Technology for Teaching and Learning 2 PDF

BACHELOR OF SECONDARY EDUCATION DEPARTMENT TSU VMGO VISION Tarlac State University is envisioned to be a premier university in Asia and the Pacific. MISSION Tarlac State University commits to promote and sustain the offering of quality and programs in higher and advanced education ensuring equitable access to education for people empowerment, professional development, and global competitiveness. Towards this end, TSU shall: 1. Provide high quality instruction trough qualified, competent and adequately trained faculty members and support staff. 2. Be a premier research institution by enhancing research undertakings in the fields of technology and sciences and strengthening collaboration with local and international institutions. Be a champion in community development by strengthening partnership with public and private organizations and individuals. CORE VALUES The six(6) core values institutionalize as a way of life of the university community are: E – xcellence and Enhanced Competence Q – uality U – nity I – ntegrity and Involvement T – rust in God, Transparency and True Commitment Y – earning for Global Competitiveness TECHNOLOGY FOR TEACHING AND LEARNING 2 1 COURSE Technology for Teaching and Learning 2 (Technology in Secondary Language Education) DEVELOPER AND THEIR BACKGROUND MR. LYNDON M. MACANAS Faculty, Tarlac State University College of Teacher Education [email protected] COURSE DESCRIPTION EL 106 is a 3-unit course which will focus on the application, design, production, utilization, and evaluation of Information and Communications Technology (ICT) materials for teaching and learning in Secondary Language (English and Filipino) Education Programs. The major requirement for this course is an ICT- integrated and Project-based Learning Plan aligned to the K to 12 curriculums. All the learning activities and course requirements will revolve around the student-teacher developed Learning Plan. COURSE OUTLINE A. Using ICT in Developing 21st skills/ICT in the 21st Century Skills B. Developing Project-based and Problem-based Instructional Plan C. Productivity Software Applications/Tools for teaching and learning D. Producing Learning resource using technology tools E. Using ICT resources for Language Learning (Digital and non- digital Resources) F. Technology tools for collaboration G. Demonstration of designed learning plans TITLE Technology for Teaching and Learning 2 Technology in Secondary Language Education RATIONALE Technology provides so many ways for students to learn anywhere and at any time, and at a pace that is comfortable for each student. As educators, we want students to be able to connect with the classroom and the resources, as well as to develop global connections in their learning. Finding the right tools to use can take time and the search for a tool to implement in the classroom should always begin by asking the question “Why” integrate technology and “How” will it enhance learning for students. Knowing what tools to use takes time and having resources available to start with, and being able to involve students more in the process will be highly beneficial. Technology enables teachers to teach from anywhere and the availability of tools which lend themselves to more interaction TECHNOLOGY FOR TEACHING AND LEARNING 2 2 between the teacher and the students and the content continues to grow. Using digital tools provides more differentiation and personalized learning, and opportunities for students to become the leaders and creators in the classroom. They can create with these tools and share lessons with the class, increasing the resources available to all students, or they can simply use the opportunity to become the creator, as a way to help them to learn the material in a more meaningful and authentic way. The purpose of this course is to introduce the notion of communicative competence in language teaching and provide available resources for enhancing language learners’ language skills through integrating technology into your instruction. INSTRUCTION TO THE USERS This module is consists of the following sections: a) learning objectives: sets the expected outcomes or skills to be learned in each chapter; b) introduction: introduces the learner to the theme of the chapter/module, its purpose, organization, and uses; c) pre-test: evaluates the preparedness of students for further studies; d) content: presents facts, concepts, theories, principles, methods, and examples about the subject matter; e) synthesis/generalization: to outlines the main points, checks the student understanding, and transitions the topics for future instruction; f) evaluation: checks the level of understanding of the concepts explored; g) assignment/agreement: reinforces or enriches the learning of the day’s plan, and/or to prepare for the next day’s activities; and h) references: shows the sources referenced and cited in the lesson.. In this module, there are self-check questions and activities to find out for yourself how well you understood what you read. There are also preliminary activities, pre-test, assignments, and evaluations that you need to answer, and however, you may not to write your answers on the module itself. Your answers are to be submitted electronically which shall be part of both your formative evaluation. Your outputs should be sent to an email/group which will be provided to you by your teacher. TECHNOLOGY FOR TEACHING AND LEARNING 2 3 In addition, you may find the following tips helpful as you study this module:  Set aside some time each day to work on this module. If possible, study at the same time and in the same place so you are comfortable with your study surroundings. Learning at a distance requires discipline and motivation.  Note any words you do not understand. Look them up in a dictionary or other reference source or discuss them with your colleagues.  Underline or highlight important passages. Make summary notes in the margins of long passages. Writing will help you to remember the material. You may also choose to make diagrams that illustrate how different ideas are related or list the steps in a procedure or technique.  As you work through this module, keep in mind how will you apply what you are learning?  Read the assignment instructions carefully. Then, do all the self-assessment activities before proceeding to the next part.  As you undertake each activity, relate it to the practice of teaching and analyze how it will help you to enhance the teaching-learning situation. Always ask yourself how you could use this material.  Visualize some of the suggested techniques to your teaching.  Keep a record of what might techniques work and an explanation of why some techniques appeared to fail. What does not work now may work later with different students. LEARNING OBJECTIVES In the context of the specific field of specialization, the students will be able to: 1. use ICT to develop 21st century skills: effective communication skills - viewing, listening, speaking, reading and writing skills 2. develop project/problem-based/inquiry-based collaborative plans and activities using technology tools, 3. use open-ended tools to support the development of the project-based collaborative activities in subject specific application, 4. produce learning resources using technology tools in various subject areas, 5. evaluate the relevance and appropriateness of ICT tools and resources based on the learning context, and 6. Use technology tools to collaborate and share resources among communities of practice. TECHNOLOGY FOR TEACHING AND LEARNING 2 4 CHAPTER Using ICT in Developing 21st skills/ICT in the 21st Century Skills. Course Outline In the context of the specific field of specialization, the students will be able to: use ICT to develop 21st century skills: effective communication skills - viewing, listening, speaking, reading and writing skills Desired Learning Outcomes (DLOs) At the end of this lesson, the learners are expected to: st Analyze language learning plans in the context of the 21 ’century communication skills ; Enhance the language learning plan to develop 21st-Century communication skills through ICT integration Introduction Language is the basis of all communication and the primary instrument of thought. Thinking, learning, and language are interrelated. Language is governed by rules and systems (language conventions) which are used to explore and communicate meaning. It defines culture which is essential in understanding oneself (personal identity), forming interpersonal relationships (socialization), extending experiences, reflecting on thought and action, and contributing to a better society. Language, therefore, is central to the peoples’ intellectual, social and emotional development and has an essential role in all key learning areas. This chapter will enable the students to analyze the language competencies of the learners, and st the 21 century communication skills. This chapter will also enable the students to develop a plan to st develop 21 century communication skills through ICT integration. TECHNOLOGY FOR TEACHING AND LEARNING 2 5 Pre-test Answer the following questions. Send your answers to the email/group which will be given to you by your instructor. The subject line or the file name of your output should be “Pre-test 1 [Your Last Name, Initials].” 1. What is a curriculum? 2. In relation to this course, why do you think it is important to study the language? 3. How can you consider a language teaching-learning program effective? 