- •Unit 1. Introduction to using technology in the language classroom
- •Introduction
- •1 Digital competence/literacy in using technology
- •Digital literacies Nicky Hockly
- •1 Language-based literacies
- •2 Information-based literacies
- •3 Connection-based literacies
- •Implications for language teachers
- •Activities
- •1 Answer the questions:
- •2 Match the digital skill with its definition:
- •Evaluate the level of your digital literacy:
- •4 Read the task from the article and do it according to age level(Young Learners and Young Adults).What language skills can be developed? Focus on them:
- •5 Read the extract from the following article and identify technology literacy competence. Compare and reflect the given information to the one in Digital literacies by Nicky Hockly.
- •6 Watch the video “Top 10 Reasons to Use Technology in Education- iPad, Tablet, Computer, Listening Centers” (available on YouTube and downloaded).
- •In your blog make a list of reasons, add your own reasons and write comments on what competences/literacis can be developed.
- •Assessment
- •2 Using and praticing ict terminology
- •The terms of group ‘I’
- •The terms of group ‘o’
- •The terms of group ‘r’
- •The terms of group ‘t’
- •The terms of group ‘w’
- •Activities
- •1 Answer the questions
- •2 Reread the article and fill in the table, making the terms.
- •3 Study the Figure 2 on the previous article and identify True or False from the comments on this figure below.
- •Digital
- •5. Use your background knowledge on ict terms and fill in the gaps with appropriate word from the box.
- •7 Watch the video (YouTube)
- •8 Project work
- •Assessment
- •Independent learning:
Unit 1. Introduction to using technology in the language classroom
Lesson 3. Using technology (Nargiza Makhmudova)
Module Name: Technology and Language Learning
Lead Institution: Voronezh State University
Team leader: Elena Chaika
Introduction
This lesson introduces participants the key concepts in ICT, the reasons, objectives, methods, ways as well as importance of adding technology to LT. It will help learners to better understand the importance of information technology literacy, types of technology tools and the specificity of terminology in ICT, as well as help them to create their own glossary.
Goals and objectives
The course is aimed at enabling participants to:
understand reasons and approaches to using technology
develop technology literacy competencies
develop critical awareness in using ICT terminology
differentiate advantages and disadvantages of using technology
start to create their own ICT glossary
Learning outcomes
By the end of this lesson participants will be able to:
analyse flexibility of their teaching situation for using technology
analyse the effectiveness of digital materials
apply right terminology
differentiate technology literacy competencies
1 Digital competence/literacy in using technology
Spark
Warm-up Activity:
What is literacy?
What’s the difference between literacy and competence?
What is computer literacy?
What skills are necessary for teachers and learners in Digital Age?
Input
doi:10.1093/elt/ccr077 ªª The Author 2011. Published by Oxford University Press; all rights reserved. by Keith Morrow on January 25, 2012 http://eltj.oxfordjournals.org/ Downloaded from technology for the language teacher.
Digital literacies Nicky Hockly
What are digital literacies?
New technologies have transformed the way we live and communicate, and most educators are in agreement that new technologies require new skills. These skills include ‘information, media and technology skills’, also known as ‘digital literacies’.
National curricula are increasingly taking digital literacies into account, although not everyone agrees on the terminology to use; thus, we find that ‘digital competency’ is part of the national curriculum in Norway, in Australia educators talk of ‘digital media literacy’, and in the UK of ‘media literacy’. A recent report by researchers at the University of Phoenix Research Institute (Davies, Fidler, and Gorbis 2011: 6–7) identifies a number of key skills for future workers, which include ‘new media literacy’ and ‘virtual collaboration’ skills, among others.
Of course literacy has always been a primary goal of education, but the constantly evolving digital landscape means that new skills and literacies are required. The umbrella term ‘digital literacies’ can be applied to these.
What do digital literacies look like?
A number of ways of conceptualizing digital literacies have been put forward. Pegrum (2011; Dudeney, Hockly, and Pegrum 2012) suggests a set of four overlapping skill sets corresponding to four main areas:
1 language
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2 information
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3 connections
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4 (re-)design.
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