Integrating ICT-Based Content in Teaching and Learning ENGLISH
Transcription
Integrating ICT-Based Content in Teaching and Learning ENGLISH
Integrating ICT-Based Content in Teaching and Learning ENGLISH 2006 © MDeC TABLE OF CONTENTS 2 Introduction 3 Activity 1 Getting to Know You (Ice Breaking) 6 Activity 2 Current Practice on Courseware Integration 7 Activity 3 Exploring Available Courseware (CW) 8 Activity 4 Integration and CALL (Lecture) 11 Activity 5 Integrating Courseware in the Classroom (Hands-On) 21 Activity 6 Ingegrating Courseware in the Computer Laboratory 22 Activity 7 Presentation of Lesson Plan Integrating Courseware 23 Closure Follow-up Activities for Sustainability 25 Appendix 1 Lesson Plan 1 26 Appendix 2 Guidelines in Integrating Courseware 30 Appendix 3 Lesson Plan 2 34 Appendix 4 CALL Evaluation Form 41 Appendix 5 Questionnaire for Lesson Plan 2 42 Appendix 6 Lesson Plan Evaluation Form 44 INTRODUCTION In 1996, Malaysia identified information and communication technology (ICT) as the precursor for the country’s transformation from a production-based economy to a knowledge-based economy (Malaysian Smart School Roadmap 2005-2020). To realize this goal, the Smart School Flagship under the Multimedia Super Corridor initiative was created between the Ministry of Education (MoE) and the Multimedia Development Corporation (MDeC). One of the major functions of the MDeC is to ensure that the Smart School project is able to produce students who are ready for a dynamic information age through an education system fueled by an innovative ICTbased curriculum. As part of this initiative, the MoE has taken various efforts to ensure that all schools, other than the Smart schools, are geared towards making ICT as part of the culture of learning. For instance. various MoE divisions such as the Curriculum Development Centre (CDC), Bahagian Pendidikan Guru (BPG), Bahagian Teknologi Pendidikan (BTP) and so forth, have been actively involved in encouraging schools to adopt an ICT-based education delivery approach. One such effort of these divisions is the production of a variety of courseware (CW) for almost all subjects taught in schools. This CW is for both teaching and learning purposes and is distributed directly to teachers in school. The government’s plan for integration of ICT in education was first initiated under the Eighth Malaysia Plan and is currently being reinforced under the recent Ninth Malaysia Plan 2006-2010. The concept of e-education requires that teachers in schools are equipped with knowledge and technical know-how of using ICT in their T&L in schools. However, research and school observation reports show that teachers in schools are not fully “embracing” this ICT-based T&L initiative due to various reasons. One reason often quoted by many teachers is the current exam focus and exam-oriented system of T&L in schools. Teachers are pressured to produce students who are high-performers in the standardized examinations. Constraints of time and even infrastructure are impediments towards the integration of ICT in schools. In addition, many teachers may not be knowledgeable about approaches to the integration of ICT in T&L in school contexts. 3 Teachers need to realize that no technology is a success in and of itself. Computers do not necessarily ensure successful learning. It is the methodology or how the learning environment is managed or structured in creating an environment conducive for T&L that determines the success of lessons. There are still a number of teachers who remain skeptical and are resistant to the integration of ICT-based materials in their T&L. A paradigm shift needs to occur among teachers that can transform them from having a rigid view of technology as time-consuming and as “bolt-ons” to a more open view in that anything that could improve T&L is worth attempting. As language teachers, we have used various new media that have come our way from the use of gramophones to reel-to-reel tape recorders to language laboratories (Davies, 2006; Towndrow & Vallance, 2002). Teachers need to initially understand the potential and characteristics of ICT-based materials so that these materials can be effectively integrated into teachers’ teaching. In addition, an understanding of the nature of language learning and teaching is essential so that materials can be exploited to enhance T&L. 4 This module comprises guidelines on how ICT (specifically English Language courseware) can be integrated into the teaching and learning (T&L) of English in the classroom and in the computer laboratory. The main objectives of the workshop are as follows: 1. To help teachers understand the role of Computer-Assisted Language Learning (CALL) in English language pedagogy. 2. To expose teachers to the application of ICT in T&L of English based on established theories of language learning and teaching. 3. To raise teachers’ awareness of various approaches to the integration of ICT in T&L of English in the classroom and in the computer laboratory. 4. To assist teachers in the evaluation of suitable and effective CW for use in the English language classroom and computer laboratory. 5. To encourage the spirit of sharing best practices of ICT integration among Bestari or SMART school teachers. 6. To help teachers develop simple English language lesson plans that incorporate the use of ICT, in particular, in the use of MoE CW. Expected Learning Outcomes By the end of the workshop, participants will be able to: 1. Understand the role of Computer-Assisted Language Learning (CALL) in the classroom and computer laboratory; 2. Understand the general underlying learning theories of methods of T&L English; 3. Understand methodology in integrating CW in English language teaching for the classroom and the computer laboratory; 4. Develop simple lesson plans for the integration of available CW in English lessons; 5. Identify contexts within an English lesson for the inclusion of CW materials; 6. Evaluate CW integration methods of T&L English; and 7. Evaluate available CALL CW using a CALL software evaluation form. Learning Strategy In the workshop, participants are expected to: 1. Actively listen to a brief lecture on CALL and its role in the English language classroom and on learning theories in CW integration; 2. Actively participate in discussions and in “hands-on” sessions; 3. Evaluate available CW for its strengths and limitations; 4. Identify and categorize available English language CW provided by the MoE; 5. Critique and discuss sample lesson plans for merits and limitations; 6. Share ideas and best practices with workshop participants; 7. Develop lesson plans for the integration of ICT (specifically CW) in English lessons; and 8. Reflect on the potential and limitations of the workshop content and activities and its applicability to the context of the language classroom and computer laboratory in school. 