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ELED4880 Information and Multimedia Technology

and ELT
(2016-17)

Course Description
This course provides an overview of the uses of CALL in schools.
Topics include English language teaching software evaluation,
interactive instructional technologies, multimedia, the Internet in
English language teaching, and English language teaching
curriculum applications. The major emphasis is on determining the
needs/applications of computers in English language teaching in
Hong Kong schools. Participants in the course are provided with
hands-on experience in using and evaluating English language
teaching software.

Dates and Topics

Part I: Becoming a CALL teacher

Session 1: Jan 10
Professional development for CALL teachers: tools (e.g.,blogfolios) ;
PD groups and activities; CALL journals and references; tools for
teachers (e.g, Google forms and documents)

Session 2: Jan 13
Language investigation (corpus linguistics, online dictionaries,
pronunciation dictionaries; etc.)

Session 3: Jan 17
Teacher language awareness and grammar teaching: capitalizing on
technology

Part II: Enhancing aspects of ELT with technology

Session 4: Jan 20
Vocabulary (e.g., Quizlet; HP Cross; Mind maps)

Session 5: Jan 24
Listening (e.g., TED-ED; Edpuzzle; learners resources, e.g, Breaking
News; podcasts)

Session 6: Feb 3
Speaking (e.g., digital storytelling; radio drama; podcasting; short
video presentations) (e.g., Adobe Spark Video; Screencast-o-matic;
Photo Story 3)

Session 7: Feb 7
Reading Comprehension (e.g., HP cloze; HP quiz; HP match)

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Session 8: Feb 10
Writing (e.g. mystorybook.com; ebooks with PPT; online editing
platforms)

Session 9: Feb 14
Projects and their visual presentation (e.g., wikis; Adobe Page;
Padlet; Prezi; Pinterest)

Part III: Flipped Classroom and e-learning

Session 10: Feb 17


Integrating e-learning with Flipped Learning

Session 11: Feb 21


Designing CALL lessons I (e.g., Nearpod)

Session 12: Feb 24


Designing CALL lessons II (e.g., Quizziz; Edpuzzle)

Session 13: Feb 28


Engaging Ss inside and outside the classroom : and Response
systems (e.g., Kahoot; Socrative; Classdojo); Games and
competitions (e.g., Quizlet teams) surveys

Class Venues
Tuesdays: 12:30-14:15 (SB 614)
Fridays: 09:30-11:15 (HTB M1)

Course Instructor Contact Information


Email: paulsze@cuhk.edu.hk
Homepage: http://paulsze.wordpress.com/
Facebook: http://www.facebook.com/paulsze/

Learning Outcomes

Foundational knowledge and skills


1. Demonstrate knowledge and skills in basic technological concepts and operational
competence

2. Demonstrate an understanding of a wide range of technology supports for language


learning and options for using them in a given setting.

3. Strive to expand their skill and knowledge base to evaluate, adopt, and adapt emerging
technologies throughout their careers.

4. Use technology in socially and culturally appropriate, legal, and ethical ways.

Integrating technology into curriculum and instruction

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5. Identify and evaluate technological resources and environments for suitability to their
teaching context.

6. Coherently integrate technology into their pedagogical approaches.

7. Design and manage language learning activities and tasks using technology
appropriately to meet curricular goals and objectives.

8. Use relevant research findings to inform the planning of language learning activities and
tasks that involve technology.

9. Evaluate the effectiveness of specific student uses of technology to enhance teaching


and learning.

Using technology in the workplace


10. Regularly reflect on the intersection of professional practice and technological
developments so that they can make informed decisions regarding the use of technology to
support language learning and communication.

11. Apply technology to improve efficiency in preparing for class, grading, and maintaining
records.

(Key source of reference: Technology Standards for ESL Teachers, issued by TESOL)

Learning Activities
Lectures (20%), in-class completion of blogfolio tasks (70%), viewing
and responding to classmates blogfolios (10%)

Assessment Scheme (Course credit value: 2 units)


A. A blogfolio: 60% (cut-off date: March3, 2017)
B. Term paper:40% (due March 10, 23:30)

Description

A. A blogfolio (60%)

The blogfolio will include learning objects produced in each session.

This course will be highly hands-on. In each class meeting,


participants will examine different CALL tools, activities, and
resources. They will be invited to reflect on, and evaluate, these
tools and activities in the context of second language learning.

Each participant will create a blogfolio (a portfolio in a blog) and use


it, for every session, to present the materials they have produced
(called learning objects) in connection with the tool and activity
introduced in the session. It is therefore important that participants
should be able to come to class regularly. They will be required to
visit and comment on their classmates blogfolios at regular
intervals.

