Introduction

Overview
Language Learning with Technology is a handbook for teachers interested in integrating technology
into their classroom practice. The book makes a point of putting pedagogy at the forefront of the
lesson, which is why content has been organised around specific learning content goals rather than
specific technologies.
Each chapter deals with a different aspect of language learning, and use of technology is suggested
only when it adds significant value to the learning. With over 130 activities to choose from, this book
can be used by the teacher, as a classroom resource, to supplement an existing language course.

Who is this book for?

This book has been designed to be used by teachers who want to improve their own knowledge of
how best to integrate a variety of learning technologies into their classroom practice.
It has been written to appeal to language teachers who are both new and experienced. Teachers
may have had years of practice in using technology with their learners, or be looking to take their first
steps in using it with a class.
A wide variety of activities has been provided for use with learners from beginner to advanced
levels of proficiency. Although most activities have been written with the adult learner of general
English in mind, many should be equally as effective when used with teenagers, or adapted for
children, as well as for the teaching of any other foreign or second language.
Whatever your teaching context, we hope you will find this handbook an invaluable classroom
guide to using learning technologies.

Why technology?
We now live in a world in which technology permeates every aspect of our lives. Apart from its time-
and labour-saving function, technology can also inspire creativity and bring new opportunities to
people, connecting them to new ideas and people they otherwise might not have met.

In language teaching and learning, technology can be used for:

• accessing information, including information about language
• exposure to the target language
• entertainment (i.e. reading/listening for pleasure)
• creating text
• publishing learner work
• communicating and interacting with other language users/learners
• creating community
• managing and organising learning (e.g. learning management systems, online vocabulary
notebooks, etc.).
Language Learning with Technology
Benefits of learning technology
Many classroom teachers using technology have anecdotal evidence of their learners being motivated
and engaged, and this is often a major reason for using learning technologies. There is also evidence
that the use of technological tools empowers learners to transcend the traditional concept of the
classroom (Drexler, 2010) and can lead to learners taking greater ownership of their learning (Terrell,
2011), especially through being actively involved together outside the classroom.
Technology can be a highly engaging and interactive tool, providing a source of real language, both
written and spoken, in the classroom, and motivating learners to produce more language than they
otherwise might have done.

Instant information
The Internet, in particular, has become a social phenomenon which ‘pervades work, education,
interpersonal communication’ (Thorne & Black, 2008), and having internet access in the classroom
opens up learning to the real world, beyond the confines of the classroom.
For instance, the Web can be an instant provider of information for the teacher, as it has fast
become in the world outside the classroom. Rather than telling learners you will give them the answer
to a question later, you can look it up there and then. You can also show the learners how to use
reference tools, such as dictionaries, concordancers, a thesaurus and phonemic charts. By helping
them help themselves, you are promoting their autonomy, as learners and users. A teacher also has
more choice with the Web - more ways to answer vocabulary questions, for example. As well as
explaining something or providing a definition or translation, you can look for example sentences, or
show your learners a picture. I remember one class when a learner asked me the difference between
the words geek and nerd. Rather than attempt a clumsy explanation, I turned to Google Images, and
the learners were able to see the differences and similarities for themselves.
The Web is, of course, also a great source of listening. You can find video clips of people speaking
countless varieties of English, as well as have access to songs, through sites such as YouTube. Apart
from providing a large bank of authentic recordings, the Web allows you to personalise listening
tasks and choose a video clip to complement something in the syllabus. You can also use the Web
when your learners are particularly interested in a specific topic, or as a stimulus for speaking
about a subject.

Real communication
There has also been a clear shift in the role of the Internet, away from it being a huge resource library
towards what has been called Web 2.0, where communication takes the lead, which has led to an
increase in internet use. A Web 2.0 site allows users to interact and collaborate with each other, as
creators of user-generated content in a virtual community, in contrast to websites where users are
limited to the passive viewing of content that was created for them. Examples of Web 2.0 include
social-networking sites, blogs, wikis and video-sharing sites.
New studies show a growing interest in using these emerging web tools in language learning
(Thomas, 2009), which shows promise for their role in the future, not only as learning tools, but also
when used as authentic means of communication and relation building (Sykes et ah, 2008).
 Introduction
Your learners can connect to other learners, or users of English, in real time (synchronously), or at
different times (asynchronously), thereby providing opportunities for authentic language practice
(i.e. real communication), rather than the practice for practice’s sake that usually takes place in the
classroom.

Publishing learners’ work

Publication of learners’ work online (e.g. via blogs, wikis, class webpages, etc.) is just one application
that can have a positive effect on the quality and quantity of written work that learners produce. The
fact that their work is being offered for reading to an audience beyond that of the teacher and the class
can also be used to encourage process writing, and a focus on error correction, that would otherwise
be difficult to achieve.
Even if you don’t have internet access in your classroom, you can publish learners’ work online and
provide an audience that may include parents, other learners, etc.