5 ACTIVITY 1 Getting to Know You (Ice Breaking) Instructions to Participants 1. You need a piece of A4 paper. 2. Fold it three times. 3. Cut up the paper into eight little pieces. 4. Collect the following information from eight different people (people you do not know): 6 • Name • Telephone Number • Email address • Short answers to the following questions: (a) What is the worst situation you have experienced in your teaching career? (b) What is the best experience you went though in your teaching career? 5. The facilitator will inform you of what you need to do next for this activity. ACTIVITY 2 Surveying Current Practice on Courseware Integration in Teaching and Learning the English Language [30 minutes] Introduction The purpose of this session is to share teachers’ experience, knowledge, and perspective in the integration of ICT, in general, and language CW in particular in the teaching and learning of English in the classroom or in the computer laboratory. It is important that SMART School teachers contribute ideas and best practices to teachers in other schools in light of the fact that SMART School teachers act as role models in the enculturation of ICT in pedagogy in Malaysian schools. Learning Outcomes By the end of this activity, teachers will be able to identify the current method/ practice of integrating CW in the T&L of English in the classroom or in the computer laboratory. Instructions to Participants TOPIC: How are they doing it now? 1. Working in groups, share your current methods of integrating CW in your English lessons. Discuss what works for you and for your colleagues in school. You may focus on the following questions to help you in your discussion: (a) What is your understanding of “integration” in T&L in terms of using ICT? (b) What level/s (standard or form) do you teach at your school? (c) What are the available software/hardware? (d) What are the available CWs? (e) Do the teachers in your school “integrate” ICT into their teaching? CWs? In the classroom? In the computer laboratory? (f) How do they do it? How do you do it? Why? (g) Are the efforts successful/problematic? [10 mins] 2. Choose a representative from your group to share ideas with everyone in the session. This is a Q&A session. [15 mins] 3. Your facilitator will summarize the current methods/practices discussed. [5 mins] 7 ACTIVITY 3 Exploring Available Courseware (CW) [60 minutes] Introduction The purpose of this session is to provide teachers with the opportunity to examine the available CW provided by the various divisions of the MoE. Teachers will examine the CW and evaluate the CW in terms of relevance, attractiveness, usefulness and so forth. Learning Outcomes By the end of the activity, teachers will be able to: 1. identify elements in the CW that can be integrated in a lesson for a particular level of students; 8 2. explore the potential of the CW for T&L English in the classroom or in the computer laboratory; and 3. identify technical features of the CW that help motivate students to learn Instructions to Participants In groups, explore the CW given to your group. Allow a group member to be the navigator. The other group members can help identify the elements of the CW. Note down some characteristics of the CW. Your findings will be shared with the other teachers in the session. Use the following questions to help you with the activity: [30 mins] 1. Explore the CDs provided to you. 2. Choose either primary or secondary school CW (depending upon what levels you teach). 3. For what level is the CW intended? What proficiency level of English? 4. Study some of the elements in the CW that you think are relevant and useful for your students. 5. What are some strengths/limitations? 6. Are there any technical problems in navigation? 7. What problems do you foresee if you were to use the CW? 8. Think about some possible ways you can use the CW to teach English for to students. 9. How can you integrate the CW with other teaching materials? 10. Discuss with your group members. Write down the main points for the ideas above and share with other groups. 11. Choose a representative to go to the front of the room and outline some main findings. This is a Q&A part of the session. Be ready to help your representative with some answers/clarifications. [25 mins] 12. Your facilitator will summarize some findings of the activity. (Use the Discussion Form: Activity 3 provided.) 9 Discussion Form: Activity 3 Group Name: Group Members: Name of Courseware: Level: Questions Raised 1. 2. 10 3. 4. 5. 6. Main Discussion Points ACTIVITY 4(a) Integration and Computer-Assisted Language Learning (CALL) Introduction This session comprises a brief lecture on the following main topic: The Meaning of Integration in Computer-Assisted Language Learning The objective of this presentation is to provide teachers with some basic ideas/ assumptions of the theories and principles underlying the various methods of language T&L within the discipline of Teaching English as a Second/Foreign Language (TESL/ TEFL). In addition, teachers are provided with current perspectives of the role of ICT in English language T&L. Learning Outcomes By the end of this session, teachers will be able to: 1. Understand the underlying assumptions for various methods of language teaching and to realize the relationship between theories of language T&L and the specific technique or procedure used. 2. Understand the role of ICT in language T&L and how the characteristics of the technology can be used to teach English. 3. Identify effective elements of CWs that can be integrated into teachers’ teaching lesson. 4. Evaluate positive and negative elements of the available CW. 5. Decide on what, when, how, and why of CW integration in lessons. 