1 / 50

S.M.A.R.T. English Teaching with the Internet: Critical Links and Tipping Points

S.M.A.R.T. English Teaching with the Internet: Critical Links and Tipping Points. I am always doing what I cannot do yet, in order to learn how to do it. Vincent Van Gogh. Before We Begin:. Presentation focuses on Internet, but concepts apply to traditional teaching as well

Anita
Download Presentation

S.M.A.R.T. English Teaching with the Internet: Critical Links and Tipping Points

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. S.M.A.R.T. English Teaching with the Internet: Critical Links and Tipping Points I am always doing what I cannot do yet, in order to learn how to do it.Vincent Van Gogh Michael Krauss Tegucigalpa, Honduras

  2. Before We Begin: • Presentation focuses on Internet, but concepts apply to traditional teaching as well • Plenary serves as an example of technology-enhanced presentation • You can access the PowerPoint presentation at http://www.lclark.edu/~krauss/hondurasweb/honduras.html (address on your handout). • Handout provides main points of the talk. • Try to predict meaning of “terms” on handout. Revisit after talk. Michael Krauss Tegucigalpa, Honduras

  3. Internet Magic Trick Competition • Why did I begin my talk with The Virtual Mind Reader? • How does the Virtual Mind Reader work? • First three teachers to turn in correct answers in writing to both questions each win a book! • Good luck! Michael Krauss Tegucigalpa, Honduras

  4. Use of Internet to Prepare for Trip to Honduras • Emailed friends and family • Checked online maps • Checked weather for this time of year • Checked for electric current and plug info. • Checked for airline travel information • Gathered information on Honduras Michael Krauss Tegucigalpa, Honduras

  5. Use of Internet to “Meet” Tegucigalpa • Over one million residents • Tegucigalpa=Nahuatl name=Silver Mountain • Mining center during colonial times • Tegus = nickname • La zona viva = commercial center • Christ of the Picacho = monument depicting Tegus. • Felt familiar when I arrived Michael Krauss Tegucigalpa, Honduras

  6. Use of Internet to Prepare for Conference Presentations • Emailed conference organizers to plan presentations • Found and bought books online • Consulted online resources/journals • Downloaded Web pages/images to enhance talk. • Published plenary and workshop materials for you and a worldwide audience Michael Krauss Tegucigalpa, Honduras

  7. Personal Uses of Internet • Read online newspapers to keep up with world events • Reserve books from the local library • Help my son with his homework • Read movie reviews • Make travel arrangements • Send greeting and holiday electronic cards • Check weather to plan outings • Many many more! The Internet empowers me! Michael Krauss Tegucigalpa, Honduras

  8. Skills Students Need: Reading • Finding appropriate information to read by searching the Internet • Evaluating the source of information • Determining whether to follow hyperlinks • Deciding whether to save or catalog information for later access (Warschauer, M. (2001). Millennialism and media: Language, literacy, and technology in the 21st century. AILA Review 14, 49-59.) Michael Krauss Tegucigalpa, Honduras

  9. Skills Students Need: Writing • Incorporating text, graphics and audio into multimedia pages for the Web • Creating and making effective use of hypertext links to convey the message • Tailoring the writing to a hard-to-predict Internet audience • Using appropriate pragmatic strategies for the intended electronic forum (Warschauer, M. (2001). Millennialism and media: Language, literacy, and technology in the 21st century. AILA Review 14, 49-59.) Michael Krauss Tegucigalpa, Honduras

  10. Our Challenge as Teachers • To help our students acquire these 21st century educational and workplace skills. • How can this be accomplished? • Become adept at these tasks ourselves first • Join with our students in meaningful, motivating classroom activities incorporating these skills • Practice and master the skills in the context of English language study. Michael Krauss Tegucigalpa, Honduras

  11. Barriers to Overcome • 63% of those in U.S. have Internet access • 20 % in Honduras (estimate) • Limited supply of computers in home/school • Slow and/or expensive Internet access • Lack of time required to learn new skills • Lack of teacher training in CALL • Risk of working in an unfamiliar teaching environment (Greenspan, 2002) Michael Krauss Tegucigalpa, Honduras

  12. Honduran Comments on Rewards of Using Internet • Obstacles • Limited access • Physically and mentally taxing • Cut into time with family • Fear of making errors • Benefits • Learned modern skills for self and students • Formed new professional relationships • Became a better teacher • Created Web-based lessons • Gained new confidence in using technology • Can help students be successful in 21st century Michael Krauss Tegucigalpa, Honduras