A variety of different tools

Of course, it’s not just about the Internet. The proliferation of hand-held devices, such as mobile
phones, digital cameras, tablets, mp3 players and voice recorders, has led to what, for some teachers,
is a sometimes bewildering choice of potential activities and resources. Even if mobile phones are
banned in your classroom or institution, you can use your own (most mobile phones support this) to
record learners (using the voice recorder or video recorder), and if it is a smartphone, there is a rapidly
increasing number of applications to be made use of to help you in class.
As the potential of these devices is realised, and more and more learners have access to them,
teachers are beginning to experiment with using these tools. The use of mobile devices is expected
to lead to language learning becoming more informal and personal (Chinnery, 2006; Kukulska-
Hulme & Shield, 2008), with many more learners studying or practising with manageable chunks of
language wherever they are, and in their own time. This revolution in mobile learning is happening
both inside and outside the classroom.

Pedagogy vs technology
This increase in the availability of technology has led to an explosion of interest in its use in the language
classroom. Despite the potential for new ways of learning, the trap that teachers can fall into is one of
being seduced by the ‘wow factor’ of new technology, with pedagogy being pushed to the sidelines.
Moreover, as language classrooms become more technologised, there is a real danger of teachers
developing Everest syndrome (Maddux, cited in Gallo & Horton, 1994). Named after George
Mallory’s reason for wanting to climb Mount Everest, this refers to a situation where teachers can be
tempted to use a specific technology just ‘because it’s there’. Care has to be taken, therefore, to make
use of what we have available only when it serves the language aims of the lesson, and to avoid any
use of ‘technology for technology’s sake’.
For this reason, the organisation of this book avoids prioritising technology over language
learning. Many other handbooks for teachers, from the first guides to using the Internet
Language Learning with Technology
(Dudeney, 2000; Sperling, 1999; Teeler & Gray, 2000; Windeatt et al., 2000), through the second
wave (Barrett & Sharma, 2003; Lewis, 2004), to the newer ones (Dudeney & Hockly, 2007;
Hockly & Clandfield, 2010), are organised around different technologies, rather than the uses to
which they can be put.
That is not to say, however, that an organisation around technology wasn’t necessary when the first
handbooks were written. Quite the opposite is true. Computer-assisted language learning (CALL) had
just started to attract mainstream interest, marked by the emergence of the Internet, and there was a
need to introduce language teachers to how it could be used, especially as CALL was still ‘a peripheral
interest in the language teaching community as a whole’ (Levy, 1997).

Normalisation
At the turn of the century, the idea of there being a new generation gap of digital immigrants and
digital natives (Prensky, 2001) struck a chord with many educators and seemed to describe a new
technological landscape which educators needed to start exploring. However, this distinction no
longer seems helpful as we move to a place where we are used to technology being in ‘a state of
perpetual beta’ (Pegrum, 2009). In other words, technology is in a state of constant development, and
it seems as if new tools and innovations emerge every day. It can be argued that learning technologies
are now being used by many language teachers as a matter of course. This shows a move towards
normalisation.
Normalisation (Bax, 2003) occurs in language education when technology is used without teachers
being consciously aware of its role as technology. Few teachers consider dry-wipe board pens to be
technology, for example, but the same cannot be said of the interactive whiteboard (IWB) and the
electronic pens that go with it.
The concept was revisited by Bax (2011), and although the conclusion was that most technology,
as other research indicates, is ‘not yet normalised in language education’ (Thomas, 2009), there are
definite ‘signs of a more fully integrated approach to CALL emerging because of Web 2.0’ (Motteram
& Stanley, 2011). With the danger of teachers using technology ‘because it’s there’ forever lurking in
the sidelines, it is clear that a new approach is required.

A principled approach
What is needed is an approach to using technology that has learning at its heart, where teachers
question how and when to integrate technology into the classroom. A call for a more ‘principled
approach’ has recently been made, with Hockly (2011) and Lyon-Jones (2011) both producing
guidelines and checklists for teachers, which I have expanded upon here.

• Why use the technology? In other words, don’t just use it because it is there. Are you trying to do
something with the technology that can be better done without it? If learning is not enhanced by
using the technology, then don’t use it.
• Who is the technology best for? Is the technology appropriate for your learners ? What age group
is it suitable for, and what language level is required to use it? How much teaching / technical
experience / training is required to use it effectively?