11 COMPUTER-ASSISTED LANGUAGE LEARNING AND INTEGRATION It is not what ICT can do, but what the teacher can do with ICT. Davies (2006:16) 1. What is CALL? CALL is a “short-form” or acronym for Computer-Assisted Language Learning. It can be defined as any specifically-designed or generic software and any form of ICT-supported medium used to promote language learning (Towndrow & Vallance, 2002) The term originated in the USA and is commonly associated with programmed instruction (Wikepedia, 2006). And hence, its original term ComputerAssisted Language Instruction or CALI, however, after the 1980s it became more commonly known as CALL. Another alternative term began to be used in the early 1990s, Technology Enhanced language Learning (TELL); however, it was not popularly used and until today, CALL is the accepted, dominant terminology. Current CALL software is based on CD-Rom and DVD technology. The widely used form is Web-based CALL which uses whole-class teaching with interactive whiteboards, blogs and podcasts (Felix, 2001). Today, the Internet has become synonymous with CALL whereby educators are beginning to base lessons on online learning modes using the Internet as a main teaching and learning resource. Thus, CALL is an approach to language T&L that uses computer technology to help in presentation, reinforcement and assessment of material to be learned. A great amount of CALL material includes interactive elements (Wikepedia, 2006). It must be mentioned that in the early days of CALL, educators focused more on the technological elements rather than on pedagogical and methodological issues. An earlier criticism of CALL was that learners work individually in an isolated learning environment. However, various studies showed that computers help promote team work and also use of the target language (Piper, 1986; Sperling, 1997; Warschauer & Healey, 1998). 12 2. Development of CALL Warschauer (1996), traced the development of CALL in three phases. He categorized CALL into (a) behavioristic CALL, (b) communicative CALL, and (c) integrative CALL. Behavioristic CALL began in the early 1950s and thus was based on the then dominant behaviorist learning theories. A distinctive feature is “drill and practice” or what Warschauer termed “drill and kill”. The underlying theory of learning is that language learning is concerned with forming habits. Thus, learners need drills and much practice of the target language as a way of overcoming the formation of “bad habits” of the first or native language (Brown, 2001). Evidently, courseware (CW) produced for language teaching and learning is based on the model of the computer as a tutor (Taylor, 1980 cited in Warschauer, 1999). Rationales for the importance of drill and practice include the idea that repeated exposure to the target language (TL) is beneficial and computers are effective as “drill masters” unlike human teachers who may get bored with repetitive practice. In addition, computers are capable of providing immediate non-judgmental feedback The second phase of CALL, based on a communicative approach to teaching, was prominent in the 1970s and 1980s. The courseware developed was based on the premise that language learning should be as authentic as possible and that mirrors communication in real life situations (Brown, 2001). Some of the characteristics of communicative CALL are the: (a) focus on using forms rather than on the forms themselves, (b) teaches grammar implicitly and not explicitly, (c) avoids telling students they are wrong, and (d) avoids doing things that a book can do just as well (Warschauer, 2006:2). Language practice in CWs are in nondrill format . Some educators think that communicative CWs are extensions of the behaviorist CWs. The final phase of CALL development is integrative CALL. This third type is based on multimedia computers and the Internet. A variety of media can be accessed from a single computer such as text, graphics, sound, animation, and video (Warschauer, 2006:3). Integrative CALL has many advantages such as providing an authentic learning environment, skills are easily integrated (reading, writing, listening), allows for self-paced learning, and able to focus not only on content, but on other related content via links. As we can observe from the development of CALL above, it is inevitable that computer-based T&L is a crucial part of students’ education. Teachers need to ensure that students are “computer literate” so that learners can make full use of the available technology to improve language learning. 3. What is “integration”? Most teachers find the attempt to integrate CALL into teaching as a challenging task compared to integrating course books (Davies, 2006). A possible reason could be that textbooks have been in existence much longer than computers and thus do not pose many problems technically and psychologically. Using computer-based technology to teach language is still considered a non-mainstream practice in schools. Teachers often view computers as an “add-on” or complementary material, and not as the core of learning. Computers are often seen as time-consuming and irrelevant in content (mismatch with the school syllabus). Furthermore, because language classes have limited time allocation and an exam-oriented curriculum, using computers or other ICT technology seemed a burden to the teachers. 13 Integration can be viewed from the perspective of methodology. As mentioned in the previous chapter, a medium of teaching and its content is never an “intrinsically a good resource”. It is how the medium is used as part of the T&L process that determines the success of the lesson. It is the way the teacher structures the learning environment, the resources that she/he provide and the ways in which delivery occurs (McCarthy, 1999). McCarthy (1999) emphasizes the significance of integration in CALL, in fact, he views integration as the sine qua non of CALL. Integration of CALL can be viewed from three levels; integration at the institutional level, departmental level, and at the individual teacher level. The first level can refer to the school level whereby there is a school policy about the use of ICT. If a school views ICT as a crucial element of T&L, then efforts toward issues concerning hardware, technical support and so forth will be addressed enthusiastically by the school authorities. The second level could refer to groups of teachers within the school such as the subject head teachers (e.g. guru panitia). If this group of teachers are convinced that ICT can be part of T&L, then teachers will be given more support to practice integration in their T&L. The final level of integration, and the most significant level is that at the individual teacher level. Teachers who are committed to use ICT in their T&L will often work hard towards ensuring that lessons integrated with CALL materials such as CW will enhance learning. According to Davies (2006:6), part of the effort to ensure a successful lesson in integrating CALL, a teacher needs to consider the following factors: (a) Ensure that students are adequately prepared linguistically and technically to use the CW or ICT material. (b) The necessary files or documents have been retrieved. (c) The necessary hardware is available. (d) There is follow-up or extension activities by recycling the language learned in the CW or ICT material in new contexts in future lessons using the appropriate resources. (e) The kinds of software or CW available in the school. (f) (g) Other types of ICT materials that is beneficial to the school. 