4. List at least three factors that should be considered when designing a school curriculum. Content A. PREPARATORY ACTIVITIES Teaching Now and Before Try to remember your English classes last semester and your classes when you were in elementary, then recall the teaching methods and strategies being practiced in those classes and fill out the table below. Send your answers to the email/group which will be given to you by your instructor. The subject line or the file name of your output should be “Prep 1 [Your Last Name, Initials].” Last Semester Elementary Subject: Subject:: School Year: School Year: Teaching Materials Used: Teaching Materials Used: Were the instructional materials categorized under educational technologies? Compare the teaching practices employed in those two classes. What are the differences between the instructional materials before and now? TECHNOLOGY FOR TEACHING AND LEARNING 2 6 B. DEVELOPMENTAL ACTIVITIES LESSON 1 Using Ict In Developing 21st Skills/Ict In The 21st Century Skills Teacher, student, and instruction have been the constant entities of education from several centuries back until the present time. However, for generations, the strategies, style, and educational tools and technologies have improved for better delivery of the lesson and learning of content. These technologies enables teachers to teach from anywhere and the availability of tools which lend themselves to more interaction between the teacher and the students and the content continues to grow. Using digital tools provides more differentiation and personalized learning, and opportunities for students to become the leaders and creators in the classroom. They can create with these tools and share lessons with the class, increasing the resources available to all students, or they can simply use the opportunity to become the creator, as a way to help them to learn the material in a more meaningful and authentic way. The students, on the other hand, use these technologies at their side for them to have more advanced information where they do not need to have a long distance walk just to access information from the books in the library. Almost all information and tools that they need are already at the palm of their hands. The question now is not on whether they know how to use these technologies, but rather how are they going to use these rightfully and appropriately. All these developments, as well as economic developments, led to ascend of new skills and competencies that the learners should be able to adapt. With these said, the Department of Education provides a guide that outlines material teachers need to cover in order for the students to attain the desired 21st century skills. What is K to 12 Program? The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two years of Senior High School [SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship. TECHNOLOGY FOR TEACHING AND LEARNING 2 7 What is a Curriculum? Curriculum  A curriculum is more than a list of topics to be covered by an educational program, for which the more commonly accepted word is a ‘syllabus’. A curriculum is first of all a policy statement about a piece of education, and secondly an indication as to the ways in which that policy is to be realized through a program of action. It is the sum of all the activities, experiences and learning opportunities for which an institution (such as the Society) or a teacher (such as a faculty member) takes responsibility – either deliberately or by default (Coles, 2003)  May be defined as an educational plan that spells out which goals and objectives should be achieved, which topics should be covered and which methods are to be used for learning, teaching and evaluation (Wojtczak, 2002) What is a Curriculum Guide? A curriculum guide is a structured document that delineates the philosophy, goals, objectives, learning experiences, instructional resources and assessments that comprise a specific educational program. Additionally, it represents an articulation of what students should know and be able to do and supports teachers in knowing how to achieve these goals. K to 12 Basic Education Framework Teachers don’t walk into the classroom not knowing what to teach and when to teach it. If education worked that way, it would be chaotic! Instead, states, districts, and individual schools help define what material teachers cover by creating a curriculum guide, a guide that outlines material teachers need to cover. Although a curriculum guide can range from very specific to a general outline, teachers from early childhood education to the professional world use them for direction when planning. Depending on the institution, a curriculum guide might be subject- and/or grade-specific. For example, an elementary school might have curriculum guides for math, science, social studies, and language arts for each grade level from kindergarten up. Within each subject, the guide outlines objectives, or standards, that students are expected to meet by the end of a set time frame, usually the school year. Some guides are specific, providing details on what is to be taught and when, as well as how instruction should look. For example, a math curriculum guide might direct a teacher to teach fractions in November and then further break down the content to day-by-day instruction on numerators and denominators. It might even provide steps for teacher instruction and possible tasks for practice and assessment. TECHNOLOGY FOR TEACHING AND LEARNING 2 8 K to 12 Basic Education Curriculum Framework (English) Source: DepEd Curriculum Guide I. PHILOSOPHY AND RATIONALE Language is the basis of all communication and the primary instrument of thought. Thinking, learning, and language are interrelated. Language is governed by rules and systems (language conventions) which are used to explore and communicate meaning. It defines culture which is essential in understanding oneself (personal identity), forming interpersonal relationships (socialization), extending experiences, reflecting on thought and action, and contributing to a better society. Language, therefore, is central to the peoples’ intellectual, social and emotional development and has an essential role in all key learning areas. Language is the foundation of all human relationships. All human relationships are established on the ability of people to communicate effectively with each other. Our thoughts, values and understandings are developed and expressed through language. This process allows students to understand better the world in which they live and contributes to the development of their personal perspectives of the global community. TECHNOLOGY FOR TEACHING AND LEARNING 2 9 People use language to make sense of and bring order to their world. Therefore, proficiency in the language enables people to access, process and keep abreast of information, to engage with the wider and more diverse communities, and to learn about the role of language in their own lives, and in their own and other cultures. II. GUIDING PRINCIPLES The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following language acquisition, learning, teaching and assessing principles. All languages are interrelated and interdependent. Facility in the first language (L1) strengthens and supports the learning of other languages (L2). Acquisition of sets of skills and implicit metalinguistic knowledge in one language (common underlying proficiency or CUP) provides the base for the development of both the first language (L1) and the second language (L2)2. It follows that any expansion of CUP that takes place in one language will have a beneficial effect on the other language(s). This principle serves to explain why it becomes easier and easier to learn additional languages. Language acquisition and learning is an active process that begins at birth and continues throughout life. It is continuous and recursive throughout students’ lives. Students enhance their language abilities by using what they know in new and more complex contexts and with increasing sophistication (spiral progression). They reflect on and use prior knowledge to extend and enhance their language and understanding. By learning and incorporating new language structures into their repertoire and using them in a variety of contexts, students develop language fluency and proficiency. Positive learning experiences in language-rich environments enable students to leave school with a desire to continue to extend their knowledge, skills and interests. Learning requires meaning. We learn when we use what we know to understand what is new. Start with what the students know; use that to introduce new concepts. They use language to examine new experiences and knowledge in relation to their prior knowledge, experiences, and beliefs. They make connections, anticipate possibilities, reflect upon ideas, and determine courses of action. Learners learn about language and how to use it effectively through their engagement with and study of texts. The term ‘text’ refers to any form of written (reading and writing), oral (listening and speaking) and visual communication involving language. The texts through which students learn about language are wide-ranging and varied, from brief conversations to lengthy and complex forms of writing. The TECHNOLOGY FOR TEACHING AND LEARNING 2 10 study of specific texts is the means by which learners achieve the desired outcomes of language, rather than an end in itself. Learners learn to create texts of their own and to engage with texts produced by other people. Successful language learning involves viewing, listening, speaking, reading and writing activities. Language learning should include a plethora of strategies and activities that helps students focus on both MEANING and ACCURACY. Language learning involves recognizing, accepting, valuing and building on students’ existing language competence, including the use of non-standard forms of the language, and extending the range of language available to students. Through language learning, learners develop functional and critical literacy skills. They learn to control and understand the conventions of the target language that are valued and rewarded by society and to reflect on and critically analyze their own use of language and the language of others. How can we consider a language curriculum and multiliteracies effective? An effective language arts and multiliteracies curriculum satisfies the following principles: 1. develops thinking and language through interactive learning; 2. develops communicative competence and critical literacy; 3. draws on literature in order to develop students’ understanding of their literary heritage; 4. draws on informational texts and multimedia in order to build academic vocabulary and strong content knowledge; 5. develops students’ oral language and literacy through appropriately challenging learning; 6. emphasizes writing arguments, explanatory/informative texts and narratives; 7. provides explicit skill instruction in reading and writing; 8. builds on the language, experiences, knowledge and interests that students bring to school; 9. nurtures students’ sense of their common ground in using language/s for communication as present or future global citizens to prepare them to participate in school and in civic life, and; 10. assesses and reflects the students’ ability to interpret and/or communicate in the target language. Self-assessment: How will your knowledge of language acquisition theories and principles help you in planning your English subject lessons? TECHNOLOGY FOR TEACHING AND LEARNING 2 11 III. NEEDS OF THE LEARNERS: THE CONTEXT The generation born after the year 1994 until 2004 is referred to as Generation Z. This is the first generation to be born with complete technology. They were born with PCs, mobile phones, gaming devices, MP3 players and the ubiquitous Internet. They do not know life without technology. Hence, they are often termed as digital