Monday, 16 December 2013
Sharing multi-media content
I have provided a few links below of different ways of sharing information - via audio, video and visual material. By providing learners with a variety of different media with which to work, you are more likely to be inclusive as learners can receive information in different ways. For example, I have a learner in one of my classes who is visually-impaired so providing the information in an audio format makes the information more accessible for her. It is also important to differentiate in the classroom to accommodate different ways of learning and to spice up the lesson. Teachers, and I know I am guilty of this, can be stale in our approach. Teacher trainers, in particular, often resort to using the PowerPoint to deliver sessions. I attended a session today where this was used; the session was still interactive as we were encouraged to share our ideas but there is an element of predictability about the tool. Sometimes it feels that we share our ideas and then we are provided with the correct responses. Did I really need to attend the session? All the information was provided on the slides; I could have read the information in my own time.
Last week in one of my sessions, I used flipchart paper (old fashioned, I know) for the learners to share their tips on teaching different levels of ESOL learners. Probably in the past I would have asked the learners to share their responses and then we would have forgotten about it. However, this time, one of the learners used their mobile to take a photo of what had been produced and I uploaded the pictures to our blog. This meant that the learners were to access their responses via a shared forum. The blog has been a useful way of consolidating knowledge, reminding learners of homework they have to do and, generally, sharing views. It has been a great way of facilitating discusson and participating. Another aspect I have found beneficial with regard to using a blog is that the learners can be more self-sufficient. For example, as I mentioned in an earlier post, some of my learners have used Linoit and Padlet to record ideas/provide examples of websites etc. This is more useful than my providing everything.
However, as with everything, there are downsides to sharing multi-media. Some learners are fearful of using technology in the classroom: just mentioning the word 'technology' can make them want to run out of the classroom screaming. Nevertheless, there is no getting away from the fact that technology is all around us, we need to embrace it if we are going to move forward in our teaching and not be left behind; just because one or two students are afraid of using it does not mean that we shouldn't integrate it in our lessons. The important thing is to recognise that some learners may be afraid of using technology, they may be embarrassed as they do not have the latest up to date technology, they may come from disadvantaged backgrounds so they can not afford technology etc. We can not ignore these factors. I personally believe that technology needs to be integrated gradually and, as with all lessons, we need to differentiate appropriately. Learners can help each other, more able or technically-confident learners can be given more challenging roles, less confident learners can be provided with more support etc. Once learners see how technology can be used,they should feel more adept at using it and take more risks. Using a blog with my learners has so far been a positive experience and I plan on using more multi-media in the future once I have gained more proficiency and have a clear understanding of how best to exploit it in my lessons.
As I mentioned in a previous post, I am keen to try out using mobile phones in the classroom. I have a few old techy ex-colleagues who I hope are going to provide me with a few more ideas. Watch this space!
Thursday, 12 December 2013
Using push technology
I hadn't come across push technology before really until this week; I had come across the term but didn't really know what it meant. However, learning about the differences between push and pull technology wass enlightening and has helped me make sense of RSS feeds, Facebook notifications etc.
So what is 'push technology'? Push technology is essentially a way of information being pushed onto the user without the need for him/her to actively search for information. Pull technology on the other hand is the more traditional approach; when you search for information on the web, e.g. using a search engine such as Google or Bing, you are looking for specific information. You need to know exactly what information you are looking for and it is time-consuming and tedious to continually search for information on a regular basis.
Push technology enables users to access information as soon as it becomes available. In other words, the information is pushed onto you. One way of using push technology in the classroom is to create an online paper; I did this using paper li. This is very easy to do and looks as though you have spent a lot more effort creating something than you have. Paper li is a curation platform which allows you to select resources from Twitter, Youtube etc. and turn them into an online paper. I wanted to create a kind of online further education online journal and selected resources from EducationGuardian, the TES and twitter users who always post practical ideas. The paper is updated automatically and daily, and provides you with an interesting read.
