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.
Friday, 29 November 2013
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.
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