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Self-accessmodule2
USINGCONNECTIVETECHNOLOGIESTOBUILDANDSUSTAININTERCULTURALLANGUAGELEARNING
©CommonwealthofAustralia2007
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Disclaimer
TheviewsexpressedinthepublicationdonotnecessarilyrepresenttheviewsoftheAustralianGovernmentDepartmentofEducation,ScienceandTraining.
Acknowledgment
ThisworkwasfundedbytheAustralianGovernmentDepartmentofEducation,ScienceandTrainingundertheAustralianGovernmentQualityTeacherProgramme(AGQTP).
USINGCONNECTIVETECHNOLOGIESTOBUILDANDSUSTAININTERCULTURALLANGUAGELEARNING
ModuleOverview
Thisisaself-accesslearningmodule.
ItisdesignedasanadditionalpathwayforexploringinterculturallanguagelearningforteacherswhohaveparticipatedinILTLPPhase1or3,orwhocanaccessmaterialsfromtheILTLPprofessionallearningprogramme,toworkthroughbythemselvesorwithgroupsofotherteachers.ItreferstomodulesprovidedaspartofPhase3oftheILTLPandassumesfamiliaritywiththeknowledgeandskillsgainedthroughparticipationintheILTLP.Itisnotintendedasastand-aloneprofessionallearningprogramme.
AllILTLPprofessionallearningmaterialscanbeaccessedonthewebsite:
.au
/
AsateacherwhohasparticipatedinPhase1or3,youwillappreciatetheparticularfocusthatinterculturallanguageteachingbringstothelearningofLanguages.Itisrecommendedthatyouworkthroughthismoduleindividually,relatingitbothtotheILTLPmaterialsyouhaveexploredalreadyandtoyourworkwithyourstudentssinceyourparticipationintheILTLP.
Youshouldexaminethismodulequicklytoassesswhetheritmeetsyourneeds.Itisaimedatteacherswhoarenotfamiliarwiththerangeoftechnologiesavailableorwaystoaccessandusethem.Itisintroductoryinscope.Youmayfeelcomfortablewithyourknowledgeandpracticeinthisareaandmaywishtoconcentrateontherelationshipbetweentheuseofinformationandcommunicationtechnologies(ICTs)andinterculturallanguagelearning.
Itisintendedthatthismodulecanbeundertakenasectionatatime.Youmaywishtospendmoreorlesstimeonasectionasyoufeelyouneedto,orasyourinterestsandsituationrequire.
ModuleObjectives
Inthismoduleyouwill
Considerthepurposesandparticulardimensionsoftheinteractionofaninterculturallanguagelearningprogrammeandconnectivetechnologies
Exploreoftherangeoftechnologiesthatsupportinterculturallanguageteachingandlearning
EvaluateparticularexamplesofICTenhancedLanguageprogrammesfromaninterculturallanguagelearningperspective.
Intentionsofthismodule
Thepurposeofthismoduleistoencourageyou(andyourcolleagues)toconsidertheimplicationsofengagingICTsinyourLanguageseducationprogrammeswithintheframeworksofthewiderpurposesoftheILTLP,i.e.:
theconsiderationoftheinterculturalwithinthelearningofLanguages,and
extendedplanningandprogrammingforinterculturallanguagelearning.
Asyouworkthroughthisbriefmodule,youwillextendyourknowledgeandskillsintheuseofICTsinLanguageseducationprogrammes,includingcurrentpracticesandexamplesfromTheLe@rningFederationandelsewhere.YouwilllearnhowtoincludearangeofICTsandconnectivetechnologyapproachesinyourprogramming.
Youwillgainknowledgeandskillsinincorporatingtheinterculturalintosuchworkandlearnhowtoevaluatethepurposesandintentionsofdigitalmaterialsfromaninterculturalperspective.
Structureofthismodule
Therearethreeorganisingsectionstothismodule:
Considerationofthepurposesandparticularissuesoftheinteractionofaninterculturallanguagelearningprogrammeandconnectivetechnologies
Explorationoftherangeoftechnologiesthatsupportinterculturallanguageteachingandlearning
EvaluationofparticularexamplesofICTenhancedLanguageprogrammesfromaninterculturallanguagelearningperspective.
Resourcesrequired:
Acomputerconnectedtotheinternet.
