1. The Integration of e-Learning into the English Language Curriculum Curriculum Leadership and Management for English Language Education 25/27 November 2014 English Language Education Section Curriculum Development Institute Education Bureau

2. Objectives 2 To discuss the role of English Language curriculum leaders in planning the school-based curriculum in secondary schools, in particular how to integrate e-learning into the curriculum To provide suggestions on how to lead and manage the English Panel effectively, especially in the implementation of e-learning To share strategies and experiences in supporting English learning with the use of information technology

3. Run-down 14:00 – 14:05Registration 14:05 – 14:15Overview of Policy 14:15 – 14:30What is e-Learning? 14:30– 15:05 Integrating e-Learning in the English Language Curriculum (Part 1) 15:05– 15:20Break 15:20 – 16:10 Integrating e-Learning in the English Language Curriculum (Part 2) 16:10 – 16:50 Experience Sharing from Yau Tse Tin Memorial College 16:50 – 17:00Q & A 3

4. Overview of Policy The Fourth Strategy on Information Technology in Education (ITE 4) 4

5. Keeping ITE in step with curriculum development 5

6. Key actions for ITE4 6

7. Action 1: Enhancing schools’ IT infrastructure Providing a WiFi campus for all Using mobile devices wisely Action 2: Enhancing the quality of e-learning resources Developing an e-textbook market Leveraging global e-learning resources Sharing of resources by teachers 7

8. Action 4: Building professional leadership, capacity and communities of practice Enhancing professional development of teachers Rendering support services Action 3: Renewing curriculum, transforming pedagogical and assessment practices Articulating clear learning objectives Promoting an e-learning repertoire Using e-assessment for student learning 8

9. Action 5: Involving parents, stakeholders and the community Communicating with parents Working with stakeholders and the community 9

10. Current situation at most schools What e-resources are we using now? e-Version of the textbooks provided by the publishers Video sourced online (e.g. YouTube) PowerPoint slides prepared by the teachers Online platform developed by service providers How are they used? to provide stimulation and arouse students’ interest to present new concepts (e.g. grammar & vocabulary items) to promote self- learning 10

11. What is e-Learning? 11

12. e-learning vs e-teaching Extracted from a blog entry by David Warlick (http://davidwarlick.com/2cents/) If you ask ‘How does IT facilitate my teaching?’, you still do not understand the genuine essence of IT in education. ‘How does IT help my students become autonomous and proactive learners, and increase their lifelong learning capacity?’, you are enlightened. 12

13. O e-Learning refers to an open and flexible learning mode involving the use of the electronic media, including use of digital resources and communication tools to achieve learning objectives. The essence of e-learning is the use of technology to deliver learning content more effectively and the learning process in e-learning environments is expected to consider three key elements for maximising learning opportunities conducive to 21st century skills development. They include blending formal and informal learning approaches, balancing individualised and collaborative learning to help learners to increase awareness of learning achievement and collecting evidence of improvement. Extracted from Consultation Document on The Fourth Strategy on Information Technology in Education: Learning to Learn and Learning to Excel A Holistic Approach 13

14. 14

15. Learning is… Listening & Interacting Reading Presenting Assessment Collaboration Researching To achievelearningobjectives 15 e-Learning is… with the aid of electronic technology

16. e-Learning enhances L&T effectiveness through: motivating students catering for learner diversity facilitating interaction and collaboration promoting assessment for/as learning enabling self-directed learning 16

17. Integrating e-Learning into the English Language curriculum Part 1 17

18. Planning the implementation of e-learning Curriculum planning - Admin measures - Entry Point - Strategic planning of integration The use of e-resources - Classroom management - Purposes Resources management - Resources management - Funding 18

19. Technology allows for the creation of new tasks inconceivable in the past Redefinition Technology allows for significant task redesign Modification Technology acts as a direct tool substitute with functional improvement Augmentation Technology acts as a direct tool substitute with no functional change Substitution Dr. Ruben Puentedura, PhD. http://hippasus.com/rrpweblog/ Enhancement Transformation 19 Curriculum planning - The use of information technology Curriculum planning - The use of information technology

20. Substitution (Enhancement) Computer technology is used to perform the same task as it was done before the use of computers, e.g.  students print out a worksheet and finish the practice activity. Same old practice with a computer Same old practice with a computer https://sites.google.com/a/msad60.org/technology-is-learning/samr-model 20

21. Augmentation (Enhancement) Computer Technology offers an effective tool to perform common tasks, e.g.  students complete a writing task with Microsoft Word and send the file to their teacher. Technology makes editing easier https://sites.google.com/a/msad60.org/technology-is-learning/samr-model 21

22. Modification (Transformation) Technology allows for significant task redesign, e.g.  students produce a digital story about a little boy and his pet, with music, pictures and audio recordings inserted to present the ideas. No computer = No product https://sites.google.com/a/msad60.org/technology-is-learning/samr-model 22

23. Redefinition (Transformation) Computer technology allows for new tasks that were previously inconceivable, e.g.  students create a documentary video on environmental protection. They collaborate with students from other schools (or cities) to generate ideas for the product. They are expected to contact outside sources (e.g. Green Peace) for information. Drastic change brought by the use of computer https://sites.google.com/a/msad60.org/technology-is-learning/samr-model 23

24. Curriculum planning 24 Administrative measures key focus of school development plan / forming a core group Appropriate entry points themes / levels / language skills / student abilities / teacher readiness Strategic planning of integration Traditional  Enhancement  Transformation

