1 1 Using ICT effectively

2 2 Aims 1.To consider the application of ICT as an effective tool in teaching and learning MFL 2.To explore ideas for creative uses of ICT 3.To support you in meeting the requirements of Standard 3 regard to ICT in subject teaching –demonstrate good subject and curriculum knowledge (a critical understanding of developments in the subject and curriculum areas)

3 3 What do we mean by ICT? Which have you used?

4 4 What do we mean by ICT? –generic software (e.g. Word, PowerPoint) –digital images –audio / DVD / animation clips –Websites (Textivate, VocabExpress, Teachit Langs) –spreadsheets / data processing –desktop publishing –CD ROMs (and DVD ROMs) –authoring software (e.g. Fun with texts, TaskMagic) –editable commercial resources (e.g. Boardworks)

5 5 What do we mean by ICT? –online communication tools (e.g. email, chat, conferencing) –video conferencing –digital camera –digital audio recording and editing –web page creation –digital video filming and editing –interactive whiteboard software features –interactive classroom tools (e.g. voting system, slate) –iPads

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8 8 A brief history of ICT in (MFL) education…. –CALL: 1980s → (Computer Assisted Language Learning) –IT to ICT (email led to the C for Communication) –1998 – launch of National Grid for Learning (NGfL) –Investment in infrastructure and connectivity, hardware, software and subject teacher professional development –Broadband –Interactive whiteboards –NOF training programme –Laptops for teachers –Curriculum Online and E-learning credits –Expectation embedded in National Curriculum and Standards for QTS that teachers give pupils opportunities to learn subjects (incl MFL) using ICT

9 9 ICT gives us resources and flexibility to ‘meet’ a wider range of learning styles at once… From Learning Styles and writing in modern foreign languages, DfES May 2002 Credit: Gardner, Howard Frames of Mind 1993 Fontana

10 10 What can ICT bring to the MFL curriculum? –Visual support- text, images –Range of resources for listening, reading and writing activities –Contact with the target language communities –Finding authentic resources –Carrying out authentic tasks –Increase independence of pupils –Enhance the learning experience in general –Highlight linguistic features to enhance learning BUT does using ICT for my lesson make the learning more effective?

11 11 What can ICT bring to the MFL curriculum? New National Curriculum Curriculum opportunities During the key stage pupils should be offered the following opportunities that are integral to their learning and enhance their engagement with the concepts, processes and content of the subject. The curriculum should provide opportunities for pupils to: a hear, speak, read and write in the target language regularly and frequently within the classroom and beyond b communicate in the target language individually, in pairs, in groups and with speakers of the target language, including native speakers where possible, for a variety of purposes c use an increasing range of more complex language d make links with English at word, sentence and text level e use a range of resources, including ICT, for accessing and communicating information in the target language f listen to, read or view a range of materials, including authentic materials in the target language, both to support learning and for personal interest and enjoyment g use the target language in connection with topics and issues that are engaging and may be related to other areas of the curriculum.

12 12 Motivation… –ICT use often deemed as more ‘motivating’ –But this depends on how much pupils feel in control of the task –And how meaningful it is ‘…tasks that involve variety and diversity are more likely to facilitate an interest in learning and mastery orientation. Students are more likely to approach and engage in learning when they perceive a meaningful reason for engaging in the activity.’ (Ames 1992)

13 13 Should pupils be allowed to have their mobile phones in class? –How can I use smartphone technology to enhance MFL teaching and learning? –How can I use it to tap into learners’ wider interests? –Would use of smartphones challenge my current understanding of what a lesson is? –What are the implications of learners taking more control over their learning? For: –TL use by pupils –supporting and tracking individual progress –pupil behaviour –differentiating the learning experience –ensuring adequate focus on language, etc

14 14 ICT and MFL: an overview (Pachler, Barnes, Field 2009) Facilitating online, autonomous learningWebquests Supporting f2f teachingIWBs Concordancers Web-browser Instant messaging Video and photo sharing Social bookmarking VLEs Social networking CALL Digital audio and video production & exploitation Video and audio conferencing CulturePodcasting and vodcasting Listening, Speaking Reading & Writing Grammar Translation Vocabulary Pronunciation ICT in FL Teaching and Learning Collaborative and communicative potential Interactivity and non-linearity Distributed knowledge construction Multimodal knowledge representation Access to authentic material Characteristics and potential Teaching Applications and tools Learning

15 15 Use of ICT – changing teaching and learning –Away from centrality of the teacher –New technologies as ‘delivery models’ and pupils not empty vessels but agents in interaction and collaboration (Leask and Pachler, 1999)

16 16 Software and uses in MFL teaching and learning - Powerpoint 1- Moving text to demonstrate a linguistic feature eg. Je vais au cinéma Je ne vais pas au cinéma Je prends le train Ich mag den Fussball. Es ist spannend. Ich mag den Fussball, weil es spannend ist. Ich mag das Geschichte. Es ist sehr interessant. I-M-D-G-W-E-S-I-I Ich mag das Geschichte, weil es sehr interessant ist  ne pas

