Computer Assisted Language Learning - Using websites

USING WEBSITES

USING WEBSITES

Using website in the classroomOne of the easiest and least stressful ways of getting started with technology in the classroom.WHY?

Using websites One of the easiest and least stressful ways of getting started with technology in the classroom.

Therere Large and constantly expanding collection of resourcesVarious levels, various topicsVarious media (from just simple text until sites with multimedia)Authentic or ELT specific materials2

Using website in the classroomWe can use the web sites in the classroom in several waysAs printed pagesWith one computer with Internet connectionIn a computer lab with a set of networked and connected computers

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Using website in the classroomUse of Internet is a part of the learning process, not occasional activity.

With lower levels we should talk and explore resaons using web with themWith higher level classes we need to talk about why internet content may be useful for them. nternet is not a toy-not using to fill in the timeCoursebook and internet can be engaged4

ELT websites or authentic websites?Both can be used, it depends on what you want to achieve with it.ELT websites: provide valuable opportunities for more controlled language work. Authentic websites: provide ideal opportunities for more authentic and natural.

ELT websites provide lots of content that our learners can use. They provide valuable opportunities for more controlled practice. They are a great help for learners who need to brush up on certain aspects of the language. They are often used for homework.

Students will find them too difficult. It takes too much time. Authentic websites can be chosen to fit your students interests. They provide an opportunity to work with total comprehension. Their use fosters independent learning.

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How to find useful websites

Having a good search skills means : Find useful resources quickly, speeding up lesson planning and faciliting web use in class.For learners: be able quickly accomplish web-based tasks.

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How to find useful websitesGoogle: www.google.comYahoo: www.yahoo.comAsk.com: http://www.ask.com/Altavista: www.altavista.com Clusty: http://clusty.com/Lycos: http://www.lycos.com/Yandex: http:// yandex.com.tr/Search engines;

Google index 20billion pages7


A video about how google is accessible8

How to find useful websitesEx: have a project about the history of Olimpic Games focused on Barcelona games in 1992.

Search as Olimpic games : more than 800millionBarcelona Olimip games 1992 : about 5 millionbarcelona olympic games 1992 10000 meters women gold medal winner : 28 tousand The resalt is the first one9

How to find useful websitessearch as phrase on google

Write with quotation marksWhen we search cheap hotel in rome as the example on the book it gives more then 300 million resultsWhen search with quotation marks its just about 85 tousandAs it mentioned on the book I search lyrics like that.

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How to find useful websitesTip to find specific result

Have a project about a singer, shakira : more than 200 millionshakira was born : about 35 tousands11

How to find useful websitesYahoo: http://search.yahoo.com/Subject guides;

After click on more we can choose directory12

How to find useful websitesAsk.com: http://www.ask.com/Real language searches;

Gives the direct answerThere can be used to practice question formation.

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Images:Flickr: www.flickr.comGoogle image: http://images.google.comIstockphoto: www.istockphoto.comVideo:Google video: http://video.google.com/Yahoo video: http://video.yahoo.com/Youtube: www.youtube.comTeachertube: www.teachertube.comTeacherTV: www.teachers.tvAOL Video: http://video.aol.com/Audio: podcast:ESL Podcast: www.eslpod.comDownload podcast using iTunes Player, iTunes UHow to find useful websites

Subject or media specific web sites15

How to find useful websitesDogpile: http://www.dogpile.com/Kartoo: http://www.kartoo.com/en_index.htmMetacrawler: http://www.metacrawler.com/Mamma: http://www.mamma.com/Meta search sites;

These sites search more than one search engine at the same time.

