery is also a problem in M Learning. Once the battery runs out, the
student/teacher has to plug it for recharging

ACTIVITY

1. What have you learn about future trends and tools in teaching with technology? Which of
these things would you like to incorporate into your teaching and professional development?

Tool/Trend I know what this is I would like to explore this

more
2. Is language learning through mobile significant or not significant? Defend your answer.
Write your answer in the box.

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3. What are the advantages and disadvantages of M Learning?

ADVANTAGES DISADVANTAGES

Chapter Test

Instruction: Write TRUE if the statement is correct. Otherwise, change the underlined word
to make the statement correct.

_______1. Technology has come far from the days of Scantrons and projectors .

_______2. The MidAmerica Nazarene University survey found that 76 percent of teachers
think technology makes students more productive.

_______3. Millions of people have been using the tools that are called Web 2.0.

_______4. Materials used in virtual classrooms are mostly static text based materials.

_______5. Livebinders is a tool that is used for compiling internet resources.

_______6. Online learning is about accessibility and inclusivity.

_______7. Mobile devices and the Internet have revolutionized entire sectors of American
society.

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_______8. Computers is not just a gadget but it can be used to manage our schedules, check
our emails, and connect to one another.

_______9. English is very popular and commonly used language in non-English speaking
countries.

_______10. Tablet are light weight and easy to carry and used for communication and
collaboration.

ELECTRONIC REFERENCE

 https://www2.slideshare.net/doctorrao/teaching-with-technology-31529165
 https://medium.com/digital-reflections/digital-natives-and-digital-immigrants-how-
are-they-different-e849b0a8a1d3
 https://www.todaysteachingtools.com/lijst-van-ict-tools.html
 https://thejournal.com/articles/2005/06/01/20-technology-skills-every-educator-should-
have.aspx
 https://thejournal.com/articles/2005/06/01/20-technology-skills-every-educator-
should-have.aspx
 https://www.slideshare.net/DavidMendocoreas/word-processors-in-the-classroom-
62122744#:~:text=Word%20Processors%20can%20be%20used,points%2C%20as
%20well%20as%20to
 https://www.educatorstechnology.com/2010/11/using-websites.html
 https://www.slideshare.net/marisaaguirrear/using-websites-in-the-classroom-
10014503
https://www.slideshare.net/NenyIsharyanti/using-websites-45208724
 https://www.slideshare.net/duvan92/internet-based-project-works-
54652461#:~:text=They%20are%20a%20structured%20way,learning%20%2C%20and
%20therefore%20stimulates%20interaction
 https://digitalcommons.unl.edu/cgi/viewcontent.cgi?
article=1332&context=podimproveacad
 https://slideplayer.com/slide/5840072/
 https://studfile.net/preview/2300352/page:7/
 https://www2.slideshare.net/luzdarylopez568/blogs-wikis-and-podcastsslides?
from_action=save
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  https://studfile.net/preview/2300352/page:8/
 https://nivedyavenugopal.files.wordpress.com/2015/09/assignment1.pdf
 https://www.centerforlearning.org/c/whydvd.html
 https://elearningindustry.com/15-benefits-of-computer-based-testing
 https://teaching.berkeley.edu/resources/assessment-and-evaluation/design-
assessment/e-portfolio
 http://www.ascd.org/publications/educational-
leadership/nov09/vol67/num03/Teaching-with-Interactive-Whiteboards.aspx
 https://www.slideshare.net/ChrechelleSanJuan/book-electronic-files-of-principles-of-
teaching
 https://pdf.sciencedirectassets.com/
 https://press.uchicago.edu/Misc/Chicago/075125.html
 https://blog.gutenberg-technology.com/en/authoring-tools
 http://www.elearningnc.gov/about_elearning/
 https://theelearningcoach.com/resources/online-learning-glossary-of-terms/
 http://www.wlac.edu/online/documents/otl.pdf
 https://teaching.uwo.ca/curriculum/coursedesign/online-course-design.html
 https://www.educations.com/study-guides/study-online/#assessment
 https://wac.colostate.edu/resources/teaching/guides/online-discussions/
 https://www.jotform.com/technology-in-the-classroom/
 https://conference.pixel-online.net/ICT4LL/files/ict4ll/ed0007/FP/1314-ICL807-FP-
ICT4LL7.pdf
 https://www.onlinestudies.com/article/the-future-of-online-learning/
 https://www.mackinac.org/14475
 https://www.arcjournals.org/pdfs/ijsell/v2-i5/7.pdf

Citation

Kerri Eglin. (2018). Conducting Online Discussions. The WAC Clearinghouse. Retrieved
from https://wac.colostate.edu/resources/teaching/guides/online-discussions/. Originally
developed for Writing@CSU (https://writing.colostate.edu).

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