Archive for Tag: technology

Wednesday, March 15, 2017

New Ideas for Technology in the Classroom

Jenny FettersJenny Fetters is an ESL instructor at Howard Community College in Columbia, Maryland.

As teachers, we have a love/hate relationship with technology, don’t we? We’re always on the lookout for tools that will push language production in our students. However, what often happens is that the very technology we seek ends up making our students passive receptors of language rather than active users of it. Here are two fun ideas that provide opportunities for students to put all that English learning to good use!

A New Way to Use Cell Phones in Class

Running out of new, engaging ways to get your students to practice that vocabulary or grammar structure you just taught them? Are you frustrated with how often they’re looking at their cell phones instead of speaking with their classmates? Use some of your class time and send them outside of class! This past summer I asked my Vocabulary and Idioms class to grab a partner and their cell phones and look for examples of what they learned in class. The task was to take snapshots all over campus, either of places or objects, that represented an idiom they had learned. The students could place themselves in the photo interacting in the situation if it helped explain the idiom. After they had collected at least 5-6 examples, they were to text all of them to me and be prepared to present their photos to the class.

I know what you’re thinking:  I would never give out my personal cell phone number!  Fortunately, Google Voice has made it easier by allowing you to choose your own phone number. When students text that

Read more »

Monday, November 29, 2010

Can An Online ESL/EFL Course Work?

By Maria Spelleri
Instructor, Department of Language and Literature
Manatee Community College, Florida, USA

Yes, I believe it can.

Some might think that an online ESL course is acceptable if nothing else is available to the student, but I don’t agree. I think online ESL courses have the potential to be just as effective as face to face courses.

Why not ESL online?

To instructors who say ESL can’t be taught online I ask “What do we value in our face to face courses that we worry won’t translate into bits and bytes?”

I’m willing to bet it’s the social aspect, the opportunity for cultural interaction and exploration, the bond among students and their instructor, the smiles and kind words, the active and collaborative learning.  We fear losing this humanity in the virtual world.

Many of us who have been students in online courses have taken “old school” online courses which look something like this:

“Read Chapter 6.” (All by yourself because there is no one with whom to talk it over and no one to whom you can address a question.)

“Then click on this link to answer the questions.” (Ten multiple choice or T/F questions that tell you “Right!” or “Try Again!” )

“Finally, go to the Discussion Forum and discuss the question provided.” (This is an artificial discussion in which you will write anything to fulfill the requirement and then provide a similarly mindless comment to a peer like “I agree with your point, Bruno” because that is how you get 5 extra points.)

End of unit.  Repeat next week.  Ho-hum.

There is no humanity in this kind online environment and only the hardy survive!   However, with the right course and activity design, the right technology tools, and some creativity, we can create courses that replicate the social aspect of the face to face courses we love.


One of the most important features of any course is interaction. Students who interact become engaged and engaged students are focused, curious, and primed to learn.  Three crucial levels of interaction are student-to-student, student-to-instructor, and student- to-content/ materials (Moore).  If we think about our face to face ESL courses, this can be exemplified in pair work, the instructor involved in the lesson/ interested in the students’ lives, and the students engrossed in learning activities that address their interests and needs. The way to have a successful online ESL course is be sure these three levels of interaction are all present in the virtual environment.


Luckily, the technology exists to make this happen. Online courses today can provide student-to-student and student-to-instructor interaction through both live and recorded voice, through synchronous or non-synchronous writing, and through live streaming webcam or webcam self-recordings.  Student-to-content interaction comes from having a variety of engaging activities and learning objects from all levels of Bloom’s Taxonomy.  Here’s a sample of some online ESL activities and objects that I have seen and a few tech tools that help in creating them. Most activities should look familiar from your face to face courses:

  • Read and discuss or listen and discuss via voice or text. (VoiceThread)
  • Learn vocabulary and grammar or complete a task using a content-rich website.
  • Small group chat via voice or text. (DimDim)
  • Recorded or live presentations. (VoiceThread, narrated Powerpoint)
  • Student created quizzes and student-led reviews.
  • Collaborative writing activities, peer review of writing. (GoogleDocs)
  • Role play, listen and repeat, listen and create. (Jing, Skype, AdobeConnectNow)
  • Drill and practice.
  • Cloze, fill-in, and multiple choice exercises with instant and meaningful feedback.
  • Timed activities for reading, writing, and speaking.

