Presentación Unit 2. ICT and English in The Classroom-Speaking and Listening 2023-24

Profª Marta Carrera Gómez
UNIT 2. ICT and English in the

classroom- speaking and
listening
Innovación educativa y uso de las TIC en la didáctica de la lengua inglesa.
Mención lengua inglesa. Educación primaria.
INNOVACIÓN Y TIC EN LENGUA
INGLESA EN EDUCACIÓN Profª Marta Carrera Gómez
PRIMARIA. Correo: marta.carrera@ucavila.es
CURSO 2023-24
INDEX
INTRODUCTION DIGITAL VIDEO

• 1. Filming digital video and editing ‘in camera’:
AUDIO RECORDING VIDEOCONFERENCING

CONTEXTS FOR COLLABORATIVE DECISION-
• USING STORY RECORDING MAKING
• LISTENING STORYTELLER • 1. Draw activities
• MAKING STORYTELLER • 2. Reading branching stories:
• SOUND EFFECTS
• CONDUCTING INTERVIEWS
• DIGITISED SOUND
• Reading talking stories/books:
• Creating talking stories/books:
• Producing a multimedia information package or
presentation:
INTRODUCTION
• Children's literacy is the

main purpose of teaching
English.
• Literacy in the 21st century
goes beyond the simple
ability to read and write.
• Students need to learn how
to use and make sense of
information in a variety of
ways.
INTRODUCTION
• Developing children's ICT skills

is the main reason for teaching
children.
• Having the ability to solve
problems and help in the
communication process.
• The goal is to use superior
thinking skills to make decisions
about how to use ICT resources.
• It is often possible and sometimes desirable to learn

English without the use of ICT. And, ICT to learn aspects of
English without developing children's skills
INTRODUCTION • However:
• Teachers can organise ICT activities that help and support
learning in English.
• Contribute to the development of children's ICT skills.
INTRODUCTION
• Through this unit :

Øhow many facets of ICT
capacity can be
systematically developed
through
ØMeaningful,
ØChallenging
ØInteresting tasks
focused on English.
Curricular integration of ICT
Ccurriculum integration of NICT/ICT VS

integrate NICT/ICT into the curriculum.
According to Sanchez Ilabaca (2002) ICT

refers to the relevance of integrating ICT and
involving them in curriculum development.
Dockstader (1999),the curriculum should

guide the use of ICT and not that ICT should
guide the curriculum.
• "ICT are changing our society at great speed, but the

curriculum is not being renewed to adapt to these
changes at the same speed. Despite continuous
reforms, the curriculum is still not able to reflect the
change of languages brought about by audiovisual
media and computers" (Monge, 1999, p.168).

A. FACTORS
An active proposal that values its didactic Assuming the changing role of the teacher and the
possibilities, within the framework of the student
school's objectives and inserted in the
educational project.
The curriculum should guide the use of ICT, Invisible use of ICT to make learning visible Being able
not ICTs guide the curriculum. to innovate in education
An educational project that incorporates ICT The required ICT skills should be directly related to the
as a strategy for educational content and tasks of the class.
individualisation.
Adapted of Carrasco(2008),
ACTIVITY
ICT GUIDELINES
Video
• DISCUSSION QUESTIONS
• What is your opinion about the video? Do you like the way of
ICT working with ICT including in the curriculum?
GUIDELINES • What has really impressed you the most?

•Have you ever worked in your classes in this way before?
•From your point of view... What could be the advantages and
disadvantages of working in this way?
•Do you really believe that students are learning much more
listening and speaking skills?
E) PHASES
1ST PHASE: APPROACH:

• Learning the most basic use of NICT
• Familiarisation with the resources by the teaching staff.
2ND PHASE: ADOPTION:
• Using NICTs as a support for traditional forms of teaching
Curricular • Use of technology, but not alongside innovation.