17 17 Software and uses in MFL teaching and learning - Powerpoint ¿Qué es? ¿Cómo es? (pelo / ojos / ropa) ¿Quién es? (una pista – Fórmula 1)

18 18 Software and uses in MFL teaching and learning - Powerpoint

19 19 ¿Es hombre o mujer? Es ____________ ¿Es joven o mayor? Es _____________ ¿Lleva un bañador o un chándal? Lleva_________ ¿Es deportista o Premio Nobel de Literatura? Es_____________ ¿Está triste o alegre? Está__________ ¿Usa gafas? Sí/no las usa ¿Tiene la barbilla pequeña o grande? Tiene_________ ¿Está en forma o enfermo? Está__________ ¿Tiene los ojos grandes o pequeños? Tiene___________ ¿Está sonriendo o está serio? Está__________ ¿Es rubio, moreno o castaño? Es_____________ ¿Tiene los ojos castaños o azules? Tiene__________ ¿Tiene la frente ancha o estrecha? Tiene__________ _ ¿Tiene las cejas pobladas o finas? Las tiene__________ ¿Tiene la nariz recta, chata o larga? La tiene________ ¿Tiene bigote o no? Sí/no tiene______ ¿Es delgado o grueso? Es___________ ¿Es alto o bajo? Es____________ Se llama_________Es p______ d F______ U__

20 20 Alouette  Alouette, gentille alouette, Alouette, je te plumerai Je te plumerai la tête, je te plumerai la tête, Alouette. Alouette ah, ah, ah. Alouette, gentille alouette, Alouette, je te plumerai Je te plumerai le bec Et la tête, et la tête Et le bec, et le bec Alouette. Alouette, ah, ah, ah. Alouette, gentille alouette, Alouette, je te plumerai Je te plumerai le cou Et la tête, et la tête Et le bec, et le bec Et le cou, et le cou Alouette. Alouette, ah, ah, ah. Alouette, gentille alouette, Alouette, je te plumerai Je te plumerai le dos

21 21 Software and uses in MFL teaching and learning - Excel  Carry out a survey with a class e.g. ¿Cómo vas al colegio?  They tally their answers and use Excel ‘Chart wizard’ to create a display of results.  Ask your partner school in another country to do the same or another class in your school and compare the results.  Pupils write up their findings e.g. En nuestra clase más alumnos van al colegio en coche que en la clase española.

22 22 Using the web  Find teacher made resources  Look for authentic websites for young people e.g. momes.net  Look for teacher made resources from other countries (other countries teach French, German and Spanish!)  Use ‘live’ in class, as an activity in the ICT room, for creating resources  Web sharing on sites like ‘Edmodo’

23 23 Fiona Hilton and her pupils talk about the use of ICT in language learning Receptive Productive Input Output http://www.youtube.com/watch?v=yOtqbeBWpXE

24 24 Using the web – teacher or pupils  www.momes.net www.momes.net  http://www.blinde-kuh.de/ http://www.blinde-kuh.de/  http://www.ratp.info/orienter/cv/carteparis.php http://www.ratp.info/orienter/cv/carteparis.php  http://galaxiehp.free.fr/menu.html http://galaxiehp.free.fr/menu.html  http://monguide.louvre.fr/index.php?p=visiteAdulte http://monguide.louvre.fr/index.php?p=visiteAdulte  http://www.wfi.fr/volterre/ecolefrance.html http://www.wfi.fr/volterre/ecolefrance.html  http://www.dw-world.de/dw/0,1595,8030,00.html http://www.dw-world.de/dw/0,1595,8030,00.html  http://www.realmadrid.com/cs/Satellite/es/119304047244 6/SubhomeEquipo/Primer_Equipo.htm http://www.realmadrid.com/cs/Satellite/es/119304047244 6/SubhomeEquipo/Primer_Equipo.htm  http://www.chapultepec.df.gob.mx/ http://www.chapultepec.df.gob.mx/  http://www.elcorteingles.es/ http://www.elcorteingles.es/

25 25 Using the web – teacher use Youtube / Clips online etc Search for programmes that exist in the UK and other countries e.g. wife swap La Bamba http://uk.youtube.com/watch?v=PK2HANwsUWg

26 26 Using the web – pupil use Web quests in groups: Set a task that involves the pupils in using authentic websites. For example ‘Plan a weekend in Paris for you and a friend. You can spend 200 euros each.’ Create own presentations. For example: a robot that does the chores a grammar point Create posters. For example: investigate the endangered lynx in Spain and create a poster about it.investigate the endangered lynx in Spain and create a poster about it. investigate a recent film and create own movie poster

