24 ict in flt

24 Technological resources for FLT

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Technological and pedagogical aspects of using audiovisual materials ● The computer as the auxiliary resource for learning and improving FLs

Dudeney, G. (2000): The Internet and the Language classroom, Cambridge Univ. Press GARDNER, H. (1983): Frames of Mind, New York Basic Book, INC. HEZIBERRI 2020.

Introduction ●

Heziberri 2020: –

Cross-curricular competences: ●

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Verbal, non verbal and digital communication competence

ICT is part of the curricular objectives in the Heziberri 2020: 236/2015 Decree.

6. To employ, in a guided way, the ICT for obtaining information, communicating and cooperating in the foreign language.

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Need of constant update within teaching strategies and methodologies Helps with student motivation: –

more than one way of input (teacher)

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attractive (daily life resources) and authentic

Conclusion: ICT facilitates language learning.

24.1. TECHNOLOGICAL AND PEDAGOGICAL ASPECTS OF USING AUDIOVISUAL MATERIALS â—?

Audio-visual aids as an important input for FLT: supports linguistic skills for better comprehension High level of interest and motivation

Promotes students participation

Advantages Promotes use of language Specially at early stages

Can be used at all levels

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ICT resources can be useful for Multiple Intelligences approach (Gardner, 1983).

Listening to music Creating and editing recording

Videos, computer graphics, Maps, charts; cartoons; Diagrams, posters; Graphic organizers

Blogging, tweeting, Personal diaries

Research websites, Documentaries, Cientific publications

Movement activities, Following instructions Social networking, Cooperating through Drive Forums

Reading literature, Crosswords

Watching experiments; Making puzzles Solving logical games

24.1.1. Media as a teaching resource in FLT MEDIA CATEGORIES NON- TECHNICAL TECHNICAL ● ● ● ● ● ● ● ● ● ● ● ●

Blackboards / whiteboards Magnet boards Flashcards Posters, maps, wall charts Board games Mounted pictures / photos Cartoons Realia Brochures, flyers, menus...

Equipment operation manuals Puppets Newspapers, books, magazines...

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Audio recorder CD player Radio / podcasts TV / video channels (youtube...)

Video recorder Telephone Overhead projector Smart Board Slide projector Computers Language lab Computer / multimedia lab Software / apps

NEWSPAPERS

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TELEVISION

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MUSIC PLAYER / RECORDER VIDEO CAM

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SLIDES

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WHITEBOARD

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MAGNETIC BOARD

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Better adapted for Primary Authentic English Current events

The Times, The Daily Telegraph, The Guardian Weekly...

Authentic English Any kind of topics Pre-During-Post exercises

BBC, Euro News, C Span...

Youtube educative channels

For recording and preparing own expositions (self assessment) Stimulate critical thinking Demonstrate abstrac ideas Easy DIY Easier to handle Less time consuming

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Connect with other students away Offer a different approach to topic Need a slide projector (now digital)

Brainstorming, poster, notes...

Mobile Used for dynamic expositions

REALIA

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Connect with the outside world

PHOTOGRAPHS

For timeline working

FLASHCARDS

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Easy DIY

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Make language learning more relevant and meaningful

Verb tenses

Question order Flashcards also useful for grammar: words instead of pictures

Motivation and interest

Create situations and role plays

Structures are contextualized (flashcards)

ADVANTAGES OF USING PICTURES / Flashcards

Vocabulary easily studied (flashcards)

Prepositions And pronouns

Pronunciation of minimal pairs contextualized

24.2. THE COMPUTER AS AN AUXILIARY RESOURCE FOR LEARNING AND IMPROVING FLs ●

ICT related to English Language Teaching: –

Activities designed with the help a certain programme (CLIC, HotPotatoes...)

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Educative programmes

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Vocabulary learning by multimedia flashcards

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WebQuests

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Own digital videos

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Information search on the net

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24.2.1. TEACHING ENGLISH WITH COMPUTERS Motivation

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Neutral Assessment

Communication

Attention to diversity

Role of the teacher: Assistant / guide in –

autonomous learning: auto-corregibles

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Personalized education: reinforcement and extension

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Creating learner-material.

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Selection of materials: worksheets, reading, listening, interaction

+ Etwinning network. + Lifelong Teaching Formation

24.2.2. Internet Options in the classroom ●

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Consulting webpages –

Print webpages

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Save websites on the hard disk for later applications

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Use a high resolution screen for whole group visualization

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Listening to audio/ video and work with lyrics.

Peer working –

Researching in pairs: free access or limited

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Worksheets and flash games

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Cooperative works (Drive Docs...)

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Forums online

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WebQuests

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WebQuests

Interactive task that involves searchin the internet for information that is related to the topic.

Pupils are in touch with authentic language â—?

Phases of the WebQuest (Dudeney, G. (2000): The Internet and the Language classroom, Cambridge Univ. Press)

- Introduction. Learners know the theme and the vocab necessary to accomplish the task

- Explanation. Task is explained by the teacher.

- Process. Learners are guided through activities and tasks using resources in form on web links. At the end they are expected to present a product.

- Evaluation. Self and teacher's evaluation.

Teacher's role:

- facilitator of necessary linguistic input - monitor: keeps an eye on development - evaluator: evaluate the process and final product

24.3. The computer as a resource for the teacher ●

Benefits for teachers themselves –

Database to file resources ● ●

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Content editor role Language research

Didatic material and ideas exchange ●

Teachers' forum –

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For publications: Procomun

Teachers' formation online – –

Educalab eTwinning