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ASSIGNMENT:
COMPUTER ASSISTED LANGUAGE LEARNING
GENERAL INFORMATION:
This assignment must be done in pairs and has to fulfil the following conditions:
- Length: 6 to 8 pages (without including cover, index or appendices –if there are _any).
- Font type:_ Arial or Times New Roman.
- Font size: 11.
- Spacing: 1..
- Alignment: Justified. Use the following Word document as the template for the assignment. Follow the guidelines of presentation and format, as for quotes and bibliographical references, which are detailed in the Study Guide. Submit the assignment following the procedure specified in the Evaluation document. Assignments must not be sent to the tutor’s e-mail. The assessment criteria can be found in the Evaluation document.
Assignment:
Elaborate a sequence of three activities using technology. To do this, do not forget to include: Teaching context (location, educational level, number of students, nationality, age, english level, etc.); type of activity (pre-reading, etc.); objectives of the activities; content (functions, grammar, vocabulary, culture, etc.) that students should master; skills that will be worked on in each activity; timing for each activity; how students will be evaluated. Important: you have to write your personal details and the subject name on the cover (see the next page). The assignment that does not fulfil these conditions will not be corrected. You have to include the assignment index below the cover.
INDEX
- Technology in the context of education ………………….…………………………………
- The group of students…………..…………………………………...………………………..
- Type of activities…………..…………………………………………...…………………… 5-
- Conclusion…………..………………………………………………………………………….
- References…………...………………………………………………………………………..
TECHNOLOGY IN THE CONTEXT OF EDUCATION
There is no longer the necessity of making the case in pro of technology in today’s world. We all use it, we all rely on it and we might even say we depend on it and in a way that might tend to the negative side. We see computers, laptops, tablets, smartphones, smartwatches, smart lamps and many digital resources anywhere we go. They are there. In the shopping malls, at the restaurants, at home, in the labs at the schools, but most importantly at the hands of our students in the classroom. So why don’t use this powerful device in the favor of education? Why not using it to help the class, the students and, well, the teacher? According to de la Torre, the integration of technology in education has to appear in four key areas:
- Accessing content.
- Creating content, encouraging participation, interaction and collaboration among students.
- Compiling content.
- Connecting content, related to the idea of knowing how to critically interpret and relate new and existing information. So that the learning occurs we teachers should implement/offer ways in which competences are integrated so that different capacities in real and contextualized situations can happen in the classroom. As mentioned in the material “Computer Assisted Language Learning”, by Dra. Lola Torres (p. 22), Digital Competence can be defined as “the set of knowledge, competences and skills, combined with values and attitudes, needed for learning in the knowledge society”. It is not only about knowing what to use and all the tools available online, for instance, but knowing, most importantly, when to apply them – the moment of the class, for which purpose and to which students.
TYPE OF ACTIVITIES
ACTIVITY 1
For the first technological activity, we have thought about a Kahoot game. Kahoot is a game-based learning platform used as educational technology in schools and other educational institutions. Its learning games, “Kahoots”, are multiple-choice tests that allow the generation of users and are accessible through a web browser or the Kahoot app. – https://create.kahoot.it/. It is an online platform with games that bring engagement and fun to players worldwide. They are not just quizzes, they are games, as they feature scoring dynamics, nickname creation, response time, all in parallel, with ranking, where the teacher coordinates the times for response, debate, feedback and evolution. It is possible to either use the games already at our disposal or create one. Considering that our Upper Intermediate group is learning second conditional, it was decided to create a new game to focus on that. The goal of this game is to check students’ comprehension of the content by the end of the class in the stage of the lesson called “accountability”. This stage is used by many as a moment for the students to acknowledge their own comprehension of the content. Of course, it is also possible and advisable for the teacher to pay attention to the students’ performance – since if it is a bad performance the explanation needs to be reviewed. This should be the last activity in class (unless there are too many mistakes and then a correction should be done after the game) and it should last 12 minutes between dividing the class into 3 or 4 groups and actually playing the game. Students should all or in their majority have their cell phones with them since they are adults, but working with groups of 3 or 4 should solve any issue of battery or internet connection, for instance. For the game to start, the teacher should have the classroom’s computer/laptop/ipad connect to the website and log into the game and tell the group the pin number for them to type on the website for the game to be found. Since the pin number changes every time there is a new log in, check appendix 1 for the game related do second conditionals.
In terms of keeping the record on students’ marks and achievements, there is no need. The website itself marks the groups’ answers so it is possible for the teacher to keep the record on the group/students evaluation and the necessity to go over the topic or not. Obviously, it is advisable and important for the teacher to observe the students development throughout the game and since he/she will be in charge of pressing “next” for the following question to pop up, the pace will be in his/her hand. ACTIVITY 2 For the second activity, the platform MENTIMETER was chosen. Mentimeter is a Swedish company based in Stockholm with an app where we get real-time information from remote teams (whether companies or schools) and students online with live polls, quizzes, word clouds, questions and answers and much more. It can be used to build interactive presentations on an online editor. It is possible to add questions, polls, quizzes, images, gifs, slides and many other possibilities. Imagination can run free in both ways – teacher and students. For this paper and the class defined, we choose to use Mentimeter ( https://www.mentimeter.com/ ) to start a class in a way to Engage students. They are about to have a vocabulary lesson that tends to be tedious, difficult for them…, and challenging for the teacher: prefixes and suffixes. With the tool of Mentimeter it will be possible to make it fun while activating previous knowledge that will make a difference in the lesson. In the beginning of the class, once the laptop/table is showing the website to the students, teacher will tell students to get their cell phones (if one doesn’t have it, the teacher can ask him/her to work with his/her peer) and go into the following website: https://www.menti.com/7jpm7qfvvd. Once there, the teacher will ask students to type all words they can think of related to the word “happy” (already on the display on Mentimeter). The idea here is to get from students the words derived from the adjective “happy”, such as “unhappy”, “happily”, “happiness”. Teacher will give 3 minutes for this task. If a word was repeated, mentimeter will show it bigger, so it will be possible for the teacher to know and evaluate students vocabulary. Once the time is up, teacher can run through the words, read with students and focus on the words he/she was waiting to go on with the topic of the class by asking students if, for example, the word ‘happiness’ can be used in the same
CONCLUSION
The use of technology makes it possible to create fundamental structural changes that can be essential to achieve significant improvements in the learning process. When used properly to support the teaching/learning process, through digital learning tools such as computers and handheld devices, it allows us to expand experiences and allow us to design better learning materials and develop 21st century skills; it also makes it possible to increase the involvement and motivation of students; and accelerates learning. Through the use of technologies it is also possible to develop skills to transform teaching methodologies, introducing a new model where teachers, students, content, resources and professional systems are fully connected. And it is this connection that gives teachers the ability to improve their own instruction and personalize learning. When the teacher/educator approaches becomes familiar with the use of online learning resources and opens educational resources, as well as other technologies, he/she creates endless possibilities that allow him/her to develop an increase in educational productivity, engaging students better, since classes becoming more entreating, fun, updated and memorable. As the use of technologies increases, this consequently ends up reducing costs associated with instructional materials or program delivery, and improves the way teachers use their time, whether for preparing classes or carrying out their planning.
REFERENCES
http://www.uib.es/depart/gte/gte/edutec-e/revelec20/anibal20.htm https://www.ed.gov/oii-news/use-technology-teaching-and-learning FUNIBER (2021) “Computer Assisted Language Learning” by Dra. © Lola Torres. Chapter 2, p. 22. Digital Competence in Language Teaching.