14 The generic software available. 4. Modes of Teaching and Learning Integration of CW or any ICT material can be conducted in various modes or ways. Other than using CW for individual independent student work (tutorial or for remedial work), common modes are the whole-class teaching mode and taskbased approach. In the whole-class teaching mode, CW can be used both in class and at the computer laboratory. This is a common mode whereby the teacher uses the computer to project onto a wide screen at the front of the class the contents of the CW. In the lab, similarly, this approach can be used whereby the teacher and the students share a single computer and CW. In task-based approach, the CW can be used as a stimulus for small group discussions. For example, a teacher may prefer to use the task-based mode during the practice and production phases of language learning (Davies, 2006:12). 5. Planning a Systematic Approach to Integration Integration of ICT materials such as CW into language lessons follows similar criteria for successful integration regardless of the media used. The best way of integrating CALL into teaching is to begin with the intended learning outcomes. Teachers thus need to have the necessary understanding and information of the range of media and resources available to the teacher in school. Davies (2006:15) outlines a step-by-step approach to successful integration: (a) Find out what it is your students need to know, understand and/or be able to do upon completion of the lesson. e.g. Understand and give directions to places in the city. (b) Identify what they need to know understand and/or be able to do to make a start on the needs identified above. e.g. names of locations in the city. (c) Define the learning outcomes such that it will allow you to assess the level of achievement of the learning outcomes. (d) Design the assessment task. (e) Plan the learning task and identify the mode of learning and medium to use for each stage of the lesson (e.g. full/class/pair work, OHT, audiotape, CW). (f) (g) Evaluate the unit of work based on observations, informal feedback, homework marks, etc. Create or produce the plans to be used e.g. scan in plans for computer use. 15 References 1. Brown, H.D.( 2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. San Francisco: Longman. 2. Computer-assisted language learning. Wikepedia. Retrieved: 11/16/2006 at http://www. en.wikipedia.org/wiki/Computer-assisted_language_learning. 3. Davies, G. (2006). CALL methodology: integrating CALL into study programmes. ICT4LT website at http://www.ict4lt.org/en/en_mod2-1.htm 4. Felix, U. (2001). Beyond Babel: language learning online. Melbourne: Language Australia. 5. Hackett, L. (1996). The Internet and e-mail: useful tools for foreign language teaching and learning. On-Call, 10 (1), 15-20. 6. McCarthy, B. (1999). Integration: the sine qua non of CALL. CALL-EJ Online, v.1, no. 2:1-12. 16 7. Sperling, D. (1997). The Internet Guide for English Language Teachers. NJ: Prentice-Hall-Regents. 8. Towndrow, P.A.& Vallance, M.(2002). Using Information Technology in the Language Classroom. Singapore: Prentice-Hall. 9. Warschauer, M. (2006). Computer-assisted language learning: an introduction. Retrieved 11/29/2006 at http://www.gse.uci.edu/faculty/markw/call.html. ACTIVITY 4(b) Introduction The purpose of this session is to provide teachers with first hand experience (handson) in integrating CW into an English lesson. This session serves to prepare teachers for the development of a sample lesson plan for the next activity (Activity 6). Learning Outcomes By the end of this activity, teachers will be able to: 1. understand the what, how, and when of integration of CW into a lesson; 2. share ideas on integrating CW into T&L; and 3. prepare a sample lesson plan for T&L English for the next session (Activity 6). Instructions to Participants 1. Examine the CW and follow through the Sample Lesson Plan for a Primary School level. 2. Note down any problems you face in trying to use the CW. 3. Examine the lesson plan. Think of other ways to integrate the CW for the lesson. 4. Be prepared to discuss with the whole group at the end of this session. 17 ACTIVITY 4(c) Introduction This session provides teachers with the opportunity to share and discuss ideas and best practices on integrating CW into English lessons. The discussion will be based on teachers’ observation of the sample lesson plan and on their own ideas on how best to integrate CW materials with teachers’ own available materials and activities. Learning Outcomes By the end of this session, teachers will be able to: 1. identify any strengths or limitations of integrating CW materials and teacher’s own materials and activities based on the sample lesson plan; 2. share their ideas and some best practices in integrating CW content and teacher’s own materials and activities; and 18 3. suggest possible alternatives of integrating CW content and teacher’s own materials. Instructions to Participants 1. Listen and observe the demonstration and explanation on integrating CW content and teacher’s materials/activities. 2. Working in groups of 6-8 persons, examine the sample lesson plan and identify any strengths or limitations. 3. Suggest alternative ideas and methods of integration using the sample lesson plan. 4. Share your group’s ideas with the rest of the participants. 5. Use the worksheet provided to note down your ideas. Worksheet Activity 4(c) Group Name: Date: 1. 5. 2. 6. 3. 7. 4. 8. Group Members: Sample Lesson Plan No: Strengths Limitations 19 No. 20 Suggestions/Alternative Methods or Activities ACTIVITY 5 Integrating Courseware in the Classroom (Hands-On) Introduction The purpose of this session is to provide teachers with a first-hand experience (handson) in integrating CW into an English lesson. This session serves to prepare teachers for the development of a sample lesson plan for the next activity (Activity 6). Learning Outcomes By the end of this activity, teachers will be able to: 1. understand the what, how, and when of integration of CW into a lesson; 2. share ideas on integrating CW into T&L; and 3. prepare a sample lesson plan for T&L English for the next session (Activity 6). 