ICT in the class to enhance teaching

Trying to activate students in the classroom each day is definitely an increasing obstacle but there a wide range of ways to help make the activities in the class worthwhile for learners and make what they learn, matter. Learners love a challenge and providing their work meaning will motivate those to want more of it since it allows them to be the central point in the training process.

ICT can both improve and enhance both learning and instructing in an ESOL class and technology is not only a tool for use in the school room, but is also a tool for being able to access information that further permits learning to take place. New ways to integrate technology in to the learning process are being created daily.

In this commentary I will provide an evaluative guide on the utilization and performance of using 'YouTube' the video-sharing website as a coaching material to aid my learners with two of the main element skills, being attentive and speaking.

The Learners

The Level 1 ESOL students are from Slovakia, India, Iraq, Somalia, Sudan and Poland. They have all completed City & Guilds Level 1 Speaking and Being attentive Assessments and the Literacy On-line test at the end of the previous semester. All of the students get access to computers in the university and use Moodle in lessons frequently. As an organization they have portrayed that they want more practice in listening and speaking British in'authentic' situations to prepare for the 'real' world and so the last few session have been centered on 'Work and Jobs' resulting in 'Interviews'.

Students have shared that when they are simply listening to someone else speaking a foreign language, (for the coffee lover, English) they try to translate it into their native language. Comprehension is more difficult when reduced varieties, and the particular level used, and colloquial vocabulary can be used. Learners need more exposure to them and a knowledge of a audio system corrections and rephrasing use, ( ". . erm I indicate er. . ") to increase comprehensibility

Scaffolding

In the previous classes I used strategies to assist learning when these were first launched to the subject of jobs. This is to give them inspiration, a framework and a starting place from which they can understand new information launched in the coming lessons. Using 'Scaffolding' techniques can be important for all those learners and not just ESOL learners or people that have learning difficulties. The aim is the fact that learners will, by the end, demonstrate comprehension individually.

Some strategies used include

Activating prior knowledge on careers, job adverts, CV's etc. (this is a 'top-down' control discussing utilising learners' schemata.

breaking jobs into easier, more workable steps to assist in learner achievement

showing students a good example of the eventual outcome

facilitating student engagement and participation

teaching key vocabulary terms, associated with the genre of Careers, before reading

asking questions while reading to encourage deeper research of concepts

modelling an activity for the students before they can be asked to complete the same or similar activity

asking students to add their own encounters that relate with the topic at hand

According to McKenzie (1999), the defining features of successful scaffolding include clear way, purpose, and expectation. Results include on-task activity; better learner direction; reduced uncertainty, wonder, and disappointment; increased efficiency; and palpable momentum. Scaffolding teaching is also intrinsic in Lev Vygotsky's (1978) idea of the Area of Proximal Development.

The main point is to aid learners to own communicative competence, the ability for language learners to make use of socially, contextually and culturally appropriate language in communicative contexts.

Content

Content that is familiar is easier to comprehend than content with new vocabulary or for which the listener has insufficient backdrop knowledge off. Mock interviews is a noticing exercise: watching sentence structure as it occurs in several contexts and constructions in listening material, words practice activities and spoken relationships. That is good differentiation when a one learner explain a point to some other.

Videos and other visible support can increase learner's comprehension as long as the learner can interpret it appropriately. They can observe facial expressions, gestures; body gestures and pictures tell their own history.

Using the interactive 'Smartboard' has made the whiteboard come 'alive' and one of the latest, convenient and versatile ICT tool in use in the classroom is 'YouTube' where you can discuss videos of each kind. Although you have to be aware that lots of education institutes have obstructed YouTube because of the inappropriateness of some of this content.

The students got part in mock interviews where learners videoed pairs, then watched later to go over what went well and what didn't and gave each other feedback. This is a 'bottom-up' process where learners start with basic vocabulary and build to some complex structures. Intonation, stress and rhythm play a part in this process as well and it was important that I provided all the students opportunities to apply claims and questions using declarative forms and with rising intonation with questions.

