EDUCATIONAL TECHNOLOGYAND
OTHER LEARNING RESOURCES
LUCRARE METODICO – ŞTIINŢIFICĂ
PENTRU OBȚINEREA
GRADULUI DIDACTIC I
Coo...
MOTTO:
'Teachers will not be replaced by technology, but
teachers who do not use technology will be
replaced by those who ...
EDUCATIONAL TECHNOLOGY AND OTHER LEARNING
RESOURCES
The purpose of this paper is
 to show that educational technology is ...
CHAPTER 1
THE USE OF THE INTERNET IN LANGUAGE TEACHING
 It relies mainly on the following books: Warschauer and Healey (1...
EXAMPLE OF A USEFUL WEBSITE FOR ENGLISH TEACHERS
HTTP://WWW.TEACHINGENGLISH.ORG.UK/
CHAPTER 2
COMMUNICATION, COLLABORATION AND DISTANCE
EDUCATION VIA COMPUTERS AND THE INTERNET
 The chapter relies on in Wa...
EXAMPLE OF AN INTERCLASS PROJECT
SKYPE PROJECT - PRECONCEPTIONS
http://profgabim1.weebly.com
CHAPTER 3
THE IMPACT OF INTEGRATING MODERN TECHNOLOGY ON
PARTICIPATING STUDENTS. CASE STUDY
According to Gardner’s Multipl...
CASE STUDY
In order to gather information about the impact of the program on
students’ learning, their attitude towards th...
EXAMPLE OF STUDENT’S FOLDER
EXAMPLE OF STUDENT’S PUBLICATION
EXAMPLE OF STUDENT’S APPLICATION
LEARNING GAINED
The results of the summative assessment show clearly that the ITP
students successfully solved the test it...
HISTOGRAM REFLECTING THE SUMMATIVE-ASSESSMENT
RESULTS OF THE ITPAND TTM STUDENTS
0
5
10
15
20
25
30
ITP students TTM stude...
Conclusion
The experiment carried out in this paper demonstrated clearly that
teaching with projects is an enjoyable and m...
Thank you for watching!
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Prezentare finala sibiceanu

Prezentare finala lucrare grad I, limba engleza.
Published on: Mar 4, 2016
Published in: Education      
Source: www.slideshare.net


