As I'm not teaching this summer, I can't begin to implement the planned project in my class. But what I can do is to write about it so that when I get back to school, it'll be ready for implementation.
My draft report is due to my partner (I still don't know who that will be, or whose project I will evaluate) by August 11, and it is slowly shaping up. At the beginning of this course I had only a vague idea about what it was going to be, but the readings from Week 5 were truly eye-opening and helped me decide on the topic and the tool.
Webquests present an opportunity for implementing something new not only for me, but also for my students. My plan is to create a long-term webquest that actually consists of several webquests, on the topic of English speaking countries. Groups of students will be given a list of countries to choose from. For each country I am going to prepare a webquest with detailed tasks to avoid confusion. Students will also be given assessment rubrics so that they know what is expected of them. The final product will be in the form of an interactive Power Point presentation given by groups of students. Before the beginning of the project, I think it'll be helpful to show my students how to create interactive presentations. Thus, the project will begin and end with presentations, and as it progresses, the teacher-centered classroom will gradually turn into a student-oriented environment.
Thursday, July 29, 2010
Tuesday, July 27, 2010
Week 6: Giving up control
As this course is progressing, I’m learning more and more about how teaching with technology can make students engaged. I thought that I was integrating technology in my classroom in many of my lessons, when I was actually doing nothing but showing off with colorful slides, lively animations and shiny web-based tools.
I think I am now ready to create a learner-centered environment. I have just read a wonderful post on the What Ed Said blog. In her post, Edna expresses her own past and present ideas about teaching, learning and assessment. The differences between then and now are reflected in my teaching as well.
Among other things, I too used to think that the teacher and the students should perform completely different roles. Today, my students glow with pride when they teach me how to use a web tool or a gadget; I’m committed to lifelong learning and I do it with great joy.
Furthermore, I strongly agree with Edna that the classroom doesn’t need to be quiet. Noise is acceptable if the students are involved in the discussion. Chaos isn’t. If I manage to create an engaging learner-centred environment, chaotic situations can easily be avoided. I know that I still have to learn a lot about learner engagement. But, I am convinced that my answer to Deborah’s question from her Power Point presentation is definitely in the affirmative: Yes, I’m willing to give up control.
I think I am now ready to create a learner-centered environment. I have just read a wonderful post on the What Ed Said blog. In her post, Edna expresses her own past and present ideas about teaching, learning and assessment. The differences between then and now are reflected in my teaching as well.
Among other things, I too used to think that the teacher and the students should perform completely different roles. Today, my students glow with pride when they teach me how to use a web tool or a gadget; I’m committed to lifelong learning and I do it with great joy.
Furthermore, I strongly agree with Edna that the classroom doesn’t need to be quiet. Noise is acceptable if the students are involved in the discussion. Chaos isn’t. If I manage to create an engaging learner-centred environment, chaotic situations can easily be avoided. I know that I still have to learn a lot about learner engagement. But, I am convinced that my answer to Deborah’s question from her Power Point presentation is definitely in the affirmative: Yes, I’m willing to give up control.
Saturday, July 24, 2010
Week 5: Focus on inquiry and collaboration
Up to now I have carried out several different technology related projects, but it was only this week that I found out about webquests. This week was a real eye opener for me.
This week I created my first webquest ever. Developing a webquest itself isn't difficult at all, as all we need to do is follow the precise guide on Zunal, but when we want to write a webquest from scratch, it is a good idea that we already know what we want to do, how we plan to carry it out, what is expected of students, what the final product will be and how students will be evaluated. We must dedicate quite an amount of time and a lot of effort if we want to develop a well-written webquest. However, it is definitely worth it, as the possibilities are immense and I'm sure the students will find it motivating and rewarding.
I have made a decision: From now on, the projects in my class will be focussed upon inquiry-based tasks!