25. E.g. Use of Sonic Pics / Pic Collage / Phonto (www.sonicpics.com, www.pic-collage.comwww.pic-collage.com) - enable digital storytelling E.g. Use of ToonDoo / Comic Touch / Comic Creator (www.toondoo.com, www.plasq.com/apps/comictouch, www.readwritethink.org/files/resources/interactives/comic/) -allow students to compose their own comics Some e-tools to enhance students’ learning motivation and enable effective presentation: Integrating e-learning into the curriculum - The way to “Transformation” Integrating e-learning into the curriculum - The way to “Transformation” 25

26. Example 1: Use of Phonto Theme: Nature Focus: Writing a poem Procedure: 1. Students understand and appreciate poem(s). 2. Students learn poetic language and features. 3. Students collect images from copyright friendly sites (e.g. Pics4Learning.com, Morguefile.com). 4. Students create their poems and combine the photographs with poetry. Digital Storytelling with an iPad by Karen Bosch http://www.slideshare.net/kbosch/digital-storytelling-with-an-ipad 26

27. Example 2: Use of Pic Collage Theme: Endangered species Focus: Writing a report Procedure: 1. Students read texts on endangered species. 2. Students learn the structures and language of a report. 3. Students search for information and photos online. 4. Students create their reports with Pic Collage. Digital Storytelling with an iPad by Karen Bosch http://www.slideshare.net/kbosch/digital-storytelling-with-an-ipad 27

28. Integrating e-Learning into the English Language Curriculum Part 2 28

29. 29 Use of e-resources – Classroom management Use of e-resources – Classroom management Some considerations: Establishing classroom routine Having control over students’ computers Providing clear guidelines / instructions for using e-resources

30. 30 Catering for learner diversity Learning styles Learning abilities Facilitating interaction & collaboration  Social networking  Exchanging views on forum Promoting assessment for/ as learning Using the Google Doc / Forum to exchange comments Teachers collecting data on student performance on assessment platform More information available e-Dictionary Search engine Videos Enabling self-directed learning Computer-based courseware allows students to revisit content as often as they wish Use of e-resources - Purposes 30

31. Possible e-resources: blogs, interactive learning platforms Advantages: Enhance interaction and collaboration between students and teachers, students and students, establish a learning community among students E.g. Use of kidblog (www.kidblog.com) - enable sharing of views and ideas among students E.g. Use of google docs (doc.google.com) - facilitate process writing and assessment for learning Facilitating interaction & collaboration 31

32. Advantages: Provide timely feedback on student work with media-rich comments (typed, written, audio and video comments) http://www.youtube.com/watch?v=P6HJf_UKVR8 http://www.edudemic.com/providing-feedback-student-writing-video/ Assessment for / as learning  Possible e-resources: Explain Everything, Google Doc 32

33. Possible e-resources: e-textbooks, e-books, digital multi-modal texts Advantages: Enable teachers to present concepts in different modes of representation, e.g. through pictures, animations, videos and games; Allow students to acquire and explore knowledge in a flexible way and support independent reading The Recommended e-Textbook List (https://cd.edb.gov.hk/ertl/search.asp)https://cd.edb.gov.hk/ertl/search.asp e-Books Catering for learner diversity & self-directed learning 33

34. Activity: Demonstration Supporting independent reading with an e-text Making predictions about the content using pictorial cues (e-feature: mask) Working out the meaning of words / phrases, i.e. ‘blend into’ by clicking on the words in bold (e-feature: word definition) i.e. ‘blend into’, ‘sways like a flower in the breeze’, ‘shaped like petals’, ‘behave like giants’ by using semantic clues (e-feature: video clip) Demo 34

35. Resources management / funding Administrative measures to ensure smooth implementation of e-learning Capacity building Hardware system Making effective use of funding Resources Management Quality Education Fund Pilot Scheme on e-learning in Schools Support Scheme for e- learning in Schools Funding 35

36. The interaction/communication among learners and with teachers is more important than merely communicating with a computer in the English classroom Does e-learning mean using information technology throughout the English lesson? ? A study on the use of computers to conduct oral proficiency assessment at Brigham Young University 36

37. Modes of interaction in the English classroom Teacher-Student interaction Examples:  Giving instructions  Teacher’s demonstration on the use of language items Teacher-Student interaction Examples:  Giving instructions  Teacher’s demonstration on the use of language items Human-Technology interaction Examples:  Reading e-books  Playing online language games  Producing e-texts Human-Technology interaction Examples:  Reading e-books  Playing online language games  Producing e-texts Student-Student interaction Examples:  Conducting pair-work / group work  Conducting speaking / writing activities to consolidate learning Student-Student interaction Examples:  Conducting pair-work / group work  Conducting speaking / writing activities to consolidate learning 37

38. The purpose of using information technology is to facilitate language learning, not to replace teachers. Does e-learning replace the teachers? ? E.g. Use of Popplet (www.popplet.com) - teacher introduces the task - students organise ideas and collaborate - teacher gives feedback on the ideas generated and enriches the mindmap 38

39. Dr. Ray Clifford, 1983.

40. Disrupting Class: How Disruptive Innovation will Change the Way the World Learn Clayton M. Christensen, Michael B. Horn and Curtis W. Johnson Why School? How Education Must Change When Learning and Information Are Everywhere? Will Richardson Educational Technology and Mobile Learning http://www.educatorstechnology.com Ruben R. Puentedura's Weblog http://hippasus.com/rrpweblog/ 2¢ Worth of Seeking the Shakabuku (Blog entries by David Warlick) http://2cents.onlearning.us/ References 40