Transcripts - Prezentare finala sibiceanu

  • 1. EDUCATIONAL TECHNOLOGYAND OTHER LEARNING RESOURCES LUCRARE METODICO – ŞTIINŢIFICĂ PENTRU OBȚINEREA GRADULUI DIDACTIC I Coordonator ştiinţific: Prof. univ. dr. LAVINIA NĂDRAG Candidat: Prof. SIBICEANU AURELIA COLEGIUL ,,ANGHEL SALIGNY” TULCEA
  • 2. MOTTO: 'Teachers will not be replaced by technology, but teachers who do not use technology will be replaced by those who do.' Sheryl Nussbaum-Beach, co-founder and CEO of Powerful Learning Practice
  • 3. EDUCATIONAL TECHNOLOGY AND OTHER LEARNING RESOURCES The purpose of this paper is  to show that educational technology is much more than improving learning, it is about transforming learning which means overcoming traditional educational approaches and replacing them with revolutionary new paradigms of teaching, learning and schooling;  to provide an overview of modern teaching practices related to the use of computers and Internet in the language classroom;  to present some useful resources for teachers;  to present a study that shows the importance of integrating modern technology into the language classroom.
  • 4. CHAPTER 1 THE USE OF THE INTERNET IN LANGUAGE TEACHING  It relies mainly on the following books: Warschauer and Healey (1998), Motteram (2013), Warschauer, Shetzer and Meloni (2002), Hubbard (2009), Gamper and Knapp (2002).  It focuses on the use of the Internet in the English classes and it offers a few glimpses of how teachers and students can use computers in the process of language learning.  This chapter deals with the field of computer assisted language learning (CALL) and its stages of development.  It analyzes the relation between the language skills and CALL and the characteristics of the Internet-based communication as well as future trends of the computer language classroom.  This chapter also refers to the Internet resources most valuable to teachers of English. It gives information for our professional development and classroom needs.  It also discusses how English language teachers can use the Internet to communicate with colleagues and find professional resources focusing on the use of e-mail communication.
  • 5. EXAMPLE OF A USEFUL WEBSITE FOR ENGLISH TEACHERS HTTP://WWW.TEACHINGENGLISH.ORG.UK/
  • 6. CHAPTER 2 COMMUNICATION, COLLABORATION AND DISTANCE EDUCATION VIA COMPUTERS AND THE INTERNET  The chapter relies on in Warschauer, Shetzer & Meloni, (2002), Demiray & Sever, (2009), Barron (1999), Tibi & Tibi (2009) and O’Lawrence’s study (2007).  This chapter focuses on ways in which the Internet is used for communication and for collaborative projects with students in a single class or across classes in different parts of the world.  It also deals with the phenomenon of distance education which due to the growth of the Internet seems to enjoy a great popularity.
  • 7. EXAMPLE OF AN INTERCLASS PROJECT SKYPE PROJECT - PRECONCEPTIONS http://profgabim1.weebly.com
  • 8. CHAPTER 3 THE IMPACT OF INTEGRATING MODERN TECHNOLOGY ON PARTICIPATING STUDENTS. CASE STUDY According to Gardner’s Multiple Intelligences and the Constructivism theories people learn, remember, perform and understand things in different ways therefore teachers should be able to exploit the variety of ways in which learners learn a material. In Gordon’s opinion, what is needed in classrooms today is increased autonomy, more collaborative work, more global connections, richer learning resources, more inquiry, interdisciplinary, project-based learning. The Intel Teach Program which we used in the research advocates the same view of learning and teaching. The main thesis of this research is to evaluate the impact of the Intel Teach Program on the selected group (ITP) of students’ learning in comparison to the other parallel group (TTM) where traditional teaching methods were used in the process of learning. The secondary theses attempt to demonstrate the following points:  The ITP improves students’ computer skills.  The ITP influence students’ attitude towards the use of technology.
  • 9. CASE STUDY In order to gather information about the impact of the program on students’ learning, their attitude towards the use of technology and the computer skills they gained, the teacher used instruments such as:  assessment activities / summative test  a computer skills questionnaire  an attitude toward the use of technology questionnaire  The Intel Teach Program (ITP) was integrated in one 7th grade class, 3rd year of English study while with the other parallel class traditional teaching methods were applied as it resides from the learning plan unit and the lesson plan to show the efficiency of ITP in the process of learning and find modern methods which may motivate students to learn and achieve language and computer skills.
  • 10. EXAMPLE OF STUDENT’S FOLDER
  • 11. EXAMPLE OF STUDENT’S PUBLICATION
  • 12. EXAMPLE OF STUDENT’S APPLICATION
  • 13. LEARNING GAINED The results of the summative assessment show clearly that the ITP students successfully solved the test items and obtained better results than the TTM students which undoubtedly proves that better understanding of lessons is acquired when students participate in real life situations, when they have the opportunity to develop effective research skills and when they do collaborative work rather than when students work individually, doing routine and mechanical exercises.
  • 14. HISTOGRAM REFLECTING THE SUMMATIVE-ASSESSMENT RESULTS OF THE ITPAND TTM STUDENTS 0 5 10 15 20 25 30 ITP students TTM students Grades 8-10 Grades 6-7 Grade 5
  • 15. Conclusion The experiment carried out in this paper demonstrated clearly that teaching with projects is an enjoyable and motivating method of learning and assessing students. The study conducted in this chapter intended to make use of technology so that students should be able to take pleasure in learning foreign languages in a different manner which proved successful as it adjusted students to the requirements of the modern society. It offered a model of integrating modern technologies into the language classroom and enhanced students’ social and metacognitive skills, promoting problem-solving, critical thinking and collaboration skills.
  • 16. Thank you for watching!