I also strongly support my colleagues' suggestion to connect our students. They will significantly benefit from the collaboration with students from different parts of the world, not only in language learning, but also in learning about other countries, their people and their traditions, which will lead to mutual understanding and respect. Last Septmeber I launched a project with my students, called Greetings from the world. They were supposed to create multimedia posters known as Glogsters, about different parts of their own country. We are really proud because we have been joined by 300 students and their teachers from 10 countries who shared their posters with us. My students were provided with the opportunity to learn with and from their peers and this has been a one-of-a-kind experience not only for them, but for me too.
This week I created my first webquest ever. Developing a webquest itself isn't difficult at all, as all we need to do is follow the precise guide on Zunal, but when we want to write a webquest from scratch, it is a good idea that we already know what we want to do, how we plan to carry it out, what is expected of students, what the final product will be and how students will be evaluated. We must dedicate quite an amount of time and a lot of effort if we want to develop a well-written webquest. However, it is definitely worth it, as the possibilities are immense and I'm sure the students will find it motivating and rewarding.
I have made a decision: From now on, the projects in my class will be focussed upon inquiry-based tasks!
I also strongly support my colleagues' suggestion to connect our students. They will significantly benefit from the collaboration with students from different parts of the world, not only in language learning, but also in learning about other countries, their people and their traditions, which will lead to mutual understanding and respect. Last Septmeber I launched a project with my students, called Greetings from the world. They were supposed to create multimedia posters known as Glogsters, about different parts of their own country. We are really proud because we have been joined by 300 students and their teachers from 10 countries who shared their posters with us. My students were provided with the opportunity to learn with and from their peers and this has been a one-of-a-kind experience not only for them, but for me too.
Monday, July 19, 2010
Week 5: I found what I was looking for
One of the issues I’m likely to encounter in my class is students’ lack of motivation. After reading Susan Gaer’s article “Less Teaching and More Learning” (1998) I believe I have found a solution to my problem. The solution is called Project-Based Learning(PBL. Gaer’s article is a real revelation to me.
She gives examples of how she managed to achieve what we are all striving for: a learner-centered environment where the teacher is only a facilitator and where the students perform their tasks with excitement. To learn with excitement? Is it really possible? I strongly believe it is, provided that the teacher thoroughly prepares the project. Although Gaer argues that advanced students will create projects by themselves, I don’t think that this is possible in my school, because the students have been taught in a traditional way in almost all the subjects they have studied so far. However, after a certain period of time and a number of projects carried out, I think they will be able to devise their own projects according to their needs and wishes.
It is important that the project is well-prepared in advance. In order to do this the teacher must understand his/her students and know their learning styles. Students are different, their needs differ as well, and so do their learning styles. I think it might be a good idea to carry out several projects in one class. According to the Sun Associates’s article A Project-Based Learning Activity About Project-Based Learning (2003) there are four types of learning styles:
1) Spatial/Visual learner
2) Language-oriented learner
3) Kinetic learner
4) Logical learner.
In the article, the learning styles are thoroughly explained and examples are given for the teachers to choose what is the most appropriate for his/her class.
She gives examples of how she managed to achieve what we are all striving for: a learner-centered environment where the teacher is only a facilitator and where the students perform their tasks with excitement. To learn with excitement? Is it really possible? I strongly believe it is, provided that the teacher thoroughly prepares the project. Although Gaer argues that advanced students will create projects by themselves, I don’t think that this is possible in my school, because the students have been taught in a traditional way in almost all the subjects they have studied so far. However, after a certain period of time and a number of projects carried out, I think they will be able to devise their own projects according to their needs and wishes.
It is important that the project is well-prepared in advance. In order to do this the teacher must understand his/her students and know their learning styles. Students are different, their needs differ as well, and so do their learning styles. I think it might be a good idea to carry out several projects in one class. According to the Sun Associates’s article A Project-Based Learning Activity About Project-Based Learning (2003) there are four types of learning styles:
1) Spatial/Visual learner
2) Language-oriented learner
3) Kinetic learner
4) Logical learner.
In the article, the learning styles are thoroughly explained and examples are given for the teachers to choose what is the most appropriate for his/her class.
