Blended learning and its implementation to ELT

According to Whitakker (2013), It is said that the term 'blended learning' has its origins in business and uses several methods to deliver learning by combining traditional classroom interactions with online and offline activities. Although there is little consensus on its definition, we can take in consideration three different fields. The first one is related to corporate training in which learning programs are used for reducing both training costs and increasing performance. It’s generally a one-time session for a single group of people who get together to deal about a particular subject matter having in mind the goals of the organization. 

 The following definition according to Whittaker (2013) is linked to higher education in which blended classrooms allow greater flexibility for students to enhance their understanding by delivering online instruction and evaluation. Finally, according to Claire Whittaker, English language teaching blended learning 'is the term most commonly used to refer to any combination of face-to-face teaching with computer technology' (Whittaker, 2013:12). In this way we make an effort to identify the ideal mix of course delivery to give the most efficient language learning.

     

   Focusing on ELT, blended learning has a large amount of advantages such as low costs, convenience, and it brings students the possibility to work at their own pace, according to Sharma and Barrett (2007) in Whittaker (2013e). Moreover, Hockly (2008) in Whittaker (2013) provides other three reasons for employing blended learning in ELT: learner`s expectations regarding technology being integrated into their lessons; flexibility referring to the possibility to relate learning to students busy lives; and the fact that in some contexts the Ministry of Education directives require teachers to include blended learning. For these reasons, blended learning after receiving some face-to-face teaching could be beneficial both for learners and teachers.

   In conclusion, it can be considered that enhancing face-to-face teaching and blended learning mediated by technological devices provides students with opportunities to improve their learning and be protagonists of their learning process by having the time to work at their own pace. Because of this, teachers should really try to implement this approach to their classrooms.

Find out here how blended learning is implemented:

References:

- Tomlinson, B (ed) and Whittaker, C (ed). (2013). Blended Learning in English Language Teacher: Course Design and Implementation. British Council.

- Video:  https://www.youtube.com/watch?v=I3UII8xmzSk 

Web 2.0 in education.

According to Rouse (2015), Web 2.0 is the online technology that it is used nowadays allowing more collaboration and interaction than its previous version, web 1.0. With web 1.0 people only could see content online and download it. Instead, web 2.0 allows users to edit other person’s works, to interact with other users and to work collaboratively online. So it can be said that an important characteristic of web 2.0 that differentiate it from web 1.0 is its social function. Types of social media sites and applications include forums, microblogging, social networking (Facebook, Twitter, Google +), social bookmarking, social curation (Pinterest, Instagram, Reddit), and wikis (Wikipedia).

Web 2.0 tools:

One tool that teachers can use in their classroom, is Voki. Taking into account Kemp (2013), this is a free application in which students and teachers can create their own talking avatar and then this characters can be uploaded to the social medias. Teachers can use this tool to give feedback to students, to design tasks in which students have to record themselves to give an oral presentation, for example, so as to not feel nervous speaking in front of the class. Besides, by listening to their recordings, students can improve pronunciation. This is the link to Voki: http://www.voki.com/

An example of a Voki avatar. 

Another web 2.0 tool is Word It Out, an application to create word clouds by pasting and original text. The application generates a word cloud containing the words in the text. Then users can choose the font, the colours, the layout, the size of the word cloud. Also, one can decide how many times you want a word to appear and the total number of words to be included in the word cloud. In some cases, the word that is more frequent in the original text is the largest in the word cloud. The final work can be shared to the world or saved in a computer. Here is the link to access Word It Out: https://worditout.com/

Here are more examples of web 2.0 in education:

These are some of the great amount of tools that web 2.0 offers teachers to implement in their classrooms and make the teaching/learning process more original, engaging and funny. You should really try to make use of these technologies that facilitates our work and are accessible to all of us.

References:

- Kemp, C (2013). What is voki and how do I use it in the classroom. Retrieved from  http://mrkempnz.com/2013/03/what-is-voki-and-how-do-i-use-it-in-the-classroom.html
- Rouse, M (2015). Web 2.0. Retrieved from http://whatis.techtarget.com/definition/Web-20-or-Web-2

SAMR model and the implementation of technology in the classroom.