Copiesof:
TheNationalStatementandPlanforLanguagesEducationinAustralianSchools2005-20082005CanberraMCEETYA
TheILTLPPhase3ProfessionalLearningmanual:availableat:
.au
/
Liddicoat,A.,Papademetre,L.,Scarino,A.&Kohler,M.2003,Reportoninterculturallanguagelearning,Canberra:CommonwealthDepartmentofEducation,ScienceandTechnologyavailableat
.au/nalsas/reports/reports02.htm#intercultural
ButfirstletusconsiderwhytheinterculturalmattersinusingICTstosupportlanguageslearning.
ConnectingwithILTLPProfessionalLearningProgrammeandMaterials
Whydoestheinterculturalmatterwhenusinginformationandcommunicationtechnologies(ICTs)tosupportthelearningofLanguages?
ICTsareusedforcommunicationandformanagingandanalysingdata,artefacts,informationandindividualcreations:theyarepartofthecommunicationandculturalactivitiesoflocalandglobalgroups.
Interculturallanguagelearningencourageslearnerstounderstandtheirownlanguagesandculturesinrelationtoanadditionallanguageandculture.Culturalandlinguisticcommunitieshaveincorporatedinformationandcommunicationtechnologiesintoeverydaylifeandinteraction,ICTsareusedininterculturaldialogueandnegotiationandareimportantinrecognisingdifferentpointsofview.
ICTscanbeusedbyteachersandstudentstouse,communicatein,andcreatelanguagewithinterculturalsensitivityandknowledge.TeachersandstudentscanalsouseICTstolearnfrom,engagein,andrespondtoparticularlanguageactivitiesthatrequireaninterculturalperspectiveinanalysingandrespondingtothem.
Teachersandstudentsneedtoconsider:
theimplicationsoftheinteractionsoftechnologies,theinterculturalandLanguages
planningandprogrammingthatincorporateICTsininterculturalLanguagelearningineducative,ethicalanddevelopmentalways
currentandprojectedtechnologiesandpracticesthatwillsupportinterculturallanguagelearning
evaluatingandassessingtheappropriatenessofdigitalinteractions,materialsandwebsites,and
exploringthepositionofthelearners.
Section1:Considerationofthepurposesandparticularissuesoftheinteractionofaninterculturallanguagelearningprogrammeandconnectivetechnologies
Context
ExaminetheNationalStatementandPlanforLanguagesEducationinAustralianSchools2005-2008.
Yourschoolshouldhaveacopyofthis.Youcandownloadacopyfrom:
.au/mceetya/default.asp?id=11912
NoticethatPage12refersbrieflytotheimportanceofICTuseinLanguagesclassrooms.Page15includestheuseofICTsinitslistofactionsforProgrammeDevelopment.
Now,readResource1whichfollows.ThisResourceisabriefdiscussionpaperthatexplorestheissuesofensuringthattechnologiesbasedLanguagesteachingandlearningisstructuredaroundtheintercultural.Itincludesasetofquestions.AfterreadingResource1,makenotesinresponsetothetaskattheend.
Identifyanyparticularquestionsorissuesthatyouwouldliketoexplorefurther.
Writethesequestions/issuesdownandnotewhatfurtherinformation,andpossiblesourcesofthatinformation,youwouldrequiretoexploreyourquestionsdeeply.
Resource1
Thefollowingpaperdrawsheavilyonsomekeysources:
themaintheoreticalsourceofinformationandtheseminalworkininterculturallanguagelearningisLiddicoat,A.Papademetre,L,Scarino,A&Kohler,M2003,ReportonInterculturalLanguageLearning,Canberra:DepartmentofEducation,ScienceandTrainingavailableat
.au/nalsas/reports/reports02.htm#intercultural
the5modulesintheILTLPProfessionalLearningProgrammeavailableat:
.au/
arecentprofessionallearningprogrammebasedontheresource,TeachingLanguagesinthePrimarySchool:Examplesfromcurrentpractice,entitledTeachingLanguagesinthePrimarySchool:Atrain-thetrainerprofessionallearningprogramme(CommonwealthofAustralia2006)andavailableat:
.au/doc/teachinglanguages_primary.doc
apracticalguide,GettingStartedwithInterculturalLanguageLearning-AResourceforSchools(CommonwealthofAustralia2005)availablefordownloadingat:
.au/alplp/outcomes.htm
ICTsandinterculturallanguagesprogramming
WhybotheraboutICTs?