natives and are extremely comfortable with technology. They can email, text and use computers without any problems. In addition, members of Generation Z can understand and master advancement in technology. Unfortunately, this reliance on technology and gadgets has had a negative effect on the members. They rather stay indoors and use their electronics than play outdoors and be active. They are leading a sedentary life that can result in health problems later on. For them, social media platforms are a way to communicate with the outside world. They are not bothered about privacy and are willing to share intimate details about themselves with complete strangers. They have virtual friends and for them hanging out with friends means talking to them over the cell phones, emails and text messages. However, at the same time, this generation is considered to be creative and collaborative and will have a significant impact on the way companies work when they join the workforce. Members of Generation Z are adept at multi-tasking. They can text, read, watch, talk and even eat simultaneously. However, this has also led to reduced attention span leading to what psychologists call acquired attention deficit disorder. This generation is unable to analyze complex data and information as they cannot focus for very long. While we don’t know much about Gen Z yet...we know a lot about the environment they are growing up in. This highly diverse environment will make the grade schools of the next generation the most diverse ever. Higher levels of technology will make significant inroads in academics allowing for customized instruction, data mining of student histories to enable diagnostics and remediation or accelerated achievement opportunities. Gen Z kids will grow up with a highly sophisticated media and computer environment and will be more Internet savvy and expert than their Gen Y forerunners. Self-assessment: What kind of language learners do you expect to teach? Be as specific as possible. How will you IV.use OUTCOMES instructional materials and technology in teaching the English? TECHNOLOGY FOR TEACHING AND LEARNING 2 12 The ultimate goal of the Language Arts and Multiliteracies Curriculum is to produce graduates who apply the language conventions, principles, strategies and skills in (1) interacting with others, (2) understanding and learning other content areas, and (3) fending for themselves in whatever field of endeavour they may engage in. 1. Communicative Competence Communicative Competence is a synthesis of knowledge of basic grammatical principles, knowledge of how language is used in social settings to perform communicative functions, and how knowledge of utterances and communicative functions can be combined according to the principles of discourse. Communicative competence is classified into the following competencies. 1. Grammatical/Linguistic Competence means the acquisition of phonological rules, morphological words, syntactic rules, semantic rules and lexical items. 2. Sociolinguistic Competence refers to the learning of pragmatic aspect of various speech acts, namely, the cultural values, norms, and other sociocultural conventions in social contexts. They are the context and topic of discourse, the participant’s social status, sex, age, and other factors which influence styles and registers of speech. Since different situations call for different types of expressions as well as different beliefs, views, values, and attitudes, the development of sociolinguistic competence is essential for communicative social action. 3. Discourse Competence is the knowledge of rules regarding the cohesion (grammatical links) and coherence (appropriate combination of communicative actions) of various types of discourse (oral and written). Sociolinguistic rules of use and rules of discourse are crucial in interpreting utterances for social meaning, particularly when the literal meaning of an utterance does not lead to the speaker’s intention easily. 4. Strategic Competence is to DO with the knowledge of verbal and non-verbal strategies to compensate for breakdown such as self-correction and at the same time to enhance the effectiveness of communication such as recognizing discourse structure, activating background knowledge, contextual guessing, and tolerating ambiguity. 2. Multiliteracies Multiliteracies (multi literacy practices) recognize that there are many kinds of literacy at work within our society. These include traditional literacy practices using texts as well as new literacy practices using TECHNOLOGY FOR TEACHING AND LEARNING 2 13 texts of popular culture such as films. Social literacy encompasses how we communicate and exchange meaning in our society while professional literacy links with the notion of literacy for school of the workplace. The curriculum aims to help learners acquire highly-developed literacy skills that enable them to understand that English language is the most widely used medium of communication in Trade and the Arts, Sciences, Mathematics, and in world economy. Furthermore, the curriculum aims to help learners understand that English language is a dynamic social process which responds to and reflects changing social conditions, and that English is inextricably involved with values, beliefs and ways of thinking about ourselves and the world we dwell in. Through multi-literacy skills, learners will be able to appreciate and be sensitive to sociocultural diversity and understand that the meaning of any form of communication depends on context, purpose and audience. CONCEPTUAL FRAMEWORK The world is now in the “Knowledge age” where the challenge of education is to prepare learners to deal with the challenges of the changing world. Students in this age must be prepared to compete in a global economy, understand and operate complex communication and information systems, and apply higher level thinking skills to make decisions and solve problems. The Language Arts and Multiliteracies Curriculum (LAMC) addresses these needs. This is the rationale why Mother Tongue, Filipino and English follow a unified framework which allows easy transition from acquiring and learning one language to another. The curriculum has several components. Each component is essential to the learners’ ability to communicate effectively in a language leading them to achieve communicative competence and multiliteracies in the Mother Tongue, Filipino and English. The diagram on page 2 shows that the heart and core of LAMC is making meaning through language and aims to develop graduates who are communicatively competent and multiliterates. Component 1 illustrates learning processes that will effect acquisition and learning of the language. It explains the HOW of language learning and therefore serves as guiding principles for language teaching. Component 2 describes knowledge and skill areas which are essential to effective language use (understanding of cultures, understanding language, processes and strategies) which will be developed through language arts (macro-skills). Component 3 shows the interdependence and interrelationships of the macro-skills of the language (listening, speaking and viewing; reading, viewing and responding; writing and representing) and the TECHNOLOGY FOR TEACHING AND LEARNING 2 14 development of thinking skills (critical thinking, creative thinking and metacognition) allowing students to make meaning through language. Component 4 explains the holistic assessment of the Language Arts and Literacy Curriculum which serves as feedback of its effectiveness to students, teachers, school administrators, and curriculum developers. Self-assessment: List at least four components that should be considered when designing a lesson. Explain how each affects the design of the curriculum. COMPONENT 1: Language Learning Process For effective language acquisition and learning to take place, language teachers must be guided by the six (6) language teaching principles. These principles explain the natural process of language development. 1. Spiral Progression Skills, grammatical items, structures and various types of texts will be taught, revised and revisited at increasing levels of difficulty and sophistication. This will allow students to progress from the foundational level to higher levels of language use. 2. Interaction Language learning will be situated in the context of communication (oral and written). Activities that simulate real-life situations of varying language demands (purposes, topics, and audiences) will be employed to help students interact with others thereby improve their socialization skills. 3. Integration The areas of language learning – the receptive skills, the productive skills, and grammar and vocabulary will be taught in an integrated way, together with the use of relevant print and non-print resources, to provide multiple perspectives and meaningful connections. Integration may come in different types either implicitly or explicitly (skills, content, theme, topic, and values integration). TECHNOLOGY FOR TEACHING AND LEARNING 2 15 4. Learner-Centeredness Learners are at the center of the teaching-learning process. Teaching will be differentiated according to students’ needs, abilities and interests. Effective pedagogies will be used to engage them and to strengthen their language development. 5. Contextualization Learning tasks and activities will be designed for learners to acquire the language in authentic and meaningful contexts of use. For example, lessons will be planned around learning outcomes, a theme, or a type of text to help learners use related language skills, grammatical items/structures and vocabulary appropriately in spoken and written language to suit the purpose, audience, context and culture. Learning points will be reinforced through explicit instruction and related follow-up practice. 6. Construction Making meaning is the heart of language learning and use. Learning tasks and activities will be designed for learners in such a way that they will have time to reflect on and respond to ideas and information. Learners will be provided with sufficient scaffolding so that they will be able to reach their full cognitive, affective, and psychomotor potentials and become independent learners who are good consumers and constructors of meaning. COMPONENT 2: Effective Language Use There are three major applications of the macro-skills of the language (Understanding of Cultures; Understanding Language; and Processes and Strategies). They are described as the knowledge and skill areas which are essential to effective language use demonstrated through the language macro-skills. 