As a final tip : when you visit a search engine clik to the help link to find hints and tips the site owners recomend for improving your search techniques.16

How to evaluate websitesWho wrote the page? Is this person an expert in the subject matter?Is the page content reliable and factually correct?1) Accurancy;

Who wrote the page? Is this person an expert in the subject matter check the qualification, experience, look for an about me linkIs the page content reliable and factually correct? cross-reference with other similar websites and encyclopedias17

How to evaluate websitesIs the content up-to-date? When was the page last updated? 2) Currency;

Is the content up-to-date? check factual information against other reliable sourcesWhen was the page last updated? check factual information at the bottom/top of the page

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How to evaluate websitesIs the content interesting and stimulating?Is it attractive and easy to navigate? 3) Content;

Is the content interesting and stimulating? consider the content from your learners point of viewIs it attractive and easy to navigate? check the color combinations, the logic of the links and visual structure19

How to evaluate websitesDoes the site work well? Are there any broken links? Does it use a lot of large files or alternative technologies (e.g. Flash)? 4) Functionality;

Does the site work well? Are there any broken links? Be sure to check all pages, and follow all links to all pages you intend to useDoes it use a lot of large files or alternative technologies (e.g. Flash)? Check how quickly it loads for learners; check sound, video and animation work.

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Planning Lessons Using The Internet

Before computers and the Internet, teachers generally answered the What do I teach Monday? query by working with other teachers, consulting school curriculum guides, reading books and professional journals, and gathering materials from libraries and school resources.Planning Lessons Using The Internet

Today, educational websites includeresources to improve teaching and extend knowledgeof curricular topics. With computer-based electronic tools toaid searches for ideas and materials, teachers have easy onlineaccess to detailed and proven teaching and learning materialsfrom educational websites whose resources for Monday andevery other day provide ongoing lesson development for everyteaching field.22

Lesson development refers to all the activities that teachers do as they create, teach, and evaluatelessons with students. Lesson development involves a teachers decisions about three interrelated elements of teaching lessons:Planning Lessons Using The InternetAcademic content (what to teach)Teaching goals, methods, and procedures (how to teach)Learning assessments (how to know what students havelearned)

Elements Of Lesson Development

Every time they teach, teachers make choices about academic contentthe facts, concepts, ideas, skills, and understandingsthey intend to share with students.

Lesson development must be connected to local curriculum frameworks, which are aligned to state and national standards.Academic Content (What to Teach)

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Technology plays an essential role in assisting teachers toanswer the academic content or what to teach question.Academic Content (What to Teach)

Digital content available on the Internet includes a vast collectionof curriculum resources and information.Academic Content (What to Teach)

Using Internet searchengines, electronic databases, online encyclopedias, blogs, wikis,and other technology tools, teachers and students have access to powerful new ways to researchand retrieve information.27

As they answer the what to teach question, teachers simultaneously decide the teaching goals, methods, and procedures they will use in their classes. Goals are the reason why a lesson is being taught. Methods are the instructional strategies.Teaching Goals, Methods, and Procedures (How to Teach)

Teachers combine goals, methods, and procedures into formats for daily learning. Sometimescurriculum content dictates these processes; sometimes the goals, methods, and procedures dictatethe choice of content. Teaching Goals, Methods, and Procedures (How to Teach)

Either way, content, goals, methods, and procedures mutually support eachother in a dynamic process of lesson development, which technology can support in a variety ofways such as teacher-developed websites,podcasts, blogs, and wikis etc.

Teaching Goals, Methods, and Procedures (How to Teach)

Learning assessments occur before, during, and after teaching lessons and enable teachers to evaluate student knowledge, understanding, and performance. They can be summative (summarizing what students have learned at the end of a lesson), formative (happening as a lesson unfoldsLearning Assessments (Knowing What Students Have Learned)

Assessment tools include multiple-choice and short answer tests, essays and other written tasks, oral discussions, teacher observations, class participation, and student projects, portfolios, and performances,all of which provide evidence of what students have learned and are able to do as a result of the teaching. Learning Assessments (Knowing What Students Have Learned)

Technology tools that support the assessment and evaluation process include

Learning Assessments (Knowing What Students Have Learned)Electronic tests and quizzesDigital portfoliosPersonal response systemsOnline surveys

