Bøger udgivet af Pedagogy Press

In a world where content is increasingly required for just-in-time learning, and knowledge is essentially needed only on demand, podcasting and screencasting find themselves extremely conducive for learning. They also offer innovative and creative ways of providing education to students, with episodic use and production allowing for the development of a broad range of essential life skills as well as the practice of key second-language skills. This is particularly poignant for the teaching of English to speakers of other languages (TESOL) as a means of meeting the immediate needs of students through such models as targeted instruction, flipping of the classroom, and formative assessment. The pedagogical possibilities offered by podcasting and screencasting are included, along with the steps involved in planning, producing, and publishing them. Following this is an overview of instructional strategies, tutorials, photocopiable handouts and templates, evaluation techniques, and a comprehensive list of a wide variety of resources.

With an increasing need to teach multiple literacies, WebQuests are as relevant today as they were at the dawn of the internet. They are adaptable to student needs as well as the curriculum, and they allow teachers to create material that focuses on student development in engaging and motivating ways that can, in turn, inspire collaboration, creativity, and linguistic development. Extremely student-centered but teacher guided, WebQuests offer access to authentic tasks through the use of a scaffolded learning approach based on constructivism and situated learning, and these tasks are completed through participation in an inquiry-based method. In this book, these pedagogical affordances are examined in light of the teaching of English to speakers of other languages (TESOL). Instructional strategies and activities along with tutorials on how to get started with WebQuests are included, along with photocopiable handouts and templates, evaluation techniques, and a comprehensive list of resources. Are you ready to take your students on the WebQuest of their lives?

Every student has, at some point in his or her academic life, been required to give a presentation, and in recent years, class presentations have needed to be tied increasingly to multimedia. It is here where Prezi offers a dynamic means of creating a multimedia-based presentation that can actively engage students, particularly in the smart board context where touch navigation is a key component, and one that allows for carrying out a variety of activities from within the same presentation. Prezi use also promotes active learning, with strengths of the presentation platform providing a unique way to establish interest in key topics, direct attention to various subjects, motivate and engage learners, and draw on the creative talents of students as they start to design and develop their own Prezis. The pedagogical possibilities arising from the use of the Prezi presentation paradigm in the context of teaching English to speakers of other languages (TESOL) are offered, along with an overview of instructional strategies, tasks, and activities suitable for multimedia presentation development with learners. Tutorials on how to get started with Prezi are included, along with photocopiable handouts and templates, evaluation techniques, and a comprehensive resource list.

VoiceThread firmly establishes itself as a tool that has the exciting potential to give an actual audible voice to those language students who rarely, if ever, speak the target language in class, and it does so by providing students with the means to construct visually-based digital conversations. In the light of this, the pedagogical affordances provided by asynchronous computer-mediated communication with this tool are considered, along with the types of educational VoiceThreads that are in use today. The efficacy behind VoiceThread development, with and for students, is then oriented toward the teaching of English to speakers of other languages (TESOL). This is followed by a brief overview of the instructional strategies useful when employing VoiceThread in English language learning contexts, supported by example activities and resources, and a means of evaluating the outcomes afforded through use of the tool. An overview of the techniques essential for monitoring, producing, and guiding effective VoiceThread development among language learners is also included, as well as a tutorial for getting started with the technology.

Digital storytelling clearly stands out as an exciting and captivating approach to use for both the teaching and practice of digital literacy, media literacy, and visual literacy skills. The exciting potential behind its use in the teaching of English to speakers of other languages (TESOL) is its ability to give a voice to those students who might come and sit quietly in class and rarely have a chance to speak. Success with digital stories therefore comes when students are empowered with the ability to talk about and make meaning from their life experiences. The pedagogical possibilities offered through the use of digital storytelling are presented while providing an overview of instructional strategies, tasks, and activities suitable for narrative development with second-language learners of English. Tutorials on how to get started with digital storytelling creation tools are included, along with photocopiable handouts and templates, evaluation techniques, and a comprehensive list of a wide variety of resources.