Theuseoftechnologiesinclassroomsreshapesassumptionsthathaveunderpinnededucation,includingLanguagesteachingandlearning.AstheMCEETYANationalStatementandPlanforLanguagesEducationinAustralianSchools2005-2008(
.au/mceetya/default.asp?id=11912
)recognises,Languageseducationisnotisolatedfromsocial,politicalandeconomicactivity.Societysignificantlyimpactsoneducationandontheworldsofstudents,theirfamiliesandtheirschools.Oursocietyisshapedby:
internationalinterdependencyandglobalengagement
commitmenttovalues,ethics,responsibilitiesandculturalsensitivity
culturesandeconomiesbasedondigitalcommunication,informationandknowledge
increaseduseofICTinwork,learningandleisure
policiestoaddressinequalities.
Teacherswhohaveimplementedinterculturallanguagelearningprograms,includingsomeiltlpphase1teachers,havereportedthatstudentsinparticularseetheconnectionsbetweenusingictstoincreaselanguageknowledgeandskillsandtheneedfortheintercultural.analysingculturalvariationandcontemporarylinguisticandculturalexpressioninvolvesinternetresearch,textmessaging,emailing,theuseofvideoconferencinganddigitalcameras.anditinvolvesinterculturalunderstandingandcommunication.studentsalsolikeconnectingasmembersofaglobalizedyouthculturewithpeersinotherschoolsandcountries.theyrecognizetheneedforinterculturalconnectivityandsensitivityinsuchexchanges.
Howdoesthatconnectwiththeaimsofinterculturallanguagelearning?
Theaimsofinterculturallanguagelearninghavebeenexplainedinvariousways,including:
Atagloballevelthegoalsofinterculturallanguagelearningareasfollows:
understandingandvaluingalllanguagesandcultures
understandingandvaluingone’sownlanguage(s)andculture(s)
understandingandvaluingone’stargetlanguage(s)andculture(s)
understandingandvaluinghowtomediateamonglanguagesandcultures
developinginterculturalsensitivityasanongoinggoal.
(Liddicoat,A.,Papademetre,L.,Scarino,A.&Kohler,M.2003,Reportoninterculturallanguagelearning,p.46.Canberra:CommonwealthDepartmentofEducation,ScienceandTraining)
These‘goals’shouldbemanifestindigitalandtechnologicalconnections,researchactivities,conversationsandinteractions.TheyarerelevanttousingICTsinteachingandlearningandtheirdevelopmentandprogressionamongstudentscanbeenhancedbyusingICTs.
Anissueofstudentinitiatedmodeofinteracting
Inaninterculturallanguagelearningapproach,studentsarerequiredtoreflectontheknowledgeandassumptionstheymakeabouttheirownculturesaswellasofthoseofthetargetlanguage.Theyalsoreflectonthewaysthatlanguagesembodyculturesandmanifestculturallysignificantattitudesandbehaviours.Interculturallanguagelearningrequiresandenablesgreaterstudentparticipationinthedirectionthelearningtakesaswellasinadvisingonitscontentandprocesses.
ICTsprovidestudentswithameansandamotivationtosupportsuchengagementinthelearning.Communication,datagatheringandanalysis,recordinginformationandresearch,andotherdigitallybasedlearningactivitiesneedtobeinformedby,andresponsiveto,aninterculturalapproach.Studentsneedtounderstandtheinterculturaliftheyaretodevelopcriticalanalysiscapabilitiesinengagingwithinternetbasedinformationandinteractions
Howcanweensurethattechnologicallyenabled‘dialogues’reflecttheintentionsoftheintercultural?
ICTsprovidemanyopportunitiesforstudentstoengageinrealandvirtual‘dialogues’throughemail,telephone,texting,internetblogsandsharedlists.
Interculturallanguagelearning…isadialoguethatallowsforreachingacommongroundfornegotiationtotakeplace,andwherevariablepointsofviewarerecognised,mediatedandaccepted.
(Liddicoat,A.,Papademetre,L.,Scarino,A.&Kohler,M.2003,Reportoninterculturallanguagelearning,p.43.Canberra:CommonwealthDepartmentofEducation,ScienceandTraining)
Studentscanexplorewaysof‘recognising,mediatingandaccepting’variablepointsofviewandculturalperspectivesandtheimpactoftheseonLanguageuseandunderstanding.
Explicitteachingofcultureisacentralpartoflanguageteaching–istheinterneta‘culturalspace’?oran‘interculturalcontext’?orboth?
