EHU ICT in Research Learning and Teaching English 2.0

1. ICT in Research
Learning and Teaching English 2.0
for EHU English language teachers
by Olga Vasilene and Pavel Solovyov
EHU 2011

2. Digital Natives vs. Digital Immigrants
Digital Natives
"Our students today are all “native speakers” of the digital language of
computers, video games and the Internet"
(Marc Prensky, 2001)[1].
Digital Immigrants
"Those of us who were not born into the digital world but have <...> become
fascinated by and adopted many or most aspects of the new technology" (Marc
Prensky, 2001)[1].
[1] Digital Natives, Digital Immigrants By Marc Prensky. On the Horizon (MCB University Press, Vol. 9 No. 5, October 2001)

3. Great revolution
"Digital Immigrant teachers assume that learners are the same as
they have always been, and that the same methods that worked
for the teachers when they were students will work for their
students now.
But that assumption is no longer valid.
Today's learners are different" (Marc Prensky,2001)[1].
[1] Digital Natives, Digital Immigrants By Marc Prensky. On the Horizon (MCB University Press, Vol. 9 No. 5, October 2001)
Image attribution: Pratheep P S, www.pratheep.com; Flickr by Brett Jordan at http://flickr.com/photos/55497864@N00/6253647584

4. Teaching English Online
A learning tool is nothing more than a tool, and it is only effective if it
serves a specific pedagogical purpose in promoting language learning
through conversations and connections. (Carla Arena, 2010 ). [1]
Online language teachers should be aware of : [2]
● a new educational content available on the Web and never-ending
requirements for being up-to-date;
● a new ways of increasing interaction with students through
utilizing software developments;
● pedagogical practice for using a new teaching and learning media.
[1] text and image from Listening Plus: A Social Approach to Learning English Online by Carla Arena / The Electronic Journal for English as a Second Language, TESL-EJ 14.2, Sept. 2010
[2] Stickler, U., & Hampel, R. (2007). Describibg online tutor training for language courses: A case study. Open Learning, 22, (1), 75-85.

5. The Web 2.0 tools offer
● interactivity;
● adaptability;
● developing responsibility for the learning process;
● developing the skills for finding the right information, analyse, present
and discuss it;
● learning to express one's opinion.

6. Brining video to the classroom
Youtube EDU Youtube for Schools Youtube
Teachers
ывавпрорлиьтбюююлолдд
http://www.lessonstream.org/browse-lessons/ - a website of lesson plans
based on youtube clips.
http://www.teachertube.com/ - a lot of instructional videos for teaching.
http://www.ted.com/ - amazing presentations on every subject.
Source: www.youtube.com

7. Why to Use YouTube in the Classroom?
● Increase student engagement;
● Free access to thousands of high quality educational videos;
● Teach to every type of learner;
● Use videos to lengthen in-class instructional time;
● Expand your impact by reaching a larger audience.
Source: Jeff Dunn, Edudemic, http://edudemic.com/2011/12/youtube-for-schools/

8. Podcast
- a radio programme that is stored in a digital form that you can download from
the Internet and play on a computer or an MP3 player.
There are three types of podcast:
● audio only (standard);
● enhanced podcast (slides with voice over);
● vodcast (audio and video).
- portable format including control over playback options;
- attractive in terms of using media player devices;
- motivating;
- easy access to audio language content;
- the possibility to use eductional content for both in-class and out-class
activities.
www.bbc.co.uk/radio/podcasts/directory/
http://www.podomatic.com/

9. Blog and Wiki
A blog is editable web pages with posts or entries organized in reverse chronological
order.
A wiki is a website which is built, updated and managed collaboratively from any
computer with an Internet access.
● enhance teachers’ lesson plans and create interactive and motivating lessons;
● eliminate certain barriers and stereotypes that contribute to unbalanced;
participation such as low status in group, gender differences, cultural background,
low self-assessment of language fluency, etc.;
● create more comfortable non-threatening learning environment that motivates and
increases students’ participation;
● enable students with as much time as they need to think about the content and the
form of their language;
● foster collaborative learning, and increasing motivation for teaching and learning.
https://www.blogger.com/start
http://www.wikispaces.com/

10. Digital Storytelling
- software suitable for the creation and vizualization of stories in the
classroom and thereby able to link Web 2.0 to the content of the curriculum.
Teachers are offered a great possibility to increase motivation, oral
participation and thus competence in almost every field of the
curriculum, because the more channels for the reception of information are
used, the better for the students' language acquisition or their learning
process in general.
http://www.xtranormal.com/ - "Users feed Xtranormal's
website the text, and Xtranormal makes it come alive" -
Fortune
http://www.zimmertwins.com/

11. And now we would like to show you a
brief example how Web 2.0 technologies
may easily be applied in teaching and
learning foreign languages
with FUN !