Voloshina J ulia, Russia ATDOP FALL 2012 Critical thinking through Internet resources Workshop participants will learn how to apply Internet tools in teaching critical thinking and speaking/listening Workshop goal By the end of this workshop participants will вЂў l earn about blogging, audioblogging , podcasts and their applying for developing critical thinking skills; вЂў c omplete some activities with these Internet tools; вЂў start their blogs in Voxopop ; вЂў discuss in small groups how they can apply these Internet tools in their classes. Workshop objectives вЂњ I never teach my pupils; I only attempt to provide the conditions in which they can learn .вЂќ Albert Einstein Quote вЂў A uthenticity вЂў L iteracy вЂў I nteraction вЂў V itality вЂў E mpowerment From вЂњ Internet for English TeachingвЂќ by Mark Warschauer , Shetzer & Meloni , TESOL, 2000 How do Internet resources improve language? вЂў Exploring Web 2.0: Tools for Classroom Teaching вЂў LetвЂ™s make an activity A podcast is a type of digital media consisting of an episodic series of audio radio , video , PDF , or ePub files subscribed to and downloaded through web syndication or streamed online to a computer or mobile device. From http://en.wikipedia.org/wiki/Podcasting вЂў What is podcasting? вЂў http://www.esl - lab.com/ вЂў http://learningenglish.voanews.com/se ction/the - classroom/2345.html# вЂў http://www.breakingnewsenglish.com/ вЂў www.eslvideo.com вЂў back 1. Most podcasts are free. 2. Transcripts. 3. Wide range of topics. 4. User - friendly podcast aggregators. 5. Automatically downloaded. 6. Authentic topics at natural speed. 7. Designed for English language learners. 8. Library and sharing podcasts. 9. Promotes self - instructions. 10. The technology tunes into where students are. (From вЂњThe power of podcasts: a tool to improve listening skills and empower learnersвЂќ by A. Hazell Yildirim , E. Hoffman// Teaching Listening: Voice from the field, TESOL) Why should teachers use podcasts? 10 reasons for using podcasts at English lessons вЂў Web log - discussion or information site вЂў Online diary or journal вЂў Single or multi - author blogs (MABs) вЂў Postings in a reverse chronological order вЂў Interactive format - you can read postings and leave comments вЂў Link to other sources вЂў Instant publishing вЂў Social networking вЂў From http ://en.wikipedia.org/wiki/Blogging вЂў What is blogging? вЂў http://community.eflclassroom.com/ вЂў http://edublogs.org/campus вЂў http://www.epals.com вЂў Learner autonomy вЂў Critical thinking вЂў Sense of community through interaction вЂў Broad audience; not just for the instructor вЂў Feedback through multiple viewpoints вЂў Track progress and keep motivation вЂў Face - to - face classrooms are limited by practical constraints: time and number of students вЂў From вЂњLearner autonomy on - line: Stories from blogging experienceвЂќ, вЂў A. Arikan , A. Balka Why blogs? вЂў Audioblogging вЂ¦ вЂў вЂў is formed by combining "audioвЂќ with вЂњblogging". It is an extension of blogging, where bloggers substitute the bulk of the text posts with voice recordings . It has the same features as blogs: вЂў Dating and arrangement of information in reverse chronological order вЂў Ease of posting new content вЂў Automatic archival and organisation of old posts вЂў Content syndication through вЂњRSSвЂќ (stands for Really Simple Syndication ). From The Guardian, 2004 вЂў www.voxopop.com вЂў LetвЂ™s create your own accounts п‚§ Blogging as part of coursework п‚§ PERSONAL blog (student - chosen topics) п‚§ CLASS blog (teacher - selected topics ) Activities for developing critical thinking with the use of blogs вЂў Discussion Boards вЂў Pose DISCUSSABLE questions, problems, or situations вЂў Teach students HOW to participate in an online discussion вЂў Foster specific learning communities or workgroups вЂў Contribute to ongoing discussions вЂў Utilize discussion scaffolding вЂў Incorporate audio, video, case studies, simulations, guest вЂњspeakersвЂќ, role playing, or exploratory prompts вЂў Utilize a range of convergent, divergent and evaluative questions Teaching Tips вЂў Full - spectrum questions (Collision, Elbaum , Havvind & Tinker, 2000): вЂў probe the вЂњso what!вЂќ response - relevance, interest level, urgency and context вЂў clarify meaning or conceptual vocabulary - ambiguity or vagueness and common concepts вЂў explore assumptions, sources and rationale - qualities assumed and study evidence вЂў seek to identify causes and effects or outcomes - primary or secondary and causes, internal or external factors вЂў consider appropriate action - weigh different courses of action вЂў Discussion Boards вЂў Elements to consider: вЂў Content (fully covered with supported resources) вЂў Organization (coherent, easy to follow) вЂў Accuracy (vocabulary, grammar, spelling) вЂў Comments (how many and often? quality?) вЂў Example: вЂў Teacher Planet http:// www.rubrics4teachers.com/Blog_Rubrics.php вЂў Rubistar http:// rubistar.4teachers.org Evaluating Blogs/ Rubrics вЂў Linguistic feedback from the instructor вЂў Fluency vs. accuracy вЂў Focus - on - form вЂў Error correction вЂў Peer feedback on the content вЂў Reflective thinking вЂў Affective support вЂў Role of Feedback 1. Blogging as a mediated tool for reflective writing/speaking and intercultural learning 2. Incorporation of different skills and tools 3. Design of meaningful and interesting tasks 4. Building community of practice through interaction and collaboration 5. Instructor and peer feedback for focus on form вЂў Conclusion вЂў Technology is our friend and assistant, but it will never replace a human teacher! вЂў Technology can make a good teacher better, but cannot make a bad teacher good! вЂў Final thoughts Any questions? Thank you!