4
 Introduction
• What is the technology best used for? It is worth considering whether there is another technology
that can be used instead that may better suit the learning objectives.
• Where should it be used? Is it more suitable for the classroom / connected classroom (i.e. with one
computer and the Internet) / computer room / at home? Think also about classroom management
issues here. Where in the classroom is the technology to be used and, if appropriate, what will
the other learners be doing when one, or some, of them is using the technology (i.e. will they be
engaged)?
• When should the technology be used f Not only when is the best moment during the class to use
the technology (at the beginning/end, etc.), but also when in the term/syllabus? (It is best if used to
enhance, and complement, what you are already doing with the learners, rather than as an added
extra.)
• How should the technology be used? This shouldn’t just be about what to do, but also how best to
incorporate the technology into your class. Will using the technology be a more efficient use of a
teacher’s, or the learners’, time?

This principled approach can do much to address the criticism of the use of technology in the
language classroom, much of which tends to focus on time spent getting things to work - time which
could have otherwise been spent practising language.
One example of this is the use of clickers, which are hand-held devices that work in combination
with an IWB, and use infra-red signals to offer basic multiple-choice and polling options. Although
they are popular with some subjects, and can be useful for concept testing in maths or physics, I am
not yet convinced there is a place for them in the language classroom. First of all, I think the teacher
would have to spend a large amount of time preparing an activity which might probably last only a
few minutes in class, and which could be equally accomplished in most cases by asking the learners to
raise their hands.
The IWB itself seems to have provoked a lot of criticism. One of the major reasons why this is so is
misuse of the technology. Although the IWB looks like a standard whiteboard, this is deceptive, and
teachers limiting themselves to using it to show YouTube videos, or simply picking up the electronic
pen and writing on it, shows a misunderstanding of the affordances of this technology. In the hands of
a teacher who knows how to use it well, the IWB can be a tool that encourages learner collaboration,
is perfect for revision and helps with lesson organisation, as well as saving the teacher a lot of time.

Lack of training
Research suggests that the pedagogical exploitation of IWBs depends as much on the availability of
teaching resources as it does on teachers’ understanding of how best to use the technology (Cutrim
Schmid & van Hazebrouck, 2010). This tends to indicate that training, therefore, is the key to
effective use of the IWB or, indeed, of any technology.
The IWB is not the only example of a technology whose usefulness has been reduced by a lack
of training. Training teachers how to use new technology is often a hidden cost that is not factored
in when technology is introduced into an institution, which leads to a mismatch between what the
institution expects teachers to know, in order to effectively use technology, and what their actual
knowledge is. One of the aims of this book is to help teachers bridge this gap.
Language Learning with Technology
What technology?
This book draws upon a wide range of technologies for its activities, which many teachers have easy
access to.The learning technologies used in the book are:

The Internet Software Hardware

automatic translators apps CD-ROMs
blogs authoring software computer room
comic-creator websites concordancers data projectors
image-creation software ebooks digital cameras
instant messaging electronic dictionaries DVDs
news websites email interactive whiteboards (IWBs)
online games interactive fiction laptops
podcasts mind-mapping software mobile phones
poster websites music software mp3 players
social networks presentation software netbooks
survey websites quiz-making software pen/flash drives
text and voice chat screen-capture tools tablets
text and voice forums social bookmarking video cameras
video-sharing websites sound-editing software voice recorders
wikis word processors webcams

Summary of aims
1. To provide a wide range of interesting and useful activities, where technology has been used only
when there is clearly added value to language learning and practice.
2. To show how any teacher can use technology, alongside an existing language course, to enhance
language learning.
3. To offer a reserve of activities which are suitable for all levels of proficiency, from beginner
to advanced, and which include ideas for listening comprehension, grammar practice, oral
production and fluency practice, amongst others.

How to use this book

The activities presented in this book have been divided according to learning focus, or language
learning goals, rather than by tool. The outline of each activity begins with the following:

Main goals: the purpose of doing the activity.

Level: an indication of the proficiency level for which the activity is likely to be suitable.

Time-, a rough guide to the time the activity is likely to take.

Learning focus: an indication of the specific language practised by doing the activity.

6
 Introduction
Preparation: what needs to be done before you do the activity with learners.

Technical requirements: the equipment and any special knowledge you, and your learners, need in
order to do the activity.

In addition, many activities end with:

Variation: ideas on how to adapt the activity so that it practises another aspect of language, makes
use of different technology, etc.

At the end of the book, Appendix A: Learning technologies guide is designed to help teachers
by providing specific details about some of the software and hardware used in various activities.
Appendix B: Technical notes and suggested software/websites by chapter will enable teachers to
better understand what technology is required for each activity. Finally, look in the Index to see which
activities focus on a specific language item or function. This book is also accompanied by a website
(http://www.languagelearningtechnology.com) which is updated and maintained by the author. There
are notes within the text which indicate for certain tasks that using this website would be helpful but
it is not essential.