1. UNDERSTANDING CULTURES. Learning language through text types and literary appreciation exposes learners to different cultures of the world, including one’s culture. Learners develop sociolinguistic and sociocultural understandings and apply them to their use of the language (Mother Tongue, Filipino, and English). Sociolinguistic understanding refers to appropriate language use. It is defined in this document as taking into account the social significance of linguistic forms and the linguistic implications of social TECHNOLOGY FOR TEACHING AND LEARNING 2 16 facts. Language is a complex social practice that reflects and reinforces shared understandings about appropriate actions, values, beliefs and attitudes within a community. These shared understandings determine not only what is communicated and when and how it is communicated, but also who does the communicating. These collectively constitute the sociolinguistic features of language. Sociocultural understanding refers to knowing about the language speaking communities. It means taking into account the non-linguistic features in the life of a society. Learners broaden their frame of reference beyond their own social and cultural experiences. They gain insights into different values and belief systems and acknowledge the cultural contexts which underpin them. They make sense of the social fabric of the target language community. They understand that the natural and physical environments – as well as the social, economic, historical and political environments – influence the language speaking groups and their cultural traditions. 2. UNDERSTANDING LANGUAGE. Learners apply their knowledge of the system of the language to assist them to make meaning and to create meaning. They come to recognize the patterns and rules of the language which emerge as they interact with a plethora of texts (literary and informational) to make meaning. They apply this knowledge and understanding to create their own spoken, written and visual texts. Differences in language systems are expressed in a variety of ways: for example, in grammatical differentiations, variations in word order, word selection, or general stylistic variations in texts. By comparing the system of the language with the systems of other languages, students understand that each language is different, but has identifiable patterns within its own system. 3. PROCESS AND STRATEGIES. Learners select from a repertoire of processes and strategies by reflecting on their understanding of the way language works for a variety of purposes in a range of contexts. They deliberate on how they use language and apply different language strategies, depending on their purpose, context and audience. They use language as a way of coming to grips with new ideas, resolving difficulties or solving problems. They use strategies such as brainstorming and discussion as a way of developing ideas. They experiment, take risks and make approximations with language as a way of developing their language skills. They clarify what they need to know when seeking information for particular purposes. They use key-word searches and their understanding of the conventions of informational texts such as tables of contents, headings, indexes, forewords and glossaries as aids in TECHNOLOGY FOR TEACHING AND LEARNING 2 17 locating information. They assess the usefulness of information for particular purposes. They treat information and ideas critically and evaluate information in terms of its reliability and currency. They make notes and graphic representations of information and combine information from different sources into a coherent whole by summarizing, comparing and synthesizing. Learners reflect on ethical considerations in the use of ideas and information. They recognize the importance of attributing sources of ideas and information, and of presenting or representing ideas and information in ways which are not misleading. They use quotation and sourcing conventions appropriately. They take into account the possible effects of and responses to the presentation of ideas and information. COMPONENT 3: Making Meaning through Language Language is the major instrument in communication (oral and written) and the heart of which is the exchange of meaning. Language learning should focus on guiding students make meaning through language for different purposes on a range of topics and with a variety of audiences. Students must be able to adapt to various situations where communication demands greatly vary. The skills, grammatical items, structures and various types of texts will be taught, and revisited at increasing levels of difficulty and sophistication. This design allows students to progress from the foundational level to higher levels of language use. The Language Arts and Multiliteracies Curriculum (LAMC) is composed of five (5) intricately intertwined and integrated sub-strands (listening, speaking, reading, writing, and viewing) that serve as building blocks for understanding and creation of meaning and for effective communication across curricula (Matrix 1). The revised curriculum re-organizes the Integrated Language Arts Curriculum according to the content standards that must be met by all students at the end of basic education. This is not inconsistent with the proposed 5 sub-strands of the Language Arts and Multiliteracies Curriculum (LAMC) but fleshes out the areas that children need to learn and that teachers need to teach in greater detail. Below is the matrix that presents the spread and alignment of the language and literacy domains with the 5 sub-strands. TECHNOLOGY FOR TEACHING AND LEARNING 2 18 COMPONENT 4: HOLISTIC ASSESSMENT Assessment is an important aspect of learning and teaching. It should be effectively used to support the holistic development of our pupils. Our assessment practices should go beyond summative evaluation and move towards a more holistic approach. Holistic assessment refers to the ongoing gathering of information on different facets of a child from various sources, with the aim of providing qualitative and quantitative feedback to support and guide the child's development. Holistic assessment informs our teachers of their teaching practices and guides them in the design and delivery of student learning. It will also enable parents to support their children's development and growth. Characteristics of Assessment 1. Proximity to actual language use and performance Assessment procedures should be based on activities that have authentic communicative function rather than ones with little or no intrinsic communicative value. These activities are based on actual performance in authentic situations which the learner is likely to encounter in his or her daily life. 2. A holistic view of language Assessment procedures are based on the notion that the interrelationships among the various aspects of language, such as phonology, grammar, and vocabulary, among others cannot be ignored. Also the four skills of language-listening, speaking, reading, and writing-are seen to be parts of a structurally integrated whole. Assessment approaches should be used for communication and self-expression. Assessment also takes into account the whole learner and his or her social, academic, and physical context. 3. An integrative view of learning Assessment attempts to capture the learner’s total array of skills and abilities. It measures language proficiency in the context of specific subject matter. Assessment procedures are based on the idea that various aspects of a learner’s life, both academic and personal, are integral to the development of language proficiency and cannot be ignored. These dimensions include not only processes such as acquiring and TECHNOLOGY FOR TEACHING AND LEARNING 2 19 integrating knowledge, extending and refining knowledge, and using knowledge meaningfully, but also issues such as varying student attitudes towards learning. 4. Developmental appropriateness Assessment procedures set expectations that are appropriate within the cognitive, social, and academic development of the learner. This characteristic of assessment makes it particularly valuable for second language learners who come from culturally diverse backgrounds and who may have atypical educational experiences. 5. Multiple referencing Assessment entails obtaining information about the learner from numerous sources and through various means. For students, assessment should allow them to see their own accomplishments in terms that they understand and, consequently, allows them to assume responsibility for their learning. Assessment should allow parents to share in the educational process, and offers them a clear insight into what their children are doing in school. For teachers, the primary advantage of assessment is that it provides data on their students and their classroom for educational decision-making. In addition, it reports the success of the curriculum and provides teachers with a framework for organizing student’s works. TECHNOLOGY FOR TEACHING AND LEARNING 2 20 LESSON 2: 21st Century Communicative Skills The purpose of this part is to introduce the notion of communicative competence in language teaching and provide available resources for enhancing language learners’ language skills through integrating technology into your instruction. The focus is on two aspects - authenticity and collaboration, and how to create learning environments incorporating these ideas through technology integration. After our discussion on the two aspects, we compile a list of online resources that you can refer to when teaching different language skills, followed by two scenario-based examples. Authenticity  materials are produced by real speakers or writers for a real audience and for a real purpose; the learning tasks are designed to engage students in genuine communications with real audience; emphasizes an authentic context or discourse, not just a "native" speaker Collaboration  engaging students in working and communicating with one another to accomplish a learning task together (e.g., students learn to communicate effectively for group work and assume shared responsibility) Communicative Competence  language learners' ability to understand and use language effectively to communicate in authentic learning environments that allow them to connect what they learn to real-life situations Why is communicative competence important? Among the five World-Readiness Standards for Learning Languages proposed by the American Council on the Teaching of Foreign Languages (Cutshell, 2012), communication is one of the five focal areas that decide how effective language learners can use language competence to participate in communities through achieving different communication goals, such as interacting with other members, understanding communication topics, or presenting information to various audience. The emergence