Page 1 of 11 COURSE OUTLINE Course ID Course title Credits ANH319DE01 Teaching English with Technology 03 Ứng dụng Công nghệ trong giảng dạy tiếng Anh To be applied to Semester – 15 1A, School year 20[.]
COURSE OUTLINE Course ID Course title Credits Teaching English with Technology ANH319DE01 03 Ứng dụng Công nghệ giảng dạy tiếng Anh To be applied to Semester – 15.1A, School year: 2015-2016 under Decision No 07/QĐ-BGH 5/1/2015 A Course Specifications: Periods Periods in classroom Total periods Lecture/ Seminar Activity Self-study periods Lecture room Lab room Fieldwork (1) (2) (3) (4) (5) (6) (7) 60 30 30 120 60 XX XX B Other related Subjects: Other related Subjects Course ID Course title Prerequisites: ANH309DE04 English Language Teaching - Theories Methods and Techniques Other requirements: Computer skills Minimal computer skills are an advantage Required softwares, office tools Personal computers, laptops, PDAs needed C Course Description: This subject introduces undergraduate-level students with information and communication technologies (ICTs) for use in language learning and teaching There are three components to cover for this course: using technology to teach language skills, using technology to create teaching materials and designing language tests D Course Objectives: No Course Objectives This course aims to:This course aims to: Teach students how to use the Internet, office tools, software and courseware to teach listening, speaking, reading and writing; Provide students with basic tips on creating electronic teaching materials; Page of 11 Equip students with skills in designing common test questions using recent applications (software, web-tools); and Develop a positive attitude among students towards technology in language learning and teaching E Learning Outcomes: No Learning Outcomes Upon successful completion of this course, the student will be able to: Effectively use resources from You-tube, BBC Podcasts, Socrative, etc and ELT websites to design listening and speaking activities; Effectively use blogs, wikis, Breaking News English, ELT websites, or authentic websites to teach reading and writing; Design a webpage that integrates intended teaching and learning purposes; and Design interactive, electronic tests/quizzes that really aid teaching and learning processes with user-friendly software such as Adobe Acrobat Pro, iSpring Suite Quizmaker, etc F Instructional Modes: A wide range of instructional modes are designed to promote declarative and procedural knowledge, student engagement, and collaboration in a supportive learning environment Activities which involve teacher-centered transmission models (e.g lectures) and student-centered constructivist models (e.g discussions and task-based activities) will provide a variety of input-output procedures to reach the target of quality learning Generally, each meeting might be conducted in the following way: Lectures (20% of the time): Students will be introduced to new concepts, techniques, and methods to give successful presentations Discussions or tasks (65% of the time): Students will participate in discussion activities or tasks designed to activate the concepts presented in lectures, and listening and reading materials Commentary (15% of the time): The instructor will give comments on plays, group and individual presentations G Required textbooks and teaching materials: Required Textbooks and Materials: Dudeney, G., & Hockly, N (2007) How to teach English with technology Pearson Longman: Malaysia Suggested Reference Materials: Bigum, C, Green, B (Eds.) (1992) Understanding the new information technologies in education: A resource for teachers Centre for Studies in Information Technologies and Education, Deakin University, Geelong Brown, K (Ed.) (1999) Using new technology in the classroom New South Wales: Macquarie University: National Centre for English Language Teaching and Research Lewis, G (2009) Bringing technology into the classroom Oxford: Oxford University Press Mills, S.C (2006) Using the Internet for active teaching and learning New Jersey: Pearson Education Page of 11 Russell, T (2001) Teaching and Using ICT in Secondary Schools David Fulton Publishers: London Useful websites: https://www.youtube.com/education This site provides short teachable videos of a variety of subject areas and of different levels of language competence