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T.24: technological and pedagogical aspects of using audiovisual materials…

- - - - aural materials.
      - audiovisual materials.
      - visual materials.
  - - - R. Decree 126/2014, 28th february & Decree 26/2016, 21st july, 4 blocks of content :arrow_forward: It use promotes the development of the 4 of them in an integrated way :heavy_plus_sign: Digital competence :computer:
- - - - :one: Digital board: one of the most used resources in our daily teaching. :check: presenting lg, topics, videos, quizzes, manage the classroom, storytelling or to get Ss interact.
        
        :two: Comics & storybooks: pictures are very motivating for Ss & help them to understand the story. :check: Ordering the sequence, retelling, fill the bubbles, etc. :computer: Oxford Owl Books
        
        :three: Flashcards: can be used to introduce new vocabulary, to carry games, to ellaborate a word wall, etc. Ss can also create them.
        
        :four: magazines: attractive pictures, catching-attention, real interests of Ss. E.g. Nathional geographic, ready for English, etc.
        
        :five: Newspapers: digital or in paper. Different type of texts and information about the target culture. :check: integrating skills. :book: skills lead to discussions & writing activities.
        
        :six: Wall charts & didactic posters: these are colour illustrations of great size. They represent a situation related to the topic. Examples: wall charts about family, places, etc. :arrow_right: peripheral learning. Lozanov :silhouette:
  - - - :one: Radio:Graded radio lessons prepare Ss to future authentic listening. I suggest providing Ss with the text & some illustrations to allow them follown the :ear:
        
        :two: CD player coursebooks usually comes with a CD with :musical_note: & listening act. about the topic studied. :arrow_right: good model of spoken English. :green_cross:less and less used coz all the materials available on the net & audiovisual ones.
        
        :three: Recording devices: improve oral skills. Notice differences between their production & the model.
        
        :four: Teacher's aural input: we are the best mean of aural input. We can make use of gestures, mime, pictures, etc. TPRS :silhouette: Blaine Ray :arrow_right: storytelling & asking, participate in the ellaboration of the story and perform it.
  - - - :one: TV :tv: it brings the outside world into the classroom & introduce the culture of the target lg. We can make use of cartoons or films. Ss can participate in the election. :check: they do not teach lg directly but helps to internalise it. If we make Pp aware of this, we will promote learning to learn competence
        
        :two: video motivating aid to learning. Communication can be apreciated in a context :arrow_right:lg in action. Ss can rely on gestures, mimic, faces, the place where it takes place or the situation (formal & informal)
        
        Tomalin :silhouette: 3 stages when making use of videos in the classroom:
        
        Stage 1:comprehension: :male-teacher::skin-tone-2: sets up the situation & pre-teach minimun lg. Then. the :male-teacher::skin-tone-2: sets an active viewing task & plays the video once or twice without stopping. :arrow_forward: elicits answers.
        
        Stage 2: lg study: second video paly, pausing it at selected points. :arrow_right: consolidate the lg & complete some lg activities & drills. :arrow_forward: aim is to analyse behaviour & cultura study.
        
        Stage 3: extension & transfer lg learnt is extended & put into practice through role-plays, acting out, extension into further reading & writing...
        
        :three:Video camera :video_camera: Ss are invited to produce their own material & record it in video. :check: motivating task :green_cross: Requires :timer_clock: & technical mastery. Fosters speaking, self-confidence, organisation & order, care for class materials, etc.
        
        Activities that can be carried out
        
        Lg training video: present some aspects of communication in the target lg.
        
        Recording of the learners: which allow them to see and :ear: themselves performing in the target lg.
        
        Video projects: controlled by the Ss, which offer them the opportunity of working together in the target lg.
- - - - Computer-based materials (CALL) appeared in
        the 1980s. :arrow_right: gap filling act., matching sentences halves, text reconstruction...
        
        As access to Information and Communication technologies (ICTs) has become more widespread, so CALL has moved beyond the use of computer programs to embrace the use of the internet and web-based tools. The term TELL (Technology Enhanced Language Learning) appeared in the 90s.
        
        Later on, new devices such as tablets, mobiles...appeared so the MALL (Mobile-assisted Language Learning) came up. :arrow_right: the features of these devices allow learning happening anywhere and anytime
        
        It allows for new teaching aproaches such as flipped classroom, CLIL, etc. :arrow_forward: Today, :male-teacher::skin-tone-2: & Ss have access to limitless language contents. This entails the development of digital competence
        
        Digital competence: from 2 POV: selection of the materials & resources :arrow_right: help Ss create their own PLE (Personal Learning Environment) and from the security pov.
  - - - :point_up::skin-tone-2::desktop_computer: learning makes use of a series of techniques that eases the task and make it more enjoyable & entertaining. :arrow_right: this fosters students' motivation and lower the affective filter.
        
        :point_up::skin-tone-2: through the use of pictures, video, interactive presentations, etc. The input that students receive is more comprehensible. :arrow_right: Krashen's "input + 1" & Cummins "context-embedded" :silhouettes:
        
        :point_up::skin-tone-2:It allows to record different routes followed to assess individual needs :arrow_right: we can offer opportunities for remedial work or extra activities. Attend better to the diversity :warning:*
        
        :point_up::skin-tone-2: Offer a proper scaffolding to students as well as real material and input
    - - :point_down: requires a higher initial investment :money_with_wings: & not possible to have a computer for every student.
        
        :point_down: knowledge about how to operate these devices, for both :male-teacher::skin-tone-2:& :male-student::skin-tone-3: :female-student::skin-tone-4:
        
        The National Institute of Educational Technologies & Teacher Training (INTEF) has developed the "Common Digital Competence Framework for Teachers"
        
        5 areas
        
        :one: Information & data literacy
        
        :two: Communication & collaboration
        
        1 more item...
        
        :point_down: :desktop_computer: only provides with written interaction. Some of them allow for students to talk but the computer can't give oral responses. :heavy_plus_sign: they do not respond to unexpected answers as they are programmed for certain ones.
    - - :ear:
        
        Learn English kids // all things topics // Supper simple songs
      - :speaking_head_in_silhouette:
        
        We can make use of videos of native speakers, make use of a :video_camera: to foster their speaking skills or have calls with other English speakers
        
        E-twinning project :flag-eu:
      - :writing_hand:
        
        Grammarly, write & improve
        
        penpal friend program :arrow_right: write :email: about the topics studied or others.
      - :book:
        
        there're multiple websites that offer graded readings. Plus, some institutions such as Cambridge or the British Council offer several readings according to the CEFRL
        
        Oxford Owl Books // Reading Rockets // StoryNory
- - - - 1.Provide Ss with the necessary lg. & content scaffolding. Lg of, for & through learning
      - Language portfolio so they can monitor their own learning.
      - Development of HOTS, Bloom's taxonomny :small_red_triangle:
      - Krashen "i+1 hypothesis"
      - ICT's