21 Instructions to Participants 1. Examine the CW and follow the Sample Lesson Plan provided. 2. Note down any problems you face in trying to use the CW. 3. Examine the lesson plan. Think of other ways to integrate the CW for the lesson. ACTIVITY 6 Integrating Courseware in the Computer Laboratory Introduction The purpose of this session is for teachers to demonstrate understanding of integrating courseware materials into the teaching and learning of English for the classroom or the computer laboratory. Teachers are given the opportunity to develop a simple lesson plan using any of the courseware available to them. Learning Outcomes By the end of this session, teachers will be able to: 1. develop a simple lesson plan integrating a particular chosen CW for the T&L of English for either a primary school or secondary school English lesson; and 2. share ideas and methods on integrating a particular CW for the T&L of English. 22 Instructions to Participants 1. Working in your groups, develop a 35-40 minute lesson plan for a primary or secondary school English using the CW available to you, any materials or texts you have, and the Internet. You may use the sample lesson plan format shown to you earlier. You may add in any details you think is relevant to the lesson. 2. Use your laptop to write the lesson plan. 3. The lesson plan should reflect the current available materials and ICT infrastructure in most SMART schools. 4. Choose a representative from your group to give a brief presentation to the other participants in the next activity (Activity 7). ACTIVITY 7 Presentation of Lesson Plan Integrating Courseware On the power of sharing: None of us is as smart as all of us. – Ken Blanchard No one can whistle a symphony. It takes an orchestra to play it. – L.H.E. Introduction The purpose of this activity is for teachers to demonstrate understanding and expertise of integrating CW materials in T&L English either at the primary or secondary school level. Teachers are expected to share ideas and best practices of SMART school methods of T&L English using ICT, specifically in using the courseware provided to all SMART schools. These teachers are the role models for school teachers in other schools in Malaysia. Learning Outcomes By the end of this session, teachers will be able to: 1. provide a brief presentation of a lesson plan for the T&L of English at either the primary or secondary school level using available materials; 2. share with other participants relevant ideas and best practices of integrating CW content with other teacher developed materials or resources in the T&L of the English language; 3. evaluate each group’s lesson plan for strengths or limitations; 4. provide relevant and useful suggestions for the integration of CW materials and other ICT materials in the T&L of the English language for in- class or computer laboratory situations; 5. suggest ways and “road-maps” on how the knowledge/experience gained in this workshop can be disseminated and the integration and use of ICT can be shared and sustained among schools in participant’s district or school areas; and 6. reflect on the experience/knowledge gained in the workshop that could help teachers integrate ICT into T&L of the English language in schools. 23 Instructions to Participants 1. Be prepared to share your lesson plan with the other participants. 2. Randomly selected groups will present the group’s lesson plan (each group will choose a representative). Other participants will evaluate each group’s presentation of the lesson plan. In the presentation, the representative will show sample CW segments that have been integrated in the lesson. 3. Each group will be given between 10-15 minutes and 5 minutes for comments. 4. Use the evaluation form provided. 5. The last task for this session is for all participants to write a reactionarie (approximately 2 pages in length) about the workshop experience. This provides participants with an opportunity to reflect on the workshop – knowledge/ experience gained that could assist teachers in integrating ICT into their T&L in school. 24 CLOSURE Future Directions on ICT Integration (Courseware) for Malaysian Schools Introduction Any initiative in the integration of ICT at the school level cannot be successful if the teachers are not convinced that it will enhance T&L of English. Commitment will occur once teachers fully understand what ICT-based materials can do for T&L. In the effort to encourage the culture of e-learning at the school level, teachers need to be informed in their practice. SMART school teachers are at the forefront of e-learning knowledge and expertise. Therefore, teacher-participants of this workshop need to assist the government in fostering e-education among teachers in schools. It is now the participants’ responsibility to ensure that the experience and knowledge gained throughout the workshop via the sharing, discussions, and demonstrations will be further extended and shared with other teachers in the schools. Therefore, as a follow-up to this workshop, the following are some suggestions that can serve as a roadmap that will help you journey through the “ICT-integration effort” winding roads. 1. You are to conduct similar workshops at your school level. You should work together with your principle in the school and other administrators. 2. A series of mini workshops can be arranged at the school-level for English teachers to share methods of integrating ICT for the classroom or computer lab. Teachers fro other schools can be invited to join the workshops. 3. Develop a Courseware Review Database for your school for all available titles for English language teaching and learning. This can be extended to the district level so that the database will serve as reference for teachers teaching English. This database should be made available online so that it can be easily accessible to all teachers. 4. Lesson plans that integrate courseware can be shared online. Best practices of such efforts should be shared among all English teachers, at least, in the district. 