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Making the most out of technology
- 1. Making the most out of technology IATEFL Learning Technologies & Teacher Development SIG Conference Istanbul, May 2012
- 3. EDTech overload No time to work out how they work More time is spent on working with technology than achieving the language aims Difficult to find one that fits my teaching/training aim My own criteria
- 4. OUTLINE OF WORKSHOP What? Why? How?
- 5. What are your top three tools? Your criteria for choosing them?
- 6. This is how techy I am: typing up feedback
- 7. Survey on the same questions WHY?
- 9. Screencasting tools Speaking Listening Writing Reading Pronunciation ANY discourse ANY language Explaining&showing anything
- 10. Jing Snagit
- 11. Analysing examples What would you do if ...?
- 12. Word document instead of W/B What are the aims of the screencast? What skills and language are being covered? How does it benefit the learner and the teacher? http://www.screencast.com/t/nJBNw4SgSR
- 13. Building further on the lesson content What skills and language are being worked on? What would you do in the next lesson? Today: http://www.screencast.com/t/pFYDo6LsAO
- 14. Combining it with another tool - storybird What would you focus on in the lesson before this was sent to learners? How else can you adapt the same tool? http://www.screencast.com/t/Ybq4q7kk
- 15. Case studies Teaching Teacher Training Educational Management
- 17. LANGUAGE WORK Reflecting on lesson content – word document typed up during the lesson/workshop Building further activities on lesson/ws content Combining screencasting with other tools, e.g. Storybird/online photo albums, etc. Giving feedback on a piece of writing orally highlighting important points Learner TRAINING Explaining how to and why use other online tools (online dictionaries/just-the-word; learning sites)
- 18. TEACHER TRAINING Giving feedback orally to written work while showing Showing how to use the moodle/wiki course EDUCATIONAL MANAGEMENT Explaning how to use in-house progammes, such as checking and filling in online registers, etc.
- 19. An example of a 13-year-old boy School by Balu Formanek http://www.screencast.com/t/ahJXSpTD6u Language and skills? Lesson staging before and after?
- 20. FREEDOM Creating art and craft http://www.youtube.com/watch?v=qE41YPdPu
- 21. www.erikaosvath.com http://technology4elt.blogspot.com/ erikaosvath@gmail.com THANK YOU!
Notas del editor
- My name is … I have been teaching and training using online tools since 2009, mostly since I have becomea freelance teacher and trainer, before that I worked for IH for 17 years Technology IS ABOUT = art of making something, finding a system/a theory to explain how and why we practice this art and craft + finding this theory by speaking about it :-))) THIS IS EXACTLY WHAT I'M HOPING TO DO IN THIS WORKSHOP
- Before I start the workshop, there is a piece of paper going around for you to write down your email addresses and names, if you want to receinve a summary of this workshop As with all the workshops there is always a lot we can learn from each other, includng me, so it would be great to be able to share the new ideas we may come up with during this workshop after it, so there is something that we keep working with
- First just give yourself 30 seconds of thnking time, write it down – one minute Than share – how are the top three tools and your criteria for deciding to use them same or different
- I'll be using these notes to make the summary for you Mosty interested in the criteria you use to choose the tool, or even why you decide NOT to use a specific tool
- FB group of (mostly) teachers and trainers, Surveymonkey – free up to 100 responses
- WAS over the moon to find that their top criteria was the same: Free: ELT teachers cannot afford to spend money on edtech tools Sts like it – it's motivating and it appeals to many types of learners: i. e. it's visual, they do things with it, they can listen to it, it's most probably quite personal Autonomy: gives them the freedom to find their own best ways of learning, it doesn't restrict them, they can fill it in with their content, they can make their own choices, they can do it 24/7 Simple to use: very important, as teachers don't have time to go into depth of more complex tools, it MUST be very simple and obvious how it's used Different aim: I AM FREE to use it the way i want to and I need to. It's a „mult-functional device”, I can use the same one tool for different purposes. I don't have to spend time learning to use a new tool
- To me screencasting tools are the ones that give my learners, trainess and me this freedom, and fit ALL the criteria. I can easily let students and trainess take their own routes during the lesson, becuase with the help of the screencasting tool the lesson, the workshop can just continue to flow after it has finished. I can use it to build on their knowledge, makes it easy to share knowledge of ANYthing IMPORTANT: there's very little listning in Hungary, everythin is dubbed, so this way I can give my sts extra listening practice too.
- I am sure there are other screencasting tools that are great, but I have found these the most useful, as they It can make screencasts of pictures AND video, i. e. whatever you have on your screen. Free, Extra Simple to use Learner autonomy STS responses have been tremndously positive – the LOVE it Different aims, Good quality videos, screencast
- First we will be looking at some examples I have used – good or bad, the way they simply are And then we'll also look at some „case studies”, ie How would you solve the problem using Jing/Snagit?
- One of the most simple ones – type up a word document during the lesson instead of making your notes on the board. We have internet in most rooms, and can borrow a projector if I need it for my teaching (IH Bp) Did the screencast in the classroom after everyone left the room. Took me about 10 mins to finalise the word document and to make the screencast. So a typical routine, and an extra simple screencast. Watch and answer the qs
- Listening, speaking, writing, grammar, vocabulary, creativity, personalised, using own imagination Poems work very well with teens, inspried them so much, we ended up writing poems with all types of language, but the main spark was always the way they were feeling at that particular moment. See example of verb patterns poem
- Type up the feedback Bringing together the idea of unplugged teaching and technology – screencasting tools allow you to do screencasts of the notes made during the lesson – creating a flipped classroom, as mostly referred to in the USA i. e. delaing with emergent language in the classroom and giving extra speaking, listeing, writing practice at home via the screencasting tool
- The truth is that not many teachers do use even these excellent tools simply becuase of lack of time to expriment with them, and from fear of not being to handle the technology (this is especially true to those who are not present) Same with students – very few in my experience have downloaded them until they saw one other student, and that student telling them how simple it was. This webiste aims to give you ready to go lesson plans with the jing!snagit screencasts made, ready to be used. All you need to do before the lesson is to read through and see if you need to adapt anything to your own class/context/culture. It's not an easy thing to do as it requires a complexity of skills from the teacher and teh student.
- Ask teachers to just listen and think about what work was done in the class, what JING they must have received with tasks What effect they think it had on these teenage boys