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Emerging uses of technology in language teaching and learning

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Using technology in teaching and learning process. Assistant tools, sites and etc.

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Emerging uses of technology in language teaching and learning

  1. 1. Emerging uses of technology in language teaching and learning
  2. 2. Introduction There are two main ways to think about technology for language learning;  As providing teaching resources,  As providing enhanced learning experiences.
  3. 3. As providing teaching resources,  For years technology may have only been chalk and blackboard. Later audio and video recording and playback equipment were added.  Now, we have www ( world wide web), a way of accessing information over the internet.  This means, computers are online dictionaries,grammar and style checkers for us.
  4. 4. As providing enhanced learning experiences  Technology is no longer simply contributing machinery or more resources available that teacher can use,  It also provides learners with greater access to the target language.  As a result, it has the potential to change where and when learning takes place. It can even shape how we view the nature of what is that we teach.
  5. 5.  Technology makes possible greater individualization, social interaction, and reflection on language.  At the same time as technology enhances language learning experiences, it also contributes to reshaping our understanding of the nature of language;  Language is not a fixed system. Instead, it is always changing and being changed by those who used.  Technology should be integrated into the curriculum and not just added in because it is new.
  6. 6. Some principles,  Students are autonomous in what they shared about themselves.  Students work on authentic language, which comes from interactions with others through online or virtual communities.  Language is learned by using it.  Students can learn from each others.  Teachers use achives of online student work to evaluate and to guide them.
  7. 7. The role of teacher  The teacher’s role is to plan activities that students accomplish via technological means.  Then the teacher monitors their work and guides the students as they learn the language.
  8. 8. The role of student  The students’ role is to be actively involved in using the language, in taking risks with the language by connecting with others.  Students also can help others.
  9. 9. Emphasized skills  Computer use naturally requires the skill of reading and writing, although speaking and listening may also be worked on depending on the types of technology used.
  10. 10. Techniques  Blogs It can be thought of as online diaries or journals. Since blogs are written by people remarking on their travels, daily life, current events, they are rich source of authentic material for reading, discussion,and study.
  11. 11. Techniques  CALL (Computer-assisted Language Learning)  There is wide variety of CALL softwareand websites are available for language learners.  Some of the CALL programs are open source, which means that they are free and can easly be downloaded onto computers.
  12. 12. Techniques  Distance Education  One of the applications of technology to language learning is in the direct delivery of language instruction via the web.  An advantage of web based instruction is that provides access to language that migt not be available otherwise.
  13. 13. Techniques  Electronic Text Corpora  Electronic text corpora are collections of language texts, most often written, but sometimes spoken texts in transcript form.
  14. 14. Techniques  Wikis  It is a quick way to create and edit web-documents.  Wikis can be very useful in collaborative writing tasks.Multiple authors -group of students- can write one text together.  Wikipedia  It is a shared online encyclopedia. What makes it unique is that anyone can contribute information on topic,so the information is always being updated.
  15. 15. Conclusion  If technology is to be a positive force in education, it should not be cast as an alternative to classroom teaching, or as replacing the teacher, but as a tool that facilitates meaningful and challenging classroom work (van Lier 2003: 2)
  16. 16. Thank you...

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