This is a presentation done for my Master degree on blended learning and ESL teaching

1. Using Blended Learning Technologies in the ESL Classroom By: Sandra Costa

3. Students aged 7 - 10

4. Technology available: laptops on carts, lab with 23 computers, internet access and various software installed or having subscriptions to software.

5. Blended learning encouraged by administration;

7. There is a need for collaborative, inquiry-based, task-based learning method.(McLoughlin and Lee, 2007:669)

8. Teachers constraints (lack of time/student limited time); teacher-student method of teaching (Warschauer and Healy , 1998:59)

9. Teachers need to be made aware of new technologies, to enhance their teaching as well as challenge students. (Brandl, 2002)

11. Ensure successful blending considering the dynamics that may affect blending and the way in which each blend will impact upon the others (Littlejohn and Pegler, 2009: 71-5):

12. purpose of the learning

13. context

14. approaches to teaching & learning

15. Giving students choice within a supportive environment

16. Fostering a sense of community

17. Learn how to embed into Wiki

19. Proposal for use of Wiki (its affordances for group project-based assignments) + include Web 2.0 tools (research + presentation)

20. Present Web 2.0 tools (Warschauer and Healy , 1998:60-1)

21. Proposing a student-centred learning approach

23. social (collaborative)

25. student-centred teaching

26. active and interactive learning

27. students to transform knowledge through using e-Learning affordances

28. Dynamic curriculum (formal and informal learning)

29. scaffolding (peers, teachers, virtual community sources and technology)Skills Developed: Reading Communication Listening Writing

31. offers history page showing all edits

32. allows real-time editing

33. Template feature

34. Facility to organize, move and delete pages

36. Software Characteristics: Wiki – working collaboratively; able to embed from Qwiki, Wordle, Wallwisher and Fotobabble; able to create a vocabulary ebook; controls student participations Wordle– present vocabulary (adjectives) related to topic Qwiki – for research (with plenty of visual tools, very attractive) Photo Story – to create a film using information gathered. Great for presenting final work (incorporates images, writing and voice recording. Easy to use and students have used it before in IT class! Glogster– Poster to publish information about topic (images, text, voice recordings, video) Very visual! Fotobabble – Able to add recording to an image. Wallwisher– easy way for teachers to obtain some student feedback.

37. References Kessler, G. (2009) Student-Initiated Attention to Form in Wiki-based Collaborative Writing. “Language Learning and Technology” pg 79-95. Online. McLoughlin, C. and Lee M. (2007) Social Software and Participatory Learning: Pedagogical Choices with Technology Affordances in the Web 2.0 era. “Proceedings ascilite 2007” 664-672. Augar, N. et al. (2004) “Teaching and learning online with wikis”. Ascilite 2004. Online. Brandl, Klaus. 2002. Integrating Internet Based Reading Materials into the Foreign Language Curriculum: From Teacher-To Student-Centered Approaches” Language Learning and Technology, 6(3) 87-107. Littlejohn, A. and Pegler, C. “Preparing for Blended e-learning”. London: Routledge, 2009. McNaught, C. And Lam, P. (2010) “Using Wordle as a Supplementary Research Tool” “The Qualitative Report” 15(3): 630-43. Wheeler, S. Yeomans and Wheeler D. (2008) “The good, the bad and the wiki: evaluating student-generated content for collaborative learning”. “British Journal of Educational Technology” 39(6): 987-95.