Link
Elaborated by Santiago Andrés Ardila
Elaborated by Elisa María
Gómez
lunes, 2 de mayo de 2016
Objectives
Ø
To
study the influence of Information and Communication Technologies in the
management process.
Ø
Reporting
the contribution of Information and Communication Technologies in the
professional performance of the educational manager
Ø
Supporting
educational innovations in the field of educational computing in which teachers
plan strategies using computational resources.
Ø
To encourage
the use of computer and telematic resources as a source of information and as a
platform for communication and interaction.
Ø
To achieve
students develop higher level cognitive skills such as analytical skills,
synthesis and communication through ICT, to build their own learning.
How can technologies improve TEFL?
I. Activities
1
Situation One
A.
Characterization of Students
1.
Institution
2. Number of students
3. Average age
4. Grade
B. English learning need or topic to be taught: Greetings and Farewells
C. Previous knowledge:
D. Objectives
E. Link activity one
2
Situation Two
A.
Characterization of Students
1.
Institution
2. Number of students
3. Average age
4. Grade
B. English learning need or topic to be taught
C. Previous knowledge:
D. Objectives
E.
Link activity two
3
Situation Three
A.
Characterization of Students
1.
Institution
2. Number of students
3. Average age
4. Grade
B. English learning need or topic to be taught
C. Proposal
1. How you like to learn to speak English?
D. Previous knowledge
E. Objectives
F. Link activity three
4
Situation Fourth
A.
Characterization of Students
1. Institution
2. Number of students
3. Average age
4. Grade
B. English learning need or topic to be taught: Greetings and Farewells
C. Previous knowledge:
D. Objectives
E. Link activity Fourth
1
Situation Five
A.
Characterization of Students
1. Institution
2. Number of students
3. Average age
4. Grade
B. English learning need or topic to be taught: Greetings and Farewells
C. Previous knowledge:
D. Objectives
E.
Link activity Five (web Prezi)
II. Objectives
III. Online activities
A. Activity one
B. Activity two
A. Activity one
B. Activity two
Welcome!
It is my great pleasure to greet in this blog that has as its basic purpose to
know the course of technology, and invite you to interact, with optimism able
to offer a range of content that make contact with this changing world of
technology, for it we're going to be worth several tools that give us ICT, not
only in the interest of offering the contents of the area, but will try to
reach a little further to try to achieve link these concepts to their daily
lives, it will be there a little more interaction between us as students and
teachers future
jueves, 28 de abril de 2016
1. Characterization of students.
Institution Educativa Ciudad La Hormiga
· Number of students:
30 students
· Average age:
6 to 8 years
· Grade (if it is a school):
First grade
In his early age a
child's brain develops a capacity to adsorb information quickly and is of great
importance that a child learns a second language from templana age.
· English learning need or topic to be
taught: Greetings and Farewells.
The greetings and
farewells are one of the topic that was taught at the beginning of a learning a
second language, the greetings and farewells in its different variations
defined the formality or informality of a communication
· Previous knowledge:
In his early age the
subject of greetings and farewell in English is new to them, but on the
knowledge of their mother tongue will help us go together these 2 languages for
meaningful learning.
Web 2.0 tool to create your activity:
You tube and powtoon
· Objective of your activity:
1. applying ICTs in the
teaching of English so that students have access to new educational tools and
knowledge, thus improving the pedagogical practices
2. Use resources from the
web 2.0 resources (videos and audios) are very useful to improve oral
proficiency in English of the students
This is the link of the presentation in
You tube and powtoon of the topics greetings and farewells
Teaching and practice English language
Characterization of students
Institution: SENA virtual.
Number of students: 80
Average age: 16 - 50
Grade: Level 1
This process of knowledge will support labour market and academic purposes in local or global of a wide range of population inside or outside the institution.
Number of students: 80
Average age: 16 - 50
Grade: Level 1
This process of knowledge will support labour market and academic purposes in local or global of a wide range of population inside or outside the institution.
English learning need or topic to be taught:
Present progressive.
The present progressive tense is often overused by non-native speakers of English, but it just represent single Current Actions. Simply, what a person is doing right now, and action they are currently participating in.
Present progressive.
The present progressive tense is often overused by non-native speakers of English, but it just represent single Current Actions. Simply, what a person is doing right now, and action they are currently participating in.
Previous knowledge:
Verb to B, vocabulary related with climate, places, food.
This previous knowledge will help students to create solid statements and develop the virtual postcard correctly.
Verb to B, vocabulary related with climate, places, food.
This previous knowledge will help students to create solid statements and develop the virtual postcard correctly.
Web 2.0 tool to create your activity:
Canva
Canva
Objective of your activity:
- Narrate events that are ocurring in the writing moment.
- Share places, food, weather, etc.
- Narrate events that are ocurring in the writing moment.
- Share places, food, weather, etc.
Activity link:
https://www.canva.com/design/DABwfV-WBEU/view
https://www.canva.com/design/DABwfV-WBEU/view
INSTITUTION (REAL OR UNREAL) Institución
Educativa Distrital El Recreo
Located in the urban area of the municipality of Cordoba
(bolivar).
