presentation of learning activities 2

Learning Activities 2Pedagogical reflections upon means and mediations of ICT in Language Teaching

ICT IN LANGUAGE TEACHING

Sandra Milena RodríguezNational teacher

OBJECTIVES AND COMPETENCES

At the end of the Learning Activities proposed for the 2nd strategy, each student should accomplish the objectives below:

• Describe contexts of ICT in Language teaching for identifying trends of education in the 21st century.

• Construct pedagogical reflections upon means and mediations of ICT in Language Teaching and trends in technology for education in the 21st century.

UNDERSTANDING NEW CONCEPTSBefore constructing reflections and proposing a holistic mediation that could combine pedagogy and technologies for English teaching and learning, it is essential to understand the concepts that could explain to us the relationship between English teaching and Information and Communication Technologies, (ICT). To start we will read the timeline below, which can help us identify how technologies have been transformed through time.

•Computer Assisted Learning-(CAL)

•Learning Management System (LMS)

1970-1980

•E-Learning Electronic learning•ALE-Artificial Environments•VLE-Virtual Learning Environments

1990-2000•Connectivism.•Blended Learning-•MOOCS-Massive Open Online Courses.

•Mobile Learning.•Flipped classrooms•Online Collaborative Learning

2000-2016

Distance Education

IDENTIFYING APPROACHES AND TRENDS OF ICT IN EDUCATIONAL CONTEXTS

Among the approaches and trends previously presented through the time-line, my second intention is to depict those trends under which authors have discussed theories, and which are related to current pedagogical implementations we observe nowadays in educational contexts and English courses. Focus on the period from 2000 to 2016, I consider relevant to define:

Blended Learning

Flipped classrooms

Connectivism

Online Collaborative Learning

Virtual Environments-EcosystemsMOOCS-Massive Open Online Courses.


An approach is a perspective that involves a set of activities and techniques aimed to teach for example English as a Foreign Language. A trend is an emerging tendency, in this case related to the use or integration of technologies for educational purposes.

Blended learning is an approach based on electronic learning. It combines instructional modalities, methods of face to face classroom instruction with online mediation in virtual environments’ exposure, Bonk and Graham (2005). • Cited by Benavides, D.M., and Rodríguez., S.M. 2015

Connectivism is social learning distributed across a network of connections, (Downes, 2007). Siemens, (2004) considers it a theory of learning, an approach for the student to know through personal network. Other authors discuss that Connectivism is not actually a theory of learning, but an emerging trend.

• Duke, B., Harper, G., & Johnston, M., (2013).


Trends for integrating

• Flipped classroom is defined by some authors as a pedagogical approach that allows teachers to follow diverse methodologies. Other authors consider it an emerging trend, Flipped Learning Network (FLN), (2014).

• Online collaborative Learning makes explicit the encouragement of one of the four C´s fundamental when teaching by using ICT: Communication, collaboration, critical thinking and creativity.

ICT in English teaching

• Virtual Learning Environment (VLE): It is a collection of software tools supporting academic administration, teaching and research using the internet. As a trend we can find multiple and diverse virtual scenarios. Some authors talk nowadays in relation to ecosystems for learning.

• MOOCS: These are Massive Open Online Courses that have the capacity to offer global courses in which thousands of students can participate. Courses are usually offered by higher Education institutions with great capacity of resources and Academic development in terms of technologies and mediations.

INTEGRATION OF ICT IN ENGLISH TEACHINGOne of the big challenges for English teachers is the integration of ICT in English teaching. As we have studied there are different approaches and trends, but what we must keep in mind is the principle of understanding that the basis of teaching are both pedagogy and didactics.

Beyond any digital resource we might find in a web-site or a virtual space, as teachers we have the possibilities to design, plan and implement a well-structured pedagogical mediation under a set of fundamental criteria:

Teachers and students´ needs and possibilities in regards to technology access. Understanding in terms of learning goals and pedagogical instruction to make visible the role

of the teacher. Integration of the four C´s stated by authors and teachers as an important necessity to foster

learning in face to face classrooms and virtual spaces, as well: Critical Thinking and Problem Solving, Communication, Collaboration, Creativity and Innovation.

The teacher establishes the didactic procedure and methodology, but the role is not teacher centered, but collaborative and significant in relation to the students' role and their contributions as learners.

HOW DO WE INTEND TO IMPLEMENT ICT IN ENGLISH TEACHING?

Professor Laurie Harrison, Director of Online Learning Strategies at the University of Toronto proposes a framework constituted by: Instructional strategies, learning activities, assignments, assessment and feedback and learning outcome. In regards to that framework, I consider the conjunction of:

(a) pedagogical aspects based on English content, (b) activities to be done in the face to face classroom and the virtual environment or space (c) the inclusion of the four C´s associated with the basis of 21st century skills.

•Design and Implementation of innovative Activities in the classroom and the virtual space

• Peer work and collaborative participation

•Active role of learners and teachers: Resources and activities to Foster interaction.

