primary English classroom What is elearning e means various electronic tools such as computer networks and multimedia L earning is the focus of elearning e ID: 791077
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Slide1
Using e-learning in the primary English classroom
Slide2What is e-learning?
“
e
” means various
electronic
tools (such as computer, networks and multimedia).
“
L
earning” is the
focus
of e-learning.
“
e
” also means
efficient, effective and enjoyable.
Slide3e-learning and its application in English learning and teaching
Type
Example
Purpose
Application
QR Code + Google Form, EduVenture, Beyond CampusTo facilitate outdoor mobile learning and teachingTo enhance inquiry-based learningAsk students to use QR Code at each checkpoint to look for information from the web and then fill in information in a Google FormSocrative, Plickers, Kahoot, Padlet, NearPod, Lino, QuizletTo increase interactivityTo facilitate instant feedbackSet questions to assess a target language pattern in Kahoot and ask students to answer the questions using mobile devicesEdmodo, Schoology, Moodle, Google ClassroomTo share, integrate and create resourcesTo access materials and track student learning anytime, anywherePost readings on Edmodo, invite students to give their views and set questions (e.g. MCs) to track student learning
Locational-Based Learning system
Classroom responses system
Learning manage-ment system
Overview of tools more relevant to English learning and teaching
Slide4Example
Purpose
Application
Doceri
,
Popplet, Skitch, Screen Chomp, Explain Everything, Prezi, Educreations, VideoliciousTo create a variety of presentation modes such as mindmapping, video making, storytelling and idea sharingAsk students to use Popplet to design a mindmap to help them organise their writing ideasCamera for phototaking and filming, dictionary, voice recordingTo maximise the use of tabletsTo complement the use of other e-toolsAsk students to film their presentation in class with a tablet and then upload the file on to Edmodo for sharing and feedbackIdea presentation appsBuilt-in functions of tablets
Slide5Why e-learning
Objectives
To improve students’ independent learning
To cater for learner
diversity
To increase interactivity in class To facilitate instant feedback
Slide6Experience sharing
Acknowledgements
Ms
Nancy Chan
Ms
Maggie Ting~ Baptist (Sha Tin Wai) Lui Ming Choi Primary School
Slide7Background of using e-learning
in the English Department
e-Learning as an established practice (started 4 years ago)
Expected learning outcomes:
To improve students’ independent learning
To cater for learner diversityTo increase interactivity in class To facilitate instant feedbackTeacher levelThe interaction mode in class is often limited.There is a lack of time for teachers to give timely and individual feedback.ChallengesStudent levelStudents may not take the initiative to work independently after class to consolidate and extend their learning.There is learner diversity.Flexibility in teachers’ use they can select the most efficient, effective e-tools and make optimal use of them they can maximise learning and make learning enjoyable
Slide8Classroom application 1
Level: P3
Ability of students:
English proficiency: vary from very weak to very capable
IT skills: average (1 year’s experience)
Learning objectives: Students will be able to:write and record a simple recipeuse appropriate action verbs
Slide9Brief lesson flow
Slide10How?
Students select
photos
for their videos using
Videolicious
.Students add voice recordings to their videos making a dish Students add sound effects.Students save the videos in ‘Camera Roll’ in their tablets.Students broadcast the videos on other platforms.
Slide11How it adds value to
learning and teaching
Enhance students’ engagement and motivation
Students are motivated by this new way of interaction and publishing
They are willing to participate and can finish the task by themselves. They enjoy listening to their recordings again and improve their work.
Slide12How it adds value to
learning and teaching
Cater for learner diversity
Students can finish the task and edit the work at their own pace.
While f
aster students review and record again, teacher can help those in need.The less able ones are more confident and willing to speak.BACK
Slide13How?
Students can
upload the videos
on to Google Classroom at home.
Teacher can give feedback after watching.
Teacher can also choose and share some good videos from Google Classroom with other students.What if we do not have enough time to watch all videos in class…
Slide14How it adds value to
learning and teaching
Cater for learner diversity
The less able ones can learn from the more able ones.
Teachers can assess the work of individual students and give them feedback.
New possibilities in learningSpeaking homework is possible.Teachers can give feedback online and enhance T-S interaction.
Slide15How it adds value to
learning and teaching
Better organization
All class materials (e.g. the videos students made) are automatically filed into folders in Google Drive.
Students can track their own learning across years.
Teachers can pick good examples as teaching materials.
Slide16Classroom application 2
Level: P5
Ability of students:
English proficiency: vary from
very
weak to very capableIT skills: quite good (4 years’ experience using tablets)Learning objectives: Students will be able to:differentiate clauses of purpose, result and reasonuse ‘so’, ‘so that’ and ‘because’make sentences using ‘so’, ‘so that’ and ‘because’
Slide17Brief lesson flow
Learning difficulty –
‘so’
vs’
so that’
Set more questions on ‘so’ and ‘so that’
Slide18How?
Teacher sets a quiz on ‘so’ and ‘so that’ using
Socrative
.
Students choose the correct connectives.
3. Teacher and students get instant feedback, understand how well the learning goes, and teacher further explains the difference of the two connectives.4. Teacher gets a report of individual students’ performance and offers help to the less able ones by giving supplementary exercises on ‘so’ and ‘so that’.
Slide19How it adds value to
learning and teaching
Facilitate instant feedback
Teacher and students can tell if the target language is mastered (‘so’ vs. ‘so that’) immediately.
Teacher can tell which question(s) is/ are the most difficult for students and give explanation.
Cater for learner diversityTeacher can assess the work of individual students and give them feedback.Teacher can support those in needs.BACK
Slide20How?
Teacher posts instructions of homework on Edmodo.
Students consolidate their learning by typing sentences with ‘so’, ‘so that’ and ‘because’ and submit them on to Edmodo at home.
Teacher gives feedback.
Peers can also give feedback.
Slide21How it adds value to
learning and teaching
Cater for learner diversity
The less able students can read the work done by others and learn from their peers.
Track independent learning progress
Provide an alternative way to track if students have worked independently after class.
Slide22Way forward
Review students’ readiness regularly
plan how and when to use the tools
e.g. promote group editing in Google Classroom in senior forms
Set up learning community in and beyond schoolsupport one anothermore efficient, effective use of different e-learning tools and resources
Slide23Tips
Establish a monitoring system
IT restrictions to block forbidden Apps
Monitor through mobile phones by IT staff
Monitor students’ online time and browsing history by class teachers
Prepare students and parentsStudents (e.g. etiquette, rules and regulations (IT contract)) Strict disciplineParents (e.g. parents’ meeting with the principal)Can e-learning add value to learning and teaching?Do we plan a unit carefully and holistically to ensure the right technology is added to the right task and used at the right time?