What can’t be replicated online can be approached in another way.  The key is to look at the objective of the activity, hold that objective in mind, and think how else that objective could be accomplished with the tools of the online course.  No learning objective need ever be sacrificed.


I’m not taking the position that teaching ESL online is better than teaching it face to face. However I will stand by my belief that given the right design and teacher involvement, it can be as good, as effective.

I also won’t sugar-coat course design and say it’s easy; it takes a lot of time and work up front, even if your school runs a full-service course management system like Moodle or Blackboard.  But once you have created a course, you really just need to make small or partial changes each semester; you’ll never have the huge initial time outlay again. Instead, spend your work time interacting with students online, guiding them through the course, facilitating collaborations, taking part in their activities, commenting on their work, and providing individualized feedback and help. (I can honestly say I have more contact with my students on an individual basis in my online course than in my face to face course! Who would have guessed?)

Just today I returned some paragraphs my students had written.  They had been submitted online, and I used Adobe to underline and mark up some parts. Then, using Jing I created a “screen capture” video of their paper as I recorded myself talking to the student about it and pointing things out at the same time.  Now my students not only have my markings on their paper, but  also a  recorded video of me walking them through the revisions they need, which they can watch as often as they have to.  There’s one thing, at least, that may not be easy to replicate in the time constraints of the face to face world!

Resource:  JOLT- Journal of Online Teaching

Moore, Michael G. “Three Types of Interaction.” The American Journal of Distance Education. Pennsylvania State University, 1989. Web. 20 Nov. 2010.

Sunday, April 26, 2009

Technology in the Grammar Class

By Tamara Jones

ESL Instructor, SHAPE Language Center, Belgium

When I lived in the USA, I had the pleasure of working at an intensive English program that embraces cutting edge technology. The department even has its own tech-guru to train teachers in the latest technological tools at their disposal.

Technology Heaven

Now, I don’t consider myself particularly tech savvy (I have to draw little pictures of the buttons I should press to make things happen), but I loved the way technology kept me better organized and made my life easier than before. For example, once I finally (after several semesters) mastered a new grade book program, I was able to spit out midterm and final grades in a fraction of the time with far fewer mistakes.

It was also at this time that I became a PowerPoint addict. The ability to create a lesson and then use it again and again in other lessons won me over! Even now, I am constantly looking back through PowerPoint lessons that are years old and copying and pasting slides into new presentations. You could say that I have been in tech heaven!

Technology Purgatory
Technology comes more slowly to some schools than others, however. The school at which I teach now is on the opposite end of the technological spectrum. We recently got TVs in all the classrooms and the teachers share one computer in the workroom that has internet access.

I am not complaining, mind you, I know there are many more challenging situations that teachers face all over the world. That said, it has been a slightly difficult adjustment. It’s kind of like a tech purgatory in that it’s nothing to complain about, but I sure do miss my ready-made class websites and internet access in the classroom.

Technology = Good Teaching?
This new situation has challenged my thinking about what it means to teach with technology. Was I a better teacher when I had access to the internet in my classroom? Do students care whether or not I prepare PowerPoint presentations, or is writing on the board enough? After 8 months of teaching English and learning French here, I can comfortably say that, while technology does not make us better teachers, it does make work easier for us and learning easier for the students.

Recently, my French teacher started showing her lessons (simply word documents) on the TV as well. Although they are exactly the same as what is written on the paper directly in front of us, I find looking at the TV screen easier. I feel more connected with the teacher and the other students when my head is not buried in a book, and it is infinitely easier to follow along when she is pointing at the screen and describing a grammar point than when she is holding up a paper and pointing at something. Being a student, in this case, has actually confirmed my intuitions about technology and teaching: it is an invaluable tool for teachers and students.

Technology = Good Teachers’ Materials
So, if so many teachers and students agree that technology is such a useful tool, why am I still burning the midnight oil creating PowerPoint presentations to accompany many of my texts? Why do I have to lug books home to scan their pages into my presentations so that my Beginner students know exactly what I mean by the “Grammar Spot blue box”? Why can’t every author follow Betty Azar’s example and provide interesting and clear PowerPoint presentations with her texts?

It would be SO nice if I could just plug a few of my own slides into a ready-to-go presentation and not spend hours hidden behind my battered, old Dell. Until the day that PowerPoint lessons automatically accompany Teacher’s Manuals and text websites full of interactive practice are available to students, I will continue to do it on my own.