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Using Computers in Teaching English (Використання комп’ютера у вивченні англійської мови) - Курсова робота

1. Information and Communication Technologies

In English, technology includes cameras, audio equipment, computer technology, video equipment, overhead projection devices, scanners, printers, CD equipment almost any device that can access, present, manipulate and communicate words, sounds and images to enable us to create meaning.

English teachers have always used some technology but the explosion in digitaltechnologies has opened up new and exciting possibilities:

Examples of how some emerging technologies can be used in English

Band A

Band B

Bands C and D

Word processing/desk top publishing

Making lettersMaking wordsMaking signsWriting own illustrated books

Publishing - stories, poems, letters, brochures, reports, essays, signs, articles, reviews, recounts, biographies, diaries, journals, signs, information, arguments, illustrated books

Publishing -stories, poems, letters, resumes, brochures, reports, essays, signs, articles, reviews, recounts, biographies, diaries, journals, signs, information, arguments, illustrated books, scripts, research log

Internet for information

Information relating to themesGetting suitable images to illustrate work

Information aboutwritersSearch for song lyricsSearch for any topic

Author informationTopic searchesie "Shakespeare"English courses in years 11 TASSAB

Discussion groups

Discussion groups

Engaging in 'discussion' about particular reading ie. John Marsden

Web page Construction

Personal web page design

Personal web page on school site

Producing personal web siteOn-line magazine production

CD ROM information

Researching topics

Researching topicsCD ROM interactive educational games such as Hollywood High

Researching topicsResearching writers

Interactive book reading

Shared reading of interactive books for pleasure

A critical literacy approach to interactive books


Drawing letters of the alphabet

Making book covers

Constructing cartoonsIllustrating writing for effect

Digital image manipulation

Cutting, pasting and manipulating digital pictures to illustrate own writing

Placing appropriate photographs into document to promote ideas

Altering structures and features for effect - ie making a color photo into a gray one to illustrate a sad poem

Sound recording

Recording spoken stories

Adding sound to published works

Interviewing characters from a novel

Graphic organizing

The life cycle of an insect

Using a graphic organizer to show student's own family tree

Using Mind Man to show the relationship between characters in a novel


Word building and spelling Games

Using spelling programs for drill and practice to broaden spelling

A study of the gender/violence aspects of games

Talking Books

Sharing 'talking books'

Producing own 'talking book' using Power Point type software

Chat lines

Probably best accessed on intra - net rather than externally - but many students spend a great deal of time 'chatting' to people all around the world. This could open up interview possibilities.


E-mail friendsE-mail for information

E-mail dialoguebetween teacher and studentE-mail authors

1.1Why we use computer technology in English?

There are two kinds of reasons for using computer technology in English. First there are the benefits to teachers and students from including computer technology in any learning area:

For students technology can:

  • be very motivational

  • be the source of a significant amount of reading material

  • be fun - and when it's fun you learn!

  • help students to produce excellent published work

For teachers technology can:

  • allow for the easy production, storage and retrieval of prepared materials such as certificates and work required sheets.

  • free up communication with other teachers

  • help teachers to find information easily

  • assist good teaching but not replace it!

Secondly, there are the challenges and opportunities presented by computer technology that make it an increasingly important part of English in particular. These include:

  • the emergence of new kinds of texts and the consequent need to teach students to create and use these texts effectively;

  • changing social practices associated with communicating via computers and the consequent need to teach students how to make judgments about appropriate use of different avenues of communication;

  • the pervasiveness and power of texts created through computer technology and the consequent need to teach students to be critical readers and viewers of such texts.

Each of these is discussed briefly below.

1.2Creating and using new kinds of texts.- such as hyper-texts, web-pages, e-mail communications, and multi-media texts.Many of these texts blend the written, spoken and visual, so students can express ideas in exciting and powerful ways. The choices available to the creators and users of texts are expanding rapidly so English teachers need to start helping students to make informed choices.

Multi-media texts challenge readers and viewers to integrate information and ideas in new ways. Making meaning from the interplay of words, sound and vision involves a sophisticated set of skills, skills that have not necessarily been highly valued in the past: for hundreds of years western culture has privileged the verbal (print and oral) as the pre-eminent mode of conveying meaning and producing knowledge. However, with the arrival of the new communication and information technologies, the reign of the verbal has been at least interrupted, if not overthrown.

Hypertext heralds a different way of accessing texts since, even more than with traditional print or screen texts, the reader or viewer actively creates an individual text through choices made. We can choose to jump from link to link in different ways, creating many possible texts from one set of material. Adults often comment ironically on the almost irresistible lure of hypertext links that invite us to flit from site to site, searching for the better, brighter site that surely waits just one screen away. We need to explore the same issue with students to ask what effect this has on our understanding and how we judge when it is better to resist or go with the lure.

In a recent workshop presented by PETA, Katina Zammit presented Tasmanian teachers with some useful tools to help students read computer texts, including her analysis sheet for web sites:

Analysing Screens

Select an Internet site and consider the questions below:

How is the screen composed?

  • What caught your eye first?

  • What has been placed on the left side of the screen (the Given section)?

  • What has been placed on the right side of the screen (the New)?

  • What is in the top half of the screen (the Ideal)?

  • What is in the bottom half (the Real)?

  • Why has the screen been designed in this way?

  • How would you read this screen? Where would you start?

  • What pictures or images have been included? Why? What do they represent?How natural/scientific/abstract are they?

  • What written text is used? Why? What sort of fonts, size of type? Why?

  • What would students need to know to be able to use this site or read this screen?

  • What navigation tools are used? Where are they located? How might this influencethe user's reading pathway?

  • Does the screen provide information (Offer) or have an image that looks you in the eye(Demand)?