Theoretical Knowledge - 1 PDF

THEORETICAL KNOWLEDGE - 1 POPULAR TERMS ADVANTAGES & DISADVANTAGES OF USING PPT/TELL TPACK FEATURES & COMMON TERMS FONTS, COLORS, PICTURES, LAYOUTS, TEMPLATES  ICT IN TEACHING ENGLISH Main focus: 1. Principles of designing PPT lessons 2. TPACK framework: principles 3. Pros and cons of ICT...

THEORETICAL KNOWLEDGE - 1 POPULAR TERMS ADVANTAGES & DISADVANTAGES OF USING PPT/TELL TPACK FEATURES & COMMON TERMS FONTS, COLORS, PICTURES, LAYOUTS, TEMPLATES  ICT IN TEACHING ENGLISH Main focus: 1. Principles of designing PPT lessons 2. TPACK framework: principles 3. Pros and cons of ICT 4. PowerPoint game shows: animation, slides, functions 5. Online tools: Kahoot, Duolingo, gimkit,... 6. Video lessons: requirements, criteria 7. AI tools: pros and cons, functions  TECHNOLOGY IN LANGUAGE TEACHING Computer-based materials for language teaching, often referred to as CALL (Computer Assisted Language Learning), appeared in the early 1980s. Early CALL programs typically required learners to respond to stimuli on the computer screen and to carry out tasks such as filling in gapped texts, matching sentence halves and doing multiple-choice activities. As access to Information and Communications Technology (ICT) has become more widespread, so CALL has moved beyond the use of computer programs to embrace the use of the Internet and web-based tools. The term TELL (Technology Enhanced Language Learning) appeared in the 1990s, in response to the growing possibilities offered by the Internet and communications technology.  ATTITUDES TO TECHNOLOGY Many people are afraid of new technology and, with the increasing presence of the Internet and computers, the term technophobe has appeared to refer to those of us who might be wary of these new developments. More recently, the term digital native has been coined to refer to someone who grows up using technology, and who thus feels comfortable and confident with it - typically today’s children. Their parents, on the other hand, tend to be digital immigrants, who have come late to the world of technology, if at all. In many cases, teachers are the digital immigrants and our younger students are the digital natives. Although there is a tendency to call computer users either technophobes or technogeeks (a term for a technology enthusiast), the truth is that most of us probably fall somewhere between the two extremes. BENEFITS OF PPT/TELL LESSONS Visually attractive to students. Help engage students’ interests through colors, pictures, games. Help enhance students’ creativity through activities. Improve students’ understanding. Convenient for saving, editing and later reviewing knowledge for students, no need for reprinting materials. Limit the use of chalks which affect health. RISKS ASSOCIATED WITH THE USE OF PPT/TELL Some teachers may not be very skillful in using ppt and computers. Some teachers focus too much on ppt activities, contents and ignore in-class activities. Some teachers overuse ppt features (pictures, videos, effects) and confuse students or make them bored. Equipment failure, file corruption ASPECTS TO CONSIDER TO DEVELOP EFFECTIVE POWERPOINT/TELL LESSONS Teacher should not rely on technology too much. Teacher should use picked knowledge. Teacher have to know how to combine traditional teaching method and the help of technology. Teacher should create simple and effective slides. Avoid using too many effects on slides. The contents on slides should have a clear outline and correct use of language (grammar, vocab, tone). When applying technology in teaching, teachers should: - Promote the strengths of technology effectively. - Avoid over-relying on technology.  FONTS, COLORS, PICTURES, LAYOUTS, Fonts andTEMPLATES Colors: 1. Fonts: Choose clear and legible fonts that are easy to read, even from a distance. Sans-Serif fonts like Arial, Calibri, or Helvetica are commonly used for PowerPoint presentations. Avoid using decorative or overly stylized fonts that may hinder readability. 2. Font Sizes: Ensure that your font sizes are large enough to be clearly visible to your audience. Titles should be around 40-50 points, while body text should be around 18-30 points, depending on the screen size and viewing distance. 3. Colors: Select a color scheme that complements your content and enhances readability. Use contrasting colors for text and background to ensure readability. Stick to a consistent color scheme throughout the presentation. Consider using color combinations that are visually pleasing and evoke the desired mood or tone. Pictures: 1. Relevant Images: Incorporate high-quality images that are relevant to your content. Use visuals to support and enhance your message rather than purely decorative purposes. 2. Copyright Considerations: Ensure that you have the necessary rights and permissions to use any images you include. Use royalty-free stock images, Creative Commons-licensed images, or your own original content to avoid copyright issues.  