Languages ICT

Exploiting technology

Technological advances continue to open new ways of using ICT to improve learning.
Pupils can

• Be creative using a wide range of ICT and cross-curricular skills
• Participate more than ever before in their learning, taking advantage of Web 2.0 technologies such as blogs, wikis, podcasts and social networking sites.

Teachers can:

• Manage learning more effectively using VLEs (Virtual Learning Environments)

Creativity

Digital cameras, camcorders, voice recorders, mobile phones and easy-to-use editing software such as Windows Movie Maker (standard with Windows XP), Audacity, a free downloadable audio editor, and the Picture Toolbar found in Word or PowerPoint, make it easy for pupils to engage in creative multimedia work. While the principal emphasis must remain on the development of target language competence the ability to work with different technologies allows pupils to interpret and present their ideas more imaginatively and in keeping with different learning styles. At one level, for example, pupils might use digital cameras to take pictures exemplifying environmental issues in their area and present these in a slideshow in which they narrate a commentary while at another level pupils might create a promotional video about their school which they then place on a DVD complete with special effects and musical backing tracks. See ICT in action for examples of creative activities in the many different projects and case studies reported there.

Creative work in language learning is often the point at which the learner engages independently with a task. Having established competence in directed tasks prepared by the teacher, the next step is  to work freely either individually or collaboratively in small groups, and usually within guidelines, to complete a task and demonstrate understanding and control of the target language. Creative work of this type has been a feature of language learning for some time but the availability of technologies such as digital video, mp3 players, editing software for photos, audio or video allows pupils to work in imaginative ways to:

Integrate skills: Pupils can use different language skills and integrate recordings and text into common text or presentation applications. The written word can be complemented by voice recordings and illustrated with digital photos or images found on the Internet.

Podcasting is an attractive activity which engages pupils in both written and spoken work as they plan, write and record a script which they will post on the Internet or the school’s VLE. Podcasts can be used for creative work as pupils prepare mock radio programmes, focusing perhaps on school life or an exchange trip. Some interesting examples of creative work with podcasts can be seen at Jellycast.

Develop learning skills: Pupils can work collaboratively, analytically, selectively and individually as well as developing their investigative skills.

Work with multimedia:

Pupils work with text, image and audio to produce language in different media.  These features are often seen in presentations where pupils use clip art or digital photos in a Custom Animation slideshow. Some insert voice recordings while the more ambitious will create a Narration which runs automatically.
Recording is done directly into the application via a microphone attached to the computer. The process is straightforward and there are on-screen instructions.

An exercise like this obliges learners to focus on content, pronunciation and accuracy and, if the presentation is to be shown to the rest of the class or showcased on the school’s VLE or website extra care is usually taken.

Free slideshow software such as Photostory3 from Microsoft requires the user to insert and arrange digital photos in an appropriate order, to write script for each slide, record script for each slide and then create a music track to underlay the slideshow. The software mixes the tracks and the series of photos to produce an animated movie slideshow with special effects such as panning and zooming. This software brings together the appeal of multimedia and the development of ICT and language skills in a creative venture. See ICT in action for video-based case studies which exemplify the use of this software in creative work.

Pupils can also take advantage of common applications for editing, and presenting their work imaginatively. PowerPoint, for example, contains a simple-to-use Picture Toolbar for controlling brightness, contrast, file size and cropping. Audacity is a free downloadable audio editor, which can be mastered fairly quickly at a basic level.

You can find good examples of creative work with multimedia in the Archives of Action Research in ICT in action. Look for summaries of work done with digital video at Billingham Campus School (2005-06), work with Windows Movie Maker, mobile phones and authoring software at Brinsworth School, Rotherham (2005-06 and 2006-07) and podcast work at Sir Bernard Lovell School, Bristol (2006-07).

For information on the use of digital audio and digital photos consult the searchable database at Useful ICT ideas, effective language lessons and also the downloadable PDF advice sheets at Technology for Languages.

Work at differentiated levels: Pupils can work at their own pace and at their own level, using ICT for support and to improve their work in a variety of ways.

