PLENARY--Back to pedagogy: INspired teaching with technology
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The document discusses balancing the four strands of language teaching - meaning-focused input, meaning-focused output, language-focused learning, and fluency development - and integrating technology through TPACK (technological pedagogical content knowledge). It provides examples of how to use various technologies to support each strand, such as using Newsela for reading input, VoiceThread for oral output, vocabulary apps for language learning, and collaborative projects on Google Drive for fluency practice. The overall message is that technology can be used to scaffold and enhance teaching across the four strands in inspired ways.
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PLENARY--Back to pedagogy: INspired teaching with technology
- 3. Christine Bauer-Ramazani Saint Michael’s College,Vermont, USA cbauer-ramazani@smcvt.edu URL for the presentation: http://bit.ly/CCA-2017-plenary The Colombo Symposium 2017:Teachers are IN: 75 years of INnovative, INclusive, and INspiring teaching PLENARY Back to Pedagogy: INspiredTeaching with Technology
- 4. Balancing the Four Strands The Four Strands—Nation & Macalister (2010) 1. Meaning-focused input 2. Meaning-focused output 3. Language-focused learning 4. Fluency development 2 Nation, I.S.P., & Macalister, J. (2010). Language curriculum design. NewYork, NY: Routledge. Nation, I.S.P., &Yamamoto, A. (2012). Applying the four strands to language learning. InternationalJournal of Innovation in English LanguageTeaching, 1(2), 1-15.
- 5. Technology across the curriculum TPACK—Technological Pedagogical Content Knowledge (Mishra & Koehler, 2006) – the integration of • Technological Knowledge (TK) -- CALL • Pedagogical Knowledge (PK) -- teaching/scaffolding • Content Knowledge (CK)— vocabulary/concepts Source:TPACK.org 3
- 6. An example of the Four Strands &TPACK in Action– a newscast project Amazing Facts About the Brain (a newscast project in Current Events)— high-intermediate level • Collaborative research • Collaborative Storyboard 4
- 7. STRAND 1: Meaning-Focused Input in the receptive skills of Reading and Listening 5
- 8. Meaning-focused input in READING through Flipped Learning ESL/EFL Teaching/Learning Resources—Reading (http://bit.ly/ESL- reading-resources) Source: Christine’s 7,000+ Links Compendium Resources: • Extensive Reading • Literature/Books/Stories • Folktales/Proverbs/Famous Quotations • Reading & Listening • News • Magazines • Newspapers from around the world 6
- 9. Newsela (web, iPhone/iPad, Android) 7 • 4646 articles (March 2017) • For grades 2-12 but appropriate for ESL in other areas, too • Many subject areas, reading skills/standards, genres • Differentiated Learning: Newsela text at different levels of difficulty and number of words • Assessment: Quizzes,Answers, and Write Prompts—built into every article at every level • Annotations: interactive comments between students and teacher • PRO: offers a type of LMS with a BINDER for text sets and tracking of student performance Reading in Content-Based Instruction
- 10. Read & Listen: ESL-BITS 8
- 11. Read & Listen: Dreamreader • free online reading practice in different genres at different proficiency levels (low- intermediate, intermediate, high-intermediate, advanced)- -text, audio, comprehension quizzes, vocabulary worksheets (word forms, definition, sentence); • academic English, Easy English, Interesting English, Fun English, Practical English 9
- 12. Meaning-focused input in LISTENING through Flipped Learning Resources for Listening (audio/video) • News /Talks • History • Learning English—AUDIO • Learning English—VIDEO • Movies • Sound clips (to movies, lyrics/songs) 10 ESL/EFL Teaching/Learning Resources—Listening (http://bit.ly/ESL-listening- resources) Source: Christine’s 7,000+ Links Compendium
- 13. LISTENING – News/Talks • Technology-mediated Listening: – with/without subtitles – With/without transcript • Research • Non-native speaker experience TED-EDVideo TED-ED Playlist 11
- 14. LISTENING – News/Talks • Technology-mediated Listening: – with/without subtitles – With/without transcript • Research • Non-native speaker experience Voice of America Learning English TV (video) VOA—audio only (30 min., short news events) 14
