ICT Support for English Teaching and Learning

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ICT Support for English Teaching and Learning
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ICT Support for English Learning

• Access a range of resources in English
• Develop all four language skills
• Develop their understanding of language
  structure, patterns and rules
• Communicate with people for whom English is the
  first language

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The Unique Features of ICT Texts

• ICT texts work in a dynamic, collaborative and
  interactive medium
• Be non-linear in structure
• Be composed by many authors
• Encourage different kinds of reader interaction
• Have a spatial dimension

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The features of ICT which facilitate learning

• ICT in English enables
• Text to be composed and changed with ease
• Different media to be integrated into one text
• Extension of the range of resources available
• Focused opportunities for talk
• Development of critical literacy

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the skills learners need to benefit from ICT in
English

• An understanding of the distinctive features of
  such texts
• The skills to use these different resources to
  shape their knowledge and experience
• An understanding of what differences the choices
  made by writers concerning representational
  medium (text, image, sound, multimedia) and
  transitional mode (print, electronic, spoken)
  have on the text status and meaning

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• Lesson Planning
• The most successful lessons that use ICT will be
  the best planned lessons.

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Before Planning

• Check on available computers. Make sure that
  software is available and that printers are
  working.
• List your objectives and clarify how using ICT
  will enable you to achieve your goals.
• Decide how you will group the students to
  undertake the activity. What will those who are
  not on the computer be doing?
• Decide how and when the students will report back
  about their work.
• Identify the skills to be taught in the planning
• Determine how assessment and recording will take
  place.

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A Written Lesson Plan

• Background Information
• Teaching/Learning Objectives
• Methodology and Organization
• Differentiation
• Assessment Opportunities
• ICT Capability developed
• Resources

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IT and English activities exploring and ideas

• Composing texts
• Presenting texts
• Reading texts
• Transforming texts
• Exploring texts

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Composing texts

• Brainstorming initial ideas for a poem on a word
  processor, planning and drafting
• Creating a collaborative story, e.g. one pair of
  pupils writes the first paragragh of the story,
  the next pair add the dialogue, etc.
• Creating a story skeleton which pupils use to
  develop their own narrative
• Using a multimedia authoring program to make an
  information text
• Communicating with other using e-mail, e.g. to
  produce a collaborative text

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Presenting texts

• Creating posters, advertising good reads to be
  found in the library, for example
• Producing a double-page spread for a television
  listing magazine for a children book which is to
  be serialized
• Producing books for young readers.
• Using spreadsheets or databases to present
  information on resource findings
• Producing a multimedia presentation which
  includes digitized images, such as a guide to the
  local area for visitors

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Reading texts

• Reading three words in a text file to change the
  story emphasis, for example, turning a happy
  ending into a sad one
• Designing three versions of an advertisement one
  pure text, one text and image, and one text,
  image and sound. Evaluating the differences.
• Deconstructing a multimedia text to explore how
  the parts make a whole and contribute to meaning.
• Reconstructing a text from which key elements
  have been deleted.

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Transforming texts

• Turning a file of description prose into a haiku
• Changing a narrative into a drama script
• Selecting all the factual elements from a text
  file of fiction and turning them into a piece of
  journalism
• Using the thesaurus to change adjective from
  positive to negative
• Reworking texts about holiday resorts for
  different audiences

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Exploring texts

• Exploring and evaluating different versions of
  the same ways story published on the day
• Searching three CD-ROM encyclopedias for a famous
  persons biography. What are the differences?
• Searching the Internet or CD-ROM for information
  to support a particular point for view on a topic
  such as animal rights, and word processing a
  report on the findings.
• Producing a questionnaire about teenage health,
  graphing results and publishing them on the
  Internet, inviting other schools to comment
• Searching a newspaper CD-ROM for background
  information prior to the study for a literary text

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Examples of IT in English

• Poetry
• Researching a topic
• Language study
• Narrative
• Literature
• Media

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Poetry

• Edited a text file of a ballad which was in the
  incorrect order and used the cut and paste
  facilities to represent it
• Edited a text file of the Writer of This Poem is
  (McGough), delete the similes and inserted their
  own to describe themselves.
• Edited a text file of a poem with its line
  endings elided, discussed, where line endings
  would be appropriate and presented the text in
  the best shape for its meaning
• Reworked a text file of descriptive prose as a
  haiku
• Used a desktop publishing package to present a
  poem in a variety ways

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Researching a topic

• Searched CD-ROM to discover biographical
  information about famous Victorians, checked the
  information for inconsistencies and reworked the
  files to produce a class book about them
• Used a word processor to write the diary of an
  explore and changed the font to script
• Collected information and put it into a prepared
  database about housing and health hazards in
  Victorian times they then searched the database
  and used the information obtained to word process
  letter to a newspaper about their findings
• Used a text file of a moral tale published for
  Victorian children and redrafted it to make it
  relevant to today
• Searched CD-ROMs for information about inventions
  to create a wall display

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Language Study

• Created a database of slang words used by
  themselves and adults and organized the data into
  fields which included word, definition, place,
  age of person using it, place of birth and place
  of residence
• Searched a slang database to discover whether
  there were any differences between the slang
  words used by children and adults
• Used the information from the database in a word
  processor to create a dictionary of slang

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Narrative

• Designed a database which identified
  characteristics of plot and charactersation in
  fairy tales
• Interrogated the database to discover the formula
  to write a fairy story
• Designed and created a book jacket for their tale
  including publicity blurb, author details and
  illustration
• Communciated by e-mail with pupils in other
  countries to exchange versions of traditional
  tales
• Redrafted a text file of a traditional tale into
  a different genre, e.g. horror, sci-fi, romance

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Literature

• Designed and created invitation to a party
• Word processed letter that Romeo and Juliet might
  have changed
• Created front-page news story covering the death
  of Tybalt
• Searched a text-only CD-ROM for imagery sunning
  through the play
• Used a cut and paste facility on a word processor
  to match questions with the speaker

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Media

• Loaded a text file of holiday resort information
  and reworked it to make it appeal to different
  audiences
• Studied leaflets from campaigning organizations
  and produced their own
• Created posters advertising forthcoming school
  events
• Searched for and found schools homepage on the
  Internet and designed their own