5. Develop a system at the school level whereby teachers are encouraged to attempt to integrate CW in their T&L of English. Initiate some form of incentive at the school level to foster this interest and commitment. You can collaborate with the administrators and also ICT companies in the area. 25 Appendix 1 LESSON PLAN 1 Integration Beginning with the Courseware Courseware : e-Bahan Class : Year 3 Cekal Topic : The Spell Skills : Grammar: Nouns – Countable Nouns; Number (singular and plural); regular plurals (-s, -es) 26 Level : Intermediate Time : 35-40 minutes Learning Outcomes 4.2 Match words to linear and non-linear representations. 4.3 Complete texts with missing word, phrase or sentence. Specifications 4.2.1 Match phrases to pictures. 4.3.2 Complete missing words in simple texts e.g. instructions, directions, descriptions, rhymes, stories and other texts (guided by words or pictures). Vocabulary Chief, island, witch, spell, invite, celebration, crown, map, pity, mistake, guarded, cave, return (basic vocabulary: monkey, bird, tapir, white, colour; numbers: one, two, three, four, five) Preparation Teacher reviews the CW to incorporate activities or tasks for the students based on the content in the CW. Context Classroom or Computer Laboratory Specific Objectives By the end of the lesson, students will be able to: 1. Identify countable nouns; and 2. Use and spell plural forms of countable nouns correctly. KEY: T – teacher; S – student; Ss – students Teacher Activity I. Pre-stage: Step 1: Teacher introduces the topic of the day – countable nouns. e.g. Tells Ss directly that they will learn about countable nouns or demonstrates on the blackboard the idea of countable nouns/plurality – things that can be counted. T uses deductive or inductive approach to trigger Ss’ prior knowledge or to introduce the basic idea. CW Material/T’s Material Chart with list of things and animals that can be counted. Pictures of countable things. Step 2: T revises briefly the number 1-10. While-stage: Presentation 1 Step 1: T plays the CW (projected on the screen). For each slide, T uses the Pause Button to repeat words or to provide explanations or clarifications. Example: As pictures of the animals are shown in the slides, T asks Ss: What’s the name of this animal? Wolves? Birds? Why are the animals white in colour? These are fruit. Can you name this fruit? How many are there? 27 Teacher can simplify the narrated phrase. E.g. We can count animals and things. We can use “s” to show more than one. Step 3: T pronounces the words and asks Ss to repeat after her/him. Shows flash cards on flannel board to revise numbers 1-10. Step 4: T further explains the rule in the slide. Ss repeat after T the words. Teacher presents (plays) the Introduction part of the CW. Step 5: T says out the words and Ss repeat after her/ him. Teacher Activity CW Material/T’s Material Presentation 2 Step 1: T briefly reinforces the next point by briefly explaining the new grammar point. E.g. We add “s” to some words to show more than one. There are also other words that can mean more than one, but we add “es” to them NOT just “s”. e.g. box + es = boxes Step 2: T explains the grammar point of the words in the table shown in the slide. one monkey – two monkeys one stone – two stones Step 3: T asks Ss to provide examples using other words. 28 Post-stage Step 1: T goes to the Practice section of the slide. T calls upon volunteers to do the matching exercise. Individual Ss goes to the front of the class and “clicks on” the correct answer. Step 2: T asks Ss the question: Look at the picture. How many are there? The narrator presents the main grammar point: “Some animals and things can be counted …(next slide) using “s” for many things.” Extension Activities: Ss are assigned to do the Reinforcement section on their own in the computer lab. Or T can print out the exercise for Ss to do it manually e.g. to circle the correct answer. T can use the Enrichment section as further practice to motivate Ss with the attractive presentation and game-like activity Slide shows the words “a tree” with matching picture. The Reinforcement section can also be used as a stimulus for a writing activity. “We add “s”. tree + s = trees Teacher Activity For example, Ss write the ending of the adventure story based on what they have listened to in the CW. CW Material/T’s Material other words: monkey, birds, tapirs, stones, roses “Using es for many things” a mango “a mango means one mango” mango + es = mangoes other words on slide: foxes, branches, tomatoes 29 Ss practice “clicking on” the correct answer. Reinforcement exercise: Ss fill in the blanks with the correct plural form of the words. “Help the men cross the river safely by answering the questions.” Appendix 2 GUIDELINES IN INTEGRATING COURSEWARE FOR TEACHING AND LEARNING IN A CLASSROOM SETTING In integrating courseware for independent learning in a laboratory setting during class time, the teacher needs to go through the courseware and make certain decisions on which content matches the learning outcomes that she planned to achieve. The courseware developed for school use can be used independently by students or be used by teachers for teaching. For the purpose of independent learning, the entire content is suitable. However, for the purpose of integrating the courseware for teaching, only selected materials/segments should be used. 1. Select segments of the courseware that meet the learning outcomes students are to achieve. Planning effective use of the courseware for independent learning calls for classification of content as tutorial, drill and practice, test or enrichment. In the following example on the topic ‘Lines and Planes in Three Dimensions’, the tutorial segment is provided by Module 1 and 2, drill and practice is given in the Practice segment, Activities and Outdoor Activities segments are extension of class work or enrichment. 30 2. Decide whether students should use the courseware before, during or after the topic is taught. 3. Prepare supplementary worksheets. The worksheet may be completed by individuals or in groups. As an example, refer to the following worksheet to be used as supplementary material for the CDs. 31 4. Practice using a constructivist teaching style. Create a learning environment that allows students to explore and experiment and to build conjectures, and hence construct knowledge for themselves. Provide opportunities for students to use language using technology. 