Westminster Forum 26th February 2019 - Government Events

Using technology as a tool to make language
               classrooms for the web generation more
                      engaging and accessible

                  Helen Myers, The Ashcombe School
                         ALL London Chair
                 myers.helen@ashcombe.surrey.sch.uk

                      Westminster Forum
                      26th February 2019
27/02/2019

1                The Hatton Conference Centre

Context

             • Teaching 1982 – present!
             • The Ashcombe School, Language College since
               1998.
             • Maintained links with local schools
             • Maintained focus on ICT in MFL
             • Online fora (Facebook, mflresources)
             • Host annual conference for ICT and languages.
               Feel free to join us! #mfltwitterati conference
               27/4/19
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ICT Conference

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Interpreting the title
             Using technology as a tool to make language classrooms for
             the web generation more engaging and accessible
             • A tool – can be used well or badly. Not an end in itself.
             • The classroom – still relevant, whether class or ICT suite
             • The web generation – beware, don’t make assumptions!
             • Engaging – beware the potential traps. Engagement =
               outcome! Of itself not necessarily A Good Thing.
             • Accessible – paramount. Languages for all!
             • Extra word: effective – Becta/DfES study ImpaCT 2 indicated
               that of all subjects, MFL had the highest improvement
               through ICT.
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Headings

             1. Using technology to respond to the learning needs
                and requirements of Modern Foreign Languages
                pupils
             2. Redesigning teaching strategies to utilise technology
                within the curriculum to deliver on targeted aims
             3. How technology can help teachers and learners work
                in collaboration within the classroom, the school and
                beyond
             4. Integrating apps and online resources to promote
                pupil engagement and develop out of school learning

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1. Using technology to respond to the
               learning needs and requirements of
                Modern Foreign Languages pupils
             • Listen
                              Needs and requirements -
             • Speak          no change over the years!

             • Read           Means of assessment can
                              change the emphasis in the
             • Write          run up to exam
                              preparation– but broadly
             • Vocabulary     the same needs.

             • Grammar
             • Target language culture
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2. Redesigning teaching strategies to utilise technology
                   within the curriculum to deliver on targeted aims

             Key to good Teaching and Learning:
             Operate within a teacher-designed framework –
             ensure logical progression, a helpful sequence

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MFL teaching

            PRESENTATION - demonstration

                           - comprehension

            PRACTICE       - reproduction

                           - production

               Classroom/Computer Room
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1+2 Curriculum Objective / Strategy

             “TEACHER TOOL ”
             • ICT can support the teaching of any subject in the
                 classroom e.g. data projector + computer, under
                 TEACHER CONTROL
             LEARNER TOOL”
             • ICT can support learning where there is PUPIL
                 CONTROL e.g. 1:1 computer use in a computer
                 suite room / on a personal device
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             “

Learner Tool / Teacher Tool
            Teacher Tool
            • Use ICT in the classroom for whole-class
              teaching
            • Use a data projector to enhance teacher-led
              whole-class teaching - talking about language -
              sharing language
            • [Use individual whiteboards to ensure GENUINE
              interactivity!]
            Learner Tool
            A multimedia suite/ own devices with regular
            entitlement for all students with
            • independent control
            • independent feedback
            • independent learning             Go for both!
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Overview of ideas to make learning more
             effective using technology

             Presented by learning element

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Listening: Teacher control

             • E Coursebook
             • Native speaker ‘models’ and teachers [e.g.
               YouTubers – but not always accurate]
             • Authentic audiovisual e.g. Short films,
               adverts, webTV, news programmes
               (teacher mediation to exploit language)
             • Speedy production of parallel transcripts /
               translations for course or authentic
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               listening material (See over)
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Song

            • Maxime Le Forestier

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Listening: learner control

             • Course book independent access to audio (e.g.
               Studio, Dynamic Learning]
             • Commercially available listening clips e.g.
               Linguascope, Thisislanguage
             • Podcasts e.g. news in slow French
             • Interactive exercises with audio authored by
               teacher and tailored to course [e.g.TaskMagic /
               Textivate / Quizlet / Kahoot / Hot Potatoes]
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Listening: Hot Potatoes authored
                        resource

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15      www.ashcombe.surrey.sch.uk/Curriculum/modlang/videos.htm

Listening: Teachvid authored
                       resource

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Ready-made: Linguascope

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Ready-made: thisislanguage

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Speaking – Teacher control

             • Voice recorders in class – record and give
               feedback
             • Open-ended questions in language lab – record
               answers under timed conditions
             • Skype in the classroom
             • Virtual world avatars

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Second Life
Sixth form permanent help from
  Cathychou!