3RD PHASE: ADAPTATION
integration of • Integrate NICT into traditional practices. Focus on student productivity
ICT
• Examples: Editing texts, presentations, graphics, spreadsheets, etc.
4TH PHASE: APPROPRIATION
• Focus on interdisciplinary cooperative work based on learning projects.
• Use of technology when it is necessary and always to add value and its use is just
another tool.
5TH PHASE: INVENTION
• Discovering different ICT tools or combining existing ones in innovative ways.
• Teachers use technology in new ways. They innovate and create new things.
AUDIO
RECORDING
• Developing listening skills is the
use of audio reproductions.
• Not to overlook the possibility of
using resources, the children
record and listen to their own
voices:
• . Listening to story recordings;

• . Using sound effects;
• . Interviewing people;
• . Audio-recording their voices.
AUDIO-RECORDING
• USING STORY RECORDING
Ø Many schools have some kind of story recording. Today,
children are less familiar with listening to radio
programmes.
Ø Many of the students will need to be taught how to listen
and how to associate pictures in a book with the words
they are reading.
We must modify the activities to the needs of each group
of students.
LISTENING STORYTELLER
The progression in the use of story recordings can be grouped

below:
. Foundation stage:
Whole class- children taught how to listen and relate stroy to

pictures and words.
AUDIO-RECORDING . Foundation/ Key stage 1:
Pairs of children given specific tasks (e.g. closed and extended

questions: Who won the race? Why was Tom happy?).
. Key stage 1:
More complex tasks to focus attention on elements of the story

(e.g. describe the house where Tom live).
https://www.educationalappstore.com/best-apps/digital-storytelling-apps
AUDIO-RECORDING
• MAKING STORYTELLER
• . Key stage 1/ Lower key stage 2
• Retelling familiar stories in their own way;

• Telling their own stories
• Listening to their own stories and commenting on their effectiveness.
• . Lower key Stage 2

• Recording their own stories, targeting younger listeners;
• Evaluating their own and each other’s recordings, if necessary, by re-recording.
• Adding sound effects to enhance the story.

• . Upper Key Stage 2
• Evaluating commercial recordings, agreeing on criteria for evaluation, identifying positive features;
• Planning, preparing and recording their own recordings.

• Using criteria and/or a target audience to evaluate their recording, making improvements to sections of the
recording
AUDIO-RECORDING
• SOUND EFFECTS
• Recordings of sound effects, CDs and files are available
virtually anytime.
• Children of all ages are intrigued by sounds, they can form
the basis for a range of speech and hearing activities.
• Nowadays computers, play music and sound from audio
CDs, Internet resources and various sound formats (wav,
mp3, ogg...) can be used in them.
• Can be used in resources (stories, videos, narrations...) to
enrich them.
• SOUND EFFECTS
• The use of sound effects in primary education during the different stages would
be as follows:
Foundation Stage /Key Stage 1
• Identifying sounds:
• -Identifying familiar everyday sounds (animals, colours), leading to sequences
of sounds (e.g. making tea, shopping, mowing grass).
AUDIO-
• -Children discuss and justify their decisions.
Key stage 1/ Key stage 2
RECORDING • Dramatising sound sequences:
• -Groups plan, rehearse and perform drama pieces based on sound sequences
produced by the teacher (or other children).
Key stage 2
• Editing and sequencing sounds
-Groups sequence sound clips to tell or accompany a story or dramatisation.
AUDIO-
RECORDING
CONDUCTING INTERVIEWS
• Primary school teachers and children
have used digital recorders for interviews
or discussions.
• Another widely used resource for this
type of activity are digital devices
(tablets, mobile phones...).
• Composing questions, answering them
and evaluating the results helps develop
children's speaking and listening skills:
Always adapting to the
needs of each group of students.
AUDIO-RECORDING
• CONDUCTING INTERVIEWS
• The way of conducting interviews using ICTs can be organized through the
different educational stages in the following way:
• Key stage 1
• . Whole-class activity deciding on questions which need to be asked;
• . Recording the interview;
• . Listening the recordings and extracting the key points from answers.
• Lower Key stage 2
• . Group-based activity discussing the key issues which need to be addressed;
• . Planning and preparing the questions;
• . Recording the Interview;
• . Summarising key points.
• Upper key stage 2
• . Whole-class discussion allocating roles, deciding on information required;
• . Small groups-planning and preparing questions;
• . Interviewing;
• . Reviewing and extracting information;
• . Discussing and deciding how to present the information, possibly editing and/or
digitising parts of the interview.
RESOURCES
Freesound.org : SOUND EFFECTS