Making it happen

In order to engage pupils in stimulating and varied creative work consider the following:

• Think across applications, think in terms of visual and auditory appeal and plan carefully. Pupils need clear guidance and the encouragement to work with a range of applications and present language using text, image and sound. Ensure also that pupils  have adequate ICT and learning skills.
• To work creatively, pupils need common applications, such as word processors, presentation packages, desktop publishing and a browser. They need hardware, peripherals and software as used for multimedia work. If permitted, mobile phones can be used and this is really helpful if there is a shortage of camcorders, digital cameras or microphones.
• Pupils need to believe that they can work effectively in the target language within their limitations. Use ICT to provide easily accessible guidance and models to provide support, especially for those lacking confidence or who are weak linguistically.

Participation

Web 2.0 is a term used to describe technology which permits the user to become an active participant rather than a mere observer or receiver of information. Blogs, podcasts, wikis and social networking sites are good examples of Web 2.0. They are popular for motivating pupils and providing a forum for participation, which is often already familiar to them from their personal involvement with applications such as Facebook. They can be used to great advantage in engaging pupils to participate in learning and change the way they approach working with languages. They take ownership of the process and become more motivated and prepared to do the extra to make their target language more accurate and more effective.

Blogs are a web page to which others can contribute. Wikis are similar to blogs in that both are web pages, both are user-generated (written by the people who use them and contribute to them) and both allow users to comment on the content. Blogs, from web log, are like journals and are displayed in reverse chronological order and wikis allow users to add, remove, edit and change content.

Both blogs and wikis are valuable as tools for transforming language learning because they put pupils in contact with each other, they allow quick and easy communication, and they provide a forum for developing language skills. Writing skills and reading skills are but a first step: pupils can prepare podcasts to post on a blog or wiki while a teacher can prepare podcasts specifically designed for listening practice or exam revision. Podcasts posted to a blog can be downloaded to a computer or mp3 player, allowing pupils to learn flexibly anywhere anytime. Pupils from different countries can share ideas and can help each other with grammar or up-to-date language.

Social networking sites such as Think.com have been designed for educational use. They are modelled on sites like Facebook or MySpace with which pupils are often quite familiar. Users create their own web page and have file sharing and file storage facilities. They usually have message boards, and chat room for synchronous communication. In their personal lives pupils find the flexibility, immediacy and personalisation offered by these sites very attractive and they are used as a virtual rendezvous. It is not surprising that schools which have run projects with sites like Think.com report that pupils respond positively and actively and clearly enjoy learning and using the target language.

For more on blogs, and podcasts look at the May 2008 edition of ICT Outlook and the video case studies in ICT in action. Look in the Archives of Action Research in ICT in action for the Wikimania case studies from Gordano School, Bristol and the projects at St Julies High School, Liverpool involving collaborative work on Think.com with a French school.  Consult also 'What are online notice boards in MFL?', a downloadable PDF file found on Technology for Languages at this site.

Video conferencing, while not belonging to Web 2.0 applications, also enables peer to peer communication, although without the flexibility and personalised aspect of blogs, and wikis and so on. Consult also 'What is web-based video conferencing?', a downloadable PDF file found on Technology for Languages at this site.

Managing learning

In many schools and colleges VLEs (Virtual Learning Environments) are being used, amongst other reasons, to manage learning.

VLEs can be used for course or departmental administration, and for departments to make resources available online to colleagues and pupils. The VLE may be separated into Learning Zones or Departmental Areas and staff can lodge useful resources there. There is usually an area where pupils can access materials intended for general use, which means they can work from home or wherever they happen to be if they have a good Internet connection.

Simply placing useful resources on the VLE changes the dynamic of learning. Pupils can download podcasts to an mp3 player and listen to native speakers or their teacher or other pupils who might be explaining how a point of grammar works. Pupils can choose to take certain photos for use in a piece of creative work or they can use a video clip which they may edit or enhance with an audio commentary.

A VLE with a forum or discussion area invites free and spontaneous participation by pupils. They can post questions and respond to the questions of others. They can work collaboratively via the forum. Teachers can monitor usage and leave messages. They can also contact absentees or advise pupils in times of exam leave. Teachers can also advise if it is clear that pupils do not understand specific language learning points.

Work completed by pupils can be posted to the VLE and viewed by the whole class who work together with the teacher to peer assess each other’s work. In this way, they develop critical skills and see how to improve their own work.

Consult the searchable database at Useful ICT ideas, effective language lessons for examples of good practice with VLEs.

VLEs are also used  for:

• Assessment: tasks are set for pupils and monitored for usage and marks obtained
• Exam-specific support
• Useful links
• Teacher to teacher collaboration
• Showcasing pupils' work.