Technologiesprovideavarietyofwaysforstudentstocommunicateinanotherlanguage.Softwareprograms,availableas‘learningobjects’ondiskorviatheinternetprovidewaysforstudentstopractisetheir‘new’language.Theinternetprovideswaysofconnectingwith‘native’speakersandwritersofthatlanguage.Theculturesofbothcommunicators;thestudentandthe‘native’speaker/writer;shapethewaystheycommunicate,thecommunicationsthemselvesandthewaysthecommunicationsareunderstood.
Theultimategoaloflanguageteachingandlearningistobeabletocommunicateinanotherlanguage.Culturesshapethewaylanguageisstructuredandthewaysinwhichlanguageisused.Weneedtostartteachingcultureattheverybeginningoflanguageteaching,becauseevensimplelanguageconveysculture.Whetherwethinkweareteachingcultureornot,weareactuallyprovidingculturalinformationinclassrooms.Languageisnotlearntinaculturalvacuumthatcanbefilledinlater,ratherlearnerscreatetheirownculturalassumptionsastheylearn.Ignoringculturedoesnotleaveavacantculturalspacewhichcanbefilledinlater.Rather,itleadstoaculturalspacewhichisfilledbyuninformedandunanalysedassumptions.
Culturalknowledgeisnotsomethingthatlearnerscanjustpickup.Infact,culturaldifferencesmayoftengounnoticedbylearnersuntiltheyactuallycreateaproblem.Iflearnersaregoingtodeveloptheirculturalknowledgeaboutthetargetlanguagegroup,theyneedtobehelpedtonoticewhentheirculturediffersfromthatofothers.Thisiswherelanguageteachersneedtouseexplicitteachingtodrawtheirstudents’attention.
(TeachingLanguagesinthePrimarySchool:Atrain-thetrainerprofessionallearningprogrammeCommonwealthofAustralia2006,AsiaEducationFoundation,Melbourne)
UsingICTsrequiresteacherstouse‘explicitteaching’todrawtheirstudentsattentiontointerculturalandlinguisticknowledgeanddispositions.
Includingthedigitalcommunicativeexperience
Itistruethatwecannotteacheverythingaboutculture.Culturesarecomplexthingsandtheyvaryfrompersontoperson,fromgrouptogroup,andovertime.Thereisnowaytotransmitsuchacomplexanddynamicthinginaclassroom.Whatwecandointheclassroomishelplearnersdevelopwaysoffindingoutmoreabouttheculturetheyarelearningbyanalysingtheirexperiencesanddevelopingtheirawareness.
(TeachingLanguagesinthePrimarySchool:Atrain-thetrainerprofessionallearningprogrammeCommonwealthofAustralia2006,AsiaEducationFoundation,Melbourne)
Thiscanbeachievedthrough‘noticing’,‘comparing’and‘reflecting’asexplainedinModule2oftheILTLPprofessionallearningmaterials.
ConnectingtotheNationalStatementforLanguagesEducationinAustralianSchools
Allstate,territoryandAustralianGovernmentMinistersofEducationhaveendorsedtheNationalStatementforlanguageseducationinAustralianschools2005-2008.thisstatementandplansupportsaninterculturallanguagelearningapproachtoLanguageseducation.
Itarguesthateducationinaglobalcommunitybringswithitanincreasingneedtofocusondevelopinginter-culturalunderstanding.Thisinvolvestheintegrationoflanguage,cultureandlearning.Inter-culturallanguagelearninghelpslearnerstoknowandunderstandtheworldaroundthem,andtounderstandcommonalityanddifference,globalconnectionsandpatterns.Learnerswillviewtheworld,notfromasingleperspectiveoftheirownfirstlanguageandculture,butfromthemultipleperspectivesgainedthroughthestudyofsecondandsubsequentlanguagesandcultures.Forlearnerswhostudytheirbackgroundorheritagelanguage,itprovidesastrengthenedsenseofidentity.
Interaction
Examine,andthinkaboutthefollowingtable.
ThelefthandcolumndescribesaspectsofthePrinciplesofinterculturallanguagelearning.ThesehavebeenadaptedfromReportoninterculturallanguagelearning.
makenotesintherighthandcolumnabouttheapplicabilityofictuseinlanguageslearningtotheinterculturallanguagelearningprinciple.Somesuggestionshavebeenmadetogiveyoutheidea.
