Use of 2.0 tools in the ESL classroom

1. Delivering gate-skills to improve workforce productivity: supplementing textbooks with
internet resources
International Workshop
BITS Pilani, Hyderabad Campus
Kshema Jose
kshema@efluniversity.ac.in
ELT IN THE CLASSROOM: ACADEMIC AND PROFESSIONAL PERSPECTIVES

2. What do our students need to prepare for a life of careers?
Transferable and interdisciplinary skills incorporated in the curriculum (BVR Chawdari, National
University of Singapore)
social and communication skills
creative thinking
dealing with multidisciplinary work
team work
(European University Association)
Skills needed to succeed in global market – shift from manufacturing economy to information economy
– collaborate
– communicate
– sift through information
– Problem solving
(Mikulecky and Kirkley, 1998)

8. …teachers are profoundly affected by their own experience as
students. They tend to view teaching through their childhood lens
when technology was not a part of the classroom (Calderhead and
Robson, 1991)

9. Multiple realities
• Our interpretation of instruction and research depends on our experiences in
relation to environment, philosophical beliefs and education. Acknowledging
that other realities exist allow us to suspend our realities and attempt to
understand how other perspectives may broaden our knowledge base.
• Allow us to seek research-to-practice connections that are specific to specific
instructional realities… findings that might be confidently applied to particular
situations rather than to seek principles so general as to be meaningless in any
particular context.
Labbo and Reinking (1999)

11. “Never wanted to burn a book before.”
“now I’m pretty clear on what the
story is all about.”

12. “If we are educating our children to live and thrive in their world, we
cannot limit them to what we were limited to in our world. As things
change and evolve, so must education. As educators we have a
professional obligation to change as well. We must retain a sense of
relevance and that requires effort… Educators need to employ the very
skills they are passing along to their students. They need to: curate,
collaborate, communicate, critically think, and create. All of this is best
accomplished through the use of tools of technology. An education
without technology does not prepare our students with the skills that
their world will require.” Tom Whitby

13. Then
Now
Why the shift?
…digital forms of expression are increasingly replacing
print forms …this shift has consequences for the way
we disseminate and communicate info, how we
approach the task of reading and writing, and how we
think about helping people become literate (Reinking,
1998)
Technology, literacy, and literacy instruction

14. So how do this generation learn?
Learning preferences of the digital
natives include:
Collaborative, active learning
environments
Flexibility in the learning environment,
Student based projects that incorporate
challenging assignments
Respect for student voices.
• use resources to support
communication
• use resources to build digital literacy
skills
• use resources to develop critical
thinking
• use web based projects
• allow developing of student created
media
• allow collaboration

15. Technology integrated language learning
• Not as fun or special type of task, but theoretically grounded and pedagogically
motivated (van Compernolle, R A and Williams, L (2009)
• Pedagogy of multiliteracies for integration of technology into FL curricula. (New London
Group; 1996)
• Symbiotic relationship between teaching, learning and doing (Oxford and Oxford, 2009)
• Learning opportunities for
– overt instruction (direct explanation of content and concepts)
– situated practice (reading, repeating printed or recorded dialogues)
– transformed practice (creating/ reshaping discourse to personalise/ recontextualise it
– critical framing (taking reflective steps)
• Reshape classroom as a place for co-construction of knowledge, understanding and
practice (Hall, 2001) handout 1

16. Create a historical walking tour of your
town using Google Maps
Interview community members about their
professions using digital storytelling tools,
and publish/share online to a wide
audience
Use storyboarding tools and movie
animation software to compose an original
movie short based on a current novel or
theme in English
Use Google Docs to compose a brief essay,
and have your teacher or peer provide
feedback using the "comments" function
Use Popplet app to brainstorm ideas for a
project
Exercise 1

17. Web 1.0 vs 2.0
Web 1.0
Whenever, Wherever
Web 2.0
Whatever, Whenever, wherever
Reading Reading and writing
Companies Communities
Owning Sharing
Lectures Conversations
Home pages/ websites Blogs
Publishing Participation
Britannica Online Wikipedia
Information top down Bottom up sharing
Dictated Socially constructed
Teacher – student Teacher – student, student – student,
student – others
Britannica Online Wikipedia

18. Voicethread, Padlet, Linoit, Bookr,
Penzu
http://voicethread.com/myvoice/#thread/193074/1021528/1
055695
http://voicethread.com/myvoice/#thread/34182/180809/181
722
http://padlet.com/ramyageethi/rjzba0v3kd
http://padlet.com/amalul_umam/yf2qmxcs2s
http://linoit.com/users/kshema/canvases/language%20arts
http://www.pimpampum.net/bookr/index.php?id=68250
http://www.pimpampum.net/bookr/index.php?id=68876
http://www.pimpampum.net/bookr/index.php?id=68335
http://www.pimpampum.net/bookr/index.php?id=68337
http://www.pimpampum.net/bookr/index.php?id=68345
http://www.pimpampum.net/bookr/index.php?id=68280
http://www.pimpampum.net/bookr/index.php?id=68114
http://ed.ted.com/on/UorKlphS
http://www.voxopop.com/group/e4b09615-2fc1-4274-8f49-
605f3e6c6ba7
http://www.voxopop.com/topic/3b4a9362-42be-46e2-8f18-
cef72772e685
http://www.voxopop.com/group/2c5ef1ef-a566-4d71-91d1-
e2bc98d6d288

19. Practice activities
• https://www.spiderscribe.net/app/?491a5586b218558bd1a4b094113b225f
• http://padlet.com/kshemajose/jvwyn89quh28
• https://voicethread.com/share/7769347/
• http://linoit.com/users/kshema/canvases/weird%20inventions%20

20. Recap
• Design learning opportunities for multiliteracies:
 overt instruction (direct explanation of content and concepts)
 situated practice (reading/repeating printed or recorded dialogues)
 transformed practice (creating/ reshaping discourse to personalise/
recontextualise it
 critical framing (taking a reflective steps)

21. Practical sessions
• Grammar: fill in the blanks, isolated sentences, (non-finite verbs, irregular verbs, etc.)
• Listening: listen to a talk on alternative energy, and make notes. Then do comprehension exercises
• Speaking: Group discussions: different types, rules and guidelines for preparing and performing,
Expressions for different functions: opinions, agreement, interrupting, suggesting, concluding,
Long text of contextualised use of these and fill in a transcript with these phrases
Write a transcript using scaffolds

22. • Writing report
process
order
checklist
revision
exercises
• Oral presentation
body language
voice modulation
visual aids
presentation plan
interaction
• Writing: Business letters
rules and features
examples of make an enquiry, make a complaint
scaffolded completion of a response (guided writing)
free writing

23. THE END