  13. Internet Use in the U.S.What Teachers Say • 98% of schools and 77% of classrooms have Internet • 84% of teachers believe Internet access improves quality of education BUT • 2/3 of teachers say Internet not optimally integrated into curriculum • Only 20% of teachers consider themselves well prepared to use technology in the classroom (Cradler, Freeman, Cradler & McNabb, 2002) Michael Krauss Tegucigalpa, Honduras

  14. Internet Use in the U.S.What Students Say • The quality of Internet-based assignments is poor and uninspiring. • Students want to be assigned more--and more engaging--Internet activities that are relevant to their lives. • Implication: Teachers are the key! The digital disconnect: the widening gap between internet-savvy students and their schools. Available online at: http://www.pewinternet.org/reports/toc.asp?Report=67 Michael Krauss Tegucigalpa, Honduras

  15. Critical Features of Teacher Training • Opportunities to explore, reflect, and collaborate with peers • Work on authentic learning tasks • Engage in hands-on, active learning • In essence, the principles for creating successful learning environments for children apply to teachers as well. Cradler, J. (2002-2003). Effective Integration. Learning and Leading with Technology 30 (4) 49-56. Available online at: http://caret.iste.org/caretadmin/resources_documents/ 30_4.pdf Michael Krauss Tegucigalpa, Honduras

  16. Integrating the Internet into the Classroomhttp://www.lclark.edu/~krauss/usia/ • Offered three times per year • Enrolls from 20 to 40 teacher participants • Designed to be teacher-lead but . . . • Free and open for teacher self-study. • Use with students if appropriate • Web address in your handout. Michael Krauss Tegucigalpa, Honduras

  17. S.M.A.R.T. Framework • Synthesis of language and thinking skills • Motivating content and meaningful communication • Appropriate for culture, age and language ability of students. • Relevant to curriculum and to students’ lives • Tangible product with evaluation and feedback. Michael Krauss Tegucigalpa, Honduras

  18. “Integrating” Course - Week 1 Teachers learn about: • Communications tools • Mailing lists, Web bulletin board, Chat • A framework for organizing Web content • Activity Formats • Hotlists, Subject Samplers, Treasure Hunts, WebQuests Michael Krauss Tegucigalpa, Honduras

  19. “Integrating” Course - Week 2 Teachers learn to: • Develop effective Internet searching strategies • Evaluate Web materials for authority, accuracy, objectivity and more • Create and post to the Internet Web-based activities designed for their students. Michael Krauss Tegucigalpa, Honduras

  20. “Integrating” Course - Week 3 Teachers are: • Exploring telecomputing projects to facilitate meaningful communication • Designing Web pages for the classroom • Creating Web-based quizzes, surveys, puzzles and games to enhance learning. • Reporting the results of research done with colleagues during the online course. Michael Krauss Tegucigalpa, Honduras

  21. Communications Tools: Email • Important form of business communication • Higher frequency than telephone or face to face contact. • Excellent communicative potential in classroom • Students need guidance and practice with discourse and pragmatics rules Michael Krauss Tegucigalpa, Honduras

  22. Communications Tools: Web Bulletin Boards - Nicenethttp://www.nicenet.org • Free, reliable, low-tech requirements • Post class schedule • Share ideas for content- learning • Interactive journaling • Link and document sharing • Easy to learn • Unlimited # of classes. Michael Krauss Tegucigalpa, Honduras

  23. Communications Tools: Online Chat - Tapped In http://ti2.sri.com/tappedin/ • Free global forum for educators • Individual virtual offices • Text-based chat • Private messaging • Bulletin boards • Chat transcripts • Calendar of professional development events. • Start with virtual tour. Michael Krauss Tegucigalpa, Honduras

  24. Pull out, Betty! Pull out! . . . You’ve tapped into the Internet! http://www.funny-city.com Michael Krauss Tegucigalpa, Honduras

  25. Categories for Organizing Web Contentby Tom March • Enrichments • References • Resources • Lessons • Tools • Projects • Activities Michael Krauss Tegucigalpa, Honduras

  26. Human-organized collection of resources Often organized by topic Often annotated and sorted Often searchable Many high quality educational directories Computer-collected resources Findings depend on search terms Rankings depend on key words and site popularity Results depend on skill of searcher Directory v. Search Engine Michael Krauss Tegucigalpa, Honduras

  27. Blue Web’nhttp://www.kn.pacbell.com/wired/bluewebn/#contents Michael Krauss Tegucigalpa, Honduras

  28. Marco Polohttp://www.marcopolo-education.org/index.aspx Michael Krauss Tegucigalpa, Honduras

  29. OELP Online English Language Centerhttp://oelp.uoregon.edu/ Michael Krauss Tegucigalpa, Honduras

  30. KidsClickhttp://sunsite.berkeley.edu/KidsClick!/ Michael Krauss Tegucigalpa, Honduras

  31. Enchanted Learninghttp://www.EnchantedLearning.com/Home.html Michael Krauss Tegucigalpa, Honduras

  32. ESL Independent Study Labhttp://www.lclark.edu/~krauss/toppicks/toppicks.html Michael Krauss Tegucigalpa, Honduras

  33. Embarrassment of Riches The Internet is an embarrassment of riches that’s next to worthless without an educator. Tom March Michael Krauss Tegucigalpa, Honduras

