Download - Using the Web 2.0 in the English classroom
Using the Web 2.0 in the English classroom
Learning EnglishThroughTechnology
Isabel Pérez Torres
• Introduction: changes, changes, ……
• What do teachers do with ICT in English
classrooms?
• Main contribution of ICT to L2 teaching
• Typical problems and mistakes
• 4 keys to facilitate learning
• Conclusions
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1st Ipad (2010)
• 1st PC (1981)
Changes in Technology……….
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In the WWW…….
• Web (1990) Tim Berners Lee
• Web 2.0 (~2000)
•Web 3.0
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Permanentlyconnected
Seek Innovationand Entertainment
Multimedia Technology
Videos, ipods, mobiles, etc.
Collaborating and Networking
Blogs, social networks, foros, wikis, etc.
Grown Up DigitalBy Don Tapscott
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Changes in the school……and at home.
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changes in Education and languageteaching…..
• From knowledge reproduction Toconstructivist learning
• From Teaching CONTENT and LANGUAGE
• To Content and Language Integrated Learning
CLIL
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What do teachers do with ICT in Second Language classrooms?
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• “We searched for lot of information on the Web”
• “We use audiovisual resources from the Internet”
• “We provide students web addresses with content of
interest“
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• “We use Word and Open office to write texts or
generate graphics and presentations.”
• “We use presentations or graphics to encourage
oral expression in the classroom.”
• “We use online dictionaries.”
• “We record video and audio clips with Audacity”
• “I have carried out some online projects”
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• TheWEB
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1. Interaction and feedback
2. Autonomy
3. Own pace
4. Repeat and revise
5. Self- conciousness
6. Teacher has a different role
ICT / Web as a reproductive environment
– Ref: i.e Dictionaries
– Quizzes
– Grammar, pronunciation sites
Language resources
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• Texts,
• Images,
• Audio, podcasts
• Presentations
• Videos,
Authentic Materials
Authentic Materials
Podcasts
NEWS FILMS
Videos
Music
ANYTHING
– Academic
– Authentic
– # formats
Subject content resources
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Bookmarks
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Web 2.0
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Web 2.0
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• Colaborative spaces / Social Software–Bookmarks
–Blogs
–Wikis
–Microblogs
Applications
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Wikis
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Interaction on the Web
European programmes
Comenius
Erasmus
Grundtvig
eTwinning
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E.j.Glogster………..
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• Create their own knowledge
• Student centred
• Reflection, sinthesis, evaluation, etc
• Interaction
• Collaboration
ICT/ Web: constructive environment
Task and Process Approach
• Reception tasks• Production tasks
““an activity which requires learners to use
language, with emphasis on meaning, to attain an
objective”
(Bygate, Skehan, and Swain, 2001:11).
• Task can be presented in different formats
(eg.Proyecto, Webtask, WebQuest, etc.)
• The result can be:
– A document,
– A poster,
– A presentation ppt,
– An oral presentation, a recording, etc.
Activities / Strategies
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Constructivist activities
• Treasure Hunts
• WebTasks
• WebQuests
• Projects
Treasure Hunts• Questions and links to
find the answers
• Big Question
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Webtasks• Carry out a task based
activity, using web resources.
• Focused on content rather than on form
aspects.
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WebQuests(Dodge, 1995:1)A WebQuest is an inquiry-oriented activity in
which some or all of the information that learners interact with comes from resources on
the Internet.
A WebQuest is built around an engaging and doable task that
elicits higher order thinking of some kind. It's about doing
something with information. The thinking can be creative or
critical, and involve problem solving, judgement, analysis, or
synthesis. The task has to be more than simply answering
questions ………(Starr, 2000)
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WebQuests
Advantages of WebQuests
• Clear structure
• Motivation (authentic material, autonomy,
creativity, etc.)
• Collaboration and cooperation: groups,
roles
• Promotion of processes of high order
thinking
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Typical problems and mistakes
• P: the lesson plan depends too much on theInternet access.
• P: Time /
• M: we are too ambitious
• M: we use ICT, but in a very reproductive way
• M: we plan activities with low cognitive demand
• Solution: be realistic / plan, assess and plan again
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How to proceed
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4 keys to facilitate learning
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Conclusions• Plan and encourage creative and constructivist
activities
• Use Web 2.0 for collaborative tasks (e.g.Webtasks, webQuests)
• Use ICT to make students practise oral skills (e.g.podcasts)
• When possible plan crosscurricular units /tasks
• Teach key competences
• Use the Web to host and share materials and tocontact other teachers and students (e.g. eTwinning)
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