Watesol Spring 2013: Technology's Role in Collaborative Learning
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Technology can promote collaborative and reflective learning for English language learners in four key ways: 1) by presenting authentic models and student-created models, 2) by supporting self-directed learning outside the classroom, 3) by generating more student output and input during planning, acting, observing and reflecting, and 4) by furthering students' zone of proximal development through review and revision leading to polished work. The document discusses several tools like YouTube, apps, and computer-mediated communication that can be used and provides examples of using role-plays and student-created videos to develop language skills through collaborative projects.
Watesol Spring 2013: Technology's Role in Collaborative Learning
- 1. Technology’s Role in Collaborative Learning Prof. Cynthia Hatch, MA TESOL, B.Ed (Sec.) Arts, eslteachingandlearning.wordpress.com American Culture & Language Institute, NVCC, chatch@nvcc.edu
- 2. Why Use Technology in ESL Instruction? Provides instruction in digital literacy Engages students with course content outside of the classroom Makes learning highly mobile Allows students to create, edit, and share their own content Takes advantage of devices students already use recreationally Provides immediate feedback
- 3. Technology promotes ELLs' collaborative and reflective learning in four ways: Presents an authentic model and/or student-created model Supports self-directed learning & continues learning outside of the classroom (Blake, 2013) Generates greater levels of output and input during planning, acting, observing, & reflecting (Tinsley & Lebak, 2009) Furthers students' ZPD. Technology fosters higher levels of review and revision, leading to a more polished product. (Vygotsky, 1978) Technology Promotes Collaboration
- 4. Three Tools to Assist Learning Web-Based YouTube NPR or This American Life Web-Based Apps (Mobile) Google Translate Pronunciation Power MS Office Computer-Mediated Communication Chat Discussion Boards
- 5. Skill Activity Media listening identifying main idea answering questions note taking TV Shows NPR, VOA CDLP, TAL speaking presentations debates role plays songs YouTube TV shows songs letsvotenow.com reading identify main idea & details compare & contrast blogs about novels NPR, VOA CDLP, TAL writing reports narratives instructions blogs twitter chat spelling, vocabulary, pronunciation creation review Pronunciation Power merriamwebster.com flowcabulary.com
- 6. Role Play Video Recorded Traditional Speech Acts description clarification persuasion evaluation description clarification persuasion evaluation Evaluation spontaneous post-filming repetitive spontaneous post-performance Reflection deep and repetitive superficial and one-off Product permanent and reusablenew model temporary
- 7. The Role-Play Process 1. Instructor presents the task to the whole class from a textbook. 2. Class discusses the function and format of product generated from the task (narrative, persuasive, instructive). 3. Students form small groups & discuss how to complete the task. 4. Groups video record short scenes on iPhones or Flip cameras - one main idea per scene. 5. Groups view the recordings and evaluate.
- 8. The Role-Play Process (cont.) 6. Scenes are rerecorded, reviewed, and discussed. 7. Instructor or students edit the scenes to create a movie. 8. Movie is uploaded to a closed YouTube page or closed Facebook group. 9. Peers from other groups evaluate the movie using a rubric. 10.Movie is used in place of the NES model for future semesters.
- 12. Model: Rap
- 14. Student Product: Rap 2
- 15. Reflection What kinds of mobile technology do you use most often? To relax To learn To communicate To teach
- 16. Think-Pair-Share In pairs, choose the following: One theme: health, gender/relationships, science, travel, etc. One type of media to teach the topic: podcasts, YouTube, songs, TV shows, blogs, etc. One passive skill (listening/reading) One active skill (speaking/writing) Discuss how you could combine the media, theme, & skills to teach a mini lesson.
- 17. Sites Used at ACLI Free podcasts grouped by themes: www.thisamericanlife.org www.voanews.com/learningenglish/home www.cdlponline.org www.npr.org Free blogging sites: www.wordpress.com www.tumblr.com www.blogger.com
- 18. How To Videos www.howcast.com Etymology Online www.etymonline.com Voting program www.letsvotenow.com NOVA blogs www.nvcc.edu/about-nova/blogs/index.html ACLI on Facebook www.facebook.com/ACLIAlexandria
- 19. Where Do I Learn More? How to blog using Wordpress.com http://learn.wordpress.com How to video record using a Flip camera http://support.theflip.com/en-us/home How to tweet using Twitter www.which.co.uk/technology/computing/guides/how -to-use-twitter/writing-your-first-tweet/ How to create a closed Facebook page https://www.facebook.com/help/162866443847527/
- 20. References Ally, M., McGreal, R., Schafer, S., Tin, T., & Cheung, B. (2007, October). Use of mobile learning technology to train ESL adults. Proceedings of the Sixth International Conference on Mobile Learning, Melbourne. Blake, R. J. (2003). Brave new digital classroom: Technology and foreign language learning. 2nd Ed. Washington, D.C.: Georgetown University Press. Tinsley, R., and Kimberly Lebak (2009). Expanding the zone of reflective capacity: Taking separate journeys together. Networks, Vol 11, is 2. Vygotsky, L.S. (1978). Mind and society: The development of higher psychological processes. Cambridge: Harvard University Press.