| EV 2005 Index |
| Computer Station |
Presenter Information |
| Title | |
| Description of Presentation and Website(s) |
|
| MAC 1 |
Ishbel Galloway, Simon Fraser University, igallowa@sfu.ca |
| Blogging in TESL | |
| This session will introduce participants to the potential
uses of weblogs in ESL. It is designed for those who know little about
blogging
and will begin by discussing the various software options available and
then look critically at some existing ESL blogs and assess their potential
to assist language
ge learning. These will include a variety of teacher-owned
blogs that range from diaries to course homepages as well as examples of
student blogs created by school children and adult L2 learners. The presenter
will then show her own blog which is designed to be a discourse community
for students in an EAP program engaged for the first time in writing research
papers. Participants will take away a better understanding of how weblogs
are being used in education as well as the basic knowledge required to
start
their own blog. http://www.sfu.ca/~igallowa/blogging |
|
| MAC 2 and MAC 3 |
Elizabeth Hanson-Smith, ehansonsmi@yahoo.com
Chris Jones, Aiden Yeh, Maria Jordano, Vance Stevens, Dafne Gonzalez |
| CALL IS's Electronic Village Online | |
|
TESOL's CALL Interest Section offers the opportunity to participate
in the Electronic Village Online (EVO), a professional development project
and virtual extension of the San Antonio Convention. This presentation
offers examples from the 14 sessions offered online in 2005. For six
weeks,
participants and ESOL experts from around the world engage in collaborative,
online discussion sessions or hands-on virtual workshops of professional
and scholarly benefit. Based on a wide and varied range of topics--community
support for ITAs, blogs and blogging, content
based curricula, video online,
lessons written with a word processor, Moodle construction, etc. --sessions
bring together participants beyond the four-day convention and will
allow
a fuller development of ideas than is otherwise possible. The sessions
are free and open to all interested parties. |
|
| MAC 4 | Leslie Opp-Beckman, University of
Oregon, American English Institute, leslieob@uoregon.edu Cynthia Kieffer, University of Oregon, American English Institute, ckieffer,@uoregon.edu Eran Williams, Office of English language Programs, williamsem2@state.gov |
| Critical Thinking Skills, An Online eTeacher Course | |
| This online teacher training course ran ten weeks during
Fall 2004. We were pleased to work together with colleagues from a wide
range of countries, ethnicities, and cultures: Afghanistan, Bahrain, Bangladesh,
Egypt, India, Indonesia, Jordan, Kazakhstan, Lebanon, Maldives, Oman, Qatar,
Senegal, Thailand, Tunisia, Turkey, Turkmenistan, U.S.A., and Uzbekistan.
The goal of the course was for participants to be able to: -- Identify and compare different elements of critical thinking, and apply this knowledge to classroom teaching and materials development. -- Design, develop, and implement critical thinking instructional units and activities to reach course goals. -- Analyze teaching techniques and materials for evidence of critical thinking teaching and student learning. -- Identify relevant resources for developing and incorporating critical thinking activities in their respective teaching environments. Course components included the following: Readings on current issues from online journals, reports, and guides; Lectures related to weekly topics; Online discussion related to readings, lectures, and class work; Evaluation and adoption of stimulating and innovative web-based materials; and Weekly assignments to practice and apply course information. This session will give an overview of the course, present some of the participants' work, and identify what worked well and what can be done differently for future such offerings. http://aei.uoregon.edu/eteacher/ |
|
| MAC 5 | Christina Cavage, Atlantic Cape Community College, cavage@atlantic.edu |
| Macau and New Jersey: Online Teacher Training | |
| A teacher training website was developed to help train EFL
teachers in Macau on current Western language teaching methodologies. The
website allows participants to view digitized videos of authentic classroom
lessons. It is appropriate for teaching training programs both in the USA
and overseas. Trainees communicate with other trainees via a discussion
board and private email. Its greatest strength is the real language classrooms
on video. This allows the participants to see the methodologies in practice.
http://www.webct.atlantic.edu:8900 |
|
| PC 1 | Buthaina Al-Othman, Kuwait University, buthaina_3@yahoo.com |
| Creating Online Extension for an ESP in EFL: Why and How? | |
| This presentation demonstrates one way of designing and creating
an online extension for EFL students enrolled in a required, credited ESP,
Science English course taught in the English Language Unit of the College
of Science at Kuwait University. The main objective is to help students
improve their academic writing through the practice of online writing and
reading with critical thinking in order to be able to write and present
a required final term paper by the end of the semester. For this purpose
a six-week online extension, including weekly reading and writing activities
with topics, based on the course required textbook and other material, was
designed, and published on the class instructor's website. Several web-projects
were also designed and assigned, to measure students' learning of required
writing and reading skills and techniques, through the use of various free asynchronous
Internet and non-Internet Communication Technologies, (ICTs), including Yahoo!Groups, Blogger.com,
Buzznet.com, WebPages. PowerPoint files, MS sound recorder, and SMS (Short Message Service)
via moblie phones. http://alothman-b.tripod.com/162_summer2004.htm http://alothman-b.tripod.com/162_summer04_presentations.htm |
|
| PC 2 | Kim Heyoung, Graduate School of TESOL at Sookmyung Women's University, Seoul, Korea, heyoung@sookmyung.ac.kr |
| English Teacher's Desk | |
|
English Teacher's Desk is novice-friendly software designed
by CALL project team in Graduate School of TESOL at SMU, Seoul, Korea as
an effective assistance for Network-Based Language Teaching. This web solution
serves basically two functions: creating many different types of tasks &
quizzes and providing web resources for ESOL instruction. ETD consists of
six components: 1) Tasks Online (five online task authoring tools), 2) Ready-to-Use
activities (web-integrated lesson ideas), 3) Test makers (software to create
five quiz types), 4) Flash Motivator (flash movies for language teaching
materials), 5) Content-Based Web Resources (subject-based website collection),
and 6) Links for Skill Practice (ESL websites sorted by language skills).