The only downside I can really see is that the paper can appear a bit chaotic. You have had no control over the selection of the articles so not all of them will be useful.
Still, overall, I found the exercise very worthwhile. The latest edition of the paper is provided below.
Monday, 9 December 2013
Using box
I had never used Box before this course began, but I find it really useful. Obviously, it's a great way of storing files and being able to access them anywhere.hi also like how you can ask people to colloborate on your 'creations'.
I have organised my file under different folders. I am only teaching on two courses at the moment and have organised my files accordingly: CELTA and the 6255 (The level 3 award in Language for ESOL and Literacy teaching).
Monday, 2 December 2013
Embedding audioboo
I created this audioboo for my CELTA learners to do some self-study work re legislation.
The learners need to listen to the audioboo and then answer two questions on the following Youtube clips, created using the playlists section.
Embedding a Youtube video
I created this video for my CELTA learners with the help of my colleagues on the Level 3 e-teaching course. They kindly assisted me in voicing their opinions on pronunciation. This clip will help lead into the topic of intonation and attitudes towards pronunciation teaching. I have also uploaded it to our New Learning site.
Friday, 29 November 2013
Accessibility of using Quizlet in the classroom
I have decided to write about using Quizlet in the classroom as I introduced it to my CELTA students last week as I thought they might want to use it in their teaching. One of the learners is visually-impaired and found the font very small. However, I am not under the impression that you can change the font when you use the tool in the classroom.
As a self-study tool it is great. I found this site which praises its use in the classroom and clarifies how it is an accessible tool. It explains how you can use it as a self-study tool; however, I am not convinced that it can be amended sufficiently for use for a large group of learners in the classroom. Unfortunately, the classroom in which I teach, is large and slightly imposing. The learners do not have access to computers and need to gather close to the screen to view the material.
Although I think Quizlet is a very valuable learning e-tool, I feel it works better as a self-study tool or with a small group of learners.
As a self-study tool it is great. I found this site which praises its use in the classroom and clarifies how it is an accessible tool. It explains how you can use it as a self-study tool; however, I am not convinced that it can be amended sufficiently for use for a large group of learners in the classroom. Unfortunately, the classroom in which I teach, is large and slightly imposing. The learners do not have access to computers and need to gather close to the screen to view the material.
Although I think Quizlet is a very valuable learning e-tool, I feel it works better as a self-study tool or with a small group of learners.
How can technology enhance and inhibit learning?
Overall, I believe that technology can enhance learning in a positive way. There is no getting away from the face that technology is all around us and we can either embrace it or ignore it; nobody is too old to get a handle on technology. Of course, it is important to consider whether technology actually aids learning. I have been to seminars/workshops where I have found the technology being used interesting but rather gimmicky and have not been told how it aids learning. I have spent ages creating a resource to be used in the classroom and have only been able to exploit it for a few minutes. We, therefore, need to consider whether technology can be used to enhance learning or whether learners would be better off doing something else.
I know John Hattie, in his book, Visible Learning, makes the point that technology should be used alongside traditional methods of learning rather than replacing them outright. This I agree with, and I also feel that teachers need to have more training so that they know how to use technology in an innovative and creative way. Too often we learn about technology but do not how to use it to enhance learning; it would be more useful if the e-learning advisors had some experience of teaching to clarify this.
However, I conducted some informal training with my learners recently about the e-tools I have been using in my class and I was surprised at how positive they were. They liked the variety of presentation tools (aren't all students fed up with teachers only using PowerPoint, which I realise is still technology although slightly 'tired'), the opportunities provided for self-study and the chances to contribute in different ways, e.g. posting their own useful sites and tips via Liniot, Padlet etc. Nobody bemoaned the use of technology in the classroom and one student even said she wanted to have access to computers every week although I'm not sure she could state for what reason.
