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Plenary
- 1. And the walls came tumbling down…. shaunwilden.com @shaunwilden
- 3. “this machine will save my life, I'll never work again, cos this machine will do everything even the creative input stuff…..which doesn't happen…..and the first thing you do if you have technojoy is you get the instructions and throw them out the window!”
- 5. Stop!
- 7. Stop!
- 9. “Are we afraid of technology or change? – we constantly ask our students to change” Maria Ines Cordoba I teach therefore you learn or do you…. http://www.youtube.com/watch?v=6AWYIit1uNk
- 10. “We become boring along side the use of technology” From Ben Goldstein’s ‘Technology what difference has it made?’ …it causes a huge change from our traditional practice..it forces us to change what we have been doing for years. Maria Ines Cordoba - Technology in the classroom a first class help or burden
- 11. And the walls came tumbling down…. The one thing that hasn’t changed much at all is the classroom Michael Carrier - Innovation and technology in ELT…
- 13. “.. where does that leave us and the traditional classroom?” From Ben Goldstein’s ‘Technology what difference has it made?’
- 21. In short, people no longer always need to know stuff; they just need to know where it can be found
- 22. Sparrow concludes that the internet has become "an external memory source that we can access at any time" – an arena where information is stored collectively outside ourselveshttp://www.guardian.co.uk/science/2011/jul/15/poor-memory-blame-google
- 23. So how are the walls tumbling down?
- 25. - Can speak English - Can speak English
- 26. At the 1990 conference… most papers (88.37%) focused on some aspect of teaching conditions...more than 50% focused on some aspect specifically related to teaching (e.g. syllabus, evaluation, testing) while only 11.63% of the papers were about learning, and none discussed the outcomes of the teaching/learning process http://www.ufsm.br/labler/publi/EFL.htm.
- 27. So how are the walls tumbling down? Role of the teacher
- 31. School enforcing with no clear policy
- 32. The haves and the have nots
- 33. The role of error
- 34. The role of testing and assessment
- 35. E-safety
- 36. Digital literacy
- 37. The copy and paste approach
- 39. So how are the walls tumbling down? Homework
- 40. Golden Rules of Homework useful relevant, interesting and varied. different ability/learning style groups. manageable in terms of time no need to focus on a written product. students can contribute ideas and design their own tasks. challenging but achievable. find out time, preferences, resources consolidate classwork, it should not replicate it. tasks which are nearer to real life use of language
- 43. So how are the walls tumbling down? Learner Autonomy
- 44. ‘It’s not about dazzling the students, but about giving them more opportunities to learn and explore on their own’ Raquel Oliveira – Cultweeple- enhancing interaction and collaboration among EFL learners.
- 45. What’s the difference between….? homework self study learner autonomy
- 47. Exams
- 48. Goals
- 49. Time
- 52. So how are the walls tumbling down? Learning Styles – learning mirroring life
- 58. So how are the walls tumbling down? The world’s changed for the teacher as well
- 60. www.oup.com/elt
- 63. Teachers need to get students creating through their own intelligence and less by rote and design. Allow students the independence they need to arrive at the knowledge in their own way. http://ddeubel.edublogs.org/2011/01/19/interview-with-myself/
- 64. Vicky Samuel – Web 2.0 Project based learning
- 66. http://vyou.com/
- 67. Thanks for listening shaunwilden.com
Notas del editor
- Aim: To introduce the idea of the digital classroom and give an easy classroom activity Show the two pictures and ask the participants to find as many similarities as they can between the pictures tell them you will give them 90secs When you say go, press the slide to bring up go, then count off 90 secs and advance the slide for the picture to vanish. Then do some feedback, click again and the picture returns
- Aim: To introduce the idea of the digital classroom and give an easy classroom activity Show the two pictures and ask the participants to find as many similarities as they can between the pictures tell them you will give them 90secs When you say go, press the slide to bring up go, then count off 90 secs and advance the slide for the picture to vanish. Then do some feedback, click again and the picture returns
- Aim: To introduce the idea of the digital classroom and give an easy classroom activity Show the two pictures and ask the participants to find as many similarities as they can between the pictures tell them you will give them 90secs When you say go, press the slide to bring up go, then count off 90 secs and advance the slide for the picture to vanish. Then do some feedback, click again and the picture returns
- Aim: To introduce the idea of the digital classroom and give an easy classroom activity Show the two pictures and ask the participants to find as many similarities as they can between the pictures tell them you will give them 90secs When you say go, press the slide to bring up go, then count off 90 secs and advance the slide for the picture to vanish. Then do some feedback, click again and the picture returns
- Aim: To introduce the idea of the digital classroom and give an easy classroom activity Show the two pictures and ask the participants to find as many similarities as they can between the pictures tell them you will give them 90secs When you say go, press the slide to bring up go, then count off 90 secs and advance the slide for the picture to vanish. Then do some feedback, click again and the picture returns
- Aim: To introduce the idea of the digital classroom and give an easy classroom activity Show the two pictures and ask the participants to find as many similarities as they can between the pictures tell them you will give them 90secs When you say go, press the slide to bring up go, then count off 90 secs and advance the slide for the picture to vanish. Then do some feedback, click again and the picture returns