(2) a critical analysis of six key technologies blended learning and new pedagogies

(2) A critical analysis of six key technologies

Blended learning and new pedagogies

Critical analysis1) Interactive whiteboards

2) Virtual Learning Environments

3) Podcasts

4) Wikis

5) Interactive practice materials

6) M-learning: electronic translators

1. Interactive whiteboards

Saving annotations to server

Power Point Word Excel

Materials banks

Flip-charts

‘Just – in-time’ / ‘Always-on’

Audio in one place

Highlight text to play

Tools - screen reveal

Spotlight tool

Learner response devices

Text to board

Voting

Interactive whiteboards

Upside Downside

saving flipcharts ‘always-on’ Internet generic software

available audio in one place features e.g. screen

reveal learner response

devices

need to calibrate time to learn! cost business English

software? can encourage

Teacher-centred classroom

technology not yet ‘invisible’

(2)Virtual Learning Environments

Focus on appropriacy

Synchronous

Asynchronous

Virtual Learning Environments

Upside Downside

information on demand

appropriacy pre/post course tasks

time-consuming to learn

‘blended courses’ pleasing no-one

cost issues (Blackboard to Moodle)

robustness issues (Nicenet)

narrow-use

Features:Assignments / Chatrooms / Questionnaire /Quizzes / Forum / Glossary / Handouts

(3) Podcasts

Upside Downside portability – mp3

player learner control authentic materials –

ESP DIY

‘wrong kind of podcast’

authoring – not for every teacher

(4) Wikis

Upside Downside collaborative process writing ‘history’ to see

changes

not intuitive not everyone wishes

for peer correction

(5) Interactive practice materials

Upside Downside analytical learners anytime practice instant feedback good for ‘crisp’ areas tracking tools

‘skewer’ language over-emphasise one

area stimulus-response qualitative vs

quantative

(5) M-learning: electronic translators

Upside Downside ubiquitous / helpful listening to lectures cross- check bilingual

/ mono-lingual review – ‘favourites’ /

games

stop students guess from context

restrict fluency mis-used for

‘production’ - writing

Task Consider in which ways your own teaching is

different today from 5 years ago.