References
Barrett, B. and Sharma, P. (2003) The Internet and Business English, Andover: Summertown
Publishing.
Bax, S. (2003)‘CALL past, present and future’, System, 31 (1), 13-28.
Bax, S. (2011) ‘Normalisation revisited: the effective use of technology in language education’,
International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 1 (2),
1-15. Available online at: http://www.igi-global.com/article/normalisation-revisited-effective-use-
technology/53797.
Chinnery, G. (2006) ‘Going to the MALL: mobile assisted language learning’, Language Learning &
Technology, 10 (i),9-i6.
Cutrim Schmid, E. and van Hazebrouck, S. (2010) ‘Using the interactive whiteboard as a “digital
hub’”, Praxis Fremdsprachenunterricht, 4 (10), 12-15.
Drexler, W. (2010) ‘The networked student model for construction of personal learning
environments’, Australasian Journal of Educational Technology, 26(3)53 69-8 5.
Dudeney, G. (2000) The Internet and the Language Classroom, Cambridge: Cambridge University
Press.
Dudeney, G. and Hockly, N. (2007) How to Teach English with Technology, Harlow: Pearson
Longman.
Gallo, M. A. and Horton, P. B. (1994)‘Assessing the effect on high school teachers of direct and
unrestricted access to the Internet: a case study of an east central Florida high school’, Educational
Technology Research and Development, 42 (4), 17-39.
Hockly, N. (2011) ‘The principled approach’, E-Moderation Station. Available online at: http://www.
emoderationskills.com/?p= 551.
Hockly, N. and Clandfield, L. (2010) Teaching Online: Tools and Techniques, Options and
Opportunities, Surrey: Delta Publishing.
 1 Integrating technology

I am a firm believer that in order for learning technology to be successful, it should be

integrated into the curriculum. According to a report published by the educational community
Edutopia, this must happen ‘in ways that research shows deepen and enhance the learning process’,
and ‘in particular, it must support four key components of learning: active engagement, participation
in groups, frequent interaction and feedback, and connection to real-world experts’ (Edutopia, 2008).
Technology should always be part of what a teacher is currently doing with a class, and only be
used to promote and extend learning. It shouldn’t be something special, done as a break from regular
classroom learning or as a reward for good behaviour. For this reason, whenever colleagues ask me
for ideas on what to do in the computer room of our school, my first question to them is always, ‘What
are you doing with the class at the moment?’ Once I have the answer to this question, then I can help
them.
Of course, it’s not always clear that incorporating technology into the pedagogical goal is the right
way of doing things. I would hazard a guess that every teacher attracted to using technology in the
classroom has been tempted to try using a new tool they have come across, even if the added value
of using that tool was dubious. This urge to experiment is understandable, given we live in an age
where technological change is happening at breakneck speed. Son (2011) calls for teachers to ‘develop
and implement CATE widely by exploring, selecting, using and evaluating the tools in a variety of
contexts’, and perhaps it is the evaluating aspect that teachers need to concentrate more on, in order
to ensure that technology is not used for technology’s sake.
So what comes first? Technology or learning objectives? The answer is, neither. The learners come
first, and this is why one of the best ways of knowing if, and how much, technology should play a part in
your class is by finding out from your learners their attitudes to using technology for language learning.
There are a couple of information-gathering activities in this chapter, but before you do these,
you can simply ask your learners what they think of the idea of using more technology in class. If
they are adults, perhaps the last thing they want to do after a long day sitting in front of screens at
work is come to class and do the same! On the other hand, they may all have smartphones, and may
appreciate their English teacher showing them how best to use them to practise English when they
are commuting. Or you may teach teenagers who are bored with more traditional ways of learning
English and who would be highly motivated by your spicing up your lesson with computers. What
technology you use will also depend on what resources you, and your learners, have available. You
may have an interactive whiteboard in the classroom, or a computer and a projector. If you are
very lucky, you may have a class set of laptops, netbooks or tablets. In both of these cases, you will
probably find yourself using technology in every class. You may have access to a computer room you
need to book, or for which there is a sign-up sheet determining access. Your learners could all have
smartphones, or other mobile devices, you can use. For this reason, determining what technology is
at your disposal, and how you can make use of it (should you choose to do so), will be an important
factor in deciding how to use technology in class.