http://www.breakingnewsenglish.com/ The platform provides multi-leveled lessons of English of four language skills Speed-reading is another feature of this page Teachers and students can also download videos and audio files for classroom use or self-study purposes https://b.socrative.com/teacher/#dashboard This platform can be used as an electronic tool for classroom activities Teachers can design short quizzes in accordance with teaching points Besides, Scrative.com offers interative activities between teachers and students, provided that there is good Internet access and students have their own PDAs http://learningenglish.voanews.com/ This site is where students can learn English through news items There are three levels of language input to choose from Topics or news can also be sorted http://c4lpt.co.uk/top100tools/ This provides hyperlinks to other 100 pages, sites, or tools which can help with language teaching and learning processes H Assessment Methods (Requirements for Completion of the Course): Description of learning outcomes assessment The assessment for this course comprises components Mini Test Task description: Objective questions: MCQs, T/F, multiple choice questions, and semi-open questions 30 minutes Task length As indicated by the mini-test objectives Assessment Criteria Class-room activity design and presentation Task description: This requires students to design an listening/ speaking/ reading/ writing activity which is integrated with resources from You-tube, BBC Podcasts, Socrative, blogs, wikis, Breaking News English, ELT websites, or authentic websites The demo time should be within minutes for an activity Task length Classmates will play as students Assessment Criteria A written description of the activity (30%) Chosen media fits well with intended teaching/learning points (40%) Presentation (30%) Group Project Task description: Students are required to work in groups of to to design a webpage for teaching and learning purposes with rich integration of media The webpage should show a user-friendly interface, and are Task requirements embedded with rich resources: hyperlinks, media (audio, video, …), downloadable materials, blog for comments or writing pages.They Page of 11 Assessment Criteria need to present their webpage in week 10, within 10 minutes Home page giving full instructions of how to use the page (20%) User-friendly interface (40%) Working hyperlinks or media (40%) Individual Project Task description: Individual students are required to create an electronic and interactive quiz/test on reading, listening or mixed with iSpring Quizmaker (iSpring Suite 7) 45 mins Task length Assessment Criteria A written description of intended quiz (What you want to test?) (20%) Published product (in exe or HTML format that works (40%) Question types are appropriate and varied (40%) Summaryof learning outcomes assessment For main semester: Linked to intended LOs Components LOs 1,2 Mini test LOs 1,2 Activity Design (individual work) mins pres LOs 1,2,3 Group Project 10 mins pres LO Individual Project Duration 30 mins Assessment Forms Percentage Schedule Objective questions 10% Week 05 Class-room activity design and presentation 20% Week 07 Webpage Design and Presentation 30% Week 10 Electronic Quiz/ Test Design 40% Week 15 Total 100% For extra semester: Linked to intended LOs Components LOs 1,2 Mini test LOs 1,2 Activity Design (individual work) mins pres Group Project 10 mins pres LOs 1,2,3 LO Duration 30 mins Individual Project Total Assessment Forms Percentage Schedule Objective questions 10% Week 03 Class-room activity design and presentation 20% Week 04 Webpage Design and Presentation 30% Week Electronic Quiz/ Test Design 40% Week 100% Page of 11 Academic Integrity Academic integrity is a fundamental value that affects the quality of teaching, learning, and research at a university To ensure the maintenance of academic integrity at Hoa Sen University, students are required to: Work independently on individual assignments Collaborating on individual assignments is considered cheating Avoid plagiarism Plagiarism is an act of fraud that involves the use of ideas or words of another person without proper attribution Students will be accused of plagiarism if they: i Copy in their work one or more sentences from another person without proper citation ii Rephrase, paraphrase, or translate another person’s