FONTS, COLORS, PICTURES, LAYOUTS, Layouts: TEMPLATES 1. Consistency: Maintain a consistent layout throughout your presentation to create a cohesive and professional look. Use the same layout for each slide or choose a few consistent layouts for different sections. 2. White Space: Avoid overcrowding slides with too much information. Leave sufficient white space to maintain clarity and prevent visual clutter. White space allows the audience to focus on the key points. Templates: 1. Pre-designed Templates: PowerPoint offers a variety of built-in templates that you can use as a starting point. These templates provide pre-defined color schemes, fonts, and slide layouts. Choose a template that aligns with your content and the desired visual style. 2. Custom Templates: You can create your own custom template to reflect your branding or specific design preferences. This allows you to have full control over the fonts, colors, and layouts used in your presentation. TPACK FRAMEWORK  TPACK FRAMEWORK The TPACK framework focuses on technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK). The TPACK framework outlines how content (what is being taught) and pedagogy (how the teacher imparts that content) must form the foundation for any effective edtech integration. This order is important because the technology being implemented must communicate the content and support the pedagogy in order to enhance students’ learning experience. According to the TPACK framework, specific technological tools (hardware, software, applications, associated information literacy practices, etc.) are best used to instruct and guide students toward a better, more robust understanding of the subject matter.  TPACK FRAMEWORK Content Knowledge (CK) – Teachers’ own knowledge of the subject matter. Knowledge of concepts, theories, evidence, and organizational frameworks within a particular subject matter. Pedagogical Knowledge (PK) – Teachers’ knowledge of the practices, processes, and methods regarding teaching and learning. PK involves the purposes, values, and aims of education, and may apply to more specific areas including the understanding of student learning styles, classroom management skills, lesson planning, and assessments. Technological Knowledge (TK) – This describes teachers’ knowledge of, and ability to use, various technologies, technological tools, and associated resources. TK concerns understanding edtech, considering its possibilities for a specific subject area or classroom, learning to recognize when it will assist or impede learning, and continually learning and adapting to new technology offerings.  TPACK FRAMEWORK Pedagogical Content Knowledge (PCK) – teachers’ knowledge regarding foundational areas of teaching and learning, including curricula development, student assessment, and reporting results. PCK focuses on promoting learning and on tracing the links among pedagogy and its supportive practices (curriculum, assessment, etc.). PCK seeks to improve teaching practices by creating stronger connections between the content and the pedagogy used to communicate it. Technological Content Knowledge (TCK) – teachers’ understanding of how technology and content can both influence and push against each other. TCK involves understanding how the subject matter can be communicated via different edtech offerings, and considering which specific edtech tools might be best suited for specific subject matters or classrooms. Technological Pedagogical Knowledge (TPK) –teachers’ understanding of how particular technologies can change both the teaching and learning experiences by introducing new pedagogical affordances and constraints. Another aspect of TPK concerns understanding how such tools can be deployed alongside pedagogy in ways that are appropriate to the discipline and the development of the lesson at hand.  These triangulated areas constitute TPACK, which considers the relationships among all three areas and acknowledges that educators are acting within this complex space. TPACK is the end result of these various combinations and interests, drawing from them – and from the three larger underlying areas of content, pedagogy, and technology – in order to create an effective basis for teaching using educational technology.  TPACK FRAMEWORK In order for teachers to make effective use of the TPACK framework, they should be open to certain key ideas, including: 1.concepts from the content being taught can be represented using technology 2.pedagogical techniques can communicate content in different ways using technology 3.different content concepts require different skill levels from students, and edtech can help address some of these requirements 4.students come into the classroom with different backgrounds – including prior educational experience and exposure to technology – and lessons utilizing edtech should be ware of this possibility 5.educational technology can be used at the same time with students’ existing knowledge, helping them either strengthen prior knowledge or develop new ones  Pedagogic al Key features of a Exciting PowerPoi Efficient nt gamesho w Competiti ve THANK YOU!!!