You are on page 1of 40

Using the Web 2.

0 in the English
classroom
Learning EnglishThrough
Technology
Isabel Prez Torres

Introduction: changes, changes,


What do teachers do with ICT in English

classrooms?
Main contribution of ICT to L2 teaching

Typical problems and mistakes


4 keys to facilitate learning

Conclusions
http://isabelperez.com/

Changes in Technology.

1st Ipad (2010)


1st PC (1981)

http://isabelperez.com/

In the WWW.
Web (1990) Tim Berners Lee

Web 2.0 (~2000)

Web 3.0
http://isabelperez.com/

http://isabelperez.com/

http://isabelperez.com/

http://isabelperez.com/

Permanently
connected
Seek Innovation
and Entertainment
Collaborating and
Networking
Blogs, social
networks, foros,
wikis, etc.

Multimedia Technology
Videos, ipods, mobiles,
etc.

Grown Up Digital
By Don Tapscott
http://isabelperez.com/

Changes in the schooland at home.

http://isabelperez.com/

changes in Education and language


teaching..
From knowledge reproduction To
constructivist learning
From Teaching CONTENT and LANGUAGE
To Content and Language Integrated Learning
CLIL
http://isabelperez.com/

What do teachers do with ICT in


Second Language classrooms?

http://isabelperez.com/

We searched for lot of information on the Web


We use audiovisual resources from the Internet
We provide students web addresses with content of
interest

http://isabelperez.com/

We use Word and Open office to write texts or


generate graphics and presentations.
We use presentations or graphics to encourage
oral expression in the classroom.
We use online dictionaries.
We record video and audio clips with Audacity
I have carried out some online projects

http://isabelperez.com/

TheWEB

http://isabelperez.com/

ICT / Web as a reproductive environment

1.
2.
3.
4.
5.
6.

Interaction and feedback


Autonomy
Own pace
Repeat and revise
Self- conciousness
Teacher has a different role

Language resources
Ref: i.e Dictionaries
Quizzes
Grammar, pronunciation sites

http://isabelperez.com/

Authentic Materials

Texts,
Images,
Audio, podcasts
Presentations
Videos,

Authentic Materials
Podcasts

Music

FILMS

NEWS
ANYTHING

Videos

Subject content resources


Academic
Authentic
# formats

http://isabelperez.com/

Bookmarks

http://isabelperez.com/

Web 2.0

http://isabelperez.com/

Web 2.0

http://isabelperez.com/

Applications
Colaborative spaces / Social Software
Bookmarks
Blogs
Wikis
Microblogs

http://isabelperez.com/

Wikis

http://isabelperez.com/

Interaction on the Web


European programmes
Comenius
Erasmus
Grundtvig
eTwinning

http://isabelperez.com/

E.j.Glogster..

http://isabelperez.com/

ICT/ Web: constructive environment


Create their own knowledge
Student centred

Reflection, sinthesis, evaluation, etc


Interaction

Collaboration

Task and Process Approach


Reception tasks
Production tasks

an activity which requires learners to use

language, with emphasis on meaning, to attain an


objective
(Bygate, Skehan, and Swain, 2001:11).

Task can be presented in different formats


(eg.Proyecto, Webtask, WebQuest, etc.)

The result can be:


A document,

A poster,
A presentation ppt,
An oral presentation, a recording, etc.

Activities / Strategies

http://isabelperez.com/

Constructivist activities

Treasure Hunts
WebTasks
WebQuests
Projects

Treasure Hunts
Questions and links to
find the answers
Big Question

http://isabelperez.com/

Carry out a task based


activity, using web
resources.
Focused on content
rather than on form
aspects.

Webtasks

http://isabelperez.com/

WebQuests
A WebQuest(Dodge,
is an1995:1)
inquiry-oriented activity in
which some or all of the information that
learners interact with comes from resources on
the Internet.

A WebQuest is built around an engaging and doable task that


elicits higher order thinking of some kind. It's about doing
something with information. The thinking can be creative or
critical, and involve problem solving, judgement, analysis, or
synthesis. The task has to be more than simply answering

questions (Starr, 2000)


http://isabelperez.com/

WebQuests
Advantages of WebQuests
Clear structure

Motivation (authentic material, autonomy,


creativity, etc.)
Collaboration and cooperation: groups,
roles
Promotion of processes of high order
thinking
http://isabelperez.com/

Typical problems and mistakes


P: the lesson plan depends too much on the
Internet access.
P: Time /
M: we are too ambitious
M: we use ICT, but in a very reproductive way
M: we plan activities with low cognitive demand
Solution: be realistic / plan, assess and plan again
http://isabelperez.com/

How to proceed

http://isabelperez.com/

4 keys to facilitate learning

http://isabelperez.com/

Conclusions
Plan and encourage creative and constructivist
activities
Use Web 2.0 for collaborative tasks (e.g. Webtasks,
webQuests)
Use ICT to make students practise oral skills (e.g.
podcasts)
When possible plan crosscurricular units /tasks
Teach key competences
Use the Web to host and share materials and to
contact other teachers and students (e.g. eTwinning)

http://isabelperez.com/