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Wordle: ICT in ELT blog

Are you familiar with what Wordle is? Have you used it with your students? If yes, can you share with us you experience? First, I'll demonstrate to you how to create your own Wordle and then you'll complete the task I've created for you. After that you will have an opportunity to create your own activity using this tool.

Task 1: Above you can see a Wordle which contains the words you should use to form a sentence. The purpose of this activity is to practise using a certain grammar point by using the words from the Wordle in your own sentence. In this case, the activity is designed to practise using Type 2 conditional sentences and make the students aware of the word order in English. Post your sentence in the the thread, read the sentences some of your peers have created and decide whether they are correct.

This is just one of many activities for which Wordle can be used. To learn more about its other possible uses I am inviting you to read the blog post Language activities with Wordle and word clouds written by Simon Thomas in which he shares a great number of other activities with Wordle dealing with the development of the learners' vocabulary, their reading, writing, and speaking skills.Choose another suggestion from his post devoted to the development of grammar skills and create a grammar exersise for your students. Publish your Wordle in your own blog and write a comment about it in which you should explain the following:

1. What is the level of your students?
2. How will you incorporate the activity with the word cloud in your lesson?
3. How will you assess it?

Next, have a look at a couple of Wordles your peers have created and briefly comment on their proposed activity..

1.Hockly, N. & L. Clansfield (2010) Teaching online. Toolsa and techniques, options and opportunities.Delta publishing.
Do you know what Flickr is? Have you ever shared your photos with your friend on it? Actually, it is just one in a whole set of Flickr-based tools. You can access them at http://www.pimpampum.net/toys/


Can you guess what you are going to do today? Quite right! Get acquainted with some of these tools.Choose three from the list you are not yet familiar with, learn what they do and create your own bookr, phrasr, or memry. Post links to them in the thread. If you wish you can also do these activities together with 2 or 3 of your peers.

bookr: http://www.pimpampum.net/bookr/

Here are some stories created with the help of bookr: http://www.pimpampum.net/bookr/archive.php. Please, look through a couple and comment on how you can use them in the classroom and for what purpose? Would you ask your students to create their own stories with the help of this tool?

bublr http://www.pimpampum.net/en/content/bubblr

phrasr http://www.pimpampum.net/en/content/phrasr

memry http://www.pimpampum.net/en/content/memry

real time tags http://www.pimpampum.net/en/content/flickr-real-time

After you have completed the tasks, leave a reflection in the thread below. Address the following questions:

a) What skill(s) are developed with the help of these tools?

b) Would you use any of them with your learners? If yes, how? If no, why?

c) How would you incorporate them into your lesson?

d) What difficulties if any can you foresee with the use of these tools in the classroom?

These activities should help you understand and remember the distinguishing features of computer-based resources.

Below a number of different resources is provided. Choose one of them and analyse a specific activity on it against the special features of computer-based resources. Provide an explanation:

1. http://www.bbc.co.uk/worldservice/learningenglish
2. http://www.englishclub.com

These are vast and popular resources with a great variety of materials aimed at the development of different language skills. Choose a specific activity for the development of one of the skills and complete its analysis in terms of whether its has the features listed below and to what extent

a) interactivity: How How is the content of instruction presented? is the dialogue with the user organized?
b) multisensensory delivery: To what extent the information presentation is multisensory and how is it realized?
c) adaptability
d) non-linear presentation of material
e) individual design: Is the interface standardized? Is the design of the of a particular activity appealing? What do you find particularly attractive about it?
f) special user training: Is any special user training necessary to use the resource to its full potential?

Post your answers in this thread. Read another student's comment and comment on it.

Using surveys

Dear all,

Thanks for such enthusiastic and productive work yesterday! It was rather impressive! I liked your enthusiasm and involvement! What did you learn from this activity? Would you use it with your students? Do you think you will need to modify it in this case? If yes, how?

Today we are going to discuss with you some aspects of using surveys in your teaching or maybe for your reaserch. Below is a link to a very quick introduction to some things to consider when you need to run a survey:


Please, read it first and then we'll discuss what you have learned.

After that I will introduce you to a very popular online survey making tool SurveyMonkey: http://www.surveymonkey.com. We will have a look at different options available to you in case you decide to use it. Then I'll invite you to create your own short surveys to practice doing it and to learn some tricks of how to create better surveys.