I tried to acquire dvd videos of real interview but possessed no success so turned to YouTube where I researched many clips and used ones that I felt were ideal for this band of learners. The clips from YouTube were shown at the end and finishing with a funny clip to lighten the end of the session. A number of the clips feature ESOL students in mock interviews plus some were native sound system in 'real-life' situations that give the learners a realistic 'foreign dialect' experience.

Conclusion

There are many videos on YouTube that could potentially be used within an ESOL educational class. There are videos from tv sets program, experts speaking about a specific theme, or perhaps some home movie clips up loaded by individuals, of a location you are educating about or may be thinking about visiting. It comprises of user-uploaded content and can mean that a lot of it is unreliable, neutral or incorrect for ethnic and school room use. While looking for specific topics a teacher could spend time searching on the site but can be a laudable learning and teaching aid.

The company is based in San Bruno, California, and uses Adobe Adobe flash Video and HTML5 [4] technology to show a wide variety of user-generated training video content, including movie clips, TV clips, and music videos, as well as amateur content such as video tutorial blogging and short original videos. A lot of the content on YouTube has been published by individuals, although press companies including CBS, BBC, Vevo, Hulu and other organizations offer a few of their materials via the site, within the YouTube collaboration program. [5]

Unregistered users may watch videos, and registered users may upload an unlimited quantity of videos

Component

The aims of the study reported in this article are to investigate factors influencing British as a spanish (EFL) instructors' use of computers in their classrooms and find out EFL teachers' perceptions of computer-assisted terms learning (CALL) and ways to boost CALL practice in school settings. Members in the study were twelve Korean in-service teachers of EFL working at secondary universities in Korea. A questionnaire and follow-up in-depth interviews were hired to gather data.

The results of the analysis indicate that the professors have positive and favourable behaviour toward the utilization of the personal computers. They consider computer technology as a useful teaching tool that can boost ways of educating by offering students a number of dialect inputs and expanding students' learning activities in real and real contexts. It is also reported that external factors such as lack of time, insufficient computer facilities, rigid university curricula and books and lack of administrative support negatively affect the execution of Contact the school room. Internal factors such as professors' limited computer skills, understanding of computers and beliefs and perceptions of CALL also seem to significantly have an impact on instructors' decisions on the utilization of CALL. Predicated on the findings of the analysis, implications are created for the effective execution of Contact EFL contexts.

Article Text

In recent years, the rapid development of information and communication technology (ICT) has made great changes in societies and education. THE WEB, particularly, has turned into a useful tool for communication, a venue for experiencing different ethnicities and a mediator in diverse political, social and economical situations. Along with the impact of the Internet worldwide, the considerable use of computer systems at schools has had a critical influence on educational surroundings. The Ministry of Education and Human Resources Development (MOE & HRD) in Korea, for example, has integrated several Educational Reform Designs since 1997 to meet the challenges in an time of high-technology. With the governmental level, the training Ministry applied 'The Comprehensive Arrange for Education in the info Age' targeted at building the infrastructure for education between 1997 and 2000. It included ICT outfitted classrooms, computer labs and digital libraries with computers connected to the web to provide institutions with technology-enhanced learning surroundings. Based on the strategies, the Korean authorities has provided every institution with multimedia computers, software programs and high-speed broadband Internet connections to cope with an it society and also to assimilate ICT into every day educational routines.

