Notes
Slide Show
Outline
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Going Beyond Links into Interactivity:
Uses of Technology
  • Deborah Healey
  • English Language Institute
  • Oregon State University
  • deborah.healey@oregonstate.edu
  • http://oregonstate.edu/~healeyd


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Agenda
  • Uses of computers and the Internet in education
    • Communication
    • Interactive writing
    • Web page creation
  • Advantages and disadvantages
  • Future possibilities
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“Brain food,” not “eye candy”
  • Computers and the Internet provide tremendous possibilities for learning and teaching --
  • if we can keep our focus on pedagogy, not technology.
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Common uses
  • Reading online information
  • Searching for online information
  • Personal email
  • Word-processing essays
  • Drill and practice (often self-study)     <
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More educational uses
  • Using communication tools online
    • Chat
    • Online discussion
    • MOO – creating an environment
  • Interactive writing
  • Creating web pages
    • Static and dynamic
    • Weblog (blog)
  • Creating online courses
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Communication
  • Email
    • Teacher-student, student-student
    • Class-external class: keypals http://ilc2.doshisha.ac.jp/users/ kkitao/online/www/keypal.htm
    • Professional mailing lists www.lsoft.com/catalist.html or Google Groups
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Communication
  • Online discussion
    • Class site http://www.nicenet.org
    • General sites by interest www.eslcafe.com
  • Chat
  • MOO
  • Process writing – critiquing, editing, rewriting


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Nicenet – www.nicenet.org
  • Free online discussion site
  • Teachers create classes
  • Discussion forum
  • Course links
  • Course documents
  • Course schedule
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Chat
  • Fluency, not form
  • Needs to be carefully monitored
  • Short activities
  • Class vs public chatrooms >
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MOOs
  • Multi-user, object-oriented environments
  • Text or graphical
  • SchMOOze (text)
  • TappedIn (somewhat graphical)
  • Like a club >
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SchMOOze
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TappedIn
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Quick survey
Red/orange = use now or could use
Blue/green = no interest or not useful
  • Email to communicate with students
  • Email to turn in homework
  • Professional discussion lists for students
  • Online discussion
  • Chat
  • MOO
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Microsoft Word tools
  • Teacher-student, student-student interaction
  • Insert comments
  • Track changes
  • AutoSummarize
  • --demonstration—
    • Comment sample
    • Summary sample
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Quick survey
Red/orange = use now or could use
Blue/green = no interest or not useful
  • Word-processed homework
  • Insert comments
  • Track changes
  • Autosummarize
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Reflection
  • How would using an online discussion change your class? (How has it changed your class?)
  • How could you use Track Changes and Insert Comments?
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Break
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Creating Static Pages
  • Web editors - page with links
  • Save Favorites into a page
  • MS Word  - save as HTML
  • Clip art
    • Microsoft Clip Gallery
    • www.clipartconnection.com
  • Content counts
  • <
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Dynamic exercises
  • http://www.pacificnet.net/~sperling/quiz/cw1.html  ol (click and check when done)
  • http://www.aitech.ac.jp/~iteslj/quizzes/js/dt/mc-2000-01syn.html  ol (click and check each one)
  • http://www.aitech.ac.jp/~iteslj/quizzes/js/ck/ed-caps.html (type in answers)
  • http://web2.uvcs.uvic.ca/elc/studyzone/200/ reading/smicat1.htm ol
  • http://www.aitech.ac.jp/~itesls/sp/ ol
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A sampling of sites
  • Cobuild concordancer: http://titania.cobuild.collins.co.uk/ direct_demo.html
  • ITools: http://www.itools.com/            ol
  • Action mazes: http://www.tuj.ac.jp/cite/landlady/llady1.htm  ol
  • Create your own quizzes: download Hot Potatoes
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Hot Potatoes
  • Create exercises
    • Matching
    • Gap-fill
    • Crossword
    • Multiple choice
    • Jumbled sentence/paragraph
  • Have learners create exercises
    • Deeper level of processing
    • Less work for the teacher
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Comments
  • From those who tried Hot Potatoes
    • Was it easy?
    • What classroom uses can you see?
  • Graphics, sound, Thai content     <
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Weblog - blog
  • Personal narrative online
  • Links to other narratives
  • Public diary
  • Diaryland.com as an example
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Online courses
  • Not just lecture notes online
  • Need a lot of infrastructure
    • Technical support for teachers and students
    • Secure server - audio and video
  • Harder to motivate distant students
  • Need to build community
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Hybrid courses
  • Online parts, face-to-face parts
  • More and more common
  • Easier than full online courses
  • Less infrastructure needed
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Quick survey
Red/orange = use now or could use
Blue/green = no interest or not useful
  • Online exercises
  • Teacher-generated exercises
  • Student-generated exercises
  • Blog
  • Fully online courses
  • Hybrid courses           <
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Role of the Teacher
  • Creating a learning space – setting questions to be answered
  • Selecting material and tasks
    • Enabling different learning styles and intelligences
  • Creating material - HotPotatoes authoring
  • Bringing it back to the classroom and the curriculum                           <
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Changes in teaching
  • Having information doesn’t make teachers special
    • MIT Open Courseware is information for anyone
    • What is the value added by the teacher?
  • Students can research anything their teachers say              <
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Sample interaction
  • Posted by M__ on Tuesday, 19 February 2002, at 12:56 a.m.
  • Can we say "society problem" instead of "social problem"? Ex: We have more and more society problems.
  • Thanks for replying.
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Response
  • Posted by D__ on Tuesday, 19 February 2002, at 3:50 a.m.
  • You can say 'We are getting more and more problems in society', or you need to use the possessive, i.e. 'Society's problems are increasing' or 'The problems of society are increasing.' But 'society problem' is not a compound noun, like e.g. 'traffic lights' (you shouldn't say 'traffic's lights').
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Constructivist Approach
  • Students create their own meaning from directed projects
  • Students are active and engaged
  • One-computer class or lab
  • From learning to acquisition - internalizing information <


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A note on plagiarism
  • Easy access to online information = easier plagiarism
  • Evaluate means and ends
  • Easy to detect plagiarism
    • Web search for key phrases
    • Cloze – 20% vs. 80%
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Future possibilities
  • “Just in time” learning
    • Hand-held computers using wireless technology
  • Video will be realistically usable on the Internet
  • Video chat
  • Sophisticated file sharing - Napster-style model
  • Better machine translation                       <
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Side note… artificial intelligence
  • Wakamaru
    • Small human-size robot
    • Responds to questions
    • Does web searches


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More possibilities
  • Fee-based Internet
  • Textbooks with websites will be as common as texts with tapes
  • E-books in wide use
    • Annotate digital copies
    • Access notes
    • Use an electronic dictionary
    • Link to related websites
    • Join an online discussion                       <
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Comments from Peter Drucker
  • It’s not the basic new technology that makes the greatest change, but something that emerges.
  • The revolution comes in new connections among people, not in the new technologies themselves.
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Reflection
  • What might be useful?
  • How could you use these possibilities in your class?
  • What will you try?
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Discussion
  • Discussion/Q&A
  • Try it yourself this afternoon