9
Language Learning with Technology
Whatever your access to technology, one of the obvious choices of tools a teacher has is of electronic
dictionaries, as well as other tools specifically designed to support language learning, such as the
thesaurus. Introducing learners to these tools, and showing them when and how to use them, can help
them help themselves at a later date. There is a suggestion in this chapter for how to introduce learners
to electronic dictionaries.
One way of integrating technology into a course is to adopt a blended-learning approach.
Blended learning here ‘refers to a language course which combines a face-to-face classroom
component with an appropriate use of technology’ (Sharma & Barrett, 2007: 7), and this definition
implies the learners use technology at home. Although many teachers will believe that blended learning
refers to when a face-to-face component has been added to an online course (i.e. 90% online; 10%
face-to-face), the term can refer to the opposite: an online component is added to a face-to-face course.
One of the best ways teachers can adopt this type of blended-learning approach, and ensure
technology is integrated into a course, is by using a Virtual Learning Environment (VLE). VLEs
come in various shapes and forms. Another term for a VLE is Learning Management System (LMS).
The most popular ones are currently Moodle and Blackboard, and larger institutions will often have
available a VLE that teachers and learners can use. If this is the case in your situation, and you have
been avoiding the VLE, now may be the time to start using it. If you don’t have access to a VLE, then
you can always set up your own for your learners to use, or (even better) talk to other teachers at your
institution and set up one that can be used by a number of classes.
VLEs usually have tools that make it easy for teachers to see how often, and when, learners have
accessed the system, and will let you set tests and record learner marks. Therefore, VLEs can be useful
for assessment and evaluation.
VLEs, however, are very teacher-centric tools and don’t encourage lifelong learning or learner
autonomy. Usually, once a learner has stopped studying a course, or attending a particular institution,
he/she will no longer have access to the VLE. For this reason, a popular alternative to the VLE is the
Personal Learning Environment (PLE). Rather than asking learners to join an institution-owned
platform, they can be encouraged to set up a number of tools of their own. You can find out more
about the PLE in Chapter 2 Building a learning community.
One activity in this chapter looks at the flipped classroom, which is an interesting approach to
classroom practice that suggests teachers reverse the usual teaching model by delivering instruction at
home (often by using teacher-created videos) - allowing them to spend more time in class for practice,
with the idea of creating a more collaborative learning environment. Although perhaps best suited
to content subjects, the flipped classroom can be used by language teachers as an alternative, for
occasional use.
Finally, a common obstacle to integrating technology into a language course can be a teacher’s fear
of what to do if something goes wrong. A teacher using technology always needs to have a Plan B
(i.e. a back-up plan). For this reason, an activity in this chapter looks at how best a teacher can
prepare for the eventuality that the technology may not work as planned. Above all, this chapter is
meant to be an introduction to integrating technology into the curriculum. Throughout the rest of the
book, you will come across many more ideas for integrating technology, and for making teaching and
learning English more meaningful and fun.

10
 Integrating Technology
References
Edutopia (2008) “Why integrate technology into the curriculum?: The reasons are many’, Edutopia.
Available online at: http://www.edutopia.org/technology-integration-introduction [accessed
March 2012].
Sharma, P. and Barrett, B. (2007) Blended Learning: Using Technology in and Beyond the Language
Classroom, Oxford: Macmillan Education.
Son,J. B. (2011) ‘Online tools for language teaching’, TESL-EJ, 15 (1). Available online at: http://
www.tesl-ej.org/wordpress/issues/volume15/ej57/ej57int [accessed March 2012].
Language Learning with Technology
1.1 Getting to know you
Main goals Ice-breaking
Level All levels
Time 10 minutes
Learning focus Review of question forms; basic structures
Preparation Make sure all of the learners have mobile phones they can use in class. Write the names of
everyone in the class on separate small pieces of paper.
Technical
requirements Mobile phones (one per learner) with voice recorders

Procedure
1 Hand out the pieces of paper with the learner names on them, one to each learner, and make
sure nobody has their own name. Tell the learners that they are going to role play the part of a
journalist and write a profile of the learner they have been assigned.
2 Ask the learners to take out their mobile phones and locate the voice recorder. Tell them that the
first part of the profile is a description of the person, based on information they already have (this
could be a physical description). Then ask the learners to record a description of their assigned
learner, using the voice recorder.
3 Next, have the learners interview their assigned classmates. Tell them they can ask any questions
they like, but they should find out as much as possible about the classmate, and record both the
questions and answers on the voice recorder of their phone.
4 If learners find that the person they are going to interview is interviewing someone else, tell them
they should wait their turn, listening to the interview.
5 When all of the interviews are finished, ask the learners to write the profiles of their classmates,
starting with the description of the person, and then adding other information. They should aim to
write about a paragraph.
6 Ask the learners not to transcribe the interview verbatim, but to use the answers to the questions to
build a narrative (e.g. Ruth lives in a small village, outside the city, etc.).
7 When the profiles are finished, make a wall display in the classroom.

Variation
If the learners have applications for drawing on their phones, you can ask them to draw a quick sketch
of their partner to go with the profile. Alternatively, you can ask the learners to take photographs with
the mobile phones and print these out to go with the descriptions.
 IntegratingTechnology

1.2 Technological survey

Main goals Information gathering
Level All levels
Time ro minutes
Learning focus Discovering experience with, and attitudes to, use of educational technology
Preparation Choose a survey tool or questionnaire you can use to ask learners about the technology they
use outside class, and their attitudes to using it. There are some suggestions of survey tools in
Appendix B 1.2. Write down the questions you think are relevant to your class (see examples
in Appendix B i .2 - there are also some ready-made surveys you can use on the website
accompanying this book, http://languagelearningtechnology.com).
Technical
requirements A computer room, or class set of laptops/netbooks/tablets. Alternatively, you can ask the
learners to do the survey at home, or you can get an idea for how the class feels about using
technology by using one computer and a projector (or IWB), and doing the survey as a
whole-class activity. It is also possible, of course, to give the learners a photocopy of the
questionnaire to fill in.