- 15. STRAND 2: Meaning-Focused Output (& Assessment) in the productive skills of Writing and Speaking 13
- 16. OUTPUT--Examples of possible products Oral Products Written Products Media/technology products speech debate presentation live newscast panel discussion summary of a book/article, etc. play/drama Storytelling poster session lesson sales pitch weekly book/article/ listening reports & rubric vocabulary logs tests/quizzes summaries/responses/essays research paper/report letter/memo book review brochure script guide/manual (how to) blog, editorial audio recording/podcast slideshow drawing/painting collage photo essay, video/animation web page for a web site digital story 14
- 17. AudioTools VideoTools WritingTools • VoiceThread (collaborative space for voice discussions/narrations with video/audio/web cam, pictures, slides, other graphics) • An audio message board with YouTube • Voki (a speaking character) • audioBoom (mobile/web platform for audio recording/uploading; shareable from computer, tablet, or phone) • AudioPal (for voice messages) • Vocaroo (record speech/messages, save it, and upload it as a link to a Web space) • Audacity (excellent audio recorder & editing tool) APPS: • Free iPhoneVoice Recorder • Free Android PhoneVoice Recorder • Free Windows PhoneVoice Recorder • Video recorders on smartphones • YouTube or TeacherTube (upload/edit/share video) • Vimeo (upload/share videos) • Animoto (create a video) • Movenote (add audio/video to slides) • EdPuzzle (Crop a video, add your voice; add quizzes) • bubbli (turns photos into 360 degree video with sound) • moovly (Create animated videos.) • Knovio or Knovio Mobile • Magisto (makes movies out of photos/videos; adds music, themes, effects) For screencasting: • Jing • Screencast-O-Matic Collaboration • Google Drive • Skitch • Edmodo • PBWorks EduHub • Trello boards Storyboards • Google Drive,VoiceThread Reflections • Blogger • EduBlogs • Weebly • Edmodo • PBWorks EduHub • Padlet for posting reflections, photos, exit tickets, etc. • Google Drive • Google Forms • Edmodo • PBWorks EduHub TOOLS to create oral and written products/projects 15
- 18. Links to ESL/EFLTeaching/Learning Resources for Writing and Speaking 16 ESL/EFL Teaching/Learning Resources—Writing (http://bit.ly/ESL-writing- resources) Source: Christine’s 7,000+ Links Compendium – ESL/EFL Teaching/Learning Resources—Speaking (http://bit.ly/ESL-speaking- resources) – Source: Christine’s 7,000+ Links Compendium
- 20. TPACK as the synthesizer! 18 Technological knowledge: TheT identifies the most appropriate technology tool(s) to accomplish the tasks.
- 21. TOOLS to support language-focused learning 1. Electronic dictionaries/apps 2. Electronic highlighters and annotation tools 3. Vocabulary apps: Quizlet Live, Quizlet— Flashcards, Learn, Speller,Test, games 4. Electronic sticky notes 5. Graphic organizers 6. Text-to-speech programs 18
- 22. Dictionaries -- used in class for pronunciation, dictionary work; used outside of class for vocabulary logs in listening and reading FREE Apps or links placed on home screens; copied from my syllabus: 1. Free apps by operating system: o Apple--Oxford Learner's Dictionary of Academic English; Merriam Webster's Learner's Dictionary o Android: Advanced English Dictionary & Thesaurus (AED); o Windows: Advanced English Dictionary (AED) 2.Web sites: o Longman Dictionary of Contemporary English (for English learners, definitions, examples, phrases, examples from the corpus, some word families); o Cambridge Dictionary of American English (for English learners, definitions, examples, pronunciation-audio, phrases, word families); o Vocabulary.com (good for word families) NOT ALLOWED: Dictionary.com (not a learner’s dictionary; definitions typically incomprehensible to learners) 19
- 23. Hypothes.is -- Annotate, highlight, and tag web pages and PDF documents. 20 Dean, J. (2015, Aug. 25). Back to School with Annotation: 10 Ways to Annotate with Students. Hypothes.is. https://hypothes.is/blog/back-to-school-with-annotation-10-ways-to-annotate-with-students/
- 24. TPACK as the synthesizer! 18 Pedagogical Knowledge: TheT creates instructional scaffolds/graphic organizers for students to conduct collaborative tasks. Source: Koehler, M., & Mishra, P. (2009). What isTechnological Pedagogical Content Knowledge? CITEJournal.
