“How to teach English with Technology” – Chapter 4: Internet-based project work
There are many compelling reasons for using Internet-based projects in the classroom:
ü They are a structured way for teachers to begin to incorporate the Internet into the language classroom .
ü The use of projects encourages cooperative language learning, and therefore, stimulates interaction.
ü They can be used simply for language learning purposes but they can also work with other departments and subject areas, giving students a more “real world” look and providing greater motivation for the learner.
ü They encourage critical thinking skills. Learners have to transform information in order to achieve a given task
Project work online can range from a simple low-level project like making a poster presentation about a famous person to high-level investigate work where learners research a subject and present polemical views and opinions in a report or debate. In order to prepate for Internet-based project work, you will need to do the following:
ü Choose the project topic
ü Make the task clear (what information will they need to find?)
ü Find the resources (Which website do they need to visit?)
ü Decide on the outcome (What is the final purpose of the project? )
Internet-based simulations
They bring real life contexts to the classroom and help our learners to deal with situations that they may come across during foreign travel or in encounters with other speakers of English.
Internet gives students access to authentic websites that provide stimulating and relevant content that enables them to carry out these simulations.
WEBQUEST
Webquests are mini-projects in which a large percentage of the input and material is supplied from the internet. They can be teacher-made or learner-made.
According to Bernie Dodge, “A webquest is an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet.”
There are two types of webquests:
ü Short term webquests: Lerarners grapple with a significant amount of new information and made sense of it. A short-term webquest may spread over some classes and involve learners in visiting a selection of sites to find information and using it in the class to achieve a set of learning aims
ü Longer-term webquests: Lerarners analyze a body of knowledge deeply, transforming it in some way. They will have demonstrated an understanding of the material by creating something that others can respond to, online or offline. Learners transform the information they acquire turning it into a new product: a report, presentation, interview or survey.
There are four steps to work with a webquest:
1) INTRODUCTION: It involves giving background information on the topic and in the language learning context
2) TASK: explains what laerners will have to do. It has to be motivating and interesting for them.
3) PROCESS: It guides the learners through a set of activities and research task, using a set of predefined resources.
4) EVALUATION: Self-evaluations or teacher evaluation
REFERENCES:
Hockly, N., & Dudeney, G. (2007). How to Teach English with Technology.:
“Internet – based Project Work” England: Pearson Longman.
This is the link to my webquest:
STOP PHUBBING CAMPAIGN!