27 27 Using other programmes / hardware Create your own listening materials http://audacity.sourceforge.net/ http://audacity.sourceforge.net/ Software which allows you to make a cartoon. You choose the characters and backdrop. No sound. http://www.dvolver.com http://www.dvolver.com Website to create faces http://www.mrpicassohead.com/create.html http://www.mrpicassohead.com/create.html Website to create comics, with possibility of peer assessment http://www.pixton.com/uk/http://www.pixton.com/uk/

28 28 Using other programmes / hardware Video-conferencing: link classrooms in UK and in other countries or classrooms in UK E-mail /Web-cam / MSN messenger: linking with pupils in other countries. **Security is an issue for your schools, if pupils are allowed to contact each other directly. There are other ways to send messages as a group** More information: http://www.britishcouncil.org/learning-partner-finding.htm http://www.globalgateway.org http://www.ukgermanconnection.org/microsites/?location_id=5 http://www.britishcouncil.org/globalschools.htm

29 29 Some ideas for Powerpoint Useful features: -Colour -Sequencing -Items can disappear and appear -Images and animated clips -Cover pictures with boxes the same colour as the background and remove them one by one. -Link to sound files and video clips

30 30 Un diálogo para memorizar … A- ¡Ah! Estás aquí por fin. B- Buenos días. A- ¿Eres tú de verdad? B- Sí, sí. Soy yo. A- No puede ser. B- Sí, puede ser. Estoy de vuelta. A- ¿Qué es esto? B- Es para tí.

31 31 Un diálogo para memorizar … A- ¡Ah! Estás aquí por fin. B- Buenos días. A- ¿Eres tú de verdad? B- Sí, sí. Soy yo. A- No puede ser. B- Sí, puede ser. Estoy de vuelta. A- ¿Qué es esto? B- Es para tí.

32 32 Un diálogo para memorizar … A- ¡Ah! Estás aquí por fin.. B- Buenos días. A- ¿Eres tú de verdad? B- Sí, sí. Soy yo. A- No puede ser. B- Sí, puede ser. Estoy de vuelta. A- ¿Qué es esto? B- Es para tí.

33 33 Un diálogo para memorizar … A- ¡Ah! Estás aquí por fin. B- Buenos días. A- ¿Eres tú de verdad? B- Sí, sí. Soy yo. A- No puede ser. B- Sí, puede ser. Estoy de vuelta. A- ¿Qué es esto? B- Es para tí.

34 34 Un diálogo para memorizar … A- ¡Ah! Estás aquí por fin. B- Buenos días. A- ¿Eres tú de verdad? B- Sí, sí. Soy yo. A- No puede ser. B- Sí, puede ser. Estoy de vuelta. A- ¿Qué es esto? B- Es para tí.

35 35 Un diálogo para memorizar … A- ¡Ah! Estás aquí por fin.. B- Buenos días. A- ¿Eres tú de verdad? B- Sí, sí. Soy yo. A- No puede ser. B- Sí, puede ser. Estoy de vuelta. A- ¿Qué es esto? B- Es para tí.

36 36 Un diálogo para memorizar … A- ¡A-E-A-P-F-! B- B-D A- ¿E-T-D-V-? B- S-S-S-Y A- N-P-S B- S-P-S-E-D-V A- ¿Q-E-E-? B- E-P-T

37 37 Some ideas for Powerpoint Useful features: -Colour -Sequencing -Items can disappear and appear -Images and animated clips -Cover pictures with boxes the same colour as the background and remove them one by one. -Link to sound files and video clips

38 38 Working with Powerpoint To consider when you are using Powerpoint: Background colour – pale, not white! Font – size (this is 24), style (arial is best) and colour (what does it mean?) Clear images Sequence – masc / fem / neuter / plural or regular to irregular Animation – useful for words to appear or disappear but don’t overuse! Would sounds be helpful?

39 39 Working with Powerpoint As we go through these 3 Powerpoint presentations, consider the following: Are the slides clear ? Too busy or boring? How is the written word presented? Is the sequence of words logical? Do the colours of the words mean anything? Is there a starter or follow-up task?

40 40 Working with Powerpoint 1- Colours - German- Colours - German 2- Verbs in the preterite - SpanishVerbs in the preterite - Spanish 3- Comparisons in FrenchComparisons in French

41 41 Further information and resources

42 42 Further information and resources –ICT 4 languages teachers – www.ict4lt.orgwww.ict4lt.org –Includes useful critique and theoretical/historical background to ICT in language learning across all phases of education. European project started in 90s, in collaboration with CILT. –MFL Environment (MFLE) - www.ltscotland.org.uk/mfle www.ltscotland.org.uk/mfle –Image bank and lesson ideas, technical info and case studies of ‘cutting-edge’ ICT in language teaching in schools. From Learning and Teaching Scotland.

43 43 ICT task –Go through the ICT booklet and create a Powerpoint to present language –Deadline is: Friday 11 th October –You will show your presentation to someone else – peer assess