Introduction | Using ICT effectively: video case studies | Digital video in action | Action Research
Using ICT to focus on grammar and engage pupils in creative activities
Crofton School, Stubbington, Hants.
Working with a group of Year 10 dual linguists studying German, teacher Barbara Hlavaty wanted to develop the use of ICT beyond whole-class activities on the interactive whiteboard; she wanted to use ICT to enable pupils to self-assess their understanding of grammar as a prelude to creative independent work which would demonstrate a clear understanding of word order rules in German. Pupils were also required, once having established their understanding of the grammar in question, to produce explanatory materials to be placed on the school’s VLE (Virtual Learning Environment) for access by other pupils now and in the future. The aim is to populate the VLE with such materials in order to encourage independent and flexible learning on the part of pupils.
The project, which spanned 12 lessons over 6 weeks, focused on the effect of certain connectives in German on word order, and used the topics of healthy living, parties and the environment. There were three phases:
- Whole-class teaching with the interactive whiteboard.
- Independent consolidation leading to self-assessment.
- Creative project work and the production of explanatory materials to be located on the VLE.
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Using ICT for whole-class review and reinforcement
In this clip pupils review the more complicated word order rules in German. PowerPoint slideshows are used and also a range of features of the interactive whiteboard to involve pupils actively in exploring the effect of connectives on word order. Pupils work with partners to determine the correct answers and then go to the board to drag and drop items into the correct place: layers are used effectively so that wrong answers disappear, thereby providing immediate feedback and a further challenge. Interactive materials, created with authoring software Task Magic, were also used for whole-class work before pupils progressed to more independent work.
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Using ICT to aid self-assessment
Pupils, working individually or in pairs, accessed interactive exercises on the school’s VLE. The materials were prepared by the teacher using authoring software, Task Magic, and were graded in difficulty so that pupils were adequately challenged as to their understanding of the grammar rules in question. When pupils felt sufficiently confident they moved to a self-assessment activity which had been constructed in Word by the teacher and stored on the VLE. The self-assessment activities were progressively more difficult and included a multiple-choice audio activity. The audio recordings were made by the teacher and embedded in the Word document. A Help sheet had also been prepared and placed on the VLE.
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Creative freedom and resource creation by pupils
Having completed their self-assessment activity successfully pupils formed groups for independent project work. They were free to choose which application they wished to use and also the language content. They had to choose one of the themes of healthy living, parties or the environment and they had to use connectives, with the correct word order, as many times as possible. Pupils worked in PowerPoint or in Photostory, using their own digital photos where necessary, Some pupils worked with Audacity to produce voice recordings which were eventually to become podcasts. Additionally, all groups were required to produce explanatory materials demonstrating how they achieved their goals and that they understood the grammar in question. These materials were to be placed on the school’s VLE for other pupils to access. The final step in the project will be to conduct a peer assessment exercise of the finished projects.
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Using ICT to change learning
Projects and explanatory materials will be placed on the VLE to assist others in their learning and show that language learning can be fun. It is hoped that the VLE will evolve as a resource centre, an alternative or additional point of consultation for pupils: thereby stimulating a more flexible and independent approach to learning.
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