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Planning a web-based lesson,rather than one where the web content plays an ancillary role,is not different from planning a traditional one.Learning Assessments (Knowing What Students Have Learned)

We divide a typical web-based session into three parts: warmer,web,what next.Learning Assessments (Knowing What Students Have Learned)

It is the kind of thing we all do as a matter,with introductory activities,generating ideas,and so on.Thanks to this part learners are prepared for what they are going to do in web part.The warmer part

It is important here to spend only as much time as we need working with computers.We prepare to take learners to a computer room rather than spend the entire class in there.Web Part

This allows us to keeping classroom focused during their time there.On the other hand moving from traditional class to a computer room may distract learners attention,so we need careful planning here.

Web Part

If we have limited access to computers,we can use web-based printable materials.Web Part

As a teacher we may want to replace materials with website-based ones.For example listening texts or materials.We should help learners to evaluate materials by asking them to talk about what they like and what they dont.Web Part

Time and ask are important issuses here.Make sure your learners have a clearly-defined task to achieve and clearly-defined time to achieve it.Web Part

Working With Lower Levels Of Language Proficiency

Educators are particularly interested in technologys interactive capabilities, such as providing immediate feedback and increasinglearner autonomy, in addition to the capability of simulating real-world situations via audio,video, and graphics.Working With Lower Levels Of Language Proficiency

But in working with lower-levels the choice of websites will be more limited than for higher levels.Working With Lower Levels Of Language Proficiency

Websites which are more suitable for lower levels include:

websites with simple,clearly presented text

websites with non-linguistic data which is easy to interpretWorking With Lower Levels Of Language Proficiency

websites with visuals-a task can be based on visuals only

ELT websites,where the content has been written, edited and prepared with this audience in mind.

Working With Lower Levels Of Language Proficiency

Web Teaching Dos & Donts

Planning carefully and adopting a structured approach to the way you use websites in the classroom should give you the confidence to try out different ways of introducing your learners to internet content.Web Teaching Dos & Donts

We should bear in mind that it is not necessarily the all singing-dancing websites-ones with a lot of animation,video or other multimedia contenwhich will be of most interest or use in our classrooms.Web Teaching Dos & Donts

Dont discount simple text-based websites which might be very beneficial in your own content.Web Teaching Dos & Donts

Here are some considerations and contingency plans:Web Teaching Dos & Donts

Whenever you use technology you should always have a backup plan.The electricity might go off,computers might crash etc.Be prepared.


Use the knowledge of other teachers and of your learners to help you with the technical side of the lesson.We often team teach with less experienced teachers,taking care of the small technical problems which occasionally arise,and leaving them free to enjoy technology and to teach.


If it is a lesson that involves few pages try saving them to your computer hard disk.With the help of this,you will open the pages even if the internet goes down.Web Teaching Dos & Donts

It is rarely conductive to have learners working alone on computers.Pair works and small-group work will help to encourage oral communication and break down the computer as barrier effect often prevalent in technology-based classes.Web Teaching Dos & Donts

Try to arrange the computer room in such a way that you can easily maintain control over learner activities.An ideal layout is to have computers around the outside walls of the class allowing you to view what is on the screen-and a central table where learners can congregate for more communicative activities.Web Teaching Dos & Donts

Not all of the content that you come across with your learners will be suitable for them.You should be in a position to fully explore the web with your learners.Web Teaching Dos & Donts

Web 2.0 alternatives for the Classroom

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Terra Clues for SchoolsFree RiceNetsmartzFanlalaStarfallGame gooWondervilleArtsoniaBook AdventureTop Websites for the Classroom