According to Scrock (2017), the SAMR model is a framework created by Dr. Ruben Puentedura. The acronym stands for the four levels of Substitution, Augmentation, Modification and Redefinition. This model helps educators to introduce technology into teaching and learning by enhancing technology and pedagogy. When using efficient digital tools that are appropriate for the task, the integration of technology in the classroom becomes significant.

Through the different levels of Substitution, Augmentation, Modification and Redefinition, the SAMR model transitions from small enhancements to total transformation. The mentioned levels can be defined in the following way:

Accroding to Spencer (2015), in the substitution and augmentation level, teachers can use technology to accomplish traditional tasks, an example of substitution would be when teachers ask students to type an essay in their laptops; here technology only substitute the paper. In the augmentation layer, students can be asked to type the essay in a Google Doc where they have the option self-correct their work.With modification the learning is more significant, the essay now is posted in a blog so it can be seen by an authentic audience who can make comments and give feedback on it, for instance. However, the real learning comes when students are engaged in learning experiences that could not be accomplished without technology, this is the redefinition level. Here students can co-write these blogs with experts from around the world through video conferences, for example.

Here is a video that shows very clearly what has been previously said:

In conclusion, it can be stated that lessons are much more interactive and collaborative when using technology, and the most important fact is that learner can become active participants in their learning. Through the SAMR model educators can achieve this learners’ involvement in the lesson being taught.

For more information you can visit Dr. Puentedura’s blog: http://hippasus.com/blog/

References:

Common Sense Education (2016, July 12) “What is the SAMR Model?” Retrieved from https://www.youtube.com/watch?v=9b5yvgKQdqE&feature=youtu.be

Schrock, K. (2017) “Resources to support the SAMR Model” Retrieved from http://www.schrockguide.net/samr.html

Spencer, J. (2015, November 3) “What is the SAMR Model and what does it look like in schools?” Retrieved from https://www.youtube.com/watch?v=SC5ARwUkVQg&feature=youtu.be

Technological Pedagogical Content Knowledge (TPACK)

  

    According to Koehler and Mishra (2009), TPACK is a framework that teachers can use to help them identify knowledge they might need to focus on to be able to teach effectively with technology. It builds upon the work of Shulman's idea of Pedagogical Content Knowledge (PCK). According to Cochran (1997) PCK is a knowledge specific of the teaching field and it is based on the way theachers relate what they know about what they are teaching  and what they know about teaching.
    TPACK goes beyond the three primary knowledge described by Mishra and Koehler (2009) and refers to the itegration of them:
Pedagogical knowledge (PK): how to teach effectively certain content.
Content knowledge (CK): to be acquainted with the content being taught.
Technological knowledge (TK): to be updated with the latest technologies and how to use them.

   This image explains how the components involved in TPACK are related:





   Here is a video with a clear explanation of the TPACK framework:

    In our case, we have dealt with the First Conditional with students of a fifth year in a State school in Santa Fe. As a final project we will ask students to work with Movie Maker. Here they have to display a series of photographs that show a possible situation and its consequence. Also, they have record themselves saying the corresponding sentence using the First Conditional. While watching the pictures, the class will listen to the recording.

     For example:

                       If it rains tomorrow, I won't go to the park.



     In our opinion, the TPACK framework is very useful because it implements the use of technology in the classroom and this also allows teachers to be constantly aware of the students' contexts/backgrounds and interests. Regarding our experience using TPACK, it can be said that it was challenging and difficult since we tend to find a resource and then decide what we can do with it. With this framework first teachers have to think about the content they want to teach, then they have to think about how to teach that content and finally find a technological resource that allows the teaching of that content. We can finally say that this framework is very helpful and teachers should really try to implement it.