https://www.spreaker.com/create-a-
podcast : PODCAST
DIGITISED SOUND
• Different digital sound devices can be found in most primary schools.
• Most teachers and students can use them because they are quite familiar with them.
• It is important to note that these features provide an opportunity for children to
improve their skills in both oral and auditory expression.
• Talking books can:
• Help children develop more than storytellers.
• Allow you to interact with the text.
• Animated sequences linked to specific words that help children associate the
text with particular words or sounds.
The narration of the story is under the domain of the readers themselves
• Reading talking stories/books:
• Foundation Stage
Many educational applications now include spoken instructions linked to on-screen animations. Being
able to listen to and follow instructions is a valuable skill.
• Foundation Stage/lower Key Stage 1
Talking stories used in a similar way to story recordings (e.g. connecting a listening unit to the computer
so several children can listen using headphones)-the emphasis is on children enjoying stories and
DIGITISED
learning how books (and talking books) work. As the text is read aloud most talking stories highlight the
words being spoken, thereby reinforcing left-right orientation of text and developing phonemic
awarenes
• Key stage 1
SOUND Using talking stories to reinforce ongoing classwork. For example, listening to a talking version of the
current Big Book; carrying out tasks such as; letter recognition; identifying target sounds, words or
rhymes within the text; reinforcing the learning of a nursery rhyme or poem; or predicting letter sounds
then checking by clicking on the word.
• Lower Key Stage 2
Talking books vary in effectiveness for developing listening skills. Some place undue emphasis on
animations which ear little relation to the text, and hence are of limited value for enhancing children’s
abilities to listen and interpret.
Learning can be enhanced if children are given specific activities to carry out in conjunction with listening
to the text. Some can relate to word-and sentence-level activities, while others could relate to meaning-
making either through direct comprehension (e.g. Where did the hare sleep?) or through inference (e.g.
Why did the hare go to sleep?).
DIGITISED
SOUND
• CREATING TALKING STORIES/BOOKS:
This allows the creation of simple spoken stories for children in the early stages of
education.
Key Stage 1/ Lower Key Stage 2
o The outline for a story is drafted by the whole class;
o Each pair of children is allocated a page to write, illustrate and add their voices.
o The recording process is very straightforward and hence the children can re-record
their voice clips until they are satisfied, to practise and develop their use of voice and
expression;
o The pages are interlinked by the teacher;
o The story is evaluated by the whole class.
Upper Key Stage 2
o Group-based evaluation of commercial stories, agreeing on criteria and identifying

positive features;
o Each group plans and prepares their own story, and records appropriate voices;
o Using criteria and/or a target audience, groups evaluate their stories, making
improvements based on feedback.
• Creating a spoken story is very similar to

Producing a creating a source of information.
• It is important to take into account the form of
multimedia presentation and the different routes that the
reader might take from the point of view of
information content and structure.
• It is necessary to know the needs of the
package or students and the information that we are
going to use to present it through text, images,
presentatio sound clips or video clips.
n • The educational advantage of this type of

activity is that children can become creators of
the information and not simple receivers of it.
• Upper Key Stage / Lower Key Stage 2
For this age group, the decisions about content and structure are likely made by the teacher. A
suggested series of activities could include:
. Evaluating a multimedia source as a whole class; identifying key features about
Producing a
how the information is portrayed and the use of images, text and other r
esources;
. Planning the presentation of information using multimedia and allocating
multimedia
content to various groups (e.g. different stages of a trip or individual books
written by an author)
. Each group uses a writing frame or template document to create the content
for their information, adding illustrations from a picture bank or clip-art folder
information
prepared by the teacher.
. The pages are interlinked by the teacher;
package or
. The package is evaluated by the whole class, with comparisons made between
their presentation and the commercial package viewed earlier.
Upper Key Stage 2 .
presentation
As with a talking story, the children need to plan and prepare, making decisions about the content
and the means of presentation- e.g. should clips from recorded interviews be included? Should
some text be spoken, particularly if the intended audience is very young?
. The preparation and creation of the source is similar to that for a talking story
except that the children will need to make more decisions about the resources
and links which will be included to ensure that the information is conveyed
clearly for the reader.
. The evaluation of an information source will require objective criteria to take
account of the accuracy of the information and the clarity with which the
information is portrayed.
• Low-cost digital video (DV) cameras are available for