Since the turn of the century, emerging technologies, along with their use in educational contexts, have seen a number of radical changes occur within the learner landscape, and these have impacted both teachers and students. This has seen changes in the way that learners engage with content and interact with instructors. Technological advancement has been rapid, and its impact on teaching and learning is ever-constant. This has led to a need for educators to continually assess and consider the implication that new and emerging technologies hold for their teaching contexts, their professional development, and the skills possessed and required by their students. It is here that the value of this book becomes apparent, as practitioners will be able to walk away with a greater understanding of how to best employ various aspects of technology-driven learning, instruction, and assessment techniques when teaching English to speakers of other languages (TESOL) from a variety of pedagogical contexts.In this book, the use of more 'traditional' software tools and classroom staples are reexamined for educational advantage in the digital era and for use with 21st century learners. Specifically covered topics are: making meaning from experience with digital storytelling, development of interactive multimedia-based presentations with Prezi, and means of supporting and supplementing instruction with podcasts and screencasts. This book is intended to be read in whole or in part by teachers, students, parents, and any other stakeholders who may be interested in the topics.

In a world where there is still a digital divide, and where many second-language learners are digital natives, the internet has unquestionably come to provide significant impact on the way that we communicate, teach, learn, and live. The major pedagogical promise has come with the shift away from the static provision of information to that of dynamic information sharing and user-generated content. The internet has become much more than a source of authentic materials and supplemental resources for the teaching of English to speakers of other languages (TESOL); it now provides a means for students to engage in functional communicative experiences, write and communicate with a wider audience, and showcase their work. All kinds of topics and resources are available, but as most are unsuitable for language learning, they need to be selected wisely. Guidance needs to be effective, and those with little experience in using digital tools and websites for learning need to be kept from becoming disengaged. This is where the teacher and this book perform a critical role.In this book, the focus is on the use of various tools and techniques that help students to express themselves and to learn with technology, particularly those which rely on the internet to function, those that have been around since the dawn of the internet, and those that have evolved with the growth of the internet. Specifically covered is: world-wide-web utilization for the fostering and development of multiple literacies through socio-constructivist learning via the WebQuest model, constructing visually-based asynchronous digital conversations with VoiceThread, and developing user-generated content with blogs and wikis. The book is intended to be read in whole or in part by teachers, students, parents, and any other stakeholders who may be interested in the topics.

Blogs and wikis are different to other websites because they demand interaction. They revolve around information sharing, and allow students to produce content rather than consume it, and react to existing content and influence it. The authorship process gives students a sense of ownership and responsibility to the content that they develop for an audience, as they work together as part of a learning community. They also teach students about personal learning environments, and lend themselves easily to socio-constructivist models of teaching and learning, while providing an avenue for differentiation and the tailoring of instruction to student needs. Throughout this book, the manner in which blogs and wikis are developed is considered while taking into account their pedagogical promise when teaching English to speakers of other languages (TESOL). An overview of instructional strategies, tasks, and activities is provided, along with considerations necessary for applying these tools successfully. Also included are tutorials, photocopiable material, evaluation techniques, and a comprehensive list of resources.

Of all the approaches to the teaching of English to speakers of other languages (TESOL), the loanword approach is mindful of the English words found within students' native languages, and seeks to apply these in the learning process for positive transfer. Taking into account research and implementation going back to and prior to the last millennium, here is a study of such a use in the Korean context. As focus is on implementing the loanword approach from multimedia-based learning materials, the Korean cultural influences on computer assisted language learning (CALL) of English as a foreign language (EFL) are explored. The advantages and difficulties associated with implementing the approach are outlined, as is the place of EFL and the application of computer technology in the Korean education system. Focus then turns to investigating the efficacy behind deployment of the approach coupled with a multimedia-based curriculum grounded on culturally constructed methods of learning and teaching.A loanword approach to the teaching of EFL in Korea deserves not only consideration by teachers but also further study. The book is well-resourced and comes to provide an in-depth examination of just one of many practical ways for implementing such an approach in the Korean context.

In recent years, disruptive technologies have seen how our students interact with us as teachers change, and transformed how we as teachers prepare and provide learning opportunities. For teachers too, it may also lead to changes in terms of with 'whom' we will teach, and how best we might begin to integrate robots and AI-based digital assistants into the classroom as teaching aides or personal learning companions for students. Speaking to machines, and seeing or hearing appropriate responses actioned, provides learners with a reason to speak that is not contrived and one that is inherently motivating and meaningful. To this end, the pedagogical affordances offered by digital assistants are explored, along with the pedagogical theory behind their effective implementation with learners for the teaching of English to speakers of other languages (TESOL). The actions/skills best suited for use are covered, as are effective techniques for integrating them into the classroom. This is supported by tutorials for Action/Skills creation, photocopiable material, and a comprehensive list of resources. A means for evaluating the appropriateness and viability of Actions/Skills for enhancing language learning is also provided.