   



References:

- Kochran, K. (1997). Pedagogical Content Knowledge: Teachers' Integration of Subject Matter, Pedagogy, Students, and Learning Environments. University of Northern Colorado. Retrieved from https://www.narst.org/publications/research/pck.cfm                                                           

- Koehler, M (2012). TPACK explained. Retrieved from http://tpack.org/  

Digital literacies in the classroom

    Digital literacy is a relevant topic because technology is changing faster than ever. For this reason it is significant to have the right competencies to enhance knowledge in society. According Hockley 'digital literacies refer to our ability to effectively make use of the technologies at our disposal' Hockely,N. (2013). This means the effective usage, knowledge and 
skills of digital devices for purposes of communication, expression, collaboration and creativity. This picture shows what we teach when dealing with digital literacy:

   

       We can divide digital literacies into four categories according to Hockly (2013). The ones that centers on: 

Information: the ability of not only finding the information but also assessing it.

Language: The incorporaron of both print literacies and texting literacies. 

Connections: It not only reflects personal identity but also it is a resourse for socializing. 

(re)design: The re creation of media into a renovated and shocking one.

   
     But why is it necessary for schools to teach digital literacy? When used in ways that intensifies learning, new technologies can help students develop and practice different skills. Most teachers believe that children are naturally skilled in using technology since they have been in contact with it from a very young age. Besides this technology can be used to motivate students due to the fact that they can enjoy it. Furthermore, it reaches students of various learning styles and allows them to create and design their own outcome which reflects their personalities and learning needs as well as giving students the chance to study technology which increases job opportunities.

   

    In addition to this, the teacher's job is important to have a close-up relation with digital technology in order to prepare students to excel not just in school, but also in the future workplace and throughout their lives. As teachers, we need to carefully think of which technological tools should be used in the classroom in engaging and original ways to improve student learning. It is also important to  provide students with authentic learning opportunities that are enhanced through digital technologies. 

   

    Finally, the goal of all teachers is to promote critical and innovative thinking and collaborative work in their students. Incorporating Digital Literacies into lessons can avoid the traditional face to face classroom relationship and through this teachers can ease their student's construction of knowledge and meaning.

    In our opinion, students should be encouraged to use digitial tools in the classroom since technology is part of their daily life. The implementation of thechnology enhace students skills in many senses and also can help them in their futures, for example when trying to find a job. Undoubtedly, also teachers need to be well trained in order to be prepared to incorporate technology in the classroom and help students to use it appropiately for educational purposes.

References: 

- Hockly, N. (2013) "Digital Literacies: What are they and why should we care"

Teachers’ roles and “Digital Natives"

      Originally, the role of the teacher was restricted by the transmission of content, and students were passive receivers of that content. Nowadays, the role of the teacher has changed. Now the teacher has to assume different roles. For example, facilitator, second mother, organizer, motivator, councellor, mediator, and so on.

    Moreover, with the development of new technologies, teachers must adapt to a new kind of student: the Digital Native. According to Prensky (2001) nowaday's students are digital natives since they were born sorrounded by technology. On the contrary, Digital Inmigrats are people who are not acquainted with this digital environment. Digital natives speak a compleatly different language and they have other ways to interact with the world.
It can be said that Digital Natives and Immigrants have different ways to process information. While Digital Immigrants learn in a linear and logical way, Natives consider everything as a whole and at the same time. They can study and learn things even with the TV on.
    We agree with Prensky when he says that “It’s just dumb (and lazy) of educators-not to mention ineffective- to presume that (despite their traditions) the Digital Inmigrant way is the only way to teach, and that the Digital Natives’ language is not as capable as their own of encompassing any and every idea” (Prensky, 2001). It is known that there are several ways of teaching a particular content adapting it to the students. Teachers should find effective methods to employ in every school subject and have students as model to follow.

              
     Teachers tend to assume that students are contaminated by the new technologies and social networks. This is not true because learners and educators can benefit from these issues. We think that Digital Inmigrants should try not to believe that their way of teaching is the only one. They should be willing to incorporate new technology in the classroom every time they can. In this way students would feel that teachers take their learning styles into consideration. including songs, videos, websites, etc. in our teaching, the acquisition of new content could be produced effectively and successfully.

References:

Prensky,M. “Digital Natives, Digital Inmigrants” (2001) pp. 1 and 6