What about the other side? Technology can be a distraction. I must admit I am afraid to allow learners use of mobile phones in the classroom as I do not know what they will be using them for. Perhaps this says more about me and my need to keep control, but I know how easily learners can be distracted if they are not kept in task. Years ago, when I first started working on the PGCE, I would book computers and then encourage learners to research learning theories. Of course, when they came back to conduct mini-presentations, they would reel off a lot of irrelevant information, mainly because I had not given them a focused task. They may also have been wondering why they couldn't have done this at home.
In addition, some learners are nervous of technology; they have certain expectations of what teachers should do in the classroom and, whether we agree with this or not, we have to take this into account and take steps to alleviate their fears. There is also no substitution for sharing ideas face to face. Whilst I am all for blended learning/distance learning/flipped learning programmes, and have participated in a few such courses myself, I still really enjoy the social interaction you get from attending courses. On the course I am currently attending, I really enjoy the moments when we discuss things, e.g. how something has contributed to our learning.
Overall, therefore, I feel that we need to focus more on how technology can be used to enhance learning rather on just using technology for the sake of it.
I know John Hattie, in his book, Visible Learning, makes the point that technology should be used alongside traditional methods of learning rather than replacing them outright. This I agree with, and I also feel that teachers need to have more training so that they know how to use technology in an innovative and creative way. Too often we learn about technology but do not how to use it to enhance learning; it would be more useful if the e-learning advisors had some experience of teaching to clarify this.
However, I conducted some informal training with my learners recently about the e-tools I have been using in my class and I was surprised at how positive they were. They liked the variety of presentation tools (aren't all students fed up with teachers only using PowerPoint, which I realise is still technology although slightly 'tired'), the opportunities provided for self-study and the chances to contribute in different ways, e.g. posting their own useful sites and tips via Liniot, Padlet etc. Nobody bemoaned the use of technology in the classroom and one student even said she wanted to have access to computers every week although I'm not sure she could state for what reason.
What about the other side? Technology can be a distraction. I must admit I am afraid to allow learners use of mobile phones in the classroom as I do not know what they will be using them for. Perhaps this says more about me and my need to keep control, but I know how easily learners can be distracted if they are not kept in task. Years ago, when I first started working on the PGCE, I would book computers and then encourage learners to research learning theories. Of course, when they came back to conduct mini-presentations, they would reel off a lot of irrelevant information, mainly because I had not given them a focused task. They may also have been wondering why they couldn't have done this at home.
In addition, some learners are nervous of technology; they have certain expectations of what teachers should do in the classroom and, whether we agree with this or not, we have to take this into account and take steps to alleviate their fears. There is also no substitution for sharing ideas face to face. Whilst I am all for blended learning/distance learning/flipped learning programmes, and have participated in a few such courses myself, I still really enjoy the social interaction you get from attending courses. On the course I am currently attending, I really enjoy the moments when we discuss things, e.g. how something has contributed to our learning.
Overall, therefore, I feel that we need to focus more on how technology can be used to enhance learning rather on just using technology for the sake of it.
Monday, 25 November 2013
Saturday, 23 November 2013
Creating a glog
I find Glogster difficult to use but I've given it a go and created this, based on what Martin did last week with storytelling. I'm hoping to use if when/if I have to introduce any of my groups to e-teaching resources.
Glog
Glog
Thursday, 21 November 2013
Monday, 18 November 2013
Sunday, 17 November 2013
Quiz on sentence structure
A quick quiz to assess the participants' knowledge on sentence structure.
Sentence structure
Read the sentence and decide which type of sentence it is.Friday, 15 November 2013
Using mindmaps
Nice tool - I have observed this in practice in Martin's session and during a micro-teach. I have decide to use it in my session on sentence structure. Once the students have watched the presentation and answered the questions on it, I will feedback using this tool via the IWB.
Watch this space.....
Watch this space.....
