Nicky Hockly, Gavin Dudeney How To... Teach English With Technology 2008
How to teach English with Technology (Book Review) Reviewers: Jesus Garcia Laborda Associate Professor in Applied Linguistics Polytechnic University of Valencia E. P. S. Gandia, Valencia, Spain [email protected] Tel: +34 28 45 57 Teresa Magal Royo Associate Professor in mass media communication Polytechnic University of Valencia E. Sep 25, · How to Teach English with Technology pdf is the most up-to-date practical guide for teachers who wish to use new technology in the classroom. It looks at current applications but also helps you prepare for the future. Level: All practicing language facetimepc.coted Reading Time: 1 min.
Gavin Dudeney. Download PDF. A short summary of this paper. How to teach English with technology. What time does the sun come up in las vegas, J.
The authors, Gavin Dudeney and Nicky Hockley, are co-directors of a language how to teach english with technology book download Barcelona, Spain specializing in online and distance learning. The book has two main goals: introducing a wide range of teaching possibilities for those teachers who are not fully aware of computer technology and Internet, and providing ideas for classroom activities.
The book has 12 chapters plus four appendixes which first describe the theoretical background of each topic, followed by a description of the technical devices, software or hardware, used in the chapter and some suggestions for classroom activities.
Each chapter concludes with a summary, and has some follow up activities in the first appendix. The most interesting feature of this book is the possibilities of teachers who work with a variety of types of software or hardware or even who actually do not approach language teaching with technology to integrate the contents into their daily teaching plans.
Additionally, the book has a CD-Rom which contains practical demonstrations of the contents of each chapter, interviews with practitioner teachers and some related webliography. These interviews reflect the ways, constraints and ideas of novel and experienced teachers when working with technology.
Introduction and justification Computers and language teaching have walked hand to hand for a long time and contributed as teaching tools in the language what is 100 amp electrical service second language classroom. In fact, this is not the first book of its kind. ISSN online and print. The authors and the forum jointly retain the copyright of the articles.
Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear the full citation on the first page.
Abstracting with credit is permitted. Request permissions from the editors at kinshuk ieee. Computers and technology are still a source of fears and insecurity for many teachers everywhere in the world despite the latest advances applicable to language teaching such as specialized websites, blogs, wikis, language teaching methodology, journals, and so. Most times the reasons are the lack of time for out-of- school training in combination with the natural difficulty in incorporating new working schemata within their own classrooms.
Besides, institutional organizations, district and national educational boards, and even how to teach english with technology book download are doing important institutional efforts to strengthen the presence and evolution of distance and online education. Therefore, one major concern that is commonly shown by both teachers and education boards is how to motivate and instruct teachers to integrate computers and ICT into their classes.
How to teach English with Technology, integrates theory and practice. In this sense, the authors intend to inform as well a propose ways in which to incorporate teaching tips, ideas and classroom plans as well as provide activities for self learning and evaluation.
In fact, texts are usually followed by revision and critical thinking questions that try to make the reader process and summarize what has been said in each chapter. Chapter Summary Chapter 1, Technology in the classroom, deal with the importance of including ICT in the language curriculum. According to the authors ICT have intrinsic features that make its use a valuable source of input but, as mentioned above, sometimes teachers may distrust technology or just be reluctant to include computer activities in their classrooms.
Chapter 2, Word processors in the classroom, provides unique ideas for those teachers with limited expertise in teaching with technology so they can begin progressively to incorporate computer activities with texts and pictures but, in any case, in a productive and elaborate way.
Chapter 3, Using websites, is probably one of the most interesting chapters since the chapter gives information on how to find information for classroom activities, it makes a difference between authentic and teacher created materials, on the how to teach english with technology book download to be evaluated when working with and distinguishing the best didactic websites, it also provides ideas for classroom how to grind meat for sausage and, very important, tips for disadvantaged or advanced students.
The chapter is also attractive because it gives ideas for classes with different proficiency levels. Chapter 4, Internet-based project work, addresses how to teach english with technology book download issue of task based learning and cooperative language learning, two of the most significant issues in the last twenty years in language teaching.
The authors propose a scale from the easier projects like information gather to simulations and webquests. Especially significant is the authorst combination of constructivist and behaviourist ideas and function of webquests in language learning p. Communication asynchronous and synchronous are especially studied in chapters 5 and 6, How to use email and How to use chat.
These two chapters have attracted a huge number of researchers in the last few years that have been able to see their importance in cross cultural communication and intercultural competence.
Thus, the first and foreign language teachers may want to read the chapters with especial attention. These chapters include features such as proposals for keypal projects, or the educational use of chat rooms either written or oralchat lessons, and, overall, follow up activities for both types of communication activities. Chapter 7, blogs, wikis and podcasts, deals with social software in which a variety of social actants have the opportunity to include their own contents.
Among these, podcasts are significant for the language teachers because teachers find difficult to find resources for pronunciation with a variety of accents and registers to be used in the classes. Wikis and blogs incorporate a wide variety of audiovisual items that are worth incorporating in the foreign language classroom. Chapter 9 also devotes some space to interactive whiteboards that have so successfully incorporated in countries like India or Mexico, and computer assisted language testing software and online resources.
This chapter is enhanced by the following, Producing electronic materials, which is a very appealing mini-course in authoring, creating and designing one own's materials with or without authoring tools like Hot Potatoes, Clarity Software, Creative Technology or Quia. The last two chapters are exclusively devoted to the professionals' personal development. Chapter 11, e-learning: online teaching and training, deal with the importance of online training and tutorials, discussion lists and online groups.
Chapter 12, Preparing for the future, may be an interesting additional extra reading. It reviews the current state of the art, and gives advice on how to keep up-to-date in such a changing world and foresees what things like web 2.