educational use .
• Video and audio clips can be easily downloaded from
the Internet and there are many programs for digital
DIGITAL sound and video editing.
• Video recording and editing equipment is simple,
VIDEO allowing children to produce films and documentaries
themselves with great ease
The contribution to the aspects of speaking and

listening is acting as an actor or as a
presenter/interviewer
v Interests of students
have changed
v Idols and hobbies:
YOUTUBERS
v Their tastes must be
considered
Advantages:
- Improve social skills

- Familiarize students with the contents of the English language.
- Cooperative work
- Motivation
Filming digital video and editing ‘in camera’: Profª Marta Carrera Gómez
• Key Stage 1:
• Whole-class storyboarding a ‘program’ (drama or documentary);
• Different groups film each scene in sequence: the scene is viewed immediately and re-
taken and re-viewed until acceptable;
• Whole-class activity-simple editing, stitching the different scenes together and
deciding on transitions between scenes, sound effects and/or music.
• Whole class, creating a storyboard;
• Scenes shot and re-shot without erasing until appropriate-this could be done by groups
DIGITAL or as a whole-class event;
• ‘Best’clips are edited together using a simple video-editing program- this could be
VIDEO done as a whole-class lesson or by a ‘production team’.
• Whole-class evaluation of the completed video.
• Upper key Stage 2
• Whole- class evaluation of a short piece of commercial video (e.g. an advert, a report
from a children’s news programme.
• A discussion identifying the key feature of a short documentary film clip;
• Groups of children produce their own short documentary report by either:
• Planning, preparing, shooting and editing;
• Editing film clips
VIDEOCONFERENCING
• A resource that is part of most schools and
teachers.
• Internet access and software configuration
are all that is needed.
• The advantages for children in the use of
videoconferencing are that they can gain
access to people from different backgrounds
without leaving the classroom, providing the
children are well prepared for the conference
and have a clear understanding of its purpose
and their roles.
CONTEXTS FOR
COLLABORATIVE DECISION-
MAKING
• Through ICT activities they can

stimulate decision-making by the
whole group with the screen and as an
easily accessible and open sample for all
members of the group.
• The activities listed above
• Offer opportunities for children to
work collaboratively.
• develop aspects of thinking and
decision-making in later stages.
• Encouraging exploratory discussion or debate

requires careful planning and preparation by the
teacher to ensure that children know their roles
and responsibilities.
• Branched stories are an excellent resource that
allows children to engage in a true collaborative
discussion
• Teachers may be able to produce their branched
CONTEXTS FOR stories
COLLABORATIVE • They may be able to help themselves from older
DECISION-MAKING primary school students.
• The best branched stories are those that adapt

to the needs and interests of the children and
provide stimulating situations for children to get
involved in their participation.
CONTEXTS FOR Profª Marta Carrera Gómez
COLLABORATIVE
EXAMPLES: DECISION-MAKING
COLLABORATIVE
DECISION-MAKING
• The most effective way to ensure all the children

participate in the decision-making process when
following a branching story is to agree a set of rules:
• The page must be read out loud for all to