5. Make provisions for group discussions and group work. 6. Schedule time for independent use of MyCD or other available learning courseware. Arrange use of the laboratory during times when teacher is away attending seminars/courses/meetings or during the students’ free time after the mid-year or final year examinations. For example, the Text Book CD-ROM (MyCD) complements the text book. Detailed explanations of the content in the text book are provided in the CD. Menus provided are e-glossary, e-journal, e-link, e-test and calculator. Although MyCD addresses only certain content in the text book, the explanations provided help enhance students’ understanding of the specific languagel content. 7. For the purpose of revision, or when a teacher needs to be away to attend seminars/courses/ meetings or during the students’ free time after the mid-ear or final year examinations, arrange use of the computer laboratory for sites such as eExam. E-exam is specially designed for Year 4, 5 & 6 Malaysian students preparing for the UPSR. It’s a friendly, online, interactive workbook, which covers four of the subjects in UPSR, i.e. Mathematics, Science, English and Bahasa Malaysia. E-exam’s subscription rates are very reasonable. It’s RM55 for 6 months and a special discounted rate of RM100 for 1 year. http://www.exam.com.my/siw4/default.asp 32 Instructions to Participants 1. Participate in the discussion on integrating courseware for teaching and learning in a class or laboratory setting and the sample lesson plan for integrating courseware. 2. Examine the courseware demonstrated by the facilitator. Identify its suitability as a tool to facilitate learning in a class or laboratory setting. Write your discussions in the space provided below. Segments suitable for teaching in laboratory setting. Segments suitable for learning in laboratory setting. 33 3. Study the lesson plan given. In groups of four, discuss on (i) ways to improve the lesson plan for a more integrated use of the courseware in English teaching and (ii) the methods of integrating courseware for teaching and learning in a class or laboratory setting. Appendix 3 LESSON PLAN 2 Integration Beginning with Teacher’s Material 34 Subject : English Form : Three Date : 19th December 2006 Time : 7.30 am – 8.45 am (45 mins) Topic : Bullies Beware! (Social Issues – Youth and Life) Skills : Grammar: Negative Verbs; Listening; Speaking; Reading Level : Intermediate Learning Outcomes (Syllabus Specifications) 1.1b Make friends and maintain friendships by talking about self, feelings, and understanding when others talk about themselves (i) talking about one’s experiences 1.1c Make friends and maintain friendships by exchanging ideas and giving opinions on topics of interest (vii) Participating in teacher-guided class discussions by: a) agreeing with one another. b) disagreeing politely with another and giving one’s opinion defending one’s point of view. 1.1d Make friends and maintain friendships by taking part in conversations and discussions (viii) asking questions, seeking clarification, and responding to questions appropriately. 1.2b Take part in social interactions by participating in conversations and discussions (iv) expressing support for others. 3.2a Express themselves creatively and imaginatively by dramatizing text and role-playing characters (i) acting out sections of a text. Vocabulary apologise, encourage, enemy, fright, frighten, grumpy. Sound System t /t/ table, water, cat d /d/ door, leader, head Moral Values 1. Identify and define bullying behavior. 2. Understand why bullying occurs. 3. Develop coping skills to deal with bullying. Critical and Creative Thinking Skills (CCTS) Analyzing ideas, making comparisons, identifying relationships, reasoning out ideas, making generalizations, creating alternative ideas, decision-making, solving problems. Preparation 1. Teacher reviews the CW to identify activities or tasks to be incorporated into the lesson. 2. Teacher prepares worksheets and materials for the lesson. Context Teaching and Learning in a Classroom or Computer Laboratory. Specific Objectives By the end of the lesson, students will be able to: 1. participate in conversations in identify bullying behaviors. 2. express opinions (agreeing and disagreeing) on bullying behaviors. 3. convert positive statements into negative statements using negative verbs. 4. discriminate the difference between the consonant sounds /t/ and /d/ in words. 5. read and understand text on bullying behavior. KEY: T – teacher; S – student; Ss – students 35 Teacher Activity CW Material/T’s Material I. Pre-stage: Induction (5 mins) Step 1: T activates Ss’ schemata on the topic by conducting a brain-storming activity using semantic/ idea mapping. T writes on the board the word “bully” and invites response from Ss: T uses the blackboard or power- point to demonstrate the semantic mapping exercise. Person who harms someone weaker/ vulnerable T can also use pictures depicting scenes of “bullying” to activate Ss’ schemata on the topic. Bully to bully (verb) 36 To help Ss, T asks the following questions as prompts: 1.What words/ideas come to your mind when you see the word “bully”? 2.Have you ever been bullied? 3.Who are affected? The person who bullies or the person being bullied? 4.What are the consequences/effects? 5.How do you stop bullying behaviors? Other possible activities: • T shows pictures about “bullying” situations and conducts a short discussion on the topic. While-stage: Step 1: T distributes a survey questionnaire about bullying (The purpose is to expose Ss to further ideas on “bullying” and to raise their awareness about some possible coping strategies). T asks Ss to do the questionnaire. T tells Ss that the questionnaire responses will be discussed later in the lesson. A survey questionnaire about “bullying” (See Appendix) Teacher Activity Step 2: T shows the Content section of the courseware. T projects the image onto the wide screen at the front of the class. In a laboratory Content situation, T asks Ss to click to the section of the installed CW. CW Material/T’s Material If in a classroom setting, T projects the image onto the wide screen at the front of the class. In a computer lab, Ss sit in groups of three or in pairs and clicks to the particular slide in the CW on their computer terminal. Step 3: T asks Ss to watch the video clips on “bullying”(Video Clip 1-3 or VC 1-3). T asks Ss to listen to the conversation in the video clips. 37 Step 4: For VC 1, the T uses the Pause button and repeats the narrated question “What do you think is going to happen next?” Ss are encouraged to respond. T clicks on the icons of Levels 1 or 2 of the answers to show Ss sample answers. Step 5: For VC 2, T can use the Pause button to review the questions posed. VC2 has two levels of answers to the question. Teacher helps discussion on the narration by asking enabling questions such as: 1.What is bullying? 