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ELT Multimedia part 1

Multimedia in ELT (part 1) teacher training on Saturday 14/12/2013, Twarda 8/12

Bulent Akman

on 20 February 2015

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Transcript of ELT Multimedia part 1

Core Content
Use Creativity
Creating Ambiance
So, What do students in this type of
Tech-Saavy, CCR, Language Arts Classroom LOOK LIKE?
Students must read, write, speak, listen,


use language effectively in a variety of content areas...
There are many fabulous ways to integrate technology into the Language Arts Classroom.

Many of us rely on student creation of WORD Documents as our only source of technology!

Try something NEW to engage your students, and meet Core Content Goals at the same time.
ELT Multimedia for the classroom
Teachers should have websites to:
Communicate with parents
Host worksheets/homework that students can download from home
Lead Book Groups with chat sessions
Post exemplary student work
Create continued dialogue about class discussions
Students will be engaged and ready for college and the world!

be able to use the literacy skills and understandings required for
college and career readiness
in multiple disciplines.

This includes being literate in technology usage (CCR, 2013).
They readily undertake close, attentive reading that is at the heart of understanding and enjoying complex works of literature.
They habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and DIGITALLY.
•They actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that build knowledge, enlarge experience, and broaden worldviews.
•They reflexively demonstrate the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic republic.
“If a student HAS to speak about something, he/she must digest information, and process it in a way that takes more dedication than just writing it” (Bernard, 2007).
This process pushes learning a step further by urging students to become experts about what they are trying to say.
Students can:
make video dialogues to answer questions
explain book reports
re-enact historical moments or story plots
So, how can we add technology for college and career readiness?
Using Technology to help students create reading and writing, high quality, PRODUCTS that align with Core Content Goals
Every Picture Tells a Story
With Photo Story,
students can tell a story with pictures.

They can take or draw pictures for their story, add voice, effects and music.Photo Story is a free application with Windows XP.
Download a Free Copy of
Windows Photo Story
at www.microsoft.com

Skype is a simple and free way to have phone conferences with people all over the world.

Use Skype to have a book club with students in another state or country.

Students can write a narrative about their lives and turn it into a song or poem using rhymes.

Then, students can use Apple Garage Band to come up with a song about their life. Make a class CD!

Pair up students have have them use a Google Talk chat session to come up with an crazy, fun story for creative writing.

Once students complete their assigned chat session, the session can be automatically saved and easily edited and printed.
Thumb Scribes
Thumb Scribes allows students to create poems and short stories collaboratively.
You can contribute to a story or poem that someone else has started and placed in the public gallery.

You can start your own story or poem and either place it in the public gallery or invite others to collaborate with you.
Give and Take Story Telling

Use Voice Thread, a "collaborative slide show which allows users to contribute video, audio and images to make a collective work of art" (Byrne).
Students can put aside paper and pencil and respond to poetry or readings and express feelings, emotions and understanding in a different format.

Homer’s Odyssey inspired the game Sonic Odyssey, which takes Sega’s Sonic the Hedgehog through Homer’s Odyssey.
Look for other connections between what you are teaching and what kids are doing!
Get Them Thinking!

Students in Language Arts Classes always need to organize their thoughts.

Don’t limit students by forcing them to adopt ONE way to organize.
Bubbl.us is a tool which allows users to "collaboratively create and edit mind maps." Work is easy to save and edit.
Books Should be Free

There are hundreds of ebooks and audio books available for students!
Check out:

There is no limit to the resources available!
Collaborative Peer Review

Through Google for Educators, Weekly Reader has published a small collection of pdf guides for teaching the collaborative revision process using Google Documents.
This EXCELLENT guide includes step-by-step lesson plans for teachers about how to teach the collaborative revision process.
GREAT Resource for Teaching Reading:
AdLit is for teachers teaching adolescent literature. On this site, teachers can find book lists, video interviews with authors, and a comprehensive list of strategies for teaching reading and writing.

60 Second Recap provides book summaries in sixty-second video segments.

Along with the chapter summaries there is a general overview of each book.
Have your students make their own 60 second recap to show what they know!
Selected Resources:

Bernard, Sara. How to Teach with Technology: Language Arts. Edutopia, May 27, 2009.
Byrne, Richard. Language Arts Resources to try. Free Technology for Teachers. Jan. 5, 2011.
Are our students college and career ready?
Barriers to technology adoption
Lack of vision
Cathleen Norris is a Regents Professor at the University of North Texas and a past ISTE President. Elliot Soloway is Arthur F. Thurnau Professor at the University of Michigan and Chair of ISTE’s Special Interest Group on Mobile Learning (SIGML).
Barriers to technology adoption
Lack of leadership
Lack of Money
Lack of curriculum materials
Lack of infrastructure
Lack of parental acceptance
Lack of patience
Lack of comparative assessment
Individual factors
Technical factors
Organisational factors
Adoption of educational technology ten years after setting
strategic goals: A Canadian university case
George Zhou, niversity of Windsor, Canada
Judy Xu,University of Alberta, Canada
Lack of ICT ability
Adoption of ICT groups is normally distributed
Early Majority
Late Majority
Affordable broadband mobile internet access
Canada and U.S. lag behind Europe in this area
Early Adopters
The future is already here
In the U.S. cursive writing is no longer taught in 41 states.
Use of technology vs.
the effective use of technology.

Low self-efficacy
11 Reasons Teachers Aren't Using Technology #edchat #edtech
Mismatch between teaching and assessment
Pedagogy isn't 'personal choice/anything goes' so why is technology adoption?
How to Get Hesitant Teachers to Use Technology
1. Do not set out to “fix” your teaching style or anyone else's.
2. Be open and alert to students wants and needs
3. Ask peers for training, offer free training.
4. Give yourself time to “play”
5. Select professional development which is “real” and pertinent.
6. Pick hardware and software that’s easy to use.
7. Don’t sit in judgment.

"When I was an undergraduate, if I wanted to check my email I went to a little room in the basement to use a computer, and if I wanted to learn something I went to a library."
Alexander Coward, Lecturer, UC Berkeley
Code Academy teaches you programming for the web and beyond.
Changing Education Paradigms
Sugata Mitra & Ken Robinson
Need for Approval

Ego gratification
Design: Fitness for a particular purpose.

Make certain your teenagers see The Breakfast Club and Middle Schoolers will relate to
Ferris Bueller's Day Off.
Buy this used!

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