NUMBER
OF STUDENTS The
group is 25 students who receive 4 hours a week of English class.
AVERAGE
AGE
10
years
GRADE
(IF IT IS A SCHOOL)
Fourth Grade
These children are somewhat self-conscious and prefer group
activities to working alone. They are also beginning to understand abstractions
as well as cause-and- effect relationships, but need real experience in social
settings.
They can be very competitive and tend to get noisy and excited.
They value fair play and expect adults to adhere to rules. Many students are
peer-conscious and may be very concerned about what classmates think. They like
participating in group activities. They are often inquisitive and need to
express their opinions. Boys and girls begin to discover one another and begin
to interact.
ENGLISH
LEARNING NEED OR TOPIC TO BE TAUGHT
Everyday life, customs and / or routine of some teachers may be
due to multiple causes, but this phenomenon is found mainly in the public
sector and low socioeconomic priorities where students are at the level of
survival in the scale of Maslow Hence the growing discouragement, disinterest
and apathy of students by making learning difficult for teachers, lack of
appropriate institutions within educational tools, dissatisfaction with wages
and the speed at which technology is advancing left many stragglers to
implement educational activities that include virtual; This last demand of
educators transition from traditional models in their teaching practices to new
methodological tools that allow a teacher to adopt new models from taking
positions in innovative teaching-learning process to achieve more creative
experiences thus achieving meaningful learning and appealing to generate
interest in students learning English as a second language, but despite the
social demand for change that does not occur in all institutions leaving only
to private institutions and specialized institutes educational activities.
PROPOSAL
The central idea arises precisely from the need it was found in
the community to learn English as a foreign language, which can be developed
through workshops, plays, forums and different dynamics so that your learning
more fun and quality especially significant, which put into practice in their
daily lives, not only their homes but their schools and other social.
To solve these and many other problems we investigate the tools
with which you can work, as students conduct surveys, asking for example:
How you like to learn to speak English?
The work should be more practical to use visual and auditory
media because we see writing while listening pronunciation; so we avoid errors
because the English words are not pronounced as they are written in the same
way no words that your pronunciation is similar but his writing is totally
different.
Today it is possible to interact with people from different
countries despite the distances encourage students to form groups to practice
English or enter platforms designed to socialize with English speakers are
still studying applications that enable playing in moments of waiting which can
serve productively using one of these mobile applications.
PREVIOUS
KNOWLEDGE
In the context of schools, background knowledge
can be defined as the knowledge students have, learned both formally in the classroom
as well as informally through life experiences. In an academic sense,
background knowledge also includes content knowledge, academic language and
vocabulary necessary for comprehending content information.
Prior knowledge is a term also used to define
background knowledge. Some people distinguish the two as a means to separate
experiences students have had in their lives, and the knowledge and language
needed to be successful learning a content topic. Whatever term you use, it is
important to distinguish these two concepts, and consider when to tap into
students' experiences and assess the knowledge they have about a particular
topic.
When it comes to English learners and students
from diverse cultural and educational backgrounds, the type and amount of
background knowledge related to a particular topic can vary. Students may have
a high degree of academic schooling in their native language when they arrive
in your classroom, but not have the words to express what they know in English.
Other students may have had interrupted formal schooling, or their background
knowledge may not match the perspective presented in the classroom. This poses
a particular challenge and demonstrates the importance of assessing students'
knowledge and skills as related to the content you will be studying.
Background knowledge plays a strong role in
reading comprehension as well as content learning; when individuals have
knowledge about a particular topic, they are better able to recall and
elaborate on the topic.
OBJECTIVE
OF YOUR ACTIVITY
· Used orally foreign language to
communicate in activities within the context of the classroom "
· Conducting an early stimulation
program for the acquisition of a second language.
· To develop intervention
strategies to reach communication in more than one language.
· To familiarize young children
with the English language, using appropriate methods for their age that are
interesting and fun.
· Getting children to develop
their understanding of English spoken and lay the foundations of a good
pronunciation.
· To offer our students a first
experience is positive and increases your confidence when facing a foreign
language.
· Enjoy learning.
LINK
Presented by Robinson Ospino Fonseca
Institution: Educative Natala Institution
Number of students: 20
Average age: 12 and 15 years old
Grade: 8
English learning need or topic to be taught: vocabulary
and grammar (subjects, simple present)
Previous knowledge: Conjugation in simple present.
Web 2.0 tool: Prezi
Objective of my activity: Achieve that students learn enough words
through the painting and they finally make sentences and a short text using
these words
Publicado por Jenny Ulabarry
Characterization of students.
Characterization of students.
ü Institution (real or unreal) I.E. Yes
ü Number of students 20
ü Average age 15
ü Grade (if it is a school) 10°
ü English learning need This/that – These/those
ü Previous knowledge What’s this?
ü Web 2.0 tool Prezi
ü Objective of your activity Students will learn how to use This/that – These/those
To talk about objects in different distances.
Web 2.0 tool:
Prezi
Objective of the activity
To explain how to use this/that, these/those, to describe objects that are near or far away from the speaker.
To get students motivated to learn with the implementation of technology in the english classes
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