ideas or words without proper attribution iii Reuse their own assignments, in whole or in part, and submit them for another class Work responsibly within a working group In cooperative group assignments, all students are required to stay on taskand contribute equally to the projects Group reports should clearly state the contribution of each group member Any acts of academic dishonesty will result in a grade of zero for the task at hand and/or immediate failure of the course, depending on the seriousness of the fraud Please consult Hoa Sen University’s Policy on Plagiarism at http://thuvien.hoasen.edu.vn/chinh-sachphong-tranh-dao-van To ensure the maintenance of academic integrity, the university asks that students report cases of academic dishonesty to the teacher and/or the Dean The names of those students will be kept anonymous I Teaching Staff: No Email, Phone number, Office location Professor’s name Lữ Văn Tuấn Nguyễn Thị Tôn Nữ Phương Linh tuan.luvan@hoasen.edu.vn 0903105856 linh.ngthtonnuphuong@hoasen.e du.vn 0918822233 Office hours Position Page of 11 J Outline of Topics to be covered (Learning Schedule): For main-semester: Week/ Meeting Week 01 Topics Why use word processors? 2/2 Word processors for teachers: creating materials 2/3 Word processing activities for learners 2/4 Using word processors: considerations Using websites in the classroom 3/2 ELT websites or authentic websites? 3/3 How to find useful websites 3/4 How to evaluate websites 3/5 Planning lessons using the Internet 3/6 Working with lower levels of language proficiency 3/7 Web teaching dos and don'ts Using websites in the classroom 3/2 ELT websites or authentic websites? 3/3 How to find useful websites 3/4 How to evaluate websites 3/5 Planning lessons using the Internet 3/6 Working with lower levels of language proficiency 3/7 Web teaching dos and don'ts pages 27-43 Chap 4: Internet-based project work 4/1 Why Internet-based project work? 4/2 Basic projects 4/3 Internet-based simulations 4/4 WebquestsWebquest creation Week 05 pages 27-43 Chap 3: Using websites (continued) 3/1 Week 04 pages 15-26 Chap 3: Using websites 3/1 Week 03 Notes Assignment/ Homework Chap 2: Word processors in the classroom 2/1 Week 02 Required Reading Materials pages 44-61 Chap 4: Internet-based project work (continued) Mini test Page of 11 4/1 Why Internet-based project work? 4/2 Basic projects 4/3 Internet-based simulations 4/4 Webquests: Webquest creation Week 06 Chap 5: How to use email 5/1 The benefits of email 5/2 Basic email skills 5/3 Using email with learners out of class 5/4 Using email with learners during class 5/5 Keypal projects Week 07 Chat in language teaching 6/2 Types of chat 6/3 Chat programs 6/4 Why use chat in language teaching? 6/5 How to start using text or voice chat with learners 6/6 How to structure a text or voice chat lesson 6/7 A sample text chat lesson plan Social software 7/2 Blogs in language teaching 7/3 How to start using blogs with learners 7/4 Wikis in language teaching 7/5 How to start using a wiki with learners 7/6 Podcasts in language teaching 7/7 How to create learner podcasts pages 86-102 Chap 8: Online reference tools 8/1 Dictionaries and thesauruses 8/2 Concordancers and corpuses for language analysis 8/3 Translators for language analysis 8/4 Encyclopedias for research and project work Week 10: pages 71-85 Activity design presentation Chap 7:Blogs, wikis and podcasts 7/1 Week 09: pages 62-70 Chap 6:How to use chat 6/1 Week 08: pages 44-61 Group-work project hand-ins and pages 103-112 Group project Page of 11 submissions presentations Week 11: 9/1 CD-ROMs and DVDs 9/2 Evaluating CD-ROMs 9/3 Computer-based testing 9/4 Electronic portfolios 9/5 Interactive whiteboards Week 12: What are electronic materials? 10/2 Creating electronic materials online 10/3 What is an authoring tool? 10/4 Using authoring tools to produce materials What are electronic materials? 10/2 Creating electronic materials online 10/3 What is an authoring tool? 10/4 Using authoring tools to produce materials pages 126-135 Chap 11: e-learning: online teaching and training 11/1 What is e-learning? 