Second Life
            ‘At the tourist office’ lesson!

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Second Life
            • Outcome …

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Speaking – learner control

             • Individuals record themselves
             • Pairs record themselves (random pairing)

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Speaking:
            • Live
            • Recording (and collect)
            • Pairs / Groups / whole class
            • Imitating / interacting

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Reading – Teacher control

             • Collect engaging, authentic and current reading
               texts from Internet e.g. Twitter feed (follow
               interesting people e.g. Mbappé)
             • Press sites e.g. Euronews
             • Subtitles for YouTube videos, soaps and films (NB
               different from the original!)

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Reading – Learner Control

             • Course book independent access to text (e.g.
               Studio, Dynamic Learning]
             • Websites – selected by teacher [shared safely via
               language lab software] e.g. Un Jour une question
             • Kindle – 6th form book – Un Sac de Billes
             • Interactive exercises authored by teacher and
               tailored to course [TaskMagic / Textivate / Quizlet /
               Kahoot / Hot Potatoes] esp parallel texts
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TaskMagic

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Textivate – authoring resource

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Educandy – authoring resource

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Writing – Teacher control

             • Visualiser for modelling and discussion
             • Explicit training in using online dictionaries /
               Google translate
             • Demo how to review language - changing proof
               reading language - use spell check and grammar
               check
             • Own device: shared documents (6th form)

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Dictionaries online
            www.linguee.fr

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Writing – learner control

             • Interactive exercises authored by teacher and
               tailored to course [TaskMagic / Textivate / Quizlet /
               Kahoot / Hot Potatoes]
             • All collaborate on one document (6th form!)

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TaskMagic

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Vocabulary – Teacher control

             • PowerPoint animations etc. to make more
               ‘memorable’
             • PowerPoint games (e.g. tickle the board)
             • Live searching Google translate / Linguee /
               reverse - to demo how to use it and what the traps
               may be.
             • 6th form - use own devices.

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Vocabulary – Learner control
             • Commercial programs focussed on course
               (Linguascope, Vocab Express, Thisislanguage)
             • Authoring programs (Textivate, TaskMagic,
               Educandy, Quizlet, Kahoot, Videos)

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TaskMagic

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Public Sharing: YouTube HelenMFL
            • http://uk.youtube.com/user/HelenMFL

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Vocabexpress   To site

• www.vocabexpress.com

Grammar – teacher control

             • PowerPoint tricks to make memorable / using animations
               (play once - then repeat and get them to anticipate)
             • YouTuber teachers to ring the changes!

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TaskMagic

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TaskMagic

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Grammar – learner control

             • Languages online High Wycombe
             • Thisislanguage presentations
             • Author Exercises using TaskMagic / Textivate /
               Kahoot (example)
             • 6th form: refer to Laura K Lawless

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TaskMagic

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Kahoot

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Research into Cultural knowledge –
                       teacher control

             • Frequent 'live'; research to demo how to research
             • Prepare sites

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Research into Cultural knowledge –
                            learner control

             • Prepare sites in advance for independent research

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3. How technology can help teachers and learners work in
              collaboration within the classroom, the school and beyond

             Just as with any subject, facility to communicate / ask
             questions / get more frequent, individualised feedback via
             language lab /Office 365 or equivalent.
             [Need to beware channels which are not moderated by your
             school]

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Sharepoint

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3. How technology can help teachers and learners work in
              collaboration within the classroom, the school and beyond

             Special for languages:
             • Facility to record and submit - then give feedback e.g. using
               language lab (whether with software or online - but beware
               online if you want to have ownership of the resource)

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3. How technology can help teachers and learners work in
             collaboration within the classroom, the school and beyond

             Special for languages:
             • e.g. Adobe Connect extra-curricular sessions in run-up to
               exam period very popular and enjoyable it seems by after-
               school class.

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How technology can help teachers and learners work in
         collaboration within the classroom, the school and beyond

             • Contact with other classes e.g. in a virtual world (German
               project)

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QUEST 2030- TILA project

                https://tinyurl.com/quest2030

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4. Integrating apps and online resources to promote pupil
                  engagement and develop out of school learning

             • Language resources tailored for the course
             • Teacher - authored resources (available on Intranet /
               websites)
             • Apps / online resources which are not necessarily designed
               to go with our curriculum e.g. Duolingo - Lingvist - BBC
               resources - Podcasts – Radiolingua
             • Netflix (and similar)
             • Spotify (and similar)

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Final thoughts

             Need to consider the ‘whole package’:
             Curriculum – Assessments - Grades

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Thanks for listening!

             Helen Myers
             myers.helen@ashcombe.surrey.sch.uk
             helenmyers007@gmail.com

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