of technology has made it easier for language instructors to improve their students’ communicative competence as more forms of group work, teacher-student interactions, and authentic learning situations become available. TECHNOLOGY FOR TEACHING AND LEARNING 2 21 Communicative competence goes without saying to be one of the most important goals for foreign language teaching. Learning a foreign language allows students to be connected with the world and be able to understand and communicate with people of other cultures, which has become inevitable in today’s diverse classrooms and workplaces. However, being able to communicate in a foreign language, in written or oral form, is not easy. It is made up by competences beyond linguistic knowledge. The following figure offers an overview on the four areas contributing to communicative competence: Source: edtechbooks.org Figure 1. The four areas of communicative competence (The Alberta Government, n.d.). As shown in figure 1, communicative competence requires more than knowing the vocabulary, grammar or language patterns. The foreign language learners also need to be fully aware of the social rules of the target language, the cultural references, and communication modes and then strategically utilize various communicative strategies to build up a successful communication. Therefore, as we help our language TECHNOLOGY FOR TEACHING AND LEARNING 2 22 learners develop their listening, speaking, reading and writing skills, we need to consider how our instruction addresses all four areas of competence constituent of the communicative competence. How to enhance students’ communicative competence? A communicative language learning approach heavily emphasizes language learning through interactions and real-life learning situations. To create lessons that enhance students’ communicative competence, two concepts you would not want to miss are authenticity and collaboration. Authenticity To enhance students’ communicative competence, one essential element of our teaching is the authenticity of the learning tasks. However, simply having students use the target language does not mean the learning task is authentic. Johnston (2007) pointed out that when learning tasks are presented in the form of drills or lockstep question-answer exercises, “the substance of the message is either completely immaterial or secondary to the grammatical form” (p. 64). To ensure the authenticity of language learning tasks, consider the following two questions:  Do I use authentic materials in my teaching? (text or multimedia presentations produced by real speakers or writers for a real audience to convey a real message)  Do I incorporate authentic communication tasks in my teaching? (structured but genuine communications with real audience inside and outside of classrooms) Now, if it were twenty or thirty years ago, incorporating authentic materials or communication tasks probably wouldn’t be the easiest task for foreign language instructors, but thanks to modern technologies, finding authentic materials and reaching out to authentic audience has made relatively easy. Through various information technologies, engaging in authentic communications with authentic audience who speaks the language without travelling abroad becomes possible. Collaboration It requires more than basic language skills to make effective communication happen, and building students’ communication competence in collaborative learning environments gives them chance to focus their attention on linguistic development during social interactions. Collaboration allows students to work TECHNOLOGY FOR TEACHING AND LEARNING 2 23 together toward a shared goal, through which they verbalize their ideas and engage in decision-making processes that stimulate awareness of their own strengths and weaknesses and leads to better comprehension of the content. When we design a collaborative task, here are two key questions to ask ourselves:  Do I select a topic for the learning tasks that are engaging, challenging and able to stimulate conversations?  Does accomplishing the task require my students to use language as a tool to communicate and negotiate so that they will engage in meaning-making activities? Of course, there are more to keep in mind as we design collaborative tasks, like how to group the students strategically to ensure enough diversity in the group or to ensure contribution from each group member, and whether or not we provide enough scaffolding to enable the students to complete the task, just like in other types of learning tasks. But here we especially want to emphasize that putting students in groups would not make it a collaborative task; rather, how to set up a task where each group member can serve as resources to one another and where languages mediate the process of meaning negotiation is what makes this language learning experience collaborative and meaningful. Many of the new technologies have been born with the idea of collaboration in mind. These technology tools not only diversify forms of collaboration but also create handy platforms that extend learning outside the classroom. How to use technology resources for enhancing communicative competence? Being able to communicate in a foreign language involves the speaker’s integrated competence of the 6 language skills: grammar, listening, speaking, reading, writing and culture. In actual communications, these 6 skills are all necessary in order for a successful communication to happen. For example, imagine that a student wanted to talk to a professor about the assignment requirements. In this scenario, a series of literacy events happened and connected to one another, leading to the final communication event. First, the student needs to have the reading competence to understand the assignment description. He or she probably also needs to write an email to the professor in order to schedule the meeting. With this email correspondence as well as the face-to-face meeting, whether the student is familiar with the social rules of the culture dictates how successful this communication would be. In the face-to-face meeting, listening and speaking skills are TECHNOLOGY FOR TEACHING AND LEARNING 2 24 undoubtedly critical for both parties to understand each other. Finally, the grammar knowledge governs the student’s comprehension of all language output in all the literacy events. LESSON 3: Learning Activities To Develop Viewing, Listening, Speaking, Reading And Writing Skills. So, as you can see from the example, all 6 language skills are equally important and need to be taught in an integrative way. But for the sake of categorization, we listed out the 6 language skills as separate categories and introduce technology tools that are particularly useful, but not limited to, for fostering certain types of language skills. 1. TEACHING GRAMMAR Kahoot: Some basic drills (but not too much!) on grammatical structures are necessary. After you introduce a grammatical structure, it is a good idea to allow students practice the grammar structure before moving to applying the grammar knowledge in communicative tasks. To make the drill practice interactive and engaging and customized to fit your own learners’ needs, foreign language teachers have been using Kahoot to create their grammar exercises. The alternative tools for interactive game-based assessment includes Socrative and Quizizz. Google Docs (https://edtechbooks.org/-tV): Google docs has long been seen as one of the most powerful tools for student collaboration. By using google docs, you can encourage students to engage in pair editing one another’s grammar errors and use the chat window on google doc to have silent conversations on how to correct the grammar mistakes. In order for the pair editing to work, teachers need to monitor the process closely and offer clear guidance and criteria to scaffold the process. Tell students what they should be looking for during pair editing and perhaps color code the types of errors (spelling, punctuation, word choice, or grammar). The following lesson plan offers great ideas on how to structure the process: https://edtechbooks.org/-fC Additionally, if you have your students blogging on Wordpress, you can encourage students to download the Poetica plugin (https://edtechbooks.org/-AX) to effectively engage in peer editing on Wordpress. Wordreference: Anyone learning a foreign language needs to know this website. This is one of the most powerful and essential referencing tools for learning a foreign language. They offer dictionaries in 18 languages. With each word, they offer definition, pronunciation audio, phonetic symbol and the compound TECHNOLOGY FOR TEACHING AND LEARNING 2 25 forms. If you teach French, Spanish or Italian, this website even offers conjugator so the students can look up the conjugation of verbs in that language. The language forum of this website is also THE PLACE to go if you have grammar questions. Language learners and teachers around the globe gather on this forum to discuss and learn foreign languages together. It is just amazing! We highly recommend that foreign language teachers introduce this platform to language learners at the first week of class. Teach them how to navigate through the website to make the most out of it and encourage the language learners to participate in the forum discussions. Corpora: Corpora is another critical and powerful tool for improving students’ lexical and syntactic understanding. Through corpora, students are able to see how a word is used in authentic communicative contexts and how the word should be placed in a sentence. Many studies have pointed out The use of corpora Usually, a corpus database would not be as intuitive as using Google search engine, so the language instructors really need to know how to navigate through the database and teach students how to use it, too. The attached link offer a list of corpora in various languages. If the language you are teaching is not listed, the most efficient way to find the corpus database you need is probably by googling “corpos+your target language”. Teacher learning resources: The following two links offers ideas for teaching grammar in the foreign language classroom as well as a learning module for grammar teaching methods.  