1. A technophobe talks technology
My credentials: Kenya CMS, Nepal Tearfund, ESOL co-ordinator, teacher-trainer and St John’s church group.
Why did I choose this topic? –
. Element of fear – outside comfort zone. Sitting discussing the topic for this year, and we all said – it should be technology – and then Aaargh! (image comes in on click!)
Rachel Thake
April 2017

2. Problems:
technophobe
huge range of teaching situations.
Not included as a separate session on CELTAs I have taught on, or in my current job, so a huge amount of research needed
Huge range in this room
but
it underpins everything I do.
Necessitates some rethinking of teaching – do we need to teach directions – probably, but most students use smart phones/ satnav these days.
My theory – save as much time as you invest.
digital literacy is essential
Technology is all around us; digital literacy is essential for life in Britain. Whatever technology you are able to use in your lessons, and comfortable with using, come and share your ideas and experience with other teachers and take away some specific activities and ideas to explore with your learners

3. objectives explain the role of technology in the elt/esol classroom
By the end of the session you will be able to:-
explain the role of technology in the elt/esol classroom
take stock of your own technological competence and use
explore some new ideas and resources
identify some new ideas to use technology in your setting
How can I integrate IT into my teaching?
Is it my job, anyway?
What’s available to me?
Where is my comfort zone? What am I comfortable doing?
Is this just another one of those fads - I’m a busy teacher –
How can I possibly fit it all in?
Lots of questions – and time to talk to others.

4.
Let’s get going. If you have a smart phone with data, log in to menti.com
MENTIMETER Brain facts: use menti meter Log in. No smart phone to use – share.Choose an individual team name( anonymous or your own). Speed counts. Looking for a winner not a Christian competition where we all win!
Students will learn more if they are taught in a way that matches their preferred style.
You only use 10% of your brain
What percentage of your brain do you use in an average day?
Intelligence is fixed.
The brain can pay attention to more than one thing at a time.
If you could harness your brain power you could light a watt light bulb
How many brain cells do most people have?
How are you feeling now? (word cloud)
Talk to your partner. Could you use this? What for? What are the problems? Are they insuperable? Time taken to make them.
based on

5. What do you know about your brain?
Students will learn more if they are taught in a way that matches their preferred style.
You only use 10% of your brain
Intelligence is fixed.
The brain can pay attention to more than one thing at a time.
If you could harness your brain power you could light a watt light bulb
How many brain cells do most people have?
How else could you do this?
Taken partly from neuro myths article in the Guardian.
1.Eg 93% teachers in the UK believe in learning styles (no 1. – but no evidence.
2, attributed – falsely - to Einstein. “Hopefully, the overwhelming evidence against this myth will drown it out.”
3. Carol Dweck – leave until later
4. multi-tasking 5
6 – 2 of my Chinese teachers said 2 – maybe not taking me seriously!

6. Do you consider yourself a competent user of technology? Orange - no
Yellow - maybe
Green - yes
Use coloured paper
Orange - no
Yellow - maybe
green –yes
Could use poll everywhere – or menti meter ... But limited time. What is the advantage of the two.

7. Do you have access to a computer and a projector in your classroom?
Orange - no
Yellow - maybe
Green - yes

8. Are you more competent with technology than your learners?
Orange - no
Yellow - maybe
Green - yes

9. Technology audit What do you use? Why?
How digital are you?
- in your life
- at work
Cassettes or MP3s Downloading images Youtube and video Powerpoint - or prezi Blogs and wikis Music and video streaming VLE- Virtual Learning Environment Computer-generated handouts. Electronic dictionaries Internet for research Texting/ Whatsapp Facebook – eg CELTA site Podcasts Skype i-player and time-shifting Video downloads twitter
Why?
Access information Exposure to language Entertainment Creating text Interacting with others Creating community Managing learning Communication Managing your image
What is your teaching situations – photos of College, Uni, church hall, Watlington Street, “Forgotten”. Talk to your partner. What is your teaching situation.Are you digital savvy? When did you first send an – use the internet – download a digital photograph.
Did you have computers at school? When di d you get your first computer?
Huge changes in my teaching career – bandas – photocopies – MP3 and 4 – QR codes for urls.
How do you feel about change?
Have you use today?
Texting?
Whatsapp?
Google?
Facebook?
Would your students say the same?
Depends on their age.
Technology audit

10. Heads = yes Tails = no
Explain the rules
Positives and negatives. Use a coin.
You must argue that way. Work with people who have the same symbol (+ or -) what are your arguments. Pair with someone or “someones” who has the opposite symbol.
Have the fight.
Technology is an essential part of 21st Century education

11. Gardner (2008)
What is it like teaching in the digital age? Are we preparing our learners for work/ the future? What are 21st C skills?
How can I integrate them into my teaching?
How much is my responsibility?
Where is my comfort zone? What am I comfortable doing?
My way works – why change?
My education was static ,in a school, linear – 21st C = anywhere, any time
Is this true for your context?
What are the employability skills our
Learners need? Is it our responsibility?