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The blogfolio will also contain a digital story, details of which are
given in B below.

The blogfolio will be assessed on the completion and quality of the


learning objects produced. It will be graded as it is on March 3,
2017.

Criteria for Assessment


Completion of all tasks required.
Creativity and effectiveness of the learning objects in enhancing
language teaching and learning

B. A term paper (40%; due March 10, 23:30)

A lesson package adopting the Flipped Classroom model, for a


double lesson (60 80 minutes) based on part of the coursebook
chapter provided. This lesson package should contain:

1. A short instructional video of not more than 5 minutes which


contains the content-knowledge to be presented in the double
lesson.
2. A one-page brief lesson plan that sets out the steps and activities
of the double lesson, which will include e-learning strategies.
3. Learning objects for about 3 e-learning activities in the double
lesson (files; web-links)
4. A two-page explanation and justification for the e-learning
activities and/or learning objects designed.

Criteria for Assessment


(1). Lesson design (e.g., coherence; logical progression; application
of ELT methodology).
(2). Effective application of e-learning strategies (Do the e-learning
activities enhance the effectiveness of the lesson?)
(3). Quality and effectiveness of the learning objects (including the
instructional video).
Weighting: (1+2): 50% of term paper (3): 50% of term paper

Submission of your term paper


Submit the term paper to Blackboard as one Word document.
Learning objects that are in the form of individual files should be put
in a Dropbox folder. Insert the link to this Dropbox folder in your
term paper.

Veriguide and literature


Please allow enough time for going through the Veriguide process.
Literature is not essential to the essay, given the purpose of the
work.

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Learning Resources
Course website: http://elearn.cuhk.edu.hk
Class blog: http://eled1617.blogspot.com/

Feedback for evaluation


Course-end evaluation questionnaire
Classroom observation
Email exchanges to gather feedback

References

Major Text
Technology Enhanced Language Learning: Connecting Theory and
Practice; A. Walker & G. White; Oxford: OUP, 2013.

Key Text
Teaching English Language Learners through Technology, by Tony
Erben, Ruth Ban, and Martha Castaneda, Routledge 2009.
English Language Learning and Technology, Carol A. Chapelle, John
Benjamins Publishing Co., 2003.
Technology and Teaching English Language Learners, Mary Ellen
Butter-Pascoe, and Karin M. Wiburg; Pearson 2003.
CALL Dimensions: Options and Issues in Computer-assisted
Language Learning, Mike Levy and Glenn Stockwell; Lawarence
Erlbaum 2006.

Academic honesty and plagiarism


Attention is drawn to University policy and regulations on honesty in
academic work, and to the disciplinary guidelines and procedures
applicable to breaches of such policy and regulations. Details may
be found at http://www.cuhk.edu.hk/policy/academichonesty/ .
Every assignment handed in should be accompanied by a signed
declaration as below. For group projects, all students of the same
group should be asked to sign the declaration. For assignments in
the form of a computer-generated document that is principally text-
based and submitted via VeriGuide, the statement, in the form of a
receipt, will be issued by the system upon students' uploading of the
soft copy of the assignment. Assignments without the receipt will
not be graded by teachers. Only the final version of assignment
should be submitted via VeriGuide.

1. Each student must upload before (date) a soft copy of the


completed assignment to the
plagiarism detection engine VeriGuide, at the URL:
https://veriguide1.cse.cuhk.edu.hk/cuhk/

2. The system will issue a receipt which also contains a declaration


of honesty, which is the
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same as that in
http://www.cuhk.edu.hk/policy/academichonesty/p09.htm
The declaration should be signed, and the receipt stapled to a hard
copy of the assignment, which should be handed in to (place) by
(date).

I declare that the assignment here submitted is original except for


source material explicitly acknowledged, and that the same or
related material has not been previously submitted for another
course. I also acknowledge that I am aware of University policy and
regulations on honesty in academic work, and of the disciplinary
guidelines and procedures applicable to breaches of such policy and
regulations, as contained in the website.

___________________ ___________________
Signature Date

___________________ ___________________
Name Student ID

__________________ ________________________________________
Course code Course title

Grade Descriptors

Grad Overall Performance


e
A Outstanding performance on all learning outcomes
B High performance on some learning outcomes
C Good performance on some learning outcomes
D Satisfactory performance on the majority of learning outcomes
F Unsatisfactory performance on the majority of learning
outcomes, or failure to meet specified assessment
requirements

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