Foreign Language Teaching Methods: Grammar - https://edtechbooks.org/-qz  16 Tips for Effective Grammar Teaching in the Foreign Language Classroom - https://edtechbooks.org/-HX 2. TEACHING LISTENING BBC (https://edtechbooks.org/-YUk): If you work with advanced language learners, BBC offers news articles, videos and audios in various languages. This is a great place for finding authentic resources for listening and reading practice. Yabla: Yabla offers authentic videos for improving listening in six languages: Chinese, Italian, Spanish, French, German and English. They have videos for all levels of language learners and the teacher TECHNOLOGY FOR TEACHING AND LEARNING 2 26 can also monitor students’ performance on Yabla, too. With the integration of dual language dictionaries and subtitles control, Yabla really is an incredible tool for listening comprehension training. Innovative Language (https://edtechbooks.org/-rK): Innovative Language offers integrated language lessons for over 30 languages. They offer audio and video lessons that learners can view on laptops or on the mobile app. You can download the audio and video lessons to your mobile phones and listen to them repeatedly when you are driving, walking or taking bus. Simply just utilize any small chunk of time you have to immerse yourself in the language with this tool. What’s even more amazing about this learning platform is that, if you upgrade to premium account, you also get an online tutor who will helps you personalize your learning, providing feedback on your submissions, and answer questions you have about the language! Pocoyo: If you work with young kids, Pocoyo offers cartoon videos for educational purposes in 6 languages: English, Spanish, Italian, Portuguese, Turkish, and Russian. They are great materials for delivering meaningful and authentic content-based language lessons for students of young age. Lyrics Training: Who doesn’t love music? Language instructors have been using songs as a way for training language learners’ listening comprehension. Lyrics Training provides music videos for over 10 languages. What’s even more incredible about this website is that, with each music video, they embed fill-in- blank exercise with which you can adjust the difficulty level based on the learner’s language proficiency. 3. TEACHING SPEAKING Flipgrid: Flipgrid is a great way to ignite student discussions. Basically, a teacher creates a grid with a central discussion question or task. Then, students respond to the prompt by interacting with one another in the form similar to making video diary but in a collaborative and safe social community. Teachers can use Flipgrid to foster cross-classroom and cross-cultural conversations in a safe and monitored environment. Through talking to a camera, it also encourages students who are shy and less confident to speak in class to have a voice and be heard in an authentic community. Mango (https://edtechbooks.org/-Ne): Mango offers language lessons in a great variety of languages as well. This website situates language learning in conversational contexts. With each language lesson, they TECHNOLOGY FOR TEACHING AND LEARNING 2 27 list out the conversation goals and grammar goals. This website can be a great supplementary activity for students to practice and enhance their conversational skills. My Language Exchange (https://edtechbooks.org/-jKv): One of the best way to practice speaking a foreign language is through language exchange. My Language Exchange is an effective platform for finding a language exchange partner to practice speaking. They also offer lesson plans that you can follow to structure the language exchange sessions. Alternative platforms for finding a language partner includes Mixxer (https://edtechbooks.org/-FRf), Speaky and Easy Language Exchange (https://edtechbooks.org/-Wq). However, like any other social networking platforms, you need to be very careful about giving out your personal information and making friends with people online. If teachers are concerned about the safety of unmonitored language exchange and want to find another classroom for conversation exchange, ePal (https://edtechbooks.org/-Td) and Skype in the Classroom (https://edtechbooks.org/-fV) are two possible platforms for this purpose. Video Conferencing tools: It goes without saying that video conferencing tools are game changers for foreign language learning. Foreign languages teachers are now using video conferencing tools to connect their students to the world. Combining with platforms for searching partner classrooms, video conferencing tools have allowed foreign language instructors to incorporate authentic and collaborative communication tasks in their teaching. The tools are usually fairly easy to operate. The challenging part for incorporating telecollaboration activities is the activity design, logistics and classroom management. The following blog post will give you some inspirations on how to design and implement such type of activity (https://edtechbooks.org/-yxX). The following are three free tools for video conferencing:  Skype  Zoom  Google Hangout Video and audio recording tools: Using video conferencing tools allows students to practice communications in the interpersonal mode (see ACTFL’s World-Readiness Standards). On the other hand, having students make videos or audio recordings allows them to practice communications in the presentational mode through multimodal and creative ways. Making videos or audio recordings allow students to making meaning through storytelling. Through the storytelling process, teachers can also help student develop oral fluency and pronunciation accuracy. Below is a list of popular tools used by teachers. TECHNOLOGY FOR TEACHING AND LEARNING 2 28  iMovie  Biteable  Shadow Puppet  Sock Puppets (https://edtechbooks.org/-mC)  Toontastic 3D (https://edtechbooks.org/-ri)  Voice Memos (https://edtechbooks.org/-eVb) 4. TEACHING READING Vocabulary: Learning vocabulary is almost the first step for language learners to start learning a new language as words are what delivers meaning and used to present ideas. Without lexical knowledge, students would not be able to understand other language speakers or texts, and to make themselves understood. Its relation to reading comprehension has also been discussed in studies (e.g. Pearson, Hiebert, & Kamil, 2007). In the following you will find some tools of different functions for teaching and learning vocabulary. o Memrise is a self-learning website that offers a variety of courses for different purposes or at different levels. Its language courses mainly focus on vocabulary, presenting and reinforcing content through multimodal ways repeatedly while providing exercises for learners to check their progress. Another similar self-learning site is Busuu. Designed as self-learning tools doesn’t mean they cannot be used in the classroom. Depending on the topics you cover, you can select courses from the websites to be used as additional exercises. Memrise also calculates points for the learners when exercises are finished, which would be an interesting way of motivating students or engaging them in a competitive way. Stories from other language learners are shared in its blog, giving readers first-hand reports on how language learning changes their life and perspective. o Quizlet is a powerful tool for both teaching and learning vocabulary. Teachers can create vocabulary sets for students to practice and can monitor their study progress online. Meanwhile, students can also create their own flash cards for reviewing vocabulary. The tool also makes creating exercises or homework easier for the teachers. You will find more possibilities to utilize this tool to suit your diverse teaching purposes. TECHNOLOGY FOR TEACHING AND LEARNING 2 29 o Rewordify: There must be times when we wish to use an article in our class but find the vocabulary too challenging or inappropriate for the students’ level. Rewordify helps teachers simply the difficult vocabulary of a text and save them time in finding the exact right materials. Useful to the students as well, it also provides short sessions to facilitate reading comprehension and makes learning more personalized. Creating word clouds: Word Sift or Wordle are great resources for creating word clouds. Dictionary or reference tools: Lingro offers vocabulary translation in 11 language. Shahi is a really cool interactive visual English dictionary that gives you Flickr images according to your search. Snappy Words, YourDictionary, and Lexipedia are similar tools that help visualize English vocabulary words. Graphic organizers: Using graphic organizers is a great way to help student learn vocabulary words. To create graphic organizers, Popplet and Inspiration are two great tools. Read aloud tools: One of the key methods to teach reading to your students and to help develop reading comprehension is to read aloud to them. With diverse technology tools available, teachers and parents now have more options when reading aloud to their students and children. The downside of these tools is that most of them are not available in diverse languages and that many of them are not free.  Read Aloud  Snap & Read Universal Newsela: To improve students’ reading skills, we often try to find outside reading for them because simply having students read the textbook would not be adequate. Newsela is a website that provides articles of current issues tailored for students of different levels. It allows teachers and students to annotate a text at the same time, and is convenient for teachers to track students’ reading progress. TECHNOLOGY FOR TEACHING AND LEARNING 2 30 5. TEACHING CULTURE Skype in the Classroom (https://edtechbooks.org/-fV): A great way to teach culture is to bring your students to where the target culture is, but if this does not sound realistic, now you have options like Skpe in the Classroom, which can bring your students in contact with that culture too without having to physically go to the place. This community connects your students to the world by offering virtual field trips, skype lessons, collaboration opportunities, games, and guest speakers, all of which enhance students’ understanding of different cultures around the world. Videos: Nothing can beat authentic materials when it comes to teaching the culture of a language. We are lucky to live in an digital age when all kinds of authentic videos are available just a few clicks away.  FluentU: One of the best site providing language immersion videos, FluentU makes a variety of authentic videos like news, talks, music videos, or movie trailers accessible to you and your students, and even better, with interactive subtitles. The site currently has a collection of videos in nine popular foreign languages.  YouTube: We are sure that many of you have come to Youtube to be entertained. Though Youtube videos are not all made for learning purposes, you can select a few channels for your students to subscribe according to their levels.  World stories: Listening to stories originates in a foreign culture is one way to immerse in that culture because stories carry cultural messages. On this site, you will find different children’s story collections, and many of these stories are told in more than one language, and almost 30 languages in total.  