This chapter is very attractive and, even for those already in the field, will certainly offer new discussion and thinking perspectives.
The book also includes a section with activities and a key for those activities just in case this book may be used for teacher training in technology courses. These activities are linked to the webliography and interviews presented in the CD-Rom. The volume also includes a jargon-free glossary with the most common entries found in the book. Discussion It is a pity that some teachers in first language or general teaching may be deviated by the title of this book review considering that they may not be interested in language or foreign language teaching, because this book integrates ideas and current technology and web developments that some teachers may neglect or just simple ignore but could be valuable assets in their classes.
Dudeney and Hockly's work tends to be informative instead of only supporting the great benefits of including all the elements pointed in the previous section in the language classroom.
Of course, they support their use in the classroom but it seems that their goal is more offering a range of possibilities to the teacher rather than directions for the implementation of Computer Assisted Language Learning CALL. In this sense, the real examples provided all through the book, the huge webliography, the snapshots from websites, the demonstrations and teaching tips facilitate its reading and quick integration into most school environments.
Besides, readers will feel the potential of the book and self development because they will be able to go from the simpler ideas to "dip into the chapters which seem most relevant to [their] teaching or training situation" p.
In the negative sense, the book could have placed most snapshots on the CD-Rom. Also, some readers may get the feeling that the CD-Rom has been underused since many demonstrations and classroom techniques could have been video recorded like some other books in the "How to…" series have done Harmer, what is the history of spartacus One other drawback would be that the book is too descriptive and although the activities lead to personal reflexions, 1 ton of cooling equals how many square feet possibilities for writer- reader debate and some directions to for and against forums would have been desirable for the more experienced readers.
A major criticism would be the almost total lack of citations to mega websites that include many of the desirable materials exercises, journals and more like onestopenglish.
In general, because it can be assumed that we live with and by technology, it is time to look at ICT as an integral part of education with some limited implications in education. Thus, teachers need to use them as tools in education rather than variables of failure or success in language or content teaching Felix, Overall, both experienced and inexperienced practitioner teachers as well as teacher trainees will definitely learn very much from this book and its friendly reader style.
They will certainly find teaching tips and strategies that may enhance and improve their teaching. Again, it can be emphasized that teachers with no experience have nothing to fear, and that the implementation of some strategies included in the book will increase confidence in technology and their esteem as teachers.
Beatty, K. Boswood, T. Brierley, B. Chapelle, C. Chester, S. Dalvit, L. Computers and african languages in education: An ICT tool for the promotion of multilingualism at a south African university. Perspectives in Education, 23 4 Felix, U. Analysing recent call effectiveness research--towards a common agenda.
Computer Assisted Language Learning, 18 Hada, Y. Supporting online video-based correction for language learning through markup-based video. Harmer, J. Hollenbeck, J. Ingram, A. Beyond chat on the internet. Ikpeze, C. Web-based inquiry learning: Facilitating thoughtful literacy with WebQuests. Reading Teacher, 60 7 Johnson, D. Comparing examinee attitudes toward computer-assisted and other oral proficiency assessments. Lee, C. Molebash, P. Teaching and learning literacy with technology.
Reading Improvement, 40 2
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This book has really helped me understand current technology which can be used in the classroom. However, before you integrate any of it into your lessons, you need to learn how to use the software they talk about; 'Hot potatoes', blogs, wikis, etc. Creating activities takes a little time, but you soon build up a collection, which can be used over and over again, and even edited when the time Cited by: How to Teach English with Technology by Gavin Dudeney and Nicky Hockly offers a clear, comprehensive, confidence-building introduction to the use of technology in the language classroom/5. After using technology in learning English, we examined the impacts of the teaching on the four skills, and this effect is expressed as a percentage (30%, 50%, 80%) based on the results obtained Estimated Reading Time: 7 mins.
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Details if other :. Thanks for telling us about the problem. Return to Book Page. Nicky Hockly. How to Teach English with Technology by Gavin Dudeney and Nicky Hockly offers a clear, comprehensive, confidence-building introduction to the use of technology in the language classroom. The complete How to Get A Copy. Paperback , pages.
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How to series are generally well written, but the quality of interest differs. If you love reading about technology in education, you will like it. For me, it is just a course book. Just a course book. Must I write something more? Dec 06, Hasna Dz rated it it was amazing. Aminah Matoka rated it liked it Sep 09, Chintya Ayu rated it really liked it Aug 19, Samira rated it liked it Oct 14, Dima Ballouk rated it liked it Jun 25, Abdelmjid Seghir rated it really liked it Apr 08, Yulia Kartika rated it it was amazing Oct 21, Johana Mena rated it it was ok Jun 15, Luthfiany Laily rated it did not like it Mar 28, Ayuku rated it liked it Mar 30, Andrea rated it it was amazing Oct 26, Dyah Sri rated it it was amazing Nov 01, Dian rated it it was amazing Mar 25, Pushpendra rated it it was amazing Feb 05, Atef Abdel-Khlek rated it liked it Feb 07, Aline Sainte Marie rated it it was amazing Jun 13, Sry rated it really liked it Nov 10, Deepak Mashru rated it really liked it Nov 04, Leyli rated it it was amazing Apr 12, Mohammed Al-Hajj rated it it was amazing Dec 22, Nelida Molina rated it liked it Mar 15, Zakir Hussain rated it did not like it Oct 08, Malmi Lima rated it it was amazing Dec 19, Nada Aulia rated it it was amazing Mar 23, Iis Fitriyani rated it did not like it Oct 23, Zhale rated it it was amazing Dec 10, Citra Mutiara Dewi rated it it was amazing Nov 24, There are no discussion topics on this book yet.
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