What it is:Bookadventure is a valuable tool for your reading program. Book Adventure is aFREEreading motivation program for kindergarten- eighth grade students. Students can create their own book lists from over 7,000 recommended titles, take multiple choice quizzes on the books theyve read, and earn points and prizes for their literary successes. Teachers automatically get students quiz scores in the teacher area. You can print out automatically generated notes home with each students information plugged in. You can start online book groups where students can read and discuss their comprehension of the book with other students. This site is so easy for students and teachers alike and is a simple way to integrate technology into your classroom.How to integrate Book Adventure into your reading curriculum:The first step is signing up at http://bookadventure.org. Order a free Teachers Guide from the teachers page. Whether you have a one to two computer classroom, access to a computer lab, or mobile lab, you can use this tool to enhance your current reading curriculum. Students are so motivated by this program (even the most reluctant readers)! If you have computers in your classroom you can allow students to use Book Adventure as they finish books. Create a Book Adventure sign up sheet (or use the one I provided below). As a student completes a book, they can log into Book Adventure and take a multiple choice quiz and track their points. I allow students to do this during silent reading time or free time. If you dont have computer access in your classroom, set goals with your students so that they are all ready to use Book Adventure at the same time and use a computer lab or mobile lab.Tips:Although Book Adventure is geared for k-8 education, it would be difficult to use in kindergarten or first grade without an adult. I have used Book Adventure with second graders very successfully.Make a bookmark for Book Adventure so that it is easily accessible. This way your students will save time getting to the site.

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Authentic materials and ESL web links World Newspapershttp://www.world-newspapers.com/BBC WORLD SERVICE NEWShttp://www.bbc.co.uk/worldservice/learningenglish/newsenglish/UK NEWSPAPERShttp://www.thebigproject.co.uk/news/US NEWSPAPERShttp://www.thebigproject.co.uk/USNewspapers/index.htmCutting Edgehttp://www.pearsonlongman.com/newcuttingedge/Total English http://www.pearsonlongman.com/totalenglish/Infotech http://www.cambridge.org/elt/infotech/workbook.htm Interactive workbook exercises and infoquests.Professional English http://www.cambridge.org/elt/ictinuse/youandcomputers.htmin Use You and computers exercisesOxford English for Careershttp://www.oup.com/elt/global/products/oefc/ Practice exercises: grammar, vocabulary and listening. Commerce Using English for Academic Purposes http://www.uefap.com/ Listening, materials, reading writing, speaking, vocabulary.

Effective Listening/Reading/Speaking/Breaking News English http://www.breakingnewsenglish.com/Splendid Speaking for Advanced Speakers of Englishhttp://www.splendid-speaking.com/Randalls` ESL Listening Lab http://www.esl-lab.com/English Listening Lab Onlinehttp://www.elllo.org/Simple English Newshttp://www.simpleenglishnews.com/Practicing Grammar and Vocabulary English as a 2nd Language http://esl.about.com/Activities for developing all four skills, grammar, vocabulary. English learning resources including English language schools, top Internet ESL EFL sites, English learning software, books, teaching materials, audio cassettes and other reference.Activities for ESL/EFL Students http://a4esl.org/Grammar and Vocabulary quizzes, crossword puzzles, a fun study site for learners of English, bilingual quizzeseflworksheets.comhttp://www.eflworksheets.com/sampleonline.htm

Developing Study Skills The Study Skills Guide for Students http://www.educationatlas.com/study-skills.html Study Guides and Strategieshttp://www.studygs.net/studyskills.htmProfessional Behaviour Evaluation Sheet http://www.nhtsa.dot.gov/people/injury/ems/EMTP/disk_1%5B1%5D/Intro-F5.pdf

REFERENCESIntegrating the internet in the classroom: http://www.lclark.edu/~krauss/usia/home.htmlFinding information on the Internet: http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/FindInfo.htmlSearching the internet: Recommended sites and search techniques: http://www.internettutorials.net/search.htmlDeveloping lessons with technology, State Educational Technology Directors Association, International Society for Technology in Education, and Partnership for 21st Century Skills, Maximizing the Impact: The Pivotal Role of Technology in a 21st Century Education System (2007)A Look at the Research on Computer-Based Technology Use in Second Language Learning: Review of Literature from 1990-2000, Min Liu, Zena Moore, Leah Graham, & Shinwoong Lee The University of Texas at Austin