Supplementary Materials

and Technology
The use of Technology in class
Selecting supplementary materials
See what’s available around you
Think carefully how I will replace or improve
coursebook material
Consider authentic material
Think carefully about all the skills required
Check how appropriate the level is for the learners
Using supplementary material
Pay special attention on the instructions
Adapt many supplementary materials for use with
classes at different level
Games and communicative activities can provide
variety and make learning fun.
Selection and use of aids
Aids are the resources and equipment available to us
in the classroom, as well as the resources we can bring
into class.
They include cassette player and recorder, cd players,
video recorders, OHP, visual aids, realia, etc.
Overhead projector
An overhead projector is
a variant of slide projector
that is used to display
images to an audience.
Realia
It consists of actual objects or items which are used in the

classroom to illustrate and teach vocabulary or to serve as

an aid to facilitate acquisition and production .

What does it do?

It concretizes vocabulary
and language and places in
a frame of reference. It also
allows language learners to
see, hear, and in some
cases touch the objects.
Aids and the purposes
Classroom Equipment Main teaching purpose
Writing up planned vocabulary,
Board grammar examples and explanations.
Overhead projector Displaying prepared exercises on
CD player transparencies (plastic sheets).

Video recorder Listening practice.

Listening practice with added visual
Computer information.
Language lab (i.e. A Grammar exercises and autonomous
learning..
room where learners can
Grammar drills, improving their basic
listen to recordings and skills.
record themselves.)
CALL
What does CALL stand for?

C Computer
A Assisted 
L Language
L Learning
CALL
Computer Assisted Language Learning (CALL) is often perceived,

somewhat narrowly, as an approach to language teaching and

learning in which the computer is used as an aid to the
presentation, reinforcement and assessment of material to be
learned, usually including a substantial interactive element.

 Levy (1997) defines CALL more succinctly and more broadly as "the

search for and study of applications of the computer in language

teaching and learning". Levy's definition is in line with the view
held by the majority of modern CALL practitioners.
Types
Traditional CALL
Explorative CALL
Multimedia CALL
Web-based CALL
CALL authoring programs
Traditional CALL
 the only way in which the learner could respond was

by entering an answer at the keyboard.

Explorative CALL
Imitating the real world by integrating listening and

viewing/seeing augmenting the authenticity of

learning experiences.
Multimedia CALL
 Incorporating CD-ROM drives

 The quality of video recordings offered by CD-ROM

technology, however, was slow to catch up with that

offered by the earlier interactive videodiscs.
The Digital Video Disc (DVD) offers much higher
quality video recordings.
Web-based CALL
Adopting hybrid approaches to CALL, integrating

CD-ROMs and the Web and running audio

conferencing and video conferencing in conjunction
with Web activities.
CALL AUTHORING PROGRAMS

CALL authoring programs offer a do-it-yourself

approach to CALL. They were originally developed to

enable programmers to simplify the entry of data
provided by language teachers. Modern CALL
authoring programs are designed to be used by
language teachers who have no knowledge of
computer programming.
Technology and Learning
It is likely that most classrooms you enter will have

access to several different forms of technology used

to supplement student learning. For this lesson, we

will define technology as electronic equipment used

to enhance instruction within the classroom.

Technology and Learning
Technology has become an amazing and useful tool in the

classroom and teachers are expected to make use of

everything the institution provides. However, if you are not

aware of the different tools available or what they can do, you

will not be able to use them optimally. This lesson will provide

several examples of technology you might come across in the

classroom and how they can be used to supplement education.

Technology and Learning
Examples:
Computers
Tablets
Smartboards
Using social media in the classroom: Blogs, twitter,
facebook
Infographics
WebQuests
WebQuests
What is a webquest?

A WebQuest is an inquiry-oriented lesson format in

which most or all the information that learners work
with comes from the web.
Creating WebQuests

Technologically, creating a WebQuest can be very simple. As long as

you can create a document with hyperlinks, you can create a

WebQuest. That means that a WebQuest can be created in Word,
Powerpoint, and even Excel! If you're going to call it a WebQuest,
though, be sure that it has all the critical attributes.

A real WebQuest....
 is wrapped around a doable and interesting task that is ideally a

scaled down version of things that adults do as citizens or workers.

 requires higher level thinking, not simply summarizing. This includes synthesis,

analysis, problem-solving, creativity and judgment.

 makes good use of the web. A WebQuest that isn't based on real resources from the

web is probably just a traditional lesson in disguise. (Of course, books and other
media can be used within a WebQuest, but if the web isn't at the heart of the lesson,
it's not a WebQuest.)

 isn't a research report or a step-by-step science or math procedure. Having learners

simply distilling web sites and making a presentation about them isn't enough.

 isn't just a series of web-based experiences. Having learners go look at this page, then

go play this game, then go here and turn your name into hieroglyphs doesn't require
higher level thinking skills and so, by definition, isn't a WebQuest.
Example of a WebQuest
Internet
Dictionaries
http://www.thefreedictionary.com/
http://www.oxforddictionaries.com/
http://dictionary.cambridge.org/

Encyclopedias
https://en.wikipedia.org/wiki/Encyclopedia
http://www.britannica.com/
http://www.notablebiographies.com/
Internet
The Media
http://edition.cnn.com/

http://www.nytimes.com/

http://www.peruviantimes.com/
Internet
Videos
http://www.discoveryeducation.com/
Internet
Videos
http://www.starfall.com/
Internet
Videos
http://www.discovery-channel-english-
Internet
Internet Resources
http://www.enchantedlearning.com/crafts/
christmas/paperbag/
Internet
Internet Resources
http://janbrett.com/activities_pages.htm
Internet
Internet Resources
http://www.youtube.com/watch?v=X6vvv_HhYfs
Computer management in the lab
Establish ground rules
Make sure learners know what would happen if they
disobey
Always visit a site before using it with your pupils
Check the availability of the software and hardware
Ensure that pupils understand the purpose of
working with computers
Never allow a child to browse or download anything
without guidance and supervision.
Technology for Education

https://www.cmu.edu/teaching/technology/