- 25. TPACK as the synthesizer! 18 Content knowledge:TheT identifies and pre-teaches the concepts and vocabulary in the content (theme/topic), e.g. the environment, conservation, nature vs. nurture, etc.
- 26. IntegratingTechnology TPACK (Technological Pedagogical And Content Knowledge):TheT uses the affordances of the tech tools to maximize student learning. 19 Source: Koehler, M., & Mishra, P. (2009). What isTechnological Pedagogical Content Knowledge? CITEJournal.
- 27. STRAND 4: Fluency Development This means PRACTICE, PRACTICE, PRACTICE! Putting it all together for INspired Teaching withTechnology 21
- 28. Scaffolding projects with technology 1. shared team folders on Google Drive • Collaborative research • Collaborative note-taking • Collaborative writing (summarizing, scripting, story-telling, etc.) • Peer reviews 2. Electronic dictionaries/apps • Collaborative identification of important vocabulary for pronunciation 3. Google slides • Collaborative slide show creation • Practicing 28 Template for Speaking ProjectsTools and components for Speaking Projects
- 29. GROUP PROJECT: Campus Survey on Sleep Habits 29 Technology scaffolds Language scaffolds
- 30. Campus Survey on Sleep Habits 30 Video: 49 sec.
- 31. Thank you for participating! Christine Bauer-Ramazani Saint Michael’s College,Vermont, USA cbauer-ramazani@smcvt.edu 31 URL for the presentation: http://bit.ly/CCA-2017-plenary
Editor's Notes
- I am ever so grateful and happy to be here, once again, especially to mark such an important event as the 75th anniversary of the Colombo. It has been my honor and great pleasure to have spoken in this room several times before, and I am always humbled by the high level of pedagogy and research that I find here. I am so immensely thankful to the organizers for inviting me again and for the connections we have built since 2004. When I got the description of the Symposium, I immediately loved the title: Teachers are IN. Well, that means pedagogy is IN. As a teacher of 40 years and one that writes and teaches about TEACHING WITH TECHNOLOGY, I couldn’t be happier because—trust me—even today, teaching with technology often does not come naturally. But technology has proven to INSPIRE both teachers and learners, so let’s look at how we can best achieve an effective INTEGRATION of the two. My talk today is grounded in two MODELS, or FRAMEWORKS, that lie at the CORE of my TEACHING WITH TECHNOLOGY and also INSPIRING my students to learn with technology.
- The first framework that has informed my teaching for a number of years now and one that I find really works is the principle of the FOUR STRANDS by Nation and Macalister (2010). The authors stipulate that a well-balanced language course should have 4 equal strands of MEANING-FOCUSED INPUT MEANING-FOCUSED OUTPUT LANGUAGE-FOCUSED LEARNING and FLUENCY DEVELOPMENT This not only works on a macro-level for a whole curriculum that includes reading, listening, speaking, and writing, but it also works on a micro-level for a reading curriculum. In other words, the 4 strands provide an answer to “What should a well balanced reading course contain?”
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- Let’s look in more detail at STRAND 1: MEANING-FOCUSED INPUT IN READING & LISTENING.
