How to Use Technology to Provide Feedback


There many ways were we can use feedback througt the technology as an advantage. One of the most popular is to send the feedback to each student by email, explaning what was the things that they have done great and what they have to develop and doing better the next time. Also, blogging.
Although nothing new, blogging is a great reflective tool. The comment feature on blogs is a bit different than those mentioned above, since those comments reside only at the bottom of the post. However, teachers can make reflective blogging part of the learning process, and then use the comment feature to help clarify student thinking, plan next steps and ask for more details.

I learned the importance of the language I used. I also learned effective ways to track student progress toward learning goals that will inform the feedback I give students. While my effectiveness as a teacher has grown exponentially, I still have a lot to learn. Since I teach in a lab, I also have both the challenge and the perk of most student work being completed on the computer.

Benefits of Getting Students to Participate in Classroom Discussions.

Despite numerous arguments favoring active learning, especially class discussion, instructors sometimes worry that discussion is an inefficient or ineffective way for students to learn. What happens when students make non-value added, irrelevant, or inaccurate contributions? What about comments from non-experts that may obfuscate rather than clarify understanding? What about students who speak only to earn participation credit rather than contribute substantively to the discussion? Acoording to this, there is the reason why the teacher must have to provide to all the students the correct information. Also, teachers can ask for read a little article and then, write a explanation about it. Another things is, that learners can practice in a forum online discussions by posting what they read or what they know about certain topic.

The students further articulated five ways that participation enhances learning. To summarize, participation:

• increases engagement;
• helps students retain and remember information;
• confirms what they have already learned;
• provides clarification of prior learning; and
• deepens their understanding especially through hands-on and application-based learning opportunities.

Critical Thinking and Technology.

Critical thinking is a higher-order cognitive skill that is indispensable to students, readying them to respond to a variety of complex problems that are sure to arise in their personal and professional lives. The  cognitive skills at the foundation of critical thinking are  analysis, interpretation, evaluation, explanation, inference, and self-regulation. When people talk about critical thinking is about to develop many skills that we have but in differente ways. In this case the one that we are going to talk is related with technology. However, we can develop the student's critical thinking by practicing debate in a Facebook group talking by an specific topic. 

To create environments that engage students in these processes, instructors need to ask questions, encourage the expression of diverse opinions, and involve students in a variety of hands-on activities that force them to be involved in their learning. As teachers we have to let the students ask about some doubt that they have. Ask questions and of couser let them know the answers that't one of the most important ways to develop critical thinking.

When students think critically, they actively engage in these processes:

• Communication
• Analysis
• Synthesis
• Problem-solving
• Evaluation

ONLINE COLLABORATIVE WRITING USING WIKIS.

As teachers we have to know that we can try or implement new ideas, new websites or new things that we can use it as a tool with our students and, of course as benefits for them to develop their language skills. According to the reading it says that at first it was a little bit weird and maybe dificult for learners try to discover or the pourpuse of the wikis use. Then, they explian that students star to enjoy writing in the wikis section, they audience who read their paragraph's. Teachers says that they have found many benefits and pros for all of them. Students can work by joing there with different classes or even do different schools. 

According to the reading it says that there are many wikis at the Internet it beacomes famous for the benefits that provides students. Teachers and students can create their own wikis for free. It is easy to learn and to use. These tool is pretty useful beacuse students can develop their writing skills by many proyects that the teacher can provide at wikis.

Creative Ways to Use Authentic Material

 It's no good trying to get your students fascinated by a text on the latest art movie if they are all fans of action films. You might as well save your time and energy and just use the text book!

Aren't authentic materials too difficult? Yes they are, but that's the point! Your text, written or recorded, is likely to be too hard, even, in some cases, for advanced students. The trick, regardless of the text used, is not to edit and grade the text, but to grade the task according to your students' abilities. This is for three reasons: most importantly, it reflects the kind of situation your students may face in an English-speaking environment, it saves you time and energy (more of an added bonus than a reason) and lastly it encourages and motivates your students when they can 'conquer' a real text.

When used correctly, authentic materials provide the flavor your class needs to complement the use of textbooks, worksheets and other foreign language teaching materials!
Maybe you’ve heard all about the activities you can do with authentic materials and how they increase student achievement, but you haven’t ventured to try them yet.
If it sounds a little intimidating, not to worry.
When people first think of authentic materials they usually assume that we are talking about newspaper and magazine articles. However, the term can also encompass such things as songs, web pages, radio & TV broadcasts, films, leaflets, flyers, posters, indeed anything written in the target language and used unedited in the classroom.

The materials used, will of course, depend on the 'usual' factors:

• topic
• target language area
• skills
• students' needs and interests

Using Internet-Based Children's Literature to Teach EFL (TESL_TEFL)

Hollywood and Disney may be coloring TV and the movies. But thanks to interactive websites with free children’s book and stories, the charm of princely tales and brave knights continues to endure.
For kids, children stories are the window to the outside world. Stories continue to make kids dream of great adventures, heroic princes, and beautiful princesses. And, a bit about ogres and monsters that heroes must battle to keep the world safe.

