Week+7+B

=WEEK 7B – Using Technology to teach Culture =  =** A. Samples of //Power Point Presentations// used by (a) teachers for teaching (b) students for their work presentation: **= a. Town Description b. Town sights c. Childern's story electronic books d. Famous people (authors, singers, painters, actors, etc.) e. Environmental issues =** B. Sample of an Online Collaborative project beteween English-speaking Australian students learning French and French students learning English. **=

=** C. Reading about Culture **=

Butler-Pascoe,Butler-Pascoe,Butler-Pascoe, M.E. & Wiburg, K.M (2003). //Technology and Teaching English Language Learners//. Pearson Education, Inc. Chapter 7: //Using Technology to Teach Culture, Community and Diverse Learners,// pages 188 to 210: ** Technology and Teaching English Language Learners ** (a) how time is viewed (b) how students believe they should act with people of status (c) how people greet each other (d) how they walk (e) the amount of space that they feel is appropriate to place between themselves and others Professional Development [] OZ ESL Online [] (a) Web-based projects shared interesting information about students’ homelands (b) Junior historians / oral history (a) Bring student’s world into the classroom: CD-ROM, DVDs, etc. (b)  Web-page strolling: different languages: Arabic, Chinese, etc. (a)  Summarising (b) Questions generating (c) Clarifying (d) Predicting (a) create a play (b) draw pictures (c) put together a series of video images, make a radio show from the period, (d) create a simulated newspaper from the day (a) create a pantomime to demonstrate conflict (b) create a dance to demonstrate conflict (kinesthetic intelligence) (c) draw a map to show where certain battles took place (spatial intelligence) (d) Write a song about the conflicting needs of the North and South (musical intelligence) (e) Engage other students in discussion of the causes of the Civil War (interpersonal intelligence) (f) Use spreadsheets to demonstrate the economics that caused the defeat of the South (mathematical intelligence)\ (g) Write or tell an original story about what might have happened if the South had won the war (intrapersonal intelligence)
 * Chapter **** 7 **** Culture, Community, and Diverse Learners **
 * CULTURE in Language Teaching and Learning **
 * Learning**
 * Learning is influenced by the social and cultural context in which it occurs.
 * The communities in which students live and have lived play a critical role in how these students make meaning out of the world around them
 * Through the use of technology, student in diverse classrooms can come to know each other’s culture while also practicing the target language.
 * Culture and Language Learning**
 * Students’ experiences in learning language are deeply intertwined with the culture in which the language is being learned.
 * Ways of acting and thinking are culturally based:
 * Raise awareness of differences: show videos, pictures, slides of everyday interactions in different cultures and talk with the students about them / contrast values
 * Cultural studies through telecommunications**
 * Global communications has changed our perceptions of the world around us
 * Media impact: what happens in other countries, commerce, politics, education
 * Shift from traditional to multicultural societies / business first to recognize it / bilingualism valued in the global economy
 * Telecommunications and cultural literacy**
 * Direct communication with other students or speakers of the target language 24 hours a day, from school, work or home
 * WWW connects students and classrooms with the rest of the world: virtual travel, bringing scenes, artifacts, information
 * Governments, tourist bureaus, museums, etc.
 * SITES:
 * Culture project: meanings of words in English versus the Greek culture: different meanings of words in their cultures:
 * Culture and Technology:
 * Constructivist Learning: based on social interaction not on memorizing
 * Help students become aware of the processes for learning that they were using
 * Strategies for sharing responsibility:
 * Intelligence / multimedia
 * Design activities that support diversity requires the use of a variety of media as channels for students to both receive and be able to show what they know and think.
 * Example** **1****: understanding of a historical period:**
 * Example** **2** **providing a variety of ways for students to demonstrate their learning: Civil war:**
 * Technology examples**
 * See pages 199-203

// D. WebQuests and language Learning // //WebQuests. // What are they? What are their main characteristics? What type of learning do they promote? What makes a good or a bad WebQuest? What criteria can we use to evaluate them? From the ones you have visited, which ones did you like / dislike and why? How does one create a WebQuest? What do researchers and practitioners say about them? Can you develop a WebQuest for TEFL? Sections 1, 2, 3, and 4 below aim to help you achieve this aim. You do not have to work through these sections in the order they are given here. You can choose the order you would like to work through them. Make sure, however, you work through all four of them. Expected Outcomes Learn about WebQuests Create your own WebQuest for TEFL Present it to the rest of the group. =** Section 1 - WebQuests: What are they? **=
 * This task aims to acquaint you with WebQuests.**

The WebQuest page [] Some thought about WebQuests [] Building Blocks of a WebQuest [] Reading and Training Materials [] Nellie’s English Projects []

=** Section 2 - WebQuest Examples **=

GREAT! Foreign Language WebQuests, Middle School - Grades 6-8 [] WebQuest Examples [] Language Arts Web Quests [] Lists of WebQuest collections: [] Some Thoughts About WebQuests [] []

=** Section 3 - Creating OR Review WebQuests **=

(a) Creating a WebQuest: It's Easier than You Think! [] Tutorial on creating a WebQuest: [] WebQuest templates: [] Interne Expeditions: Creating WebQuest Learning Environments [] WebQuests: students process guides [] Webquests []

(b) Review WebQuests Do a search on the Internet. Choose 4 WebQuests and write an annotated review. Compare topics.

=** Section 4 - Articles: **=

Articles about WebQuests [] [|//Language Learning & Technology//] Vol. 8, No. 3, September 2004, pp. 9-14 Emerging Technologies Language in Action: From Webquests to Virtual Realities [|Bob Godwin-Jones] [] Project, Problem and Inquiry Based Learning [] Inquiry Based Learning []