BTD CURRICULUM PROJECT
PART 1: Technology in Language Teaching and Learning
Major Objectives
TEACHERS will be able to Broad goal
The goal of the course is using ICT effectively at secondary schools to teach English.