This paper explores some of the issues surrounding the development of Internet services in public library children's services. It notes that IT services have generally been undeveloped in children's libraries and that this trend must not continue with networked computer services. It recognises that the lack of net‐worked computer service provision in children's libraries may lead to them seeming ‘irrelevant’ and ‘old fashioned’ to their users. The paper focuses on literature and literacy issues in relation to information and communication technology (ICT). It notes that few libraries have been using ICT to support their literature‐based services. 

Speaking and listening online a survey of internet resources.

Developing listening skills comes “naturally” for some students, but with great difficulty for others. Acquiring listening skills can even be frustrating for some students. For some time, listening was regarded as a “passive” or “receptive” skill and, consequently, not particularly crucial as a skill area to be taught. 

The internet is widely used for language teaching and learning because it is rich in resources, especially audio and video. As part of our exploratory research, we surveyed 222 language teachers of a university in Vietnam regarding how they used the internet resources to teach listening and speaking skills. The results showed that teachers extensively used audiovisual materials from YouTube and news websites such as British Broadcasting Corporation, Voice of America, and Australian Broadcasting Corporation, etc. Those materials were helpful for students to practise listening and speaking skills. Suggestions are also made about how to exploit those resources effectively. Although the results are context-specific, they could be valuable lessons for other teaching staff and research. 

The use of technology outside the language classroom or in the self-access centre can make learners more autonomous. One key feature of using technology in learning is that it allows language practice and study away from the confines of the classroom at your own pace anywhere

CALL Me ... Maybe:  A Framework for Integrating  the Internet into ELT

According to the article there are many ways to integrate the internet into ELT. These different ways can help the students to develop many skills that they have. Also, it helps the teachers to facilitate the teaching process. 

Something that calls my attetion it was that students can watch videos at the classroom with the only pourpuse to learn something new or, teacher can use it as a warm up or any stage. Learners will be excited about something new in the classroom. Everybody loves learn in a different and funny way. Teachers can create a group on facebook to post videos, grammar structures, audios to help them to develop their skills. Nowdays, must of the students loves check social networks and they are checking it every hour. So, It will be almost impossible to ignore the content that the teacher share with them.

There is another part from all of these point of views. The ones who doesn't have access to Internet. We already discuss about the benefits using the internet in the classroom but, just for the ones who has Internet.

Blending technologies in ESL courses.

Blended learning refers to the combination of multimedia elements on a computer with classroom instruction with a teacher and peers. Although the TALL system began using blended learning over a decade ago, the concept has only recently gained currency in the world of computer assisted learning. 

The adoption of computer technology in all aspects of human lives in the last decade has led to its growing presence in educational settings. Teaching and learning do not have to take place in the traditional face-to-face classroom anymore and students increasingly expect some level of computer-mediated instruction in their college classes. This amount of

computer-mediated instruction can vary from, for example, students accessing the class syllabus and notes online to students taking part in online simulations of lab experiments.

According to Picciano (2009), classes where face-to-face and online activities are integrated in a planned, pedagogically valuable manner and where online activities replace a portion of face-to-face time are blended learning classes.

Effectiveness of the Integration of

ICT Tools and Activities to Foster

Awareness as the First Stage to

Reach Learning Autonomy

 

According to this article the autonomy of learning is the ability of students to improve and develop by them self under they responsability. Also, they can improve and develop different skills in the classroom by doing different kind of exercises usign ICT Tools it would be fun for them and also they will learn a lot developing their own skills. For that reason it is really important for teachers to being careful with activities that they would implement in the classroom for the students. We have the responsability to increase their cognitive process by activities in the classroom.

Acoording to this, pupils have to be responsable for their own learning process when they use ICT Tools to develop their skills. They sould watch the correct videos. Use the tools with the only one pourpuse of study what they have to study.

Computers and language learning: an overview argument 

Recent years have witnessed an explosion of interest in using computers for teaching and learning English as a second language language. A couple of years ago, the use of computers in language teaching and learning language was of the concern only to a small number of language teachers who were familiar with computers. But recently, computer assisted language learning (CALL) has received a great deal of attention of many English and foreign language instructors.

Now days, using technology in the clasroom it is really important for the students and for the teacher. Computers, cellphones or others technologycal tools helps to develop or to improve many different skills of the students. Computer and teacher are considered to be as rivals, while they should be seen as compliments to each other.

Using technologycal tools in our generation is indisputable because it beacomes helpful and one of the most important ways to try to get jobs or to study online. Also, it beacomes easier for the teachers or pupils to communicate, share different kind of important information by posting Online presentatios, using blogs or searching at the web.

As a teachers we have the benefits to have all of these kind of eletronic tools to implement in the classroom and, also to learn in a creative way.