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Theme: How technology is changing the way we learn
Lexical area: Information technology and education
Instructions for language assistants in Italics
Classroom materials
Introduction
This lesson is about technology and how it’s changing the way students learn and study.
Task 1 is a simple vocabulary matching activity and Task 2 gives students some questions to discuss in pairs. Task 3 is a reading text about the use of MP3 players in British schools and Task 4 gives students the opportunity to discuss the effects of technology on their lives. Task 5 is a group task that asks students to prioritise between different materials and resources in school.
1. Techno-vocab-match
Ask students to match the technology on the left with its definition on the right.
Answers:
1 – d, 2 - c, 3 – f, 4 – a, 5 – b, 6 – e.
Task 1 Techno-vocab-match
Match the item on the left with its definition on the right.
| 1) A lap-top computer |
a) a diary or journal that is published on the Internet |
| 2) An MP3 player |
b) a sound file published on the Internet. |
| 3) A Memory stick |
c) a small storage device for sound files. |
| 4) A Weblog |
d) a small, portable computer. |
| 5) A Podcast |
e) a computerised whiteboard |
| 6) An interactive whiteboard |
f) a portable computer drive, the new style floppy disc |
- Which of the things in the table do you know about?
- Are there any that you’ve never heard of?
2. Find a techie!
Explain the term ‘techie’ to your students. It is usually used to describe someone who is really into IT and uses it a lot. (N.B. in Spain the word ‘techie’ is used, but it can carry negative connotations, more like ‘computer nerd’!)
This is a classic Find Somebody Who… mingle activity to get students moving around talking to one another. Make sure you’re clear with your instructions before the students get out of their seats.
1) Tell students they are going to find people in the class who have done the things in the first column.
2) Check they can form the questions they need.
3) Tell students they must speak to at least six different students and have different names in the name column.
4) To get the extra information they must ask an additional question. Practise a few additional questions with the group before they start so they get the idea.
Eg. Student 1- “ Have you used a computer in the last 24 hours?” Student 2 – “Yes, I have.” Student 1 – “What did you use it for?” Student B – “I chatted with my friends”.
Task 2 Find a techie!
Speak to your classmates to find out who the ‘techies’ are.
| Find somebody who |
Name |
Extra information |
| … has used a computer in the last 24 hours. |
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| … has bought a computer magazine. |
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| … has written/ read a weblog. |
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| … has listened to a podcast. |
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| … has used a memory stick. |
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| … uses the Internet regularly. |
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| … would like to work with computers. |
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- Look at your answers and tell the group something you found out about your classmates.
3. Trend UK reading: Did your dog eat your MP3?
This is a reading activity taken from a Trend UK text. Depending on the level of your group, decide how much of the vocabulary to teach before letting the students read the text. If you decide not to pre-teach vocabulary make sure the students are reading for gist, to get the main ideas from the text, and make it clear you don’t expect them to understand every word.
The pre-reading questions are aimed at getting the students into the topic.
Task 3 Trend UK reading: Did your dog eat your MP3?
Before you read the text, discuss the following questions:
- When was the last time you didn’t do your homework?
- Did you have a good excuse for not doing your homework?
- Have you or your friends ever invented an excuse for not doing homework?
- Do you think new technology can help you to learn?
- How much technology is used in your school?
Did your dog eat your MP3? Have you thought of using your MP3 to learn? No more excuses about destroyed notes.
There’s a new initiative in the UK using media in a surprising way. Podcasting replacing paper
British schools are starting to see the opportunities that MP3’s provide, not just for music but as a learning tool. Musselburgh Grammar School in East Lothian, Scotland is the first in Europe to have regular podcasting. It has been using MP3’s to make learning more interesting and help lessons sink in. Pupils are learning by podcasting, a method of publishing files via the Internet, allowing users to subscribe to a feed to receive new files automatically. Pupils and teachers record and edit an audio recording and then save it as an MP3 file. Learning on the move
On a report for Newsround, a youth news programme on the BBC, Amy, Claire and Ryan, students at the school, talk of the success of the scheme. ‘Our friends Melissa and Hassan like the idea because you can cram while you are on the move… ‘It’s a good idea because if someone is off school they can catch up. You can also listen to your lessons on the way home from school.’ High school students are familiar with this medium with many owning ipods or other MP3s. As well as helping them learn in a new way it also helps their use of the technology, by practising downloading. Now there is no escape from school or excuse for not getting the notes on set homework… It is easy and you don’t need to be in your room studying - learn in the park or sitting on a bus. It could be coming to a classroom near you soon! |
4. Discussion Statements
Cut up one set of discussion statements for each group. Ask the students to take one statement at a time and one student reads it out. The group discuss the statement, saying whether or not they agree and supporting their answer with a reason. Set a time limit and at the end of the discussion bring the class together for each group to share their ideas.
If you have more time you could cut up one set of statements and stick them around the classroom to use as a running dictation. Put students into pairs and nominate one writer and one reader. The readers have to go around the room, find the slips of paper and memorise the statements. They then return to their partner and dictate the statement. Their partner writes the statement down. They must not shout back the statement from around the room. State in your instructions that this is not allowed (nor is removing the statements and taking them to your partner!)
Task 4 Discussion Statements
Discuss the following statements in groups. To what extent do you agree or disagree with the statements?
- We should spend more time learning how to use computers at school.
- I know more about computers and new technology than my parents.
- I think I will need to use computers in my job.
- The Internet is more useful than books.
- Books and newspapers will disappear within the next 50 years.
- In the future teachers will be replaced by robots or computers.
- In the future students will study more at home by computer.
- I think I will work from a computer at home when I get a job.
5. Spending committee
This is a group activity where students imagine they are going to be part of the committee that will decide how money is spent in their school. They should discuss the advantages and disadvantages of the following items (add more if you want to) and try to come to a decision about the importance of the items. They should try to prioritise. If it is too difficult for them to order them all, ask them to choose the top three.
Task 5 Spending committee
Work in small groups. Imagine your school has been given a large sum of money to spend on new materials. You are part of the committee that will decide how to spend the money. Put the following items in order from the most important to the least important. You must be able to defend your choices.
- Books for the library
- New furniture for the classrooms
- A new sports centre
- More teachers
- A new computer room
- MP3 players for every student
- Laptops for every student
- Interactive whiteboards for every classroom
- A new dining area for lunchtime
- A common room for students to relax
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