Any one (expectedly ESL/EFL teachers) who registers with ETD can easily create,
edit, delete, and save tasks and quizzes through My Desk (user administrative
board) page. The biggest strength is that all the tools and materials in
ETD were designed under L2 pedagogical consideration, so that exploring
the website itself will help teachers to understand the features of effective
CALL tasks. http://tesol.sookmyung.ac.kr/05_feature/english_index.htm |
|
| PC 3 | Vino Reardon, Applied English Center, University of Kansas, vino@ku.edu |
| Internet Sites Used for Speaking/Listening Practice and Enrichment of Course Content | |
| At the Applied English Center (AEC), University of Kansas,
we often ask our high intermediate ESL students in listening/speaking classes
to visit sites that are available on the Internet, read or listen to the
content, and complete worksheets over the information. In my content-based
Speaking and Listening course, students' listening skills are greatly enhanced
by doing these homework assignments on the Internet. It also provides additional
background and context for the listening and speaking assignments we complete
in class. The presenter will provide specific Internet sites and worksheets
used in this upper level class. http://www.aec.ku.edu/leo/ESLP102.html |
|
| PC 4 | Silvia Spence, Southern New Hampshire University, s.spence@snhu.edu |
| Identifying Role of WebQuests in Curriculum through Action Research | |
| This demonstration presents the process and results of a
study to identify the role of WebQuests in the curriculum of a university
bridge course. Using a class of 14 graduate students during a 12-week term,
this researcher aimed to discover for herself whether a direct correlation
existed between the strategies and skills employed in WebQuests and the
stated course objectives. The results revealed a strong connection between
the WQ task and the skills required to conduct electronic-based research,
the major goal of the course. Three aspects of the project will be portrayed
on the course website: a description of the study, including methodology,instruments,and
results; the WebQuests and resulting PowerPoint shows; and the culminating
course research project PowerPoint presentations. Participants will observe
the development of the study from preliminary inquiry to final outcome.
The demonstration emphasizes the teacher's role in this example of action
research as ongoing needs assessment tool. By sharing this process, the
presenter aims to motivate others to conduct similar studies in order to
ascertain for themselves the role of Web-based activities in their own curriculums.
http://www.silviaspence.tripod.com |
|
| PC 5 | Lyra Riabov, Southern New Hampshire University, l.riabov@snhu.edu |
| CALL Course Student-Created Web-Based Projects in MS TEFL Program | |
| This demonstration explores student-created web-based projects.
Graduate students,who take my CALL course in MS TEFL Program of the Southern
New Hampshire University, accomplish their learning through web-based project
that includes a student-created web site using MS FrontPage. The web site
consists of five web pages: Home Page, ESL/EFL Resource Page, and CALL Course
Portfolio Page, which includes: * Evaluation of one or two ESL/EFL web sites,
* Evaluation of one or two CALL software sites, * Reading text book/articles
reflection presentation in PowerPoint, * Reflection paper based on reading
articles, * Lesson Plan presentation in PowerPoint incorporating the use
of appropriate CALL software, and/or Web-based resources * Final Project
presentation in PowerPoint, which demonstrates all the most important points
that student has learned in this course. * Also a proof of participating
in TESOL Discussion Group. As option students can also create a TEFL Portfolio
Page and My World Page. This Web Page has a personal touch relevant to students'
goals of the future application of this web site: their background stories,
about their countries, and their future intentions. The course is based
on hands-on activities: learning through doing, project based learning,
collaborative, constructivist learning, and peer teaching. http://acadweb.snhu.edu/riabov_lyra/Lyra_Web/Internet_Fair_2005_Presentation.htm http://acadweb.snhu.edu/riabov_lyra/EFL537_CALL.htm |
For more information, please contact event organizers:
Malika Lyon, University of Kansas
Buthaina Al-Othman, Kuwait University, buthaina_3@yahoo.com
Suzan Stamper (Moody), The Chinese University of Hong Kong, smoody@cuhk.edu.hk
online 23 March 2005
last updated 28 March 2005 (ml)