Hope you will enjoy the class!
Are you sometimes overwhelmed with the amount of information on the internet? Do you feel it necessary to understand how reliable the information you are reading is? Do you think your students should be made aware of the internet safety and security? If you answered "yes" to these questions, then it would be useful for you to get acquainted with the criteria for web-site evaluation and then practise using them yourselves first and then teach your students how to stay safe and secure online.

Have a look at the list of criteria for web-site evaluation created by M. Krauss and Anholt from the USA who specialise in teaching courses of ICT in the language classroom for Ts around the world. Then use them to evaluate the resources listed after these criteria:

Answer the following questions "yes" or "no". If you have more than 9 "Yes" answers, you can use resource you have found or were recommended to use.


Some articles are written to report information objectively (without the author’s opinion). Other articles are written to “advocate” the author’s point of view, either for or against an issue. It is okay to use advocacy articles, but you also need to find an equal number of articles from the other side’s point of view.

1.___Is it clear to you that this article is either objective reporting or an advocacy article?
Which is it? (check one) ___objective ___advocacy

2.___Is more than one viewpoint expressed?

3.___Can you identify the name of the organization that put up this Web site?
Which organization is sponsoring it?


1. ___Do you know who wrote the information on this page?

2. ___Is there a link to contact the author?

3. ___ Is there information to show that the author is knowledgeable or an expert?

Check the URL (Web address). A tilde (~) means the page is a personal one, not part of an organization’s official Web site. Try putting the author’s name into Google. See what else s/he has written. You can also put the URL into Google. This will show you which sites link to the page you found.

1. ___ Can you tell where the author got his/her information? Are there links to the sources?

2. ___ Is the information typed correctly, with correct grammar and spelling?

It is important to have up-to-date information. Some Web sites have old information that is still useful, but if the actual Web site is not updated, you may doubt the information which is presented.

1. ___Can you find the date that this article was originally written?

2. ___Can you find the date that this article was put on the Web?

3. ___Can you find the date that this article was revised?

4. ___Click on three links in the text (if there are links in the text). Are all the links working?

Some Web sites are collections of links to other Web sites. They are useful, but they not considered a “source” of information for your paper.

1. ___Does this Web site contain original information?

2. ___Does this article contain information that will help you with your paper?

Another form for web-site evaluation is located at http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/EvalForm.pdf

First, apply these criteria to the analysis of two websites listed below

1. Mankato, Minnesota (http://www.mankato-mn.gov/)
2. Mankato, Minnesota (http://descy.50megs.com/mankato/Mankato.html)

In the thread following this post write your evaluation of these sites and see what your peers have to say about it.

Next, read A short introduction to the study of Holocaust revisionism, by Arthur R. Butz (http://www.codoh.com/butz/di/intro.html) and then the article by Alan November "Teaching Zack to Think" (http://novemberlearning.com/wp-content/uploads/2009/03/teaching-zack-to-think.pdf) which serves as an excellent illustration of why it is important to analyze the credibility of information you find on the web.. In your post, explain whether it is important to evaluate the quality of information on the internet. Why?

Finally, visit one of the sites listed below and post a comment with its evaluation: is it credible or not? How do you know?

* Aluminum Foil Deflector Beanie (http://zapatopi.net/afdb/)
* Facts About from Idiotica (http://www.idiotica.com/cranium/encyclopedia/)
* Should we ban dihydrogen monoxide (DHMO) (http://www.dhmo.org/)?
* Museum of Hoaxes (http://www.museumofhoaxes.com/)
* Did the Holocaust happen? (http://prezi.com/pqra3zylidyy/holocaust-did-not-happen/)
* Physics and Star Trek (http://www.physicsguy.com/physandtrek/)
* The Faked Apollo Landings (http://www.ufos-aliens.co.uk/cosmicapollo.html)

(Author: Jill Haslam - Email jhaslam@dsdmail.net)

Post your comment in this thread.

Welcome to the course of ICT in ELT!

Dear students--

Welcome to the course of ICT in ELT! This blog is going to be one of the tools that will be used in this course. I am inviting you to use this space as much and as creatively as you can. For a start there are several things to do with it.

You can make your posts more interesting by adding images to them when it seems necessary and/or appropriate, create picture galleries, add some music and/or video clips or something altogether different. I am sure you will have many ideas which will make this blog a welcoming place to visit.