CONTEXTS FOR follow;
• Every child in the group must be asked for
COLLABORATIVE their opinion on what to do next;
DECISION- • A reason must be given for that choice of
action;
MAKING • Everyone’s idea must be discussed;
• Everyone must agree on the decision before
a choice is made.
• DRAW ACTIVITIES
• Initial Stage
• . Simple draw programs such as GIMP or
PAINT provide opportunities for children to
make choices, then see and justify the results of
their decision-making.
• . Ready-made screens, such as Dressing Teddy
CONTEXTS FOR can be used, or teachers can make their own to
COLLABORATIVE relate to specific topics or themes.
• . Children need to be guided or supervised to
DECISION- ensure they work together and discuss the
MAKING reasons for their choices.
• Intermediate Stage
• . The above can be extended by the use of more
complex screens and scenarios (e.g. Make a
town)
• READING BRANCHING STORIES:

• Key Stage 1
. Children need to be instructed beforehand (e.g. as a
whole class) in how to ensure all children’s opinions
CONTEXTS FOR are taken into account before a choice is made.
COLLABORATIVE Simple branching stories based on familiar themes
(e.g. fairy tales)
DECISION-
MAKING
. ranching stories are more effective if the situation
is familiar to the children and presents them
with a moral dilemma.
COLLABORATIVE
DECISION-MAKING
READING BRANCHING STORIES: EXAMPLES
Many ICT-based activities used for supporting the development of

speaking and listening skills can be differentiated to progressively
develop pupil’s ICT capabilities.
Sound effects recordings and CDs can be used effectively to

support the development of listening skills.
SUMMARY OF Most modern computers include facilities to digitise sounds and
KEY POINTS voices.
Creating and editing digital video clips is relatively straightforward

and provides opportunities for developing speaking and listening
skills.
Computer-based activities are very effective for supporting

collaborative decision-making, provided the children have a clear
understanding of their roles and the purposes of the task.

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Profª Marta Carrera Gómez

UNIT 2. ICT and English in the

INTRODUCTION DIGITAL VIDEO

AUDIO RECORDING VIDEOCONFERENCING

• Children's literacy is the

• Developing children's ICT skills

• It is often possible and sometimes desirable to learn

• Through this unit :

Curricular integration of ICT

Ccurriculum integration of NICT/ICT VS

According to Sanchez Ilabaca (2002) ICT

Dockstader (1999),the curriculum should

Curricular integration of ICT

• "ICT are changing our society at great speed, but the

Curricular integration of ICT

GUIDELINES • What has really impressed you the most?

1ST PHASE: APPROACH:

Curricular • Use of technology, but not alongside innovation.

integration of • Integrate NICT into traditional practices. Focus on student productivity

• . Listening to story recordings;

The progression in the use of story recordings can be grouped

Whole class- children taught how to listen and relate stroy to

Pairs of children given specific tasks (e.g. closed and extended

More complex tasks to focus attention on elements of the story

• . Key stage 1/ Lower key stage 2

• Retelling familiar stories in their own way;

• Listening to their own stories and commenting on their effectiveness.

• . Lower key Stage 2

• Adding sound effects to enhance the story.

• Planning, preparing and recording their own recordings.

Freesound.org : SOUND EFFECTS

• Reading talking stories/books:

• Lower Key Stage 2

Key Stage 1/ Lower Key Stage 2

o The outline for a story is drafted by the whole class;

o The story is evaluated by the whole class.

Upper Key Stage 2

o Group-based evaluation of commercial stories, agreeing on criteria and identifying

• Creating a spoken story is very similar to

n • The educational advantage of this type of

• Upper Key Stage / Lower Key Stage 2

. Planning the presentation of information using multimedia and allocating

. The pages are interlinked by the teacher;

Upper Key Stage 2 .

• Low-cost digital video (DV) cameras are available for

The contribution to the aspects of speaking and

- Improve social skills

• Through ICT activities they can

• Encouraging exploratory discussion or debate

• The best branched stories are those that adapt

• The most effective way to ensure all the children

• The page must be read out loud for all to

• READING BRANCHING STORIES:

Many ICT-based activities used for supporting the development of

Sound effects recordings and CDs can be used effectively to

SUMMARY OF Most modern computers include facilities to digitise sounds and

KEY POINTS voices.

Creating and editing digital video clips is relatively straightforward

Computer-based activities are very effective for supporting

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