Hi there,
What a broad question!
Some examples we commonly have here in our labs at the LLC, Victoria University
of Wellington:
In class: for all levels, use of comparative audio /video (SL) software
(soloist/virtuoso) for core listening/watching and speaking practice. Speaking
practice can be done several ways:
No background file: student read their presentaion (with appropriate
intonation), dialogue, play, etc...
No background file: pairwork (with or without text chat) and the pairwork is
recorded and collected. E.g. find the missing info, debate, peer review of
documents, etc anything you normally do with pairwork (but it is recorded and
reviewed)
With background file, missing words, repeat word, answer questions, add to
dialog etc...
In and outside class: depending on teacher's involvement with project work and
will to help..
Web 1.0: for webquests projects (big and small), listening and reading
comprehension, access to various media, e.g. rather than the old copy of a
copy of an old news article, let student compare one news item shown by several
channels, explore the topical vocab, and different use of words for similar
news, etc...
Web 2.0: Wikis, Blogs: student work on a 3 week project about a topic and
present it to class, constraints or no constraints (media compulsory or not to
final outcome, language register, re-use of structures, etc..)
Technology is not an end, it is only a mean to enhance learning experiences. It
will work if the teacher believes in what he/she is doing will be relevant to
student learning outcomes. It is also matter of teaching style and more to the
point content matching final outcome. Flexibility and tech support and training
will be the key to a successful transition :)
I hope this helps!
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Edith Paillat
Language Technology Specialist
Victoria University of Wellington
New Zealand
+64 4 463 5792
http://www.victoria.ac.nz/llc/about/projects.aspx
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and Learning (http://www.languageconsortium.org/).
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Otmar Foelsche, LLTI-Editor ([log in to unmask])
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