Strategies for Integrating Technology in the Language Classroom
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The document discusses strategies for integrating technology into English language teaching. It outlines the benefits of using computers in the classroom, such as providing multimodal practice, individualized learning, and opportunities for collaboration. The document then provides examples of how teachers can incorporate technology, such as through collaborative projects, email exchanges, games and simulations, blogging, and webquests. It also distinguishes between synchronous and asynchronous tools and offers guidance on using technology for different language skill areas like vocabulary, grammar, speaking, reading, and writing.
Strategies for Integrating Technology in the Language Classroom
- 1. Strategies for Integrating Technology Erin Lowry English Language Fellow Colombotech Workshop 2
- 2. Today’s Agenda Collecting, adapting, and sharing ELT materials Authentic materials Ways of integrating online technologies inside and outside the classroom
- 3. Benefits of Using Computers in the Language Classroom Multimodal practice with feedback Individualization in a large class Pair & small group work on projects Fun factor Variety in resources available & learning styles used Real-life skill-building in computer use (Warschauer and Healy, 1998)
- 4. What can we do with CALL? Collaborative projects Peer editing of compositions Email Reinforcement of classroom material Games and simulations Blogging and podcasts WebQuests Authentic language learning opportunities
- 5. Integrating Technology Today ELT Materials & Authentic Materials Downloadable Online On a disk Activities and lessons Adapting these to use with the text
- 7. Working with Lower Levels Choosing the right websites Simple, clearly presented text Non-linguistic data that is easy to interpret (charts, the weather, etc.) Visuals ELT websites
- 8. Skill Areas Grammar Vocabulary Writing Reading Listening Speaking Content-based language Communication Skills Divisions of language learning from the teacher’s perspective Chappelle & Jamieson (2007)
- 9. Vocabulary Select materials that teach appropriate vocabulary Choose materials that explicitly teach English vocabulary Provide learners with opportunities for interaction with computer Let vocabulary tasks lead to interaction among learners Include regular evaluations of answers and summaries of performance Help learners develop strategies for explicit online vocabulary learning that uses online dictionaries and concordancers
- 10. Grammar Discourse-based Form-focused Interaction Help develop strategies for learning grammar from online texts through explict practice and inductive learning
- 11. Speaking / Listening Select materials that are at an appropriate level and the teach sounds and accents that are relevant Choose activities that include video Look for listening materials that include both top-down and bottom-up activities Choose materials that explictly teach speaking skills Evaluate learners’ performance and provide feedback
- 12. Reading / Writing Select appropriate texts to read and as models Look for important words and phrases to be emphasized Let the text spark interaction among learners Create opportunities to expand knowledge of English through writing and to write for a real audience Help learners develop reading and writing strategies
- 13. Content-Based Language Language and content are not completely different from each other (Mohan, 1986)
- 14. Communication Skills Design tasks that challenge students to learn more English Use written electronic communication to help learners slow down the conversation and notice language Use written electronic communication for the whole class to provide more opportunities for participation Provide opportunities for oral interacion among learners Encourage learners to use online help during communication Teach learners strategies for electronic communication
- 15. Your Task Think of a course you are teaching at the moment What areas would you like to add on to or adapt? Do you need new activity ideas, or have an activity that could also be used with technology?
- 16. Your Task As you find activities and ideas to use in your lessons, take note of the websites and addresses for those sites, as well as what you would use and how
- 17. Sharing What You’ve Found Create a new page on this wiki to share what you found. Include links to sites, and a short description of what you would do with what you found. Upload files if you need to (word documents, presentations, pictures, etc.). Place a link to your new wiki page on the page for this workshop
- 18. References Chappelle, C. & Jamieson, J. (2008). Tips for Teaching with CALL . White Plains, NY: Pearson Education. De Szendeffy, J. (2005). A Practical Guide to Using Computers in Language Teaching . Ann Arbor, MI: University of Michigan Press. Dudeney, G. (2000). The Internet and the Language Classroom: A Practical Guide for Teachers . Cambridge University Press. Egbert, J. & Hanson-Smith, E. (2007). Call Environments: Research, Practice, and Critical Issues (2 nd Ed.). Alexandria, VA: Teachers of English to Speakers of Other Languages, Inc. Gordon, Lever-Duffy, J., McDonald, J.B. & Mizell, A.P. (2005). Teaching and Learning with Technology , (2 nd Ed.). Boston: Pearson Education. Teeler, D. (2000). How to Use the Internet in ELT . Pearson. Windeatt, S., Hardisty, D., & Eastment, D. (2000). The Internet . Oxford.