Virtual community...

Digital immigrants have seen the evolution of the World Wide Web from, what is now known to be, “web 1.0” to “web 2.0”. What makes them different? According to Dooley, Jones and Iverson, in their “Web 2.0 adoption and user characteristics” (2012), “Web 1.0 had fairly static content, allowing for little to no participation from viewers, with only experienced Web developers having the capacity to modify and update Web pages” On the other hand, “Web 2.0 involves the use of Web pages as a two-way form of communication between users, allowing them to prepare and share content such as information, photos, videos, and links”. Our students are really familiarized with technology, since it forms an important part of their everyday life. As teachers, we have to get profit from this, bringing it to the educational environment. Web 2.0 not only provides a huge variety of entertaining devices, but also pedagogical applications are available.

We would like to share some of our creations.  We used www.jalbum.net to create a photo gallery. The idea is to present “ a day in someone’s life”. This page allowed us to include images with a brief description in

the form of a gallery (link to our gallery: http://jalbum.net/en/browse/user/album/1659731). In this way, students can develop their writing skills by connecting language with real life situations. Another website we found useful, and that can complement the previous activity, is http://tellegami.com/ this is a cellphone application that you have to download to your phone, and after recording you are allowed to share it with other people. Students can create an avatar and record themselves to make it speak. Our avatar retells the descriptions that appear in the photographs and thus, listening and speaking skills are revisited.

It is a MUST for teachers to get profit from the internet and all the elements that it provides. The infinite uses it has can lead to limitless practices inside - and outside -  the classroom. Students will take it as both a challenge and entertainment at the same time. TRY IT!

Do it yourself!

Do you want your students to learn the language but sometimes you don’t know how to do it? Many times,  we (teachers) find ourselves facing the desire to change the old perspectives of teaching, but we don’t have enough time for finding, selecting, evaluating, adapting and making materials  to engage today’s students.It is true that designing your own materials could be time-consuming, but we should rather concentrate in the advantagesof doing so, and the rewards that come after that.

As we have mentioned in older posts, teachers may want to design their own materials for many reasons. Despite the fact that there is a huge market of materials (textbooks, Cds, videos, etc) available for teachers, some would prefer not to rely so much on them, as they would prefer to make their teaching more interesting and adapted to a specific group of students with their specific needs.

In this post we will analyze some guidelines for designing effective materials for teaching English that were presented by Major and Howard in their “Guidelines for Designing Effective English Language Teaching Materials” .

http://www.commonsensecampaign.org

• English language teaching materials should offer opportunities for integrated language use

As the authors stated, in many language teaching materials there is mainly a focus on productive or receptive skills. But by designing their own materials, teachers could “give learners opportunities to integrate all the language skills in an authentic manner”. Of course, at this point, technology will be as important as face to face education is in the learning process. A task needs to be very well designed so as to combine the four skills in an effective way.

• English language teaching materials should be authentic

We have already dealt with ideas about authenticity in older posts, when we analyzed the criteria for selecting a website. We shouldn’t trust everything that is on-line. Nonetheless, materials designers should try to find authentic but trustworthy material so students can hear, see and read native speakers in real/natural communication.

The tasks we give the students also have to be authentic, so they can connect what they learn to their life and the world outside the classroom when using it for everyday communication.

• English language teaching materials should be flexible

Teachers should design tasks in which students are free to choose the procedure to develop it. For instance, when given a task in which students have to present a topic, they could be given freedom to select which devices to use.

Maley (2003) admits diversity of content, roles and procedures for teachers and students and puts forward that flexibility is also possible in approach, level, methodology, logistics, technology, teaching style, ways to evaluate and expected outcomes. 

So as to avoid the stereotyped responses that students have towards English, teachers should create a state of expectancy in each lesson when providing them with innovative resources. There is no way of doing so by using the “one-size-fits-all” approach of commercial materials, so, always bear in mind: YOUR STUDENTS ARE UNIQUE!

http://www.innovationmanagement.se/

In the evolution of teaching, technology rules!

As the new generation of teachers, we have to find out ways of engaging students. When planning how to introduce a topic, we have to bear in mind the different and innovative methods and tools that are available. A way of doing so may be by the use of diverse approaches to teaching, as the task-based learning approach; and models such as Substitution Augmentation Modification Redefinition Model (SAMR) or Technological Pedagogical Content Knowledge (TPACK). 

https://holmeshsitworkshops.wikispaces.com/TPACK

http://msedtechie.blogspot.com.ar/2014/04/integrating-technology-using-samr-model.html

The main principle of the task based approach is that the tasks learners carry out are interconnected and lead to a last project . By the time the project is fulfilled, the topic will be completely taught and learned without students having realized it. It is by complementing the teaching with the use of any of the models mentioned before and taking advantage of technology, techniques and other skills that the learning becomes more enjoyable.

We worked on a project in which students had to create a comic using present simple and daily routines in Pixton. Thus, throughout the comic, the characters tell and show what they do in their everyday life. This page offers many options and variables to create a wide diversity of forms and styles; for example they can chose to edit the shape and position of each comic panel, give text and speech bubbles personality in any language (in this case, English), exploit creativity with shortcuts and templates, among others. What is more, they can share it instantly with friends, family, classmates and colleagues.

Why creating it using Pixton, and avoid pencil and paper? Apart from being more attractive and engaging, Pixton has other benefits that, following our unit, can be applied to the pedagogical field so as to integrate technology, content and pedagogy. The main purpose of the use of Pixton in this unit is that the materials created can be recycled and used the next year to teach the same topic to subsequent students. In this way, the recovery of digital images would be much easier than keeping papers and posters safe; besides, the use of a beamer to project the comics is another advantage as it is easier to access and does not need expensive printing.

Comic used to introduce the project.