Tuesday, 12 November 2013
Powtoon
This was my first attempt at using Powtoon. I found it very difficult to use but I am pleased I could produce something. I hope that I will be able to find the 'undo' button, however.
Monday, 11 November 2013
Pros and cons of using Twitter in the classroom
I have come round to using Twitter at least in an educational sense. I have always been sceptical of it, viewing it as a rather narcissistic and self-promotional tool rather than it having any real pedagogic value. However, in today's session I saw the value of being able to view different threads immediately and can see how it could work in the classroom.
For example, we have recently been reviewing different ways of presenting language in the classroom, e.g. via task-based learning, dogme, presentation via an audio etc. Learners could search for different views on these approaches. It saves time having to google everything and it is interesting reading different people's views on the topic. Learners can post comments immediately and feel part of a community.
On the negative side, it doesn't suit all personalities. Some learners are afraid of posting their opinions online for fear of being 'trolled' (can it be used as a verb?). Twitter has had a bad press as we think of celebrities posting vacuous comments about themselves.
I can see it being a more accessible and convenient tool than learners always having to log into New Learning, our Virtual Learning Environment. This has its value (as a store of more permanent resources)but is not a real-time source.
Twitter has been criticised as it may encourage learners to write badly and distract them in the classroom but, overall, I can see that, used in a sensible way, it can be a useful educational tool.
Friday, 8 November 2013
Animoto
I created an Animoto a few weeks ago by playing around with some family photos. I wanted to create something with a little pedagogic value but 30 seconds is a very short time to play with. With the help of Elodie, my daughter, we created something for my session on sentence structure in a few weeks' time. I am hoping the participants will note the names of some of the constituents of a sentence as an introduction to the session. Unfortunately, I couldn't show all the parts because of time restrictions.
Monday, 4 November 2013
e of e-safety, inclusion and data protection
All of the above need to be taken into consideration when using technology inside and outside the classroom.
Cyberbullying is using the web, mobile phones or other forms of technology to intimidate, threaten or bully somebody. For example, (a) demeaning what somebody has written on Facebook, Twitter texts, chatrooms etc.
(b) sending hostile texts etc.
Newham College has some policies in place with regard to cyberbullying. There is a 'panic button' which can be accessed via the Virtual Learning Environment. The issue is then raised and dealt with by one of the e-saftey advisors. For a while the college tried to ban access to social network sites such as Facebook but learners found ways of accessing these sites and the policy was revised. Of course, it is difficult to completely monitor what goes online but some procedures need to be in place to ensure that learners feel safe, whatever their age. Certain sites are still blocked in order to protect young adults. Teachers should also have a good knowledge of e-safety so that they can educate their learners, making them aware of some of the risks. Of course, it is worth remembering that blogs, wikis etc. are open access and individuals need to be aware that any comments they make will be visible for all.
Data protection is another key issue linked to e-safety. It is essential that teachers receive the learner's consent before taking personal photos, publishing work online, using learner's names in marketing ventures etc. Information relating to learners needs to be stored in a safe place and it is worth remembering that learners are entitled to view their information. Teachers need to be careful when sending emails to each other as these emails can be accessed by other parties.
It is also important to make sure that learners can access technology easily: e-inclusion. Assistive technology, e.g. using audio notetaking software, can make education accessible for learners with physical and learning disabilities. All the learners need to be considered when using technology. For example, the font on presentation tools needs to be of an appropriate size so that everyone can read the text, resources may need to be sent to learners in advance and it is important not to over-estimate the capabilities of learners and presume they will immediately understand how technology works. Some ESOL learners struggle with very basic concepts connected with e-technology.
It is also important to make sure that learners can access technology easily: e-inclusion. Assistive technology, e.g. using audio notetaking software, can make education accessible for learners with physical and learning disabilities. All the learners need to be considered when using technology. For example, the font on presentation tools needs to be of an appropriate size so that everyone can read the text, resources may need to be sent to learners in advance and it is important not to over-estimate the capabilities of learners and presume they will immediately understand how technology works. Some ESOL learners struggle with very basic concepts connected with e-technology.