2.How is it harmful for the victims and the perpetrator/abuser? 3.Why do you think people bully others? Teacher Activity CW Material/T’s Material VC3 is the final scene of the “bullying” scene. Step 6: T goes to the Content section of the CW. Ss listen to the narration in Activity 1 about “bullying”. Ss respond to the questions posed. 38 Step 7: Teacher clicks on to Activity 3. This section is on grammar – negative verbs. Ss listen to the narration about negative verbs. T can pause the slide and provide further clarifications. Examples of sentences can be written on the class black/white board. Step 8: T can “walk through” two or three exercises with the Ss. The remaining exercises can be done as individual work in the lab or T can provide worksheets with similar exercises for Ss to take home as homework. There are 10 grammar exercises in this activity (Activity 3). Ss can work on the exercises in the lab or do them on the work sheets provided by the teacher. There are 20 exercises for this pronunciation section. T can ask Ss to do them in the lab. In class, for the day’s lesson, T uses his/her discretion to randomly choose a few out of the 20 for Ss to practice as a class. Teacher Activity CW Material/T’s Material Step 9: T goes to Activity 4. This section is on pronunciation of the sounds /t/ and /d/. Ss practice listening to the sounds and identify the correct sounds as the narrator in the CW speaks them. Post-stage: Step 1: T asks Ss to look back at the questionnaire they did in the earlier part of the lesson. Teacher leads a brief discussion of the answers. Conclusion: T helps Ss to summarize the main points of the lesson: 1.What is “bullying”? A bully? To bully? Some bullying behaviors? How to cope with “bullying”? 2.Positive statements can be changed to negative statements using negative verbs such as “NOT”. 3.Differences between the sounds /t/ and /d/ in words. 39 Ss examine their answers on the questionnaire. Teacher Activity Extension Activities/Next Lesson: Ss can be assigned a writing task (to write a draft” on the topic of “Bullying in schools”. Ss can use the information they gathered in the video clips they had watched and the discussion on the questionnaire about bullying. An extended lesson can be conducted on another day for Ss to role-play on a bullying situation. T can use Activity 2 in the CW for the role-play (see the slide below). Upon completion of the role-play, Ss can be asked to write a short essay using the instructions in the Enhancement activity in the CW. T should first deal with the Enhancement activity in the next lesson (See below). 40 CW Material/T’s Material Appendix 4 CALL EVALUATION FORM Courseware: Level: Producer: Criterion Rating 1. Level of language the program offers clearly indicated Yes/No 2. Easy to start program Yes/No 3. User interface is easy to understand (e.g. screen layout clear and easy to interpret) Yes/No 4. Easy to navigate through the program Yes/No 5. Clear and intelligible icons used to help navigation (e.g. back to Menu, exit) Yes/No 6. Always clear to learner which point she/he has reached in the program Yes/No 7. Program includes scoring Yes/No 8. Logical, sensible scoring system Yes/No 9. Scoring system encourages learner to learn further Yes/No 10. If learner gets something wrong, she/he is offered useful feedback. Yes/No 11. If learner gets something right by chance, can she/he seek an explanation to find out why the answer is right? 12. Learner can seek help e.g. on grammar, vocabulary, pronunciation, cultural content Yes/No Yes/No 13. Program branches to remedial routines Yes/No 14. Easy for learner to quit something that is beyond his/her level Yes/No 15. Accurate grammar and vocabulary Yes/No 16. Program offers cultural insights Yes/No 17. Pictures in the program are (a) relevant, (b) an aid to understanding Yes/No 18. Adequate quality of sound recordings Yes/No 19. Sound recordings are (a) relevant, (b) helps understanding Yes/No 20. Good mix of male and female voices and regional variations Yes/No 21. Learner can record his/her own voice and play it back Yes/No 22. Program has Automatic Speech Recognition (ASR) Yes/No 23. The ASR in the program is effective Yes/No 24. Adequate quality of video sequences in the program Yes/No 25. Video sequences in the program are (a) relevant, (b) are an aid to understanding. Yes/No 26. Program is relevant to national/regional/school subjects Yes/No 41 Appendix 5 EXPLORING THE NATURE AND PREVENTION OF BULLYING 42 Instructions Complete the following quiz by selecting True or False for each statement. 1. Bullying is just a part of growing up. The effects of bullying on victims are short-term and not serious. 2. False True False Words are used in bullying and not physical actions. 5. True Most bullying happens in secondary school because older students are more confident and willing to pick on others. 4. False Bullying is not a serious problem for the bullies; they grow out of the behavior one day. 3. True True False Bullies are usually loners with low confidence and self-esteem. True False 6. Bullies usually do not pick on passive students, but they bully because the victims provoke them. 7. True False A bully usually attacks when no one else is watching. 9. False Bullies are usually boys. 8. True True False If students would just fight back, then bullies would leave them alone. True False 10. If you stay in a group of students, you will increase the chance of being bullied because there are many students for the bully to attack. True False 11. If you are being bullied, it is better to tell a teacher or an adult. True False 12. A bully is a person (or group) who repeatedly tries to hurt someone who is weaker or more vulnerable. True False Adapted from: US Dept of Education website (Ed.gov) at http://www.ed.gov.html Retrieved on: 12/9/2006 43 Appendix 6 LESSON PLAN EVALUATION FORM Group Name: Date: Presenter: Standard/Form: Name of Courseware: Rating Scale: 1 – Excellent; 2 – Good; 3 – Average; 4 – Limited/Weak Criteria 1 2 3 4 a) Integration method used 44 b) Systematic integration c) Can motivate students d) Interestingness e) Simplicity of integration (not complicated) f) Feasibility g) Time allocation (will not take too much time) h) Limited possibility of technical problems i) Overall integration approach effort * Please use additional paper to write your comments/suggestions. *Comments/Suggestions