  34. Web Site Evaluation • Anyone can publish (pros and cons) • No editors to insure credentials • Evaluation is critical skill for teachers and students • Evaluate Web sites with your students using simple but effective checklists Michael Krauss Tegucigalpa, Honduras

  35. Web Site Evaluation A Harmless Examplehttp://www.malepregnancy.com/ Michael Krauss Tegucigalpa, Honduras

  36. Web Site EvaluationA Dangerous Example • 14 year old Zack: “I’m working on a paper on how the Holocaust never happened.” • Teacher responds, “Zack, where did you hear the holocaust never happened?” • “The Internet. It’s on a page at Northwestern University.” Michael Krauss Tegucigalpa, Honduras

  37. Basics of Web Site Evaluation Work hands-on with students. Use a basic checklist. Help them to: • Decide if material is comprehensible for them • Determine motive of author: inform or persuade • Evaluate authority of author • Check for accuracy of information and links • Establish whether site is current • Determine if coverage is complete Michael Krauss Tegucigalpa, Honduras

  38. The Humanitarian Aspecthttp://www.infed.org/images/freire.jpg If education is to be truly liberating, it must focus upon the existing situation of people, allowing them to reflect upon their condition and empowering them to change it. --Paulo Freire Michael Krauss Tegucigalpa, Honduras

  39. The Hunger Sitehttp://www.thehungersite.com Michael Krauss Tegucigalpa, Honduras

  40. The Hunger Site - Details • 222,000 people click “free food” every day • Value of 1.1 cup of staples for each click • 100% of site advertising donated in 74 countries • What could students do? • Research/report on how site funded/food distributed • Research/report on other hunger efforts on Web • Get involved with local hunger relief efforts • Join with other students in global projects through groups such as iEARN (International Education and Resource Network). Michael Krauss Tegucigalpa, Honduras

  41. Digital Vision Programhttp://reuters.stanford.edu/ Michael Krauss Tegucigalpa, Honduras

  42. Digital Vision Program - Detailshttp://reuters.stanford.edu/ • A sabbatical program for technology professionals at Stanford University • Access all facilities for up to one academic year • Each fellow undertakes ICT project that addresses developing world problem • Projects all have practical emphasis Michael Krauss Tegucigalpa, Honduras

  43. Bollywood Jukebox for Literacyhttp://www.planetread.org/ • SLS-Same Language Subtitling • Objective: Increase Literacy in India • Subtitle lyrics of music videos on T.V. • Subtitles and audio in same language • 150 million viewers weekly • 90% of viewers prefer programs with SLS • Here’s an example of SLS Michael Krauss Tegucigalpa, Honduras

  44. Critical Links • Internet is more than computer network • Internet is a network of people • Unparalleled ability to collaborate • Universal Internet access does not guarantee success in education • Teachers are the critical links Michael Krauss Tegucigalpa, Honduras

  45. Role of the Teacher • Teacher should not be a sage on the stage • Teacher should not be a guide on the side • Teacher should be an expert learner • Teacher should be part of the learning process • Teacher should model learning for the students • Teacher should help students construct new knowledge--Tom Carroll http://www.ncl.ac.uk/math/assets/photos/group_computer.jpg Michael Krauss Tegucigalpa, Honduras

  46. The Tipping PointHow Little Things Can Make a Big Difference Michael Krauss Tegucigalpa, Honduras

  47. The Tipping PointCritical Actors Required: • Connectors - Have special gifts for bringing people together and for working well in groups. • Mavens - Possess special knowledge and are willing to share and mentor others. • Salespeople - Are gifted at persuasion and have a positive attitude when advocating for an idea. Michael Krauss Tegucigalpa, Honduras

  48. Tipping Point People 400 Teachers From Over 20 Countries Michael Krauss Tegucigalpa, Honduras

  49. Helping to Negotiate the Learning Curvehttp://www.austlii.edu.au/au/special/rsjproject/rsjlibrary/car/wtno24_mar1999/ Michael Krauss Tegucigalpa, Honduras

  50. S.M.A.R.T. English Teaching with the Internet: Critical Links and Tipping Points Knowledge is of no value unless you put it into practice. Anton Chekhov Michael Krauss Tegucigalpa, Honduras

More Related