In this task teacher trainees from local institutions create technology-based tasks for their partnering groups for evaluation and implementation.
Institution reporting the task:
Language of task instructions:
English
Target Group:
Foreign language teachers
Level:
| B2 |
|---|
| C1 |
| C2 |
References and acknowledgements:
None
Type:
Collaborative tasks
Estimated Duration:
3 sessions
Topic:
task design
Tags:
| task design |
|---|
| technology |
| teacher training |
Acknowledgements:
None
Language Configurations:
Lingua Franca
Language(s) that the task can be used in:
Any
Dominant language production:
Writing/reading asynchronous
Target Competences:
Teaching skills
Specific pedagogical objectives:
Development of student online teaching skills
Suggested Communication Tools:
| Moodle-like |
|---|
| Blogs |
Suggested Resources:
Sugegsted technologies for language tasks:
Podcasting: Vocaroo, Chirbit,Woices, Knovio.Screencastomatic, SoundBible, Myna
Speaking tools:Voxopop,Voicethread, Recordr,Intervue.me ( for video interviews), Sketchcast (fro drawing on a virtual whiteboard and speaking), Socialhangouts- (for social video chat).
- Smartboard
Collaborative tools: wiki,Google docs,Prezi/sliderocket (for presenting),Writeboard,Novlet
Blogs:WordPress,Google, Blogger
Teleconferencing:Skype, Socialhangouts,Bigmarker
Video editing:Windows movie maker,Animoto
Webdesign:Weebly,Google sites
Text publishing:Scribd,Storybird,JustpasteIt,Penzu,Writeboard,Vovlet,Piclits
- Mobile technology
Instructions:
The students are given a range of technologies with potential for pedagogical use (e.g wiki, blogs, mobile technology, voice-recording tools). Working in their local groups they decide which of the technologies they want to base the task on, design one and then send the draft for their partners for quality feedback (see the attached documents).
The final task product should include the following elements:
- · Description of the target group (age and level ) and the context in which the task is to be used (course content/type/ subject).
· Clearly stated objectives, procedure, instructions, teaching aids, the final product of the activity and how it is going to be assessed.
· Brief explanation of how the tool can enhance intercultural, multiliteracy or linguistic skills. This should be tied to the literature overview that the students have done prior to designing the activity. If the students are going to use more than one tool they should explain the connection between the tools and explain why they chose them. Some questions to think about are:
– How does this tech tool contribute to the teaching of language through technology?
– How much learner training is involved in using this tech tool in a language classroom?
The sudents need to remember that the task will be administered to their partner group, so all the instructions should be very clear!
Learner Texts:
None
Document related to the task:
Criteria for Completion:
The task created by the students should meet all the requirements provided in the task format document.
Comments and suggestions:
The students can be prompted to consult the teacher for related literature, so that you have a broader knowledge of how a particular technology can be used and how it can foster language acquisition or multiliteracy development. Depending on the syllabus, the students may also be required to give some theoretical justification to their task.
Author/copyright:
dr Carolin Fuchs, dr Malgorzata Kurek, dr Gina Chen
