Unit (1) Basic Principles of Teaching English & Using Technology

1. Unit (1)Basic Principles of Teaching English & Using Technology Dr. Nazmi Abdel-Salam Al-Masri Sept 2012 The Islamic University of Gaza

2. Unit (1) Objectives • To be familiar with key terms related to language teaching and technology. • To be more aware of the core components of the process of teaching and learning. • To develop strong positive attitude towards the importance of using ICTs in teaching English. • To be more aware of practical procedures to overcome challenges facing using ICTs in teaching.

3. Language & technology-related acronyms • What is CALL?

4. What is CALL? Computer Assisted language Learning CALL is an approach to language teaching & learning in which computer technology is used as an aid to the presentation, reinforcement & assessment of material to be learned, usually including a substantial interactive element.

5. Language & technology-related acronyms What is ICT? Information…………………………………….

6. What is ICT?Information Communications Technology ICTs are a “diverse set of technological tools & resources used to communicate, & to create, disseminate, store, & manage information.” These technologies include computers, the Internet, broadcasting technologies (radio and television), & telephony

7. HOTS & LOTS What is meant by HOTS & LOTS? Higher .................................................... Lower .......................................................

8. HOTSHigher Order Thinking Skills HOTS • include critical, logical, reflective, meta-cognitive, & creative thinking. • are activated when individuals encounter unfamiliar problems, uncertainties, questions, or dilemmas . . . that promote continued growth in these & other intellectual skills. • are designed to develop & increase cognitive development.

9. LOTSLower Order Thinking Skills LOTS are cognitive skills such as discriminations, simple application & analysis, & cognitive strategies & are linked to prior knowledge of subject matter content. Appropriate teaching strategies & learning environments facilitate their growth as do student persistence, self-monitoring, & open-minded, flexible attitudes

10. Understanding Palestinian English teaching context • Why English is taught in Palestine? • What do English teachers teach? In 3s, list 3 main aspects/skills & give examples • In 3s, try to list 10 language skills & language aspects that you, as ELT, would teach

11. What is meant by a learner-centered environment? Read & reflect 1/2 • The National Research Council of the U.S. defines learner-centered environments as those that “pay careful attention to the knowledge, skills, attitudes, and beliefs that learners bring with them to the classroom.” • The impetus for learner-centredness derives from a theory of learning called constructivism, which views learning as a process in which individuals “construct” meaning based on prior knowledge and experience. • Experience enables individuals to build mental models or schemas, which in turn provide meaning and organization to subsequent experience.

12. What is meant by a learner-centered environment? Read & reflect 2/2 • Thus knowledge is not “out there”, independent of the learner and which the learner passively receives; rather, knowledge is created through an active process in which the learner transforms information, constructs hypothesis, and makes decisions using his/her mental models. • A form of constructivism called social constructivism also emphasizes the role of the teacher, parents, peers and other community members in helping learners to master concepts that they would not be able to understand on their own. For social constructivists, learning must be active, contextual and social. It is best done in a group setting with the teacher as facilitator or guide. .(ICT in Education by Victoria L. Tinio)

13. How can English be taught? • In groups of 3s, try to list 10commonly-used technological tools that can be used to teach English

14. To what extent do you agree or disagree with the following statements about using ICTs in teaching English in Gaza? 1 • It is important for teachers to become familiar with their own students’ level of familiarity with ICTs before teaching English using technologies. • Most of students would be excited about using ICTs. • ICTs are going to revolutionise the way English is learnt. • Using ICTs in teaching English develops active learning.

15. To what extent do you agree or disagree with the following statements about using ICTs in teaching English in Gaza? 2 • Using ICTs in teaching English develops collaborative learning. • ICTs are only relevant for developing writing and reading skills“ • ICTs can be used to promote creative learning (LOTS & HOTS). • “ICTs are not a hammer and not every teaching problem is a nail!”

16. Advantages of using ICTs/CALL - 1 To what extent do you agree or disagree with the following statements about using ICTs in teaching English in Gaza? • It is important for teachers to become familiar with their own students’ level of familiarity with ICTs before teaching English using technologies. • Most of students would be excited about using ICTs. • ICTs are going to revolutionise the way English is learnt

17. Advantages of using ICTs/CALL - 2 4. Using ICTs in teaching English develops active learning. 5. Using ICTs in teaching English develops collaborative learning. 6. ICTs are only relevant for developing writing & reading skills" 7. ICTs can be used to promote creative learning (LOTS & HOTS). 8. “ICTs are not a hammer & not every teaching problem is a nail!”

18. Advantages of using ICTs/CALL -1 In pairs, discuss which 4 of the following reasons (advantages) for using ICTs/CALL are the most important ones. Why? Try to add 2 more advantages. • Strengthen affective factors: motivation, interest and attitude. • Promote cognitive skills: discovery learning, problem-solving, • provide authentic materials for study,

19. Advantages of using ICTs/CALL - 2 4. provide individualization & student self-pacing 5. develop independence from a single source of information, 6. Lead to a more learner-centered classroom 7. Encourage collaborative work

20. Advantages of using ICTs/CALL - 3 • Reinforce active learning and better student attention • Offer diversified teaching methods • Offer visual stimulation • ................................................. • .................................................

21. Challenges for using CALL -1 In pairs, discuss which 2 of the following challenges (barriers) for using CALL are the most serious ones. Why? Try to add more. • Financial barriers, • Availability of computer hardware & software, • Technical & theoretical knowledge, • Acceptance of technology

22. Challenges for using CALL -2 5. Time consuming & time spent learning new technologies 6. The need for back-up plans 7. Anxiety for teachers 8. Technical difficulties: equipment failures • a burnt-out bulb on an OHP • computer screen freezing during the middle of a PPP • power on-off • broken or slow links on websites • wasting time accessing websites containing erroneous or too much detailed information

23. Reducing impact of challenges • In pairs, discuss which 2 of the following techniques can also reduce the negative impact of the challenges facing using technology in teaching. Try to add more. • In-advanced planning & checking technology tools • Providing students with time to tinker with new ICTs before they are expected to carry out an assignment using them. • introducing the students to netiquette & rules of interaction: explanations & modelling.

24. Pedagogical implications Taking into consideration the questions discussed Above & the proverb below, try to list 2 pedagogical implications related to teaching English using technology. “Don’t throw the technology out with the bath water”