- As all of you probably have expected, MEANING-FOCUSED INPUT in reading should occur as COMPREHENSIBLE INPUT. This can occur in several ways: In Content-Based Instruction inside and outside the classroom As Extensive Reading with GRADED READERS As Extensive Reading with Read & Listen sites for LITERATURE As Extensive Reading with NEWSPAPERS & MAGAZINES Tom already shared several Extensive Reading sites with you. I have a few more to recommend and will focus on how they can be used in a FLIPPED LEARNING environment, which is a form of blended learning, where face-to-face learning is augmented by technology inside and outside the classroom. At Saint Michael’s College we use Extensive Reading mainly outside the classroom, using TECHNOLOGY as an effective lever to keep students engaged with the language and the class.
- A wealth of UNSIMPLIFIED material with TEXT + AUDIO, all at two speeds: faster and slower; includes CLASSIC AUDIOBOOKS -- 19th Century Classics—including Pride and Prejudice, A Christmas Carol, Jane Eyre, and many more; 20th Century Classics include The Great Gatsby, Hemingway‘s The Old Man and the Sea, Brave New World, Animal Farm, and Lord of the Flies. CONTEMPORARY NOVELS, NOVELLAS, like The Lion, the Witch, and the Wardrobe SHORT STORIES, including several by Agatha Christie, Somerset Maugham, and many others
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- Language-Focused Learning is where our model, TPACK, comes into play. As Nation & Macalister (2010, p. 92) state, “Language-focused learning involves a deliberate focus on language features, such as pronunciation, spelling, word parts, vocabulary, collocations, grammatical constructions, and discourse features.” Activities suggested by the authors include intensive reading, pronunciation practice, guided writing, spelling practice, blank-filling activities, sentence completion or sentence combining activities, getting feedback on written work, correction during speaking activities, learning vocabulary from word cards, memorizing collocations, dictation, and the explicit study of discourse features. Technology tools, in the form of apps or web sites, can help with language learning. It is, however, up to the teacher to identify the most appropriate technology tools to accomplish the tasks and MODEL TO STUDENTS HOW TO USE THEM. Every time I start a new ESL class in our program, I am surprised (and sometimes shocked) at HOW LITTLE our students know and use their smartphones or computers to help them learn English. Some people think they are digital natives. Well, the reality shows otherwise. True, our students have great facility in using their smartphones for all kinds of things—chatting, playing games, texting, maybe even reading—but they have NO IDEA how to use them for language learning. They MUST BE INSTRUCTED in the appropriate use of these tools. To borrow Marc Prensky’s term from 2001, I find them to be “digital immigrants,” when it comes to leveraging mobile technology for learning.
- Many technology tools and web sites can be used to work on these language features and I will only show a few here. More can be found on the links to the skills pages in my 7,000+ links compendium on the previous slides. Quizlet, as an app or web site, and Quizlet LIVE and some of our teachers’ absolute favorites for vocabulary or concept learning.
- Here is a copy of DICTIONARY tools, copied from my syllabus for my ESL courses at the high-intermediate, advanced (Longman, Cambridge), and low-intermediate level (Merriam Webster’s Learner Dictionary). I require that the students use them IN and OUT-OF-CLASS for pronunciation, dictionary work, and vocabulary logs for listening and reading. IN THE FIRST WEEK OF CLASS, the students put these LEARNER dictionary apps and web sites on the home screens of their phones or into favorites/bookmarks on their laptops.
- Here is a wonderful new web tool for HIGHLIGHTING and ANNOTATING text on the WEB: HYPOTHES.IS You can see 2 examples of highlighting and annotating: LEFT: my highlights and questions about main idea and evidence of the main idea in a beginner text by Paul Nation. RIGHT: Highlights, questions and answers by a colleague and her students in a CONTENT-BASED INSTRUCTION class.