In terms of teaching British as a spanish (EFL), the paradigm of British education in Korea has changed to the communicative language teaching (CLT) methodology combined with the Seventh Educational Reform in 1997 (Choi, 2006; Kwon, 2000). The underlying theoretical idea of CLT is communicative competence, which identifies the ability for language learners to use socially, contextually and culturally appropriate vocabulary in communicative contexts (Savignon, 1997). However, most Korean learners of EFL have challenges to build up their communicative competence beyond the class mainly because they do not have a supportive learning environment where they can listen to and speak British for communicative purposes (Jeong, 2006). Therefore, some special attempts are needed to help Korean students increase their dialect learning experiences and practice the prospective language outside the class room. This need can be found in the Korean government's special emphasis on English language proficiency and computer literacy in the heart of globalization. British language proficiency and computer literacy are currently essential elements in the Korean culture in buying job, obtaining promotion and entering into a university of advanced schooling (Kwon, 2000). In these situations, the Internet, combined with a number of computer-assisted dialect learning (CALL) programs, is coming to restructuring the concept of the language classroom and the tasks of the learner and the educator in spanish learning and instructing in Korea. The appropriate integration of Internet-connected pcs into the dialect curriculum is a key issue to consider when evaluating the effective use of computer technologies for educational purposes in Korea.

In many Japanese colleges, language trainers are facing issues associated with low academic success among students, mainly caused by reduced competition among students at universities. Teaching at one particular university, the writer has been seeking to cope with classes where students differ greatly in English ability, with those people who have limited British skills and knowledge and/or have never developed basic learning patterns or study skills.

This article discusses how technology can help the professor to accommodate different learning needs and get/keep students encouraged. It is predicated on the recent class room practice in another of the courses the writer educated, where students were supposed to learn research and demonstration methods by using English together with computers and the web. Furthermore to using Moodle, an open-source learning management system, other web tools including weblogs and online materials were built-into learning activities.

These activities helped students feel convenient using computers and the web, and encouraged them to look for improved ways to go to town. Also, the actions were employed flexibly to support students' diverse skills and interests, supporting keep them actively involved with the course.

There are three strategies ESL/EFL educators can follow to ensure that technology meets their needs. First, check out new media to see if it is suitable for class use. Then identify how new press changes TESOL. Finally, established English Language Teaching aims before selecting any tools of technology. Itesl (2008)

engaging and motivating all learners

supporting the introduction of problem-solving and thinking skills in an open-ended environment

helping learners to make significant links between themes and enabling teachers to make use of ICT over the curriculum

encouraging children to hypothesise and discuss what might happen, assisting the introduction of talking and listening skills and a collaborative approach to learning

suiting a variety of learning styles: thereby promoting personalised learning

giving children a distinctive method of communicating and expanding their ideas.

McKenzie, Jamie, (1999). Scaffolding for Success. TO ANY EXTENT FURTHER: The Educational Journal, Vol. 9, No. 4. from http://www. fno. org/dec99/scaffold. html.

Michael Morgan, The Internet TESL Journal, Vol. XIV, No. 7, July 2008. http://iteslj. org/[accessed 20 April 2011]

[Seen 20 Apr 2011]

Valdez G, http://www. ncrel. org/sdrs/areas/issues/methods/technlgy/te600. htm[accessed 20 April 2011]

Dodge, Bernie, (Dec 2, 1998). Academic institutions, Skills and Scaffolding on the Web.

from http://edweb. sdsu. edu/people/bdodge/scaffolding. html. [Reached 20 April 2011]

Appendix i-

References

Barton, D. (2007) Literacy an Launch to the Ecology of Written Language. Blackwell Posting: Oxford.

Crystal, D. (1991) A dictionary of linguistics and phonetic. , Basil Blackwell Oxford.

Harmer, J. (2007) The Practice of British Language Coaching 4ed. Pearson Education Ltd: Essex.

McCarthy, M. (1991)Discourse Research for Language Teachers. Cambridge University or college Press.

Petty, G. (2009) Teaching Today -A Practical Guide 6ed Nelson Thornes: Cheltenham

Richards, J (1990) The Dialect Coaching Matrix 7e, Cambridge: Cambridge University or college Press.

The Internet TESL Journal (2005) Creating ESL/EFL Lessons Based on Information and Current Events http://iteslj. org/Techniques/Banville-News/[15 Apr 2011]

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