1. Using e-learning in the primary English classroom

2. What is e-learning? “e” means various electronic tools (such as computer, networks and multimedia). “Learning” is the focus of e-learning. “e” also means efficient, effective and enjoyable.

3. e-learning and its application in English learning and teaching TypeExamplePurposeApplication QR Code + Google Form, EduVenture, Beyond Campus To facilitate outdoor mobile learning and teaching To enhance inquiry- based learning Ask students to use QR Code at each checkpoint to look for information from the web and then fill in information in a Google Form Socrative, Plickers, Kahoot, Padlet, NearPod, Lino, Quizlet To increase interactivity To facilitate instant feedback Set questions to assess a target language pattern in Kahoot and ask students to answer the questions using mobile devices Edmodo, Schoology, Moodle, Google Classroom To share, integrate and create resources To access materials and track student learning anytime, anywhere Post readings on Edmodo, invite students to give their views and set questions (e.g. MCs) to track student learning Locational- Based Learning system Classroom responses system Learning manage- ment system Overview of tools more relevant to English learning and teaching

4. ExamplePurposeApplication Doceri, Popplet, Skitch, Screen Chomp, Explain Everything, Prezi, Educreations, Videolicious To create a variety of presentation modes such as mindmapping, video making, storytelling and idea sharing Ask students to use Popplet to design a mindmap to help them organise their writing ideas Camera for phototaking and filming, dictionary, voice recording To maximise the use of tablets To complement the use of other e- tools Ask students to film their presentation in class with a tablet and then upload the file on to Edmodo for sharing and feedback Idea presentation apps Built-in functions of tablets

5. Why e-learning Objectives To improve students’ independent learning To cater for learner diversity To increase interactivity in class To facilitate instant feedback

6. Experience sharing Acknowledgements – Ms Nancy Chan – Ms Maggie Ting ~ Baptist (Sha Tin Wai) Lui Ming Choi Primary School

7. Background of using e-learning in the English Department e-Learning as an established practice (started 4 years ago) Expected learning outcomes: – To improve students’ independent learning – To cater for learner diversity – To increase interactivity in class – To facilitate instant feedback Teacher level -The interaction mode in class is often limited. -There is a lack of time for teachers to give timely and individual feedback. Challenges Student level -Students may not take the initiative to work independently after class to consolidate and extend their learning. -There is learner diversity. Flexibility in teachers’ use  they can select the most efficient, effective e-tools and make optimal use of them  they can maximise learning and make learning enjoyable Flexibility in teachers’ use  they can select the most efficient, effective e-tools and make optimal use of them  they can maximise learning and make learning enjoyable

8. Classroom application 1 Level: P3 Ability of students: – English proficiency: vary from very weak to very capable – IT skills: average (1 year’s experience) Learning objectives: Students will be able to: – write and record a simple recipe – use appropriate action verbs

9. Brief lesson flow 1. Routine: read aloud a text 2. Learn the success criteria of recording a recipe (e.g. use of action verbs). 3. Use an app called ‘Videolicious’ to record videos of making a dish. 4. Share recordings in class by using Apple TV. 5. Submit videos to ‘Google Classroom’.

10. How? 1.Students select photos for their videos using Videolicious. 2.Students add voice recordings to their videos  making a dish 3.Students add sound effects. 4.Students save the videos in ‘Camera Roll’ in their tablets. 5.Students broadcast the videos on other platforms.

11. How it adds value to learning and teaching Enhance students’ engagement and motivation – Students are motivated by this new way of interaction and publishing  They are willing to participate and can finish the task by themselves.  They enjoy listening to their recordings again and improve their work.

12. How it adds value to learning and teaching Cater for learner diversity – Students can finish the task and edit the work at their own pace.  While faster students review and record again, teacher can help those in need. – The less able ones are more confident and willing to speak. BACK

13. How? 1.Students can upload the videos on to Google Classroom at home. 2.Teacher can give feedback after watching. 3.Teacher can also choose and share some good videos from Google Classroom with other students. What if we do not have enough time to watch all videos in class…

14. How it adds value to learning and teaching Cater for learner diversity – The less able ones can learn from the more able ones. – Teachers can assess the work of individual students and give them feedback. New possibilities in learning – Speaking homework is possible. – Teachers can give feedback online and enhance T-S interaction.

15. How it adds value to learning and teaching Better organization – All class materials (e.g. the videos students made) are automatically filed into folders in Google Drive.  Students can track their own learning across years.  Teachers can pick good examples as teaching materials.

16. Classroom application 2 Level: P5 Ability of students: – English proficiency: vary from very weak to very capable – IT skills: quite good (4 years’ experience using tablets) Learning objectives: Students will be able to: – differentiate clauses of purpose, result and reason – use ‘so’, ‘so that’ and ‘because’ – make sentences using ‘so’, ‘so that’ and ‘because’

17. Brief lesson flow 1. Routine: read aloud a text 2. Learn the target language ‘so’, ‘so that’ and ‘because’. 3. Do a quiz in ‘Socrative’ to assess the learning of ‘so’ and ‘so that’. 4. Have a competition using ‘Kahoot’ to practise ‘so’, ‘so that’ and ‘because’. 5. Make sentences with ‘so’, ‘so that’ and ‘because’ and submit them to ‘Edmodo’. Learning difficulty – ‘so’ vs’ so that’ Set more questions on ‘so’ and ‘so that’

18. How? 1.Teacher sets a quiz on ‘so’ and ‘so that’ using Socrative. 2.Students choose the correct connectives. 3. Teacher and students get instant feedback, understand how well the learning goes, and teacher further explains the difference of the two connectives. 4. Teacher gets a report of individual students’ performance and offers help to the less able ones by giving supplementary exercises on ‘so’ and ‘so that ’.

19. How it adds value to learning and teaching Facilitate instant feedback -Teacher and students can tell if the target language is mastered (‘so’ vs. ‘so that’) immediately. -Teacher can tell which question(s) is/ are the most difficult for students and give explanation. Cater for learner diversity – Teacher can assess the work of individual students and give them feedback. – Teacher can support those in needs. BACK

20. How? 1.Teacher posts instructions of homework on Edmodo. 2.Students consolidate their learning by typing sentences with ‘so’, ‘so that’ and ‘because’ and submit them on to Edmodo at home. 3.Teacher gives feedback. 4.Peers can also give feedback.

21. How it adds value to learning and teaching Cater for learner diversity – The less able students can read the work done by others and learn from their peers. Track independent learning progress – Provide an alternative way to track if students have worked independently after class.

22. Way forward Review students’ readiness regularly  plan how and when to use the tools – e.g. promote group editing in Google Classroom in senior forms Set up learning community in and beyond school – support one another – more efficient, effective use of different e-learning tools and resources

23. Tips Establish a monitoring system – IT restrictions to block forbidden Apps – Monitor through mobile phones by IT staff – Monitor students’ online time and browsing history by class teachers Prepare students and parents –Students (e.g. etiquette, rules and regulations (IT contract))  Strict discipline –Parents (e.g. parents’ meeting with the principal) Can e-learning add value to learning and teaching? Do we plan a unit carefully and holistically to ensure the right technology is added to the right task and used at the right time?