12. What’s happening here? Multi-tasking of a digital resident
Image:

13. Marc Prensky (2001)
Presnsky – responsible for the terms – digital native and resident. He has now changed to “digital wisdom”
Read quote
Education consultant Prensky 2001 article – he was responsible for coining the terms digital native and digital immigrant although he didn’t strictly define them in this article and they have now moved out of favour somewhat
But the view he expressed was very popular, the idea that children raised in a digital, media saturated world require a media rich learning environment
This idea came to be understood as representing children born after 1980 and became v popular with parents and educators
Not a scientific paper
He now uses the terminology “digital wisdom”
“Our schools have changed radically. Today’s students are no longer the people our educational system was designed to teach.” Prensky quote

14. Residents
Visitors
Unseen Instrumental Functional Individual Little participation in online culture One source at a time Goes online for specific purposes
Visible Networked Communicative Communal Has a regularly updated online presence Hyperlinked Always online
The new terminology: Visitors
Dig visitors – use web in organised way e.g. a DV logs on, in order to shop, to bank online or to book a holiday, and then logs off
Text first
Skype to talk to family or friend overseas
Might set aside a particular time of day to do these things
Uses the internet and digital means for a purpose
Their identity isn’t online, don’t feel the need to express themselves by participating in online culture in the same manner as a dig resident
e.g. me!
Residents
Don’t go online for a specific purpose all the time
Multi-tasking
% of life online – identity, relationships, socialising, expressing, multiple sources or information, instant rewards, ( the dopamine ping) hyperlinked information, learning that is relevant and fun
Sarah taking THAT photo to put on Facebook – and see how many likes. learning and feedback are instant
Just google it!
Why memorise when you can google.

15. Do we still need teachers?
Do our classrooms match life outside?
Are my expectations different? Expertise needed – different? Accessing information – different? Need for knowledge – different?
Mismatch between teachers and learners – but not always age.
Are we redundant?
Hattie says no! The biggest difference in results is down to the teachers. Move on to the two quotes.

16. Do we still need teachers?
Technology without inspiring teachers or inspired learners is incapable of achieving anything. Technology in the hands of motivated learners and inspiring teachers can achieve amazing things.
Teachers will not be replaced by tools, but there is a high chance they will be replaced by those who know how to empower these tools.
Actually no – we can still – motivate, inspire, give feedback, help select resources, teach HOW to learn, affective and social skills.
+ 4 21st Century skills
Creativity – collaboration – communication – critical thinking.

17. How are we preparing our
students for real-life?

18. Quizlet https://quizlet.com/195968941/crime-flash-cards/
This is for self study – again very easy to make, free to log in.
If you have a scanner, scan the QR code, which is in the basket, and play.
If not, just follow and watch.
Remember the matching - drag and drop.
Printing facility

19. Some practical ideas Using You Tube The misguided monk animation
participants sit back to back. Change at rationale?
Some practical ideas

20. What would you do with this clip?
Minions change a lightbulb
e.G Present Continuous
Past tense
Problem- solution
In groups – share favourite clips
What would you do with this clip?

21. How are you feeling now? Where is your comfort zone?
Intelligence is fixed – neurogenesis – Carol Dweck – mindset – key change in thinking. *Black and William” assessment for learning etc.

22. Where is your comfort zone?
How can I do things differently?
A Doing old things, in old ways
B Doing old things, in new ways
C Doing new things, in new ways
The Technology Adoption Curve (Prensky 2005)
Where is your comfort zone?
Think about your classes at the moment
Where do you think you are in terms of your comfort zone, using technology with your learners?
Let me explain what this might look like Using a photos – move to next slide
Level A ss hand write essay in pen, then give a hard copy to teacher to mark (ie pen and ink)
Level B ss Word process essay, hand in electronically perhaps by or on a VLE to mark, and you give your feedback electronically
Level C might be, Have learners collaborate on an assignment in Google docs, and they peer mark it, and you give delayed feedback in chat
Another example
When I first started teaching, I made radio shows with my learners (sport, weather report, traffic news, commercials) as part of a class project
Level A Cassette tapes
Level B still make a radio show, but now use Audacity to record and share it (audacity = a free application that enables you to record, import and edit and sounds)
Level C have ss work collaboratively to make a podcast to share with other classes, their parents, a different school…?
Professional Development

23. Using photographs http://100photos.time.com/
Old things old ways –
old things new ways – new things new ways. Using photos – find a picture –write about it.
Old things new ways - Find a picture, ss send an / electronic submission
new things new ways – ss choose the picture and write in a class blog
Tell your group which are you.....
If you are a C – showcase B keep trying A move to B?
Using photographs

24. Did you see this viral video. Explain. How could you use it
Did you see this viral video? Explain. How could you use it? Family life and relationships, past continuous interrupted by past tense, reported speech
Look at anything by Jamie Keddie – esp the story-telling clip.
cle/jamie-keddie-visual-literacy-elt-0

25. So what comes first? Technology or learning objectives?
The answer is, neither.
The learners come first
Stanley (2013)
Ans comes in on click.
Don’t throw the baby out with the bathwater – focus on pedagogy. Don’t change everything
Small steps and tweaks
Not a revolution
Start with needs – just as we have always done!

26. What is your take-away from this session?

27. Some further resources
Stanley, G (2013) Language Learning with Technology CUP Prensky, M (2001) Digital Natives, Digital Immigrants in On the Horizon Vol 9/5 MCB University Press Dudeney,G and Hockly,N how to teach english with technology Pearson (sic) ... And thanks to my colleague Angela Buckingham for support and advice!
Some further resources

28. http://www. online-stopwatch. com/countdown/ http://www. flickr
Some useful resources

29. Everything that can possibly go wrong with tech in the classroom eventually does. Always have an idea of what you will teach if the technology is not there.

30. Some clips https://viralelt.wordpress.com/
Some clips