Sunday, 3 November 2013
Popplet - review of connected speech
I have decided to use this tool to review elements of connected speech once the participants have viewed the Prezi on connected speech.
Review
I have decided to use this activity with my level 3 learners to see whether they can remember different sentence/clause elements; it is a kind of pelmanism activity.
Thursday, 31 October 2013
Using classnet tool: dustbin
I used this tool with my CELTA trainees as a kind of recap to discuss the main differences between presenting grammar, i.e. the differences between deductive and inductive learning.It worked well as a summary of some of the key points we had discussed throughout the session.
My second attempt at Prezi
I have tried to be a little more ambitious here as I want the participants to be able to do some independent study. I have linked some MP3 files and hyperlinks. I shall see how it goes in class.
Tuesday, 29 October 2013
Using Dvolver movie
I have created this short film for my CELTA learners to help them to concept check. I hope they will enjoy it.
Presentation tool: Prezi
I have wanted to try out Prezi for ages. I was introduced to it briefly a while ago but, being me, unless I apply what I have learned immediately, I forget everything. Therefore, after we were introduced to some presentation tools last week, I decided to give it a go. To be honest, I found it quite tricky to use, especially on my laptop but I like the look of it. It is a bit more exciting than PowerPoint and it is important to add variety to your sessions.
I have decided to use the one I have created, "delivering effective presentations" with my level 3 students. They are due to give presentations at the end of next month and I wanted to do a recap of the points we had discussed initially. I am hoping to book out some computers for next week's session so the participants can view the Prezi at their own pace and then discuss what they found there. However, if this is not possible, I plan to use it with the class. I feel this will not work so well as I do not want to read out information written on the Prezi but I shall see how it goes!
I have decided to use the one I have created, "delivering effective presentations" with my level 3 students. They are due to give presentations at the end of next month and I wanted to do a recap of the points we had discussed initially. I am hoping to book out some computers for next week's session so the participants can view the Prezi at their own pace and then discuss what they found there. However, if this is not possible, I plan to use it with the class. I feel this will not work so well as I do not want to read out information written on the Prezi but I shall see how it goes!
Monday, 28 October 2013
Using wikis in the classroom
Out of all the web 2.0 strategies I have looked at, the one that interests me the most is using wikis. I can see similarities between using wikis and blogs but blogs are generally more author-centred than wikis. So far in this blog, written about my own experiences of using e-technology in the classroom. Other people can comment on my posts but unless I have invited them to be a co-author, they are restricted to evaluating to what I have written. I like the idea of creating something more content-driven, an editable website which can be used on different courses.
I have decided to create a wikispce for the CELTA course as this is a course we run twice a year. Although we have a New Learning site, it is not always easy to access. I find it is more useful for learners to find resources in which they are interested rather than reading an overview of different topics. I feel a wikispace for the CELTA course could be used in several ways. First of all, it could be used as a kind of marketing tool for participants who are interested in doing the CELTA. They could access the page and read an overview of the course and look at some of the sessions. I hope to include two letters from previous graduates outlining their different experiences on the course and their tips for survival!
I have started putting this together. I have included some tips about lesson planning. This of course is author led but I hope that once I have discussed the value of using wikis, participants will be more willing to contribute to the page. I like the idea of adding 'please contribute' on the page so that participants have to voice their own ideas. I would like to create a more collaborative atmosphere so that the learners feel more part of the learning process; not everything is dictated by the course syllabus or the course tutors. Participants could be encouraged to post tips on how they check meaning, for example, ideas they have used in the classroom etc.
Of course, one of the drawbacks with creating a more collaborative atmosphere is that participants might think that you are available 24-7. Guidelines need to be put in place so that they are aware that feedback will not always be immediate, especially in my case as I only work part-time.
Some more screenshots are provided below:
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