Group 2 internet based work, email, chat
- 2. GroupMembers • FrischaVebi MonetaA. 2201416139 • QurrotAiny 2201416145
- 4. Why do Internet-based project? 1. They are structured way for teachers to begin to incorporate the Internet into the language classroom, on both short-term and a long-term basic. 2. The use of projects encourages cooperative learning, and simulates interaction. 3. They can be used simply for language learning purpose, and also interdisciplinary. 4. They encourage critical thinking skils.
- 5. Basic project In order to prepare for Interned-based project work, we need to do the following: Choose the project topic Make the task clear Find the resources Decide the outcome
- 6. Internet-based simulations Interned-based simulations bring real-life context 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.
- 7. Webquests This is a mini-projects in which a large percentage of the input and material supplied from the Internet.
- 8. Two types of webquest Short-term webquest • At the end, a learner will grappled with a significant amount of new informartion. • It may spread over a period of couple of classes. • Will involve the learners in visiting a selection sites to find information, and using that information in class to achieve a set of learning aims. Long-term webquest • After completing, a learner will have analysed a body knowledge deeply and transforming it in some ways. • They will have demonstrated an understanding of the material by creating something that other can respond online or offline.
- 9. Webquest creation Some skills that we need to make a webquest creation : • Research skills • Analytical skills • Word processing skills
- 10. Design Process by Tom March
- 14. How to use Email
- 15. The benefits of email • Email allows us to keep in touch with other teachers around the world via mailing lists and discussions groups. • Email also allows us to communicate with learners outside the classroom. • The technology is relatively simple to use, and most of our learners will already be familiar with it.
- 16. Basic email skills Communication skills Some basic s of netiquette : • Not using only capital letters, which is perceived as ‘shouting’ online. • Being sure to respect others’ opinions. • Avoiding ‘flaming’- ongoing arguments which become increasingly personalised 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. Technical Skills • A basic knowledge about viruses sent by email, and spam or unsocilicited junk email- what these are, and how to protect themselves from them.
- 17. Using email with learners out of class • Learners can submit classwork as attachment by email, which can be marked by teacher and returned by email. • The teacher can email learners a summary of classwork, homework, extra-material, or updates on classes. • Learners can use email to prepare before the class. • Email can be used as a collaborative writing tool.
- 18. Using emails with learners during class A data colletion project requires learners to send emails to real companies, individuals, organisations or websites to solicit information. This information is then collated for comparison, and a presentation or written report is prepared on the topic.
- 19. Keypal Project • Keypal is the term for pen pals who use email to communicate. • It a project between two groups of keypals who are learning English in different countries.
- 20. Some points before start Keypal project • Ensure that you are agree on clear deadlines and time frames with your partner teacher for emails to arrive, and stick to these. • Negotiate groupings with your partner teacher, and decide whether email will be written by individuals in one class to individuals in other class, in pairs or in groups, or even in whole class. • Decide which language will be used in emails. • Ensure that all learners have basic emailing skills and knowledge of email netiquette.
- 21. How to use Chat
- 22. Chat in Language Teaching • Chat has enermous potential to link students around the world. • It is a technology that many learners will often be familiar with and will use in their social lives.
- 23. Types of Chat Differences of chats: Text Chat Audio or Voice Chat Public Chat Private Chat Educational Chats: • Free Topic Chats • Collaborative, task-oriented chats • Informative or academic chats • Practice chats
- 24. Chat Programs • Skype: Web based communications app that offers texting, video chat, and international calls. • Netmaking: Well-known program which allows video and audio conferencing alongside other tools which works with windows.
- 25. Why use chat in language teaching? • There has been some research into how using tools such as synchronous text chat can improve learners’ language abilities. • It is a technology that many learners will often be familiar with and will use in their social lives.
- 26. 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. • Students had better use standard written English conventins in text chat and email.
- 27. What technical skills do teachers and learners need to be able to use chat? • Current chat software is very easy to install and use, so no special technical skills are needed by either teachers or learners. • Typing ability • Internet connection, although it is not a ‘skill’ What benefits does the use of chat bring to the classroom? Using chat in the classroom can be hugely motivating to learners
- 28. Is it better to use text text or voice chat with learners? Advantages Text Chat Voice Chat Learners may already use text chat at home. Learners may already use text chat at home. Brings current technology into the classroom. Brings current technology into the classroom. Use of a new tool can be motivating for learners Use of a new tool can be motivating for learners Enables learners to make contact with learners in other countries. Enables learners to make contact with learners in other countries. A low tech option ‘Real’ oral practice of language. Non threatening and easy to learn to use Voice chat software incresingly easy to download and use Chat transcript can be used later for language analysis
- 29. Disadvantages Text Chat Voice Chat Text chat can be chaotic (overlapping turns, disjointed, topic decay.) Suitable for very small groups only Unclear whether text chat really improves learners’ English Reliable broadband internet connection needed Can be difficult to identify errors vs. Typos vs. Non- standard ‘chat speak’ Recording a chat may be complex and require other software Weaker typist are put at a disadvantage
- 30. How to start using text or voice chat with learners? • Install and learn to use the software • A practice chat class • Contact with another class
- 31. How to stucture a text or voice chat lesson? • A chat lesson needs a clear structure and aims. Ask yourself what learners will get out of your chat. • There are several possible groupings for running chats between two classes in different geographical location: a. One learner from Class A being paired with learner from Class B b. Work on a small groups on a single computer. c. Using a microphone for a voice chat
- 32. Any chat lessons, whether using text and/or voice chat, should include the following broad stages: • An introductoty/warmer phase • The main content of the chat • A closing stage
- 33. A sample text chat lesson plan • Before the class: the teacher needs to first make contact with the teacher of a similar class in terms of level, class size, and access to technology. • Classroom management issues: ideally learners are put in pairs for the first chat. For classes with fewer computers than learners, learners can either conduct the chat in pairs, or consecutive learners can be allowed access the same computer for a certain amount of time. • During the chat: hand out worksheets which your learners will need to complete during the chat.
- 34. • After the chat: each learner now has information about an individual in other class, and can draw up a profile of that individual. Learners from class A could be asked to decide whose profile from Class B is closest to their own: in other words, who is most like them.
- 35. A summary of issues on using text and/or voice chat with learners: • Try the software out in the computer room with the class before setting up the ‘real’ chat. • Allow a class from another country to make contact with the other class. • Set a clear task. • Ensure that it is clear to learners what the purpose of using chat is. • The ideal group size for a text or voice chat is small. • Record the chat. • Have a contingency plan.