Internet connection
This past week I noticed that our Nicenet classroom was a bit quieter than over the first three weeks. While my colleagues’ absence was justified by teaching, grading, testing or other important events such as a wedding, I struggled with the lack of Internet signal. I spent this week on the Island of Murter on the Adriatic Sea, and before the trip I bought a mobile Internet USB stick. Unfortunately, the strength of the signal was too low and more often than not all I could get was the unwanted “cannot open the page” message.
On Sunday afternoon I went to another island, up north, called Krk (BTW, did you know that in the Croatian part of the Adriatic there are around 1200 islands, but only 66 are inhabited?), where I am going to spend the next 10 days with my family. Luckily, the Internet access doesn’t seem to be an issue here so I’ll be able to fully participate in the discussions of the following weeks.
On Sunday afternoon I went to another island, up north, called Krk (BTW, did you know that in the Croatian part of the Adriatic there are around 1200 islands, but only 66 are inhabited?), where I am going to spend the next 10 days with my family. Luckily, the Internet access doesn’t seem to be an issue here so I’ll be able to fully participate in the discussions of the following weeks.
Thursday, July 15, 2010
Week 4: Reading/Writing/Vocabulary Skill-Building
Krajka’s article Using the Internet in ESL Writing Instruction (2000) gives detailed descriptions on how to teach writing in secondary schools, with emphasis on different writing genres. This article is also an excellent resource of links to web-based materials necessary for teaching writing.
However, there are certain points that I disagree with. Krajka argues that “the teacher's wide computer expertise and his active role both before and during the on-line lesson are the most crucial keys to the success of such a lesson”. While the teacher’s deep involvement in all aspects of a CALL lesson is undeniable, I strongly disagree with Krajka’s argument that teachers should be computer experts if they want to integrate technology in their classroom, because such a notion is likely to influence the majority of un-tech-savvy teachers to refrain from using Interent based resources in their calssrooms. I believe that they must be encouraged to make use of the available on-line materials. Besides becoming aware of a number of advantages of on-line instruction, such as contemporary content, possibility of collaborative activites, no cost (mostly) or the authenticity of web based content, not tech-savvy teachers should be informed about possible technology mulfunctions, which are quite common so that it definitely can’t be their fault if something goes wrong; neither should they feel embarrassed if they encounter a problem that is outside their domain to repair. These are the reasons why they should prepare a “contigency” lesson plan so that they are ready for any uncalled for situation.
Krajka also argues that CALL should be employed in a class with at least four and preferably six hours of English per week. Would this mean that technology can’t be integrated in “general track” secondary schools in Croatia, with only three 45-minute lessons of English a week? I strongly oppose this view. In my opinion, the number of weekly EFL lessons is not an obstacle and it can’t be an excuse for not using computers in the classroom. I would suggest teachers rather skip certain units from the coursebook in exchange for web-based materials, because of the abovementioned advantages for technology-enhanced teaching.
I used to be a teacher who strictly followed the coursebook, only rarely venturing on topics not covered by the textbook. Probably because as a Non-Native English Speaker, the coursebook always seemed to offer a “safe haven”. However, research has shown that computer technologies can enhance vocabulary building and reading proficiency (Constantinescu, 2007). To this I would also add our last weeks’ readings and discussions, in which we emphasized the importance of technology in the acuqisition of speaking and listening skills, along with pronunciation teaching.
Another important point is that coursebook nowadays are accompanied not only by
CDRom-s, but also by the IWB materials and webpages for each of the units. This and the available web-based resources allow the teachers to tailor the required coursebook to the needs of the 21st century learners.