Procedure
1 Ask the learners how they feel about using technology in class, and get a feel for whar they think it
would be good to use it for and how often they think it should be used.
2 Ask the learners to complete the survey you have set up, or go through the questions and answer
them in a whole-class setting. Here are some example questions:

Learning-technology survey
Part A - technology 1 use at home
1 1 have a smartphone. Yes/No
2 1 use Facebook on a regular basis. Yes/No

Part B - technology for language learning

1 1 would like to use my mobile phone for language learning. Yes/No
2 1 would be happy to use Facebook for language learning. Yes /No

3 Use the results of the survey to talk to your learners about how you plan to integrate technology
into the syllabus.
4 Make sure to avoid using technology that some of your learners don’t have access to
(smartphones, for example), or to make this an optional part of whatever you do.

Variation
Learners work in pairs, or groups, and design their own survey, based on some example questions.
They then change groups/pairs, interview each other and report the results to the whole class.
Language Learning with Technology
1.3 Visual class list
Main goals Classroom management
Level All levels
Time i o minutes
Learning focus Getting to know each other better
Preparation Make sure you have the digital camera at hand, and that you can transfer the pictures you
take to the computer (via cable, or other method, e.g. memory card).This activity is best done
at the beginning of the year.
Technical
requirements An IWB, or computer with projector, and a digital camera, or mobile phone camera

Procedure
1 Tell the learners you would like to take a photograph of them to display on the board as a visual
class list. Use the digital camera, or give it to the learners to take a class photograph of each other.
2 Let the learners take several class pictures, until they are happy with the results. If the learners
prefer, they could send you individual digital photographs, or choose an icon to represent
themselves. However, one of the reasons for taking class photographs is so you and the other
learners can get to know each other better.
3 Transfer the photographs to the computer, and add them to the IWB, or (if you don’t have an IWB)
to a document.
4 You can use the photographs of the learners as a class list, at the beginning of each class, marking
the time that learners arrive (if punctuality is an issue). You can also use the photographs to
arrange groupings of learners, more easily displaying the seating arrangements for each class so
the learners know where to sit when they arrive.
5 With an IWB, you can also use the learner photographs as a marker for board games, and to
identify learners during quizzes and other activities.

x4
 Integrating Technology
1.4 Favourite websites
Main goals Needs analysis / information gathering
Level All levels
Time i o minutes
Learning focus Th inking about using English outside of class
DU Preparation Make photocopies of the form below.
tdone Technical
requirements None

Procedure
i Ask the learners if they know of any websites in English, and if so, to fill in a form (similar to that
below) about the websites they visit. To help them, provide a list of categories, such as sports,
lal music, technology, news, etc.
tner.
Website Category Address Why I like it

IWB)

king

so

2 Apart from using the information you get from the learners in future classes, you can also make it
the basis of a discussion with them about their interests.

r:

15
Language Learning with Technology
1.5 Plan B
Main goals Classroom management
Level All levels
Time Ongoing
Learning focus Any
Preparation Time to think about what you can do if the technology fails. See Appendix B i. 5 for help with
specific contexts.
Technical
requirements None

Procedure
Before using a particular technology in class, think carefully what you will do if the technology
doesn’t work. Here are some ideas of what you can do:

• Ask your learners to help out if technology fails. Select a volunteer or two to help sort out the
problem, while you conduct a discussion on ‘Can we rely upon technology?’ or ‘What do you do
when something goes wrong?’
• Have an alternative activity / lesson plan ready. Save what you had planned to do in this lesson for
the next lesson.
• If using online video, play what you plan to play, all the way through, before class. This saves the
file into a cache and means your learners won’t need to wait for it to load.
• With online audio/video, try to download a copy to your computer so you don’t have to rely on an
internet connection. See Appendix B 1.5 for help with this.
• If you are using a video where there is a narrative storyline, another idea is to have photocopies of
some screenshots of the video ready. You first describe what happens in the video, and then ask the
learners to put the screenshots in order.

Note
Thanks to Sue Lyon-Jones of http://www.esolcourses.com for inspiring these ideas.