Principle
ApplicabilitytoICTuse
ActiveConstruction
Pedagogy:
istaskorientated
includestheuseofeffectivequestioning
caterstotherequirementsofindividuallearners
incorporatesgraphicorganisersandothervisualsthathelptoconnectunderstandings
encouragesagradualshiftfromthedescriptivetotheconceptual
highlightsparticularlinguisticandsocio-culturalconsiderations
………
………
Softwareprogramsprovideselfmanagedtasks………………….
…………..
Studentscansearchforowninterestareasoninternetand‘assess’interculturalresources.
Digitalcamerasusedtodemonstratelearning………………
……………
Useemailtocompareidiomatic‘family’languageacrossL1andL2……..
…………….
Makingconnections
Pedagogy:
isdesignedinlinewithlearners’developmentandbuildsonpreviousknowledge
combineslearningoflanguageandculturewiththedevelopmentofculturalunderstandingsacrossthecurriculum
encourageslearnerstoexplain,integrateandinquire
buildsconnectionsacrosstextsandcontexts
………..
……….
………..
………..
………..
……….
……….
……….
……….
……….
SetsupabloginL1andL2oninterestarea……………..
SocialInteraction
Pedagogy:
facilitatesinteractionsthatpromoteinterculturalcommunication
buildsaccuracy,fluencyandcomplexity
includesinteractivetalkasanessentialpartofalltasks
includesscaffoldingtoextendtheinterculturalconnectionsindividuallearnersaremaking
involveslisteningtolearnersandincorporatingtheirresponsesintotheconversation
includesmakingcomparisonsacrossarangeoflanguages,culturesandcontexts,usingmultipleexamples(cultures,conceptualsystemsandsetsofvalues).
………..
………..
Teacherestablishestextmessagingconnectionwithclassinanothercountry
…………
…………
…………
…………
Softwareprogramprovidesindividualrevisionprogramandfeedback…………….
…………….
…………….
…………….
…………….
……………..
…………….
……………..
……………..
……………..
Reflection
Pedagogy:
includesreflectingcriticallyonone’sownattitudes,beliefsandvalues
involvesconceptualisingconnectionsbetweenlanguagesandcultures
mediatestheprocessesofdevelopingmultipleperspectivesonlanguageandcultureinallsocietiesandactinginnon-judgementalways
highlightscomparing,analysing,andsynthesisingaspectsoflanguageandculturefromauniversallyhumanperspective
………..
………..
………..
………..
………..
………...
………..
………..
………..
………..
………..
………..
………..
………..
Responsibility
Pedagogy:
involvessettingpersonalgoalsandself-monitoring
fostersengagementwithdifferenceandincludesawarenessofmultipleperspectives
investigatesethicalusesofknowledge
………..
StudentsuseExcelprogramtosetupgoalsandprogressionpoints…
………
………
………
………..
AdaptedfromLiddicoat,Papademetre,Scarino&Kohler2003.
Section2:Explorationoftherangeoftechnologiesthatsupportinterculturallanguageteachingandlearning
Ifyouarealreadyon-line,ctrlclick(pressthecontrolbuttonwhileatthesametimeclickingthemouse)thefollowingurl.Ifnot,callupaninternetbrowserandtypein:
/educators/index.html
togoto…
Googleeducator
Thishowaleadingon-linedailyteachersnewsletterdescribedit.(YoucansubscribeforfreetothisnewsletterfromtheASCD:goto
ascd@
)
Googlecourtingteacherswithnewtechresource
GoogleforEducators
,anewWeblaunchedinlate2006,offersguidesandlessonplansdetailingcreativewaystouseBlogger,GoogleMaps,GoogleEarthandnineotherGoogleapplicationsintheclassroom.Thesitealsoofferslinkstoatrainingacademythatwillallowteacherstobecome"Googlecertified."
Lookatthehomepageyouhaveopenedupcarefullyandworkoutwhattoolsandtermsyouarefamiliarwith.
TypeyouremailaddressintheboxinthelowerrightcornertosubscribetotheGoogleTeacherNewsletter.Thenewsletterscomeoccasionallyandcontainhelpfulinformationandexamplesofthewaysteachersusethetoolsandprogramsdescribedonthepage.
Letustryoneofthetools:
FirstgototheToolspagebyclickingon‘Toolsforyourclassroom’ontheleft-handsidemargin.
ThenclickonGoogleBookSearchandreadthepageandthecommentbytheeducatoratthebottomofthepage.ClickontheunderlinedandinteractiveGoogleBookSearchatthestartofthefirstpara.ThiswilltakeyoutoaGoogleBookSearchpage.Type‘Indonesianintercultural’intotheboxandclick‘search’.