Here is the explanation of what you should do today and for the next class. Do you enjoy listening to your MP3 player? Have you recently made a PowerPoint Presentation (http://actden.com/pp/index.htm)? When was the last time you chatted with somebody on Skype (http://www.skype.com/intl/en-gb/welcomeback/)? Do you remember what was the last thing you looked up on Wikipedia (http://www.wikipedia.org/). These are some of the tools the use of which in the language classroom we are going to discuss and practise using during the course.

Below I have listed some of the resources I have created for the courses I teach, for communication with my colleagues or just for fun. Now to the tasks:)

1. Write a post about your experience in using some tool or tools in the process of studying at the university. Explain what tool you have used and for what purpose (e.g. PPP for some courses you have taken; FB, Vkontakte or some other social network , audio or video recording software such as Audacity (http://audacity.sourceforge.net/), social bookmarking tools such as delicious (http://www.delicious.com/nataneva) or something completely different). It will be your 1st blog post:) It should be about 150 words. Please, post it in the blog and comment on one of the posts written by your peers. Here is a link to it:


2. Write about what you want to achieve in this course by the end of the semester (you should write it on a piece of paper and submit it to me in class next week). I'll keep it till the end of the semester when I'll give them back to you so that you could see what you have achieved by the end of the semester.

3. Here are some of its examples of what I have done using technology:

a) Research work: MA dissertation about teaching writing using MS Word, blogs and wikis It is not published on the Internet as a whole, but I made a presentation about it at the IATEFL Conference in Harrogate last year and you can have a look at my presentation at:

b) Assignments in the modules of the MA TESOL & ICT program - http://bestpolicies.pbworks.com/w/page/25711811/FrontPage A wiki about plagiarism I designed to help my students learn about what constitutes it and how to learn to write without plagiariasing

c) Writing for my students: course tasks and comments

- http://el-writing-project.ning.com/ This is a Ning I have created to help my students with different aspects of writing. It was also one of the spaces which was used for my research project. We are going to use it with you too for reference.

- http://nataliaeydelman.livejournal.com/ This is a blog of the course Information communication technologies (ICT) in English language teaching (ELT). This is a Methods course about how to use technology in the classroom.

- http://acwr962.pbworks.com/w/page/29851864/FrontPage This is a wiki of one of the groups of your peers I taught last year.

d) Writing for my colleagues: http://iatefl.britishcouncil.org/2009/sessionreport (Unfortunately, according to BC policies this session reports were taken off the web last year and are now only available to me, but I can share them with you if you are interested)

In 2009 I went to attend the IATEFL conference in Cardiff as the winner of the Roving Reporters' competition and wrote about my experiences and impressions on the site of the conference:

e) Writing for pleasure http://nataliaeydelman.wordpress.com/ This is a blog about my August trip to England

Go to at least 2 of the places listed above, get acquainted with them and write your 2nd post in this blog (http://nataliaeydelman.livejournal.com/19925.html) in which you will reflect on what you have read in one of these "places" and ask some questions about something you read about to learn more.

Finally, here is a link to the Top 100 Tools for Learning: http://c4lpt.co.uk/top-tools/top-100-tools-for-learning-2011/: choose one your are not familiar read its description and what people are saying about it from the point of view of how it can be used in teaching and explain how you could use it in your teaching context. It will be your 3rd post:


Have a great journey!

An article to share

Do you apologise when you did smth wrong? What about when passing by to closely to another person? And what about apologising for not understanding smth at once? You can learn whether you overdo it or not from the article in the Guardian at http://www.theguardian.com/commentisfree/2013/dec/15/sorry-stop-apologising-ian-martin

What do you think about it?

Preparing for Cristmas

Dear All--

are you in the mood for Christmas? Whatever your answer is I would like you to have a look at one of the activities in the December calendar prepared by Consultants-E. It has a wealth of resources  to do with different uses of technology in learning and teaching the language.

Something of interest for everybody

Dear All--

Today in class you are going to get acquainted with the Learning Solutions Magazine. First, quickly read about the magazine itself and then surf through it, find an article in the Magazine of interest to you, summarise it and publish a post with the article summary in the blog. Read at least two posts written by your peers and ask at least one question to clarify smth that is not  clear or build up your understanding of the issue(s) the article your peer has summarised addresses.  your peer has Learning Solutions Magazine. It's a magazine that can give you quite a few ideas about what you should take into consideration when working with various online materials.

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