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 Integrating Technology
1.6 OurVLE
Main goals Learner training; learner autonomy
Level Elementary (Az) and above
Time 15 minutes
Learning focus Encouraging homework and out-of-class communication
Preparation If your institution has a VLE (Virtual Learning Environment, sometimes referred to as an
LMS or CMS, i.e. Language!Content Management System), such as Moodle, Blackboard, etc.,
then use it for this activity. If not, choose a VLE from the list in Appendix B i. 6, and set up an
account. Before doing so, make sure that using a VLE is acceptable with your institution. For
obvious reasons, setting up the account is best done at the beginning of a course.
Technical
requirements A computer room, or class set of laptops/netbooks/tablets. Alternatively, you can use just one
internet-enabled computer in the classroom, with a projector, to present the VLE, and the
learners can access it outside of class.

Procedure
1 Tell the learners you are going to ask them to join a website and use it to submit homework for
class. Tell them that they can also use the website as a way of communicating with you, and the
other learners, between classes.
2 Introduce the learners to the features of the VLE you have chosen, and ask them to set up accounts
(tell them to do this later if you are not using multiple computers in the classroom).

Features I recommend setting up on the VLE (they will obviously vary depending on the VLE you use)
include:

Latest news: this is an area (usually a forum) where you can tell learners important news (inform
them of homework, when exams are, etc.).
Learner blogs: learners can use these to write their written homework (unless you ask them to
upload more formal documents).
Forums: you can have a number of these. One may be a Grammar Q & A, where learners can ask
you questions.

Setting up these features depends on the VLE you choose, but you will be guided through the
process on-screen, with drop-down menus you can choose.
3 Set the learners’ first assignment. If this activity is done at the beginning of the course, then I
suggest asking them to post an introduction in a forum, or on a blog. Ask the learners then to
respond to these introductions, and you can also post messages responding to them, too.
4 Make sure you use the VLE regularly, refer to it in class and reward the learners who use it more
frequently than others. Rewarding learners should encourage the others to use it more too.
Language Learning with Technology
1.7 Dictionary race
Main goals Learner training; learner autonomy
Level Elementary (A2} and above
Time 15 minutes
Learning focus Using electronic/online dictionaries
Preparation Choose an electronic, or online, dictionary you want to recommend to the learners
(see Appendix B 1.7 for some examples), and prepare a list of words and phrases suitable
for your class.
Technical
requirements A computer room, or class set of laptops/netbooks/tablets. You can also encourage the
learners to use dictionaries they might have on their phones. Alternatively, you can use
just one internet-enabled computer in the classroom, with a projector, to model the use of
electronic dictionaries, and encourage the learners to use the dictionaries outside of class.

Procedure
1 Ask the learners if they use electronic/online dictionaries and if so, ask them to tell you what they
use them for. Here are some of the responses they may give you:

looking up words checking spelling checking grammar checking pronunciation finding synonyms

2 Tell the learners that they are going to try out a few electronic dictionaries (either ones they have on
their mobile phone or others you recommend) and compare them to see which one(s) they prefer.
3 Ask the learners to work in pairs to look for the words/phrases you call out / write on the board
and find definitions, pronunciation, etc. The first pair to define the word/phrase you call out wins
a point. Alternatively, if you are using just one computer, ask for volunteers to take turns to use the
dictionary. The other learners will follow along with the projected image.
4 After you have tried a few dictionaries, ask the learners which one(s) they preferred and why
(easier to use, quicker, etc.).

Variation
With higher-level learners, you can challenge them to put the word/phrase into a sentence before they
are awarded a point.

18
 Integrating Technology
1.8 Class audio recording
Main goals Giving language feedback
Level Pre-intermediate (Bi) and above
Time Ongoing
Learning focus Reflecting on language used; listening; pronunciation
Preparation Don’t try to second-guess when the learners are going to say something interesting. Record
everything, but be selective about what you play back.
Technical
requirements A voice recorder (a mobile phone will suffice), with a built-in speaker (see Appendix B i.8 for
more information and suggestions).

Procedure
1 Before starting to record, ask the learners if it’s OK to record what they say, and explain the
reasons why you want to do so, i.e. to give immediate feedback on pronunciation, help the learners
to better reflect on their errors, etc.
2 Activities that are good to record include any presentations the learners make, storytelling and
role-playing dialogues, class discussions and debates, etc. When you start recording, be attentive
for any language use you think it would be interesting for the learners to listen to / reflect upon,
and note down the time in the recording where these language points occur, to make it easier to
return to them.
3 When you hear someone say something you think it would be good to focus on, stop the recording,
rewind and ask the learners about the language in question. Alternatively, wait until the activity
comes to a natural end, and then return to the recording. You may use this approach for errors the
learners make, particularly if they are frequent ones. It could be good to focus on times when the
learners have difficulty expressing themselves, or when they manage to say something that could
be improved upon. Be sure to praise the learners too, and to play back examples of language that
are good.
4 Apart from using the voice recorder for correcting and developing language during a lesson, use
the recordings on your own when planning/deciding what to do with the learners in class. They
can help you become more aware of the learners’ needs and what they should focus upon.