BBC Bitesize Modern Languages (https://edtechbooks.org/-XG)/Modern Foreign Languages (https://edtechbooks.org/-nft)  Teaching Foreign Languages K-12 (https://edtechbooks.org/-VC) Scholastic.com (https://edtechbooks.org/-nqH): Not all of us were born in multilingual and multicultural families. To learn more about how to embrace diverse cultures before we go teach cultures to our students, these are some good reads about teaching cultures from educators and teachers working with different grade levels TECHNOLOGY FOR TEACHING AND LEARNING 2 31 LESSON 3: PROMOTING DIGITAL CITIZENSHIP What is Digital Citizenship? Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical. a. Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world. b. Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices. c. Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property. d. Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online. Watch Digital Citizenship in Action: https://www.youtube.com/watch?v=5ZccXJ_71sY&list=PL6aVN_9hcQEEvj0Jo1vPupd8QgoAYgkoB a. Digital Identity and Reputation https://www.youtube.com/watch?v=5ZccXJ_71sY&list=PL6aVN_9hcQEH6D0zMdylQbDkSrV- MNOwD&index=6&t=0s b. Safe, legal and ethical behavior when using technology https://www.youtube.com/watch?v=0GCJC_pcBts&list=PL6aVN_9hcQEH6D0zMdylQbDkSrV- MNOwD&index=7&t=0s c. Respect for the rights and obligations https://www.youtube.com/watch?v=cOD- WNdsPBA&list=PL6aVN_9hcQEH6D0zMdylQbDkSrV-MNOwD&index=8&t=0s d. Maintaining digital privacy and security https://www.youtube.com/watch?v=iWEA0xvYlyE&list=PL6aVN_9hcQEH6D0zMdylQbDkSrV- MNOwD&index=9&t=10s After watching the videos, write a short reflection about digital citizenship and share it to the class online. Your teacher will send the link where you can share your reflections. TECHNOLOGY FOR TEACHING AND LEARNING 2 32 LESSON 5: Integration of 21st Century Communication Skills and ICTS Examples of integrating technology in foreign language teaching Case 1: Miss Lee from Sunshine Elementary School Miss Lee teaches Chinese as foreign language at the Sunshine Elementary School in the midwest. She usually has about 15 to 20 students in 3rd to 6th grade in her class. They are all beginning learners with very limited Chinese proficiency. In this lesson unit, she designed activities and projects that prompt students to introduce their family members and compare the family values in Chinese and American culture. The lesson goes as following: 1. Teach key vocabulary and introduce the basic structure of a Chinese family Miss Lee first taught the keywords for addressing family members in Chinese (e.g., mother, father, older sister and younger brother). Chinese has different titles for different relatives in the family depending on the seniority and whether the relative is from the father’s side or the mother’s side. Miss Lee explained the basic system for deciding how you address a relative. To help students visualize the relationship, she searched and found a diagram that depicts the basic structure of the extended Chinese family with titles for all relatives at https://edtechbooks.org/-Id. 2. Introduce sentence patterns that are useful for introducing family members. Miss Lee then taught students two useful sentence patterns they can use to introduce family members later in communicative contexts:  This is my/his/her _________. ( _______.)  My/his/her _________ likes something/ doing something.  ( _______ _______.) TECHNOLOGY FOR TEACHING AND LEARNING 2 33 3. Students introduce family members on Flipgrid. Miss Lee asked the students to introduce family members who live with them on Flipgrid. She asked the students to either draw pictures of their family members or find photos of their family members for the introduction. Miss Lee encouraged students to practice doing the introduction a few times before they record their responses on Flipgrid. Source: edtechbooks.org Miss Lee taught additional new sentence pattern, vocabulary and grammar that students need to know in order to engage in a later discussion about their family members in Chinese. 4. Students work as groups to listen and relisten to the video responses posted on Flipgrid and complete a google doc worksheet. Miss Lee divided students into groups. Each group has 4-5 students. Students work with group members to listen to all the video responses and complete a worksheet created with google doc on their digital devices. On the worksheet, Miss Lee listed questions in Chinese such as:  How many students have younger sister(s)?  How many students have older brother(s)? TECHNOLOGY FOR TEACHING AND LEARNING 2 34  List five hobbies of the fathers.  List five favorite food of the mothers.  How many students live with their grandparents? If students couldn’t understand what the person said in the video, they are encouraged to ask the person to explain himself or herself in Chinese with the facilitation of body language, gestures and other techniques for overcoming language gaps. 5. Students play a Socrative game to review all the language points. Miss Lee designed a Socrative game to help students review all the sentence patterns, vocabulary and grammars in an integrative and engaging way. Students are divided into groups to compete with one another. Using the video responses students posted on Flipgrid, Miss Lee developed quiz questions such as:  (A picture of a girl pops up) This is Emily’s younger sister. True or False?  What color does David’s older brother like?  How many older sisters does Lindsay have?  Does Jessica live with her grandparents? TECHNOLOGY FOR TEACHING AND LEARNING 2 35 Source: edtechbooks.org 6. Wrap-up discussion on the Flipgrid activity and provides insights into Chinese family values. Miss Lee guided the students to discuss the common familial relationship and family structure in the US based on their observation of their own and their classmates’ family structures. To guide the discussion, Miss Lee asked the following questions:  How many students in our class have 2 siblings? More than 2?  How many students in our class live with their grandparents?  Do your grandparents live with your parents or your uncles and aunts?  Do you think you will live with your parents after you become an adult? Why or why not?  What do you think the core family look like in Chinese societies? Do you think Chinese have similar family structure as yours? What similarities and differences do you expect to find out? After the discussion, Miss Lee showed the BBC lesson “Family introductions” (https://edtechbooks.org/- KY) to review some basic sentence patterns and vocabulary words, and offer some initial cultural insights about Chinese families. TECHNOLOGY FOR TEACHING AND LEARNING 2 36 7. Students interview Chinese native speakers to learn about their family members. To engage students in authentic communications with audience outside of the classroom, Miss Lee arranged Skype sessions for the students to chat with Chinese native speakers to learn facts about their families. Students worked in a group of four on this telecommunication project. Each group interviewed 4 Chinese people to learn about their family members and their familial values. Students took turn to be the interviewer, note taker, cameraman and technology leader for the interviews. To prepare students for the activity, Miss Lee and her students also spent one class period to come up with interview questions and did a mock interview in class. Miss Lee used the following questions to guide students’ thought process:  What are the cultural differences and similarities between families in China and in the US you assumed?  What questions can you ask the interviewees to check whether the assumptions are correct? 8. Students create digital essays to share their understanding about families in China and in the US. As the final culminating activity, Miss Lee had students create a digital essay to share their understanding about families in China and in the US. With this assignment, students worked with the same group members and used Shadow Puppet to make the digital essay by incorporating photos, videos, drawings and voice-overs. Miss Lee created a worksheet to facilitate students’ script writing process and encouraged students to think about how they want to discuss the differences and similarities between Chinese and American families in the form of a video. Online Discussion: If you are in the case of Miss Lee, what else are you going to do to teach the language to the students? What teaching methods and web tools are you to use? Think of new and creative ways to teach those students. Share it to the class online. Your teacher will send the link where you can share your reflections. TECHNOLOGY FOR TEACHING AND LEARNING 2 37 Closure Activity A. Closure Activity 1 Considering all principles, and concepts presented to you on the above discussion, choose a topic from your English major classes, and think of two ICT-related activities before, during, and after the lesson. Write the objectives, the mechanics, and a short background information about the activity Send your answers to the email/group which will be given to you by your instructor. The subject line or the file name of your output should be “Closure Activity 1 [Your Last Name, Initials].” B. Close Activity 2 This activity will be done by pair. As future teachers, think of a topic related to your specialization that you wish to deliver in a class. Using the stairways below, design a plan on how technologies will be integrated for a successful teaching and learning experience. Send your answers to the email/group which will be given to you by your instructor. The subject line or the file name of your output should be “Closure Activity 2 [Your Last Name, Initials].” Topic: Grade Level: Objectives of the lesson: How will my How will my selected selected technologies technologies support learning? How will I use the support student’ selected learning? technologies in class instruction? TECHNOLOGY FOR TEACHING AND LEARNING 2 38 Generalization/Synthesis  The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two years of Senior High School [SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship.  A curriculum guide is a structured document that delineates the philosophy, goals, objectives, learning experiences, instructional resources and assessments that comprise a specific educational program.  Language is the basis of all communication and the primary instrument of thought.  Language is the foundation of all human relationships.  