Clickontheblackcoveredbookamongtheselectionprovidedentitled:Theinterculturalperformancereader–page43byPatricePavis.
Explorepage43andthepagesarounditandthinkabout:
usingthissortofresourceinyourplanningandprogramming
waysthatyourstudentsmightbeintroducedtothisresource,itsstrengthsandlimitations,and
considertheinterculturalargumentraisedinthedocumentabouttheuseofcultures’masksinwesternperformanceonpage44.
Gobacktothe‘Toolsforyourclassroom’pagetoexploresomeothertools.
GoogleEarth(
)isparticularlyexciting.FollowthepromptstodownloadGoogleEarthontoyourcomputer.Ifyougetstuckalongtheway,whynotaskastudenttoassist?Exploreit.KimDaymond,oneoftheILTLPPhase1teachershasatelevisionconnectedtoacomputerwithGoogleEarthopenallthetime.WhenstudentsaskaboutaplaceintheirIndonesianstudies,shesays,‘let’stakealook’andtypesinthedestination(sayBorobudur)andtheearthspinsroundandsettlesonit.Tryit.Youreallyfeellikeyouaretravelling!
WhynotexploreBlogger?Taketheexplanatorytour.Considertheinterculturalissuesthatcouldbeexploredifyouandyourstudentssetup‘blogs’orexploredthe‘blogs’ontheinternet,aboutorintheLanguage(andculture)youareteaching.
2.Thinkingaboutotherformsofdigitaltechnologies…
ExamineResource2:theTableexplainingusesofICTinLanguagesclassrooms.
ThisResourceisfromausefulandrecentlypublishedbooklet:TeachingLanguagesinthePrimarySchool,Examplesfromcurrentpractice
Thereshouldbeacopyofthisresourceinyourschooloruniversitylibrary.Adigitalcopyisavailablefrom:
.au/pdf/teachinglanguages.pdf
ThereisasectioninthisbookonusingICTininterculturallysensitivewaysinprimaryclassrooms.Itisworthreadingandstartsonpage22.
ExamineResource2onthenextpageeitherinprintordigitalform.
Resource2
FromTeachingLanguagesinthePrimarySchool,Examplesfromcurrentpractice(pp.31&32).
YouwillnoticethatthistablelistsApplications(softwareprograms,internetprocesses,games,etc)andrelatesthesetoparticularLanguageLearningProcesses(buildingskills,accessingideasandinformation,extendingideas,creatingandtransformingideas,andsharingideas).ThelastcolumnexaminestheparticularopportunitiestheseusesofICTprovideforLanguageslearning.
GoogleEducatorprovidesmostoftheICTprogramsreferredtoonthistable.UseGoogleEducatortohelpyouunderstandanyoftheterminologyinthistablethatyoudon’tunderstand.
Thinkaboutyourteaching.Whichoftheseapplicationsareyoucurrentlyusing?Whichoneswouldyouliketouse?Whichonesdoyouneedtoexplore?
DosomethinkingandresearchaboutdigitaltechnologiesbeyondcomputersthatwouldenhanceLanguageteachingandlearning.Makealist.Itmightinclude:
DVDs
Digitalcamerasandvideorecorders
Mobilephones
iPodsandotherdigitalsoundrecordersandplayers
….
….
3.UsesofICTsinILTLPClassroombasedprogrammes
GototheILTLPwebsite:
.au
/
ExaminethelistofPhase1teachingprogrammesandopenthosethatinterestyouandexaminethem.
Inparticular,lookatthefollowingprogrammesthatincorporateICTsintheteachers’pedagogiesandthestudents’learning:
StephanieAndrewsYear9Chineseprogramme
MelissaGould-DrakeleyYear12IndonesianProgramme
AntonellaMacchia&AnitaZocchiYear10/11Italianprogramme
KimDaymondYear4/5Indonesianprogramme
Youwillbeaskedtoexamineandevaluateoneoftheseprogrammesinthekeyideassectionthatfollows.Intheinterim,readthemthroughtogetasenseoftherangeoftechnologiesusedandthepurposesthattheyserve.
Notice,andreflecton,thefollowing:
HowStephanierequiresherstudentstosetanduseanemailserviceinChineseat
Melissa’slistoftechnologicalresourcesatthestartofherprogramme,andthewayssheusesstudents’emailsinherassessmentprocessestoassessunderstandingandabilitytocommunicateappropriatelyaccordi
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