11/2 Teaching and learning online 11/3 Course design for online learning: examples 11/4 Course design for online learning: considerations 11/5 How to get started with online learning 11/6 Teacher training and online learning 11/7 Discussion lists and online groups Week 15: pages 126-135 Chap 10: Producing electronic materials (continued) 10/1 Week 14: pages 113-125 Chap 10: Producing electronic materials 10/1 Week 13: Chap 9: Technology-based courseware pages 136-147 Individual project submissions Revisions; group discussions; project hand-ins For extra semester: Week/ Meeting Week 01/1 Topics References Notes Chap 2: Word processors in the classroom 2/1 Why use word processors? 2/2 Word processors for teachers: pages 15-26 Page of 11 creating materials 2/3 Word processing activities for learners 2/4 Using word processors: considerations Week 01/2 Chap 3: Using websites 3/1 Using websites in the classroom 3/2 ELT websites or authentic websites? 3/3 How to find useful websites 3/4 How to evaluate websites 3/5 Planning lessons using the Internet 3/6 Working with lower levels of language proficiency 3/7 Web teaching dos and don'ts Week 02/1 Chap 3: Using websites (continued) 3/1 Using websites in the classroom 3/2 ELT websites or authentic websites? 3/3 How to find useful websites 3/4 How to evaluate websites 3/5 Planning lessons using the Internet 3/6 Working with lower levels of language proficiency 3/7 Web teaching dos and don'ts Week 02/2 Why Internet-based project work? 4/2 Basic projects 4/3 Internet-based simulations 4/4 WebquestsWebquest creation pages 44-61 Chap 4: Internet-based project work (continued) 4/1 Why Internet-based project work? 4/2 Basic projects 4/3 Internet-based simulations 4/4 Webquests: Webquest creation Week03/2 pages 27-43 Chap 4: Internet-based project work 4/1 Week 03/1 pages 27-43 Mini test pages 44-61 Chap 5: How to use email 5/1 The benefits of email 5/2 Basic email skills pages 62-70 Page of 11 5/3 Using email with learners out of class 5/4 Using email with learners during class 5/5 Keypal projects Week 04/1 Chap 6:How to use chat 6/1 Chat in language teaching 6/2 Types of chat 6/3 Chat programs 6/4 Why use chat in language teaching? 6/5 How to start using text or voice chat with learners 6/6 How to structure a text or voice chat lesson 6/7 A sample text chat lesson plan Week 04/2 Chap 7:Blogs, wikis and podcasts 7/1 Social software 7/2 Blogs in language teaching 7/3 How to start using blogs with learners 7/4 Wikis in language teaching 7/5 How to start using a wiki with learners 7/6 Podcasts in language teaching 7/7 How to create learner podcasts Week 05/1 pages 86-102 Chap 8: Online reference tools 8/1 Dictionaries and thesauruses 8/2 Concordancers and corpuses for language analysis 8/3 Translators for language analysis 8/4 Encyclopedias for research and project work Week 05/2 Group-work project hand-ins and presentations Week 06/1 Chap 9: Technology-based courseware 9/1 CD-ROMs and DVDs 9/2 Evaluating CD-ROMs 9/3 Computer-based testing 9/4 Electronic portfolios 9/5 Interactive whiteboards Week 06/2 pages 71-85 pages 103-112 Webpage Design and Presentation pages 113-125 Chap 10: Producing electronic materials Page 10 of 11 10/1 What are electronic materials? 10/2 Creating electronic materials online 10/3 What is an authoring tool? 10/4 Using authoring tools to produce materials Week 07/1 Chap 10: Producing electronic materials (continued) 10/1 What are electronic materials? 10/2 Creating electronic materials online 10/3 What is an authoring tool? 10/4 Using authoring tools to produce materials Week 07/2 pages 126-135 Chap 11: e-learning: online teaching and training 11/1 What is e-learning? 11/2 Teaching and learning online 11/3 Course design for online learning: examples 11/4 Course design for online learning: considerations 11/5 How to get started with online learning 11/6 Teacher training and online learning 11/7 Discussion lists and online groups Week 07/3 pages 126-135 Revisions; group discussions; project hand-ins pages 136-147 Electronic Quiz/ Test Design Page 11 of 11 ... Blogs in language teaching 7/3 How to start using blogs with learners 7/4 Wikis in language teaching 7/5 How to start using a wiki with learners 7/6 Podcasts in language teaching 7/7 How... Blogs in language teaching 7/3 How to start using blogs with learners 7/4 Wikis in language teaching 7/5 How to start using a wiki with learners 7/6 Podcasts in language teaching 7/7 How... presentations G Required textbooks and teaching materials: Required Textbooks and Materials: Dudeney, G., & Hockly, N (2007) How to teach English with technology Pearson Longman: Malaysia Suggested