The K-12 Language Arts and Multiliteracies Curriculum is anchored on the following principles that: languages are interrelated and interdependent, language acquisition and learning begins at birth and continues throughout life; learning requires meaning; learners learn and use it effectively through engagement and involving in viewing, listening, speaking, reading and writing activities, and it l involves recognizing, accepting, valuing and building on students’ existing language competence.  The curriculum has several components: Language Learning Process, Effective Language Use, Making Meaning through Language, and holistic assessment  Communicative competence requires more than knowing the vocabulary, grammar or language patterns. The foreign language learners also need to be fully aware of the social rules of the target language, the cultural references, and communication modes and then strategically utilize various communicative strategies to build up a successful communication.  Being able to communicate in a foreign language involves the speaker’s integrated competence of the 6 language skills: grammar, listening, speaking, reading, writing and culture. In actual communications, these 6 skills are all necessary in order for a successful communication to happen. TECHNOLOGY FOR TEACHING AND LEARNING 2 39 Evaluation Part I. Answer the following questions. Send your answers to the email/group which will be given to you by your instructor. The subject line or the file name of your output should be “Evaluation 1 [Your Last Name, Initials].” 1. What considerations about your own learners should into account in making the curriculum you are using? 2. List the four components that should be considered when designing a school curriculum. Explain how each affects the overall design of it. 3. How will your knowledge of language acquisition theories and principles help you in planning your English subject lessons? Give some CONCRETE examples. 4. How can you consider a language teaching-learning program effective? Part II. This part of the evaluation will be uploaded by the teacher. The class will be notified as to when and how you can access the evaluation. Assignment Having read of the different ICT tools that you can use in teaching English, it would be more practical if you can use those tools. In a group composed of 4 to 5 members, create a tutorial video on how to use on of the ICT tools discussed above. Complete the parts of a lesson (routine, review of previous topic, motivation, lesson proper, activity, and evaluation) to fully demonstrate how to use the said ICT tool. The members of the group may play the role of teacher, student, and even parents (if possible). After that, write your group reflection on your experiences on the said task. Send your reflection to the email/group which will be given to you by your instructor. The subject line of your output should be “Assignment 1 [Last name of the member].” In the body of the email, format your findings as follows: TECHNOLOGY FOR TEACHING AND LEARNING 2 40 Names of the members: ICT Tool Used: Link 1: provide web address and, if possible, log-in details (so that the teacher can access and check the output) (Link 2: Just in case that the video can’t be sent via email, send a link where the teacher can watch it) Detailed description of link: Detailed reflection: References Ding, A. & Hung, J. H. R. (2018). Foreign Language Teaching, Part 2: Enhancing communicative competence in FLT through technology integration. In A. Ottenbreit-Leftwich & R. Kimmons (Eds.), The K-12 Educational Technology Handbook. EdTech Books. Retrieved from https://edtechbooks.org/k12handbook/flt2 DepEd Curriculum Guides for English and Filipino (2019) Retrieved from deped.gov.ph/wp content/uploads/2019/01/English-CG.pdf A Guide to Curriculum Development: Purposes, Practices, Procedures Retrieved from https://portal.ct.gov/-/media/SDE/Health-Education/curguide_generic.pdf TECHNOLOGY FOR TEACHING AND LEARNING 2 41 CHAPTER Developing Project-based and Problem- based Instructional Plan Course Outline In the context of the specific field of specialization, the students will be able to: Develop project- and problem-based collaborative activities using technology tools Desired Learning Outcomes (DLOs) At the end of this lesson, the learners are expected to: Explain how project-based and problem-based learning can facilitate language acquisition or development of communication skills. Explain parts of a project- based and problem-based learning plan for language Develop a project-based or problem-based language learning plan that is ICT-integrated Introduction Problem-based learning is a valuable tool in the repertoire of learning methodologies that language and basic skills teachers can use to promote language learning. It is situated within the framework of communicative approaches to language acquisition. Extremely valuable for both teachers and program administrators who are interested in incorporating problem-based learning (PBL) strategies into instruction, this chapter makes the case for using such strategies by citing pertinent research on the benefits to adult ESL learners, namely: TECHNOLOGY FOR TEACHING AND LEARNING 2 42  Focusing on authentic issues and problems prompts more meaningful peer interactions than rote techniques such as dialogues—thereby promoting second language acquisition (Mackey, 1999; Nakahama, Tyler, & Van Lier, 2001).  Having learners self-direct and “take charge” of the activity increases their independence and ability to apply language skills to real-world situations (James, 2006). Pre-test Complete the table below by citing the difference between the traditional teaching methodologies and the new teaching methodologies. Send your answers to the email/group which will be given to you by your instructor. The subject line of your output should be “Pre-test 2[Last name of the member].” Traditional Teaching Methodologies New Teaching Methodologies Content A. PREPARATORY ACTIVITY Watching this video entitled Youth and COVID-19 at: https://www.youtube.com/watch?v=IAgGdEuzoDw After watching the video, reflect on the following questions? What are the concerns of young people during the COVID19 pandemic? How can the students participate in the fight against COVID19? How can the youth contribute in solving problems in our society nowadays? TECHNOLOGY FOR TEACHING AND LEARNING 2 43 Lesson 1: Problem-Based Learning in Teaching Language Acquisition What is Problem-Based Learning? Problem-based learning (PBL) challenges students to identify and examine real problems, then work together to address and solve those problems through advocacy and by mobilizing resources. Importantly, every aspect of the problem solving process involves students in real work—work that is a reflection of the range of expertise required to solve issues in the world outside of school. While problem-based learning can use any type of problem as its basis, the approach described here is deliberately focused on local ones. Local problems allow students to have a meaningful voice, and be instrumental in a process where real, recognizable change results. It also gives students opportunities to source and interact with a variety of local experts. Problem-Based Learning & the Classroom In many classrooms teachers give students information and then ask them to solve problems at the culmination of a unit. Problem-based learning turns this on its head by challenging students to define the problem before finding the resources necessary to address or solve it. In this approach, teachers are facilitators: they set the context for the problem, ask questions to propel students’ interests and learning forward, help students locate necessary resources and experts, and provide multiple opportunities to critique students’ process and progress. In some cases, the teacher may identify a problem that is connected to existing curriculum; in others the teacher may assign a larger topic and challenge the students to identify a specific problem they are interested in addressing. This approach is interdisciplinary and provides natural opportunities for integrating a variety of required content areas. Because recognizing and making relationships between content areas is a necessary part of the problem-solving process—as it is in the real world—students are building skills to prepare them for life, work, and civic participation. Problem-based learning gives students a variety of ways to address and tackle a problem. It encourages everyone to contribute and rewards different kinds of success. This builds confidence in students who have not always been successful in school. With the changing needs of today’s TECHNOLOGY FOR TEACHING AND LEARNING 2 44 world, there is a growing urgency for people who are competent in a range of areas including the ability to apply critical thinking to complex problems, collaborate, network and gather resources, and communicate and persuade others to actively take up a cause. Problem-based learning builds agency & independence Although students work collaboratively throughout the process, applying a wide range of skills to new tasks requires them to develop their own specialties that lead to greater confidence and competency. And because the process is student-driven, students are challenged to define the problem, conduct comprehensive research, sort through multiple solutions and present the one that allows them best move forward. This reinforces a sense of self-agency and independence. Problem-based learning promotes adaptability & flexibility Investigating and solving problems requires students to work with many different types of people and encounter many unknowns throughout the process. These experiences help students learn to be adaptable and flexible during periods of uncertainty. From an academic standpoint, this flexible mindset is an opportunity for students to develop a range of communication aptitudes and styles. For example, in the beginning research phases, students must gather multiple perspectives and gain a clear understanding of their various audiences. As they move into the later project phases they must develop more nuanced ways to communicate with each audience, from clearly presenting information to persuasion to defending the merits of a new idea. Problem-based learning is persistent Educators recognize that when students are working towards a real goal they care about, they show increased investment and willingness to persist through challenges. Problem-based learning requires students to navigate many variables including the diverse personalities on a project team, the decisions and perspectives of stakeholders, challenging and rigorous content, and real world deadlines. Students will experience frustration and failure, but they will learn that working though that by trying new things will be its own rewa

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