However, there are certain points that I disagree with. Krajka argues that “the teacher's wide computer expertise and his active role both before and during the on-line lesson are the most crucial keys to the success of such a lesson”. While the teacher’s deep involvement in all aspects of a CALL lesson is undeniable, I strongly disagree with Krajka’s argument that teachers should be computer experts if they want to integrate technology in their classroom, because such a notion is likely to influence the majority of un-tech-savvy teachers to refrain from using Interent based resources in their calssrooms. I believe that they must be encouraged to make use of the available on-line materials. Besides becoming aware of a number of advantages of on-line instruction, such as contemporary content, possibility of collaborative activites, no cost (mostly) or the authenticity of web based content, not tech-savvy teachers should be informed about possible technology mulfunctions, which are quite common so that it definitely can’t be their fault if something goes wrong; neither should they feel embarrassed if they encounter a problem that is outside their domain to repair. These are the reasons why they should prepare a “contigency” lesson plan so that they are ready for any uncalled for situation.
Krajka also argues that CALL should be employed in a class with at least four and preferably six hours of English per week. Would this mean that technology can’t be integrated in “general track” secondary schools in Croatia, with only three 45-minute lessons of English a week? I strongly oppose this view. In my opinion, the number of weekly EFL lessons is not an obstacle and it can’t be an excuse for not using computers in the classroom. I would suggest teachers rather skip certain units from the coursebook in exchange for web-based materials, because of the abovementioned advantages for technology-enhanced teaching.
I used to be a teacher who strictly followed the coursebook, only rarely venturing on topics not covered by the textbook. Probably because as a Non-Native English Speaker, the coursebook always seemed to offer a “safe haven”. However, research has shown that computer technologies can enhance vocabulary building and reading proficiency (Constantinescu, 2007). To this I would also add our last weeks’ readings and discussions, in which we emphasized the importance of technology in the acuqisition of speaking and listening skills, along with pronunciation teaching.
Another important point is that coursebook nowadays are accompanied not only by
CDRom-s, but also by the IWB materials and webpages for each of the units. This and the available web-based resources allow the teachers to tailor the required coursebook to the needs of the 21st century learners.
Wednesday, July 14, 2010
Week 4: Is motivation an issue?
I'm going to integrate technology in my class of 27 16-year-old students, who I'll be teaching for second year in a row.
I already introduced technolgy enhanced learning in their class on two occasions last year: They described themselves briefly in a post on a social networking site, Ning, which I opened for this purpose. Students were extremely motivated to do this task, as their work was published on-line and read by their peers. However, as the Ning network was private and no students from other schools or countries joined us, they soon lost interest in pursuing it any longer. Having had other things to teach, I didn’t encourage them with the introduction of possible new topics, so that the network communication slowly died out.
The other computer assisted lesson was on Earth Day, when I pledged to go paperless, along with more than a thousand teachers worldwide. I introduced the topic of Earth Day to my students with an online quiz, followed by a video listening quiz on more environmental topics. After that I showed them a video on how to make Zimmertwins animated movies. Zimmertwins is a free tool for creating cartoons. Again, this activity sparked students’ interest which resulted in a number of lively animated movies. The activity, however, never gave rise to a series of cartoons created with no teacher incentive.
I don't believe that motivation will be an issue in my class next year, as we all know that students eagerly do what they like. The problem is how to keep them motivated.
I already introduced technolgy enhanced learning in their class on two occasions last year: They described themselves briefly in a post on a social networking site, Ning, which I opened for this purpose. Students were extremely motivated to do this task, as their work was published on-line and read by their peers. However, as the Ning network was private and no students from other schools or countries joined us, they soon lost interest in pursuing it any longer. Having had other things to teach, I didn’t encourage them with the introduction of possible new topics, so that the network communication slowly died out.
The other computer assisted lesson was on Earth Day, when I pledged to go paperless, along with more than a thousand teachers worldwide. I introduced the topic of Earth Day to my students with an online quiz, followed by a video listening quiz on more environmental topics. After that I showed them a video on how to make Zimmertwins animated movies. Zimmertwins is a free tool for creating cartoons. Again, this activity sparked students’ interest which resulted in a number of lively animated movies. The activity, however, never gave rise to a series of cartoons created with no teacher incentive.
I don't believe that motivation will be an issue in my class next year, as we all know that students eagerly do what they like. The problem is how to keep them motivated.
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