How do you teach using Web 2.0 tools?

Posted: April 28, 2012 in Methodology, Uncategorized, Web 2.0 tools
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Today I thought I would do something slightly different; rather than introducing a new program or web 2.0 tool that could be employed in your lessons, I though I would deal with how you go about training or teaching pupils how to use them.

There are lots of time pressures on teachers at all the various Key Stages and the use of some of the tools I have blogged about previously could be seen by some as a luxury lesson. For example, it is all well and good to do a writing task by using a comic creator such as Chogger, Strip Generator or Toondoo (yet to be blogged about, it will happen!) but is this really the best way of getting pupils to write? Do pupils become obsessed about the layout of the cartoon and forget about the linguistic importance of the task they are charged with carrying out? Does humour take over from intellectual and educational relevance? Is it time effective or could pupils produce more work in the time available just by writing in their books in the traditional manner? What happens if things go wrong with the programme or website? What happens if pupils don’t like using computers or find it hard to work out how to use the tool effectively?

My first point is that by using cartoon generating tools you will stimulate interest in the task, and it is likely that pupils will make more of an effort to produce an entertaining and well made piece. The same is not necessarily true of yet another piece of written work in their exercise book, which doesn’t really spark much interest and can be trotted off in a rush. Any language production is worthwhile immediately, and the finished cartoons will almsot certainly be shown off to others in the class and be read by others. This hardly ever happens with exercise book work. A sense of competition, and the desire to outdo others could grow, and as long as you, the teacher, controls this competitive instinct and directs it towards target language production then better work will be elicited. It may be a luxury lesson, but it will in my opinion be productive and something that will enthuse and motivate your pupils. It doens’t have to be done every week, maybe once a term will suffice, and who knows, pupils may be inspired to do others independently.

The difficulty is perhaps teaching pupils how to use the tools without losing much time of the lesson and this is a key factor to debate. First of all, you have to be very confident in using the tool or application. You  have to anticipate what problems could arise, work out how you want everything to work and see what every button does before using it in a lesson, as the last thing you want is for some unsolvable disaster to occur which leaves you looking stupid as you try and work out why you can’t type into a speechbubble, or why something hasn’t saved. One method is to do a presentation demo infront of the class beforehand and restrict the features of the tool that they use. Another is to walk a class through their task step by step, giving a set time limit per stage of the task you are completing. Some kind of handout is probably necessary as well with a basic guideline for using a tool. This is something I will be doing during the summer holidays in fact.

There are various other options as well. Perhaps you could liaise with the IT department and see if they will teach some of the tools in their class. After school or lunchtime hobbies time will also be useful projects, though the downside is that not all pupils will become involved and some could get left behind. There is the chance that interest will spread if pupils enjoy the creative process. If finished projects such as animations, cartoons and videos can be embedded on well published and regularly viewable blogs or department webpages, others may be curious and encouraged to join in. Certainly using these tools in my opinion is an excellent way of  promoting TL use in language clubs for instance, where time pressures are not as restrictive.

In all situations, the most important thing to do is to do the preparation work first. Know WHY you are using the tool and WHAT you want the finished outcome to be. Know HOW it works and have the appropriate support ready fo the pupils. It helps a great deal to have the target language material prepared fully prior to using the tools you are going to use in the lesson, or requiring them to use in their homework.

So far I have had fair success with implementing certin tools. Edmodo has gone down a storm, but then it is very easy to use given its facebook like style and interface. Voki has also worked very well, and my chogger lesson was pretty successful, barring slow running internet issues which slowed the process down and led to rather rushed finished projects.

I am already thinking of how I will introduce the tools I use in my next school. This clean start seems an ideal time to begin properly. I think it will be very important to be organised before this, deciding which things to start with and not overloading pupils with too many things right away. I do intend to ask pupils to subscribe to certain sites immediately, certainly Edmodo and Voxopop to start with. I also would like to get every pupil going with their own blog page, and teach them how to embed their own videos, cartoons and so on as a lasting ‘folder’ of their efforts over the year. I just hope the computer systems at my new school will be reliable!



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