•Principles of English Didactics: Shape the classroom and the virtual space

Critical thinking Communication

Creativity and

innovationCollaboration

DEVELOPMENT OF LEARNING ACTIVITIES 2nd Strategy

To achieve the goals and competences of the 2nd Strategy we will follow the strategies below:

A. Read the provided materials including videos and the concepts of this presentation. There are readings focused on the 4C´s, flipped classroom and a video about blended learning. Extra readings are also available in the space of resources.

B. Revise the proposed framework to integrate ICT in English teaching so you can propose a pedagogical plan based on a didactic unit to work on this strategy.

C. To propose the didactic unit, consider the pedagogical components below:

Dida

ctic

Uni

tTopic: Travel

Lang

uage

func

tions

and

vc

abul

aryDescribing information

about travel, clothes, food, hotel services and tourism. Using the language to request information.

Gram

mar

-Use

of E

nglis

hThere is/there are: Affirmative, negative and imperative forms.

DEVELOPMENT OF LEARNING ACTIVITIES 2Based on the pedagogical components aforementioned, 1. Elaborate between a two or four paragraph description to explain how you would integrate ICT through

the involvement of the 4C´s, critical thinking, communication, collaboration and creativity and innovation. Use at least a citation based on the readings of the strategy to support your answer.

2. Describe how you would integrate the 4 skills, reading, writing, listening and speaking in both the physical and the virtual spaces. Consider the topic of the didactic unit. Provide maximum a two-paragraph description.

3. Propose 4 teaching and learning activities in regards to the components of the didactic unit aforementioned: Topic, vocabulary and use of English. The activities should be designed in order to submit the assignment:

Set o

f Acti

vitie

sActivity 1 for

introducing the topic

Activity 2 for promoting collaboration among

students

Activity 3 to integrate English skills

Activity 4 to assess Learning objectives

Go to the next slide to clarify aspects about

the strategy

DEVELOPMENT OF LEARNING ACTIVITIES 2Aspects to clarify: The 4 activities you will design are going to be presented in word.doc, power point or any other

resource you consider viable to evidence them. But keep in mind these activities will be used in the physical classroom or in a virtual space.

The 3rd activity aims to integrate the four skills within one exercise. You don´t need to design one activity per skills, but one activity by integrating the four skills.

Make sure you fully develop and submit the assignments of this strategy:

1) Submit a two or four paragraph description to explain how you would integrate ICT through the involvement of the 4C´s. Use at least a citation based on the readings of the strategy to support your answer.

2) Submit maximum a two-paragraph description to explain how you would integrate the topic, travel in both the physical and the virtual space. It is not accepted to say that you are going to include a link or a web-site. In such a case the exercise does not accomplish the requirement of the strategy.

3) Design and submit 4 teaching and learning activities in regards to the directions aforementioned in the graph.

4) Citations should be included and the list of references at the end. The references can be the ones provided through the strategy or different ones that you may investigate.

5) You do not need to design a virtual space right now. First we work on how to plan it.

EVALUATION CRITERIAEach one of the three activities will be evaluated individually by considering the criteria below:

Excellent5.0 points

Satisfactory4.0 points

Acceptable3.0 points

Unaccomplished2.0 points-1.0 point

Not submitted(0.0)

The strategies evidence appropriation in regards to the conceptual component and the design of the four Activities proposed for English teaching. The activities involve references and incorporate the establish criteria. The activities could be clearly implemented in a physical classroom or a virtual environment. A list of references including citations make part of the learning activities.

The development of is satisfactory. The strategy is complete in terms of the number of activities, but there are some aspects to revise:• The use of English

evidences difficulties in terms of writing and use of English.

• The arguments of exercises 1 and 2 could be extended and stronger in terms of content.

• The activities to develop the topic, Travel are not clear in terms of the classroom and a virtual Environment.

The development of the Strategy is acceptable. Descriptions of Activities 1 and 2 do not fully address the required information. The design of the 4 activities to develop the topic are not complete because do not involve aspects related to use of English, vocabulary, collaboration. The integration of the four skills is not explicit and it is also unclear how the activities could be implemented in the physical classroom or the virtual environment.

The strategy does not accomplish the Learning Activities. The content of exercises 1 and 2 is poor and it does not evidence the Understanding of the concepts. The design of the activities is not complete. The designed activities do not involve the topic about “travel.” There is not integration of the 4 language skills and there is not any explanation about how these activities could be developed in the classroom or the virtual environment.

The activities were not submitted to the link of the virtual room on the due date. The activities were identified in another resource so it is evident the student copied the information and in this case the assignment is not valid so it is evaluate with (0). The activities were submitted after the due date.

EVALUATION CRITERIASubmission: The due date to submit the strategy is on April 23.

The virtual room provides specific resources to understand the required conceptualization and design the pedagogical activities.

Contact me before the due date if you have any question or doubt.

Thanks for your attention,

[email protected]

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