- As you could clearly see from the examples on the previous slides, the use of these technology tools REQUIRES PEDAGOGICAL KNOWLEDGE. According to Mishra & Koehler, the creators of this model, “TPK is an understanding of how teaching and learning can change when particular technologies are used in particular ways. This includes knowing the pedagogical affordances and constraints of a range of technological tools.
- In English language courses, the content is typically centered around a theme or topic, following the content-based approach of language teaching. Examples could be the environment, business, medicine or health, biology and nature vs. nurture, and so on. This means that the teacher needs to identify and pre-teach the concepts and vocabulary in the content.
- And now, we can put TECHNOLOGY, PEDAGOGY, and CONTENT together in our model. In other words, To maximize the effect of TPACK and our effectiveness as teachers that use technology, we want to find the “sweet spot” in the middle, where technological knowledge, pedagogical knowledge, and content knowledge intersect. As Mishra & Koehler write, “TPACK is the basis of effective teaching with technology, requiring an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face.” They go on to say, “Thus, teachers need to develop fluency and cognitive flexibility not just in each of the key domains (T, P, and C), but also in the manner in which these domains and contextual parameters interrelate, so that they can construct effective solutions.” This is, in fact, the most challenging part of teaching with technology! While teachers may be excellent in any one of these areas—TECHNOLOGY, PEDAGOGY, or CONTENT, to maximize student learning ALL THREE MUST BE INTEGRATED. This is where it becomes necessary for the teacher to develop SCAFFOLDS that integrate all three and GUIDE students to COMBINE the tools, the concepts and vocabulary toward performance-based OUTPUT.
- We are now ready to DEVELOP MORE FLUENCY, the fourth strand of Nation & Macalister’s model. Remember that each strand should take up ¼ of the course time. When we put both models together—the 4-STRANDS and TPACK—we devise ways for our students to become more fluent in using the target language by applying technology effectively. This is what inspires my students and me to teach with Technology! Let’s look at this in more detail.
- Since SCAFFOLDING for technology and pedagogy is the hardest, I wanted to show some examples of how I apply TPACK throughout the process and end up with a product that allows students to improve their fluency. This is best done in the context of a PROJECT, for example those that appear at the end of a chapter in a language learning book. Of course, you can also create your own! The language-focused tools I use for speaking projects in small teams of 3 or 4 students. I orient all students to GOOGLE DRIVE and GOOGLE DOCS & SLIDES, where I set up SHARED FOLDERS and DOCUMENTS so that the teams can COLLABORATE on their research and output as well as interact or NEGOTIATE MEANING. The scaffolds in Google Docs look like the one on the right. Each team member provides LANGUAGE-FOCUSED OUTPUT, for example notes, vocabulary, and pronunciation. They can also be asked to produce summaries or peer-review their work there.
- Here is an example of TWO TYPES of SCAFFOLDS for this rather involved group project, a campus survey on sleep habits. In a Google folder I posted TECHNOLOGY SCAFFOLDS and LANGUAGE SCAFFOLDS. The TECHNOLOGY SCAFFOLDS involved downloading and installing the tools but then instruction in using them for the task. We did this in-class AND out-of-class. The tools included Free voice recorder apps PollEverywhere on the computer and phones, and Google Slides, which integrated PollEverywhere. On the right side you can see some of the LANGUAGE SCAFFOLDS. First, the teams had to formulate SURVEY QUESTIONS. After that they developed a SCRIPT for their INTERVIEWS of people on campus. Then, they had to interpret the BAR GRAPHS that PollEverwhere generated into their Google Slides. Lastly, I prepared them for giving effective presentations, including Content on the slides Introducing slide content Transitioning to a team member Eye contact and gestures, Speaking up, pronouncing words, and using proper stress and intonation.
- Here is an example of the overview slide by one of the teams and their result of surveying 15 people on campus. The students loved the project and felt challenged in all ways—technology and language. They also enjoyed meeting faculty, staff, and students on campus that they normally don’t interact with. I would say that it was INSPIRED TEACHING WITH TECHNOLOGY.