Variation 1
You can also use a voice recorder with a class, but the more learners you have, the less useful it will be
to record the whole class. In these circumstances, choose carefully the activities you record: individual
turns, presentations, group discussions, etc.

Variation 2
This activity works particularly well with small groups, or private (i.e. one-to-one) classes. In this
situation, you can occasionally give the learners recordings of themselves to listen to, and ask them to
focus upon specific features to improve (commonly recurring errors, etc.).

19
Language Learning with Technology

Variation 3
To help you evaluate learners’ spoken language, do station work, and record the learners speaking
(i.e. the learners work in small groups on different activities placed around the classroom, for 10
minutes at a time, with one of these stations being an oral exam with you). Station work allows you to
concentrate on talking to the learners during the activity, and then later, you can assess the learners by
listening to the recording.

zo
 Integrating Technology
1.9 Unlocked achievements
Main goals Motivation; fun
Level Pre-intermediate (Bi) and above
Time Ongoing
Learning focus Motivating learners to work harder
Preparation Use the IWB software (or a Word document if you don’t have an IWB) to create a grid similar
to the one below, with some achievements written in it.
Technical
requirements An IWB, or a computer in the classroom with a projector

Procedure
1 Write unlocked achievements on the board, and ask the learners if they know where they might see
this term and what it means. If any of your learners play computer games in English, they will tell
you that if someone unlocks an achievement, it means they have reached a particular target in a
video game (e.g. they have found all of the hidden vehicles, completed all parts of a level, etc.). Tell
the learners that achievements in video games are not essential to playing the game, but are extras,
designed to increase motivation.
2 Tell the learners that you are going to add similar achievements to their English class. Show the
learners the achievements grid you have started to create (below), and ask them to brainstorm
other achievements to add to it.

Achievement Who Unlocked when Level

Total class attendance All the class Everyone comes to class. + i (per lesson)

Total attendance Individual A student comes to class for one + i (per month)
learners month without missing any classes.
Homework for all All the class Everyone completes all their + i (each time)
homework.

Homework for you Individual A learner completes all the homework + i (per month)
learners during one month.

Correct Individual A learner answers all the questions in + i (each time)

learners an exercise correctly.
All correct All the class Everyone answers all of the questions + i (each time)
in an exercise correctly.

3 Once you have decided on the achievements, you can start using the achievements grid in
class, and refer to it from time to time. Make sure you keep a good record of the unlocked
achievements - one way of doing this is having a list of them displayed at the beginning of class on
your IWB (or use a Word document if you don’t have an IWB).

21
Language Learning with Technology
Variation 1
You could add another column for Reward and reward the learners when they unlock an
achievement, although in video games, unlocking the achievement is reward enough.

Variation 2
If you have the learners’ email addresses, you can send them notification of the points
(see Appendix B 1.9 for ideas on how best to do this).

Note
Adapted from a blog post originally published on http://www.digitalplay.info/blog

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 Integrating Technology
1.10 Flip your classroom
Main goals Trying something new; learner autonomy
Level Pre-intermediate (Bi) and above
Time Ongoing
Learning focus Listening; understanding concepts
Preparation Make a short video (three minutes or so) of yourself presenting a grammar point, or
another language item. Upload the video to the class website, or to a video-sharing site (see
Appendix B i . i o for suggestions). Prepare a handout that supports the video with some
practice activities on the language item presented in it (or the activities could be from a
coursebook you are using).
Technical
requirements A video camera, for filming before the lesson. Learners should all have access to the Web
from home.

Procedure
1 Towards the end of the lesson, when you would usually set homework, explain to the class the
concept of a flipped classroom, i.e. a class where the learners do homework before a lesson, rather
than afterwards, and that this homework involves a language presentation they will see on video.
Tell them the advantage of doing homework this way is that they will then have more time in class
to ask the teacher questions, and for practice. Finally, tell the learners that you are going to try out
the concept of the flipped classroom with them, to see if they like this way of working.
2 Now tell the learners what their homework is. Tell them it is listening to you presenting a language
item, followed by them practising the language presented. An example may be a grammar point
you presented on video, followed by a worksheet. Another example could be a video of how best
to structure a written report. See Appendix B i. i o for links to examples.
3 Next class, ask the learners if they had any difficulties understanding the presentation, and go over
the practice activity with the class. Follow up by further practice of the language in question.
4 Finally, ask the learners about their experience of the flipped classroom. Did they like it? Was it
useful to do things in this way? Why? Why not? If the experience was positive, then think about
continuing this way of working.

Variation 1
Flip the coursebook, which means you ask the learners to do parts of the book at home that you
would normally do in class (reading, listening), leaving more time for speaking during lessons.

Variation 2
Instead of a video camera to record your presentation, use a virtual classroom (see Appendix B 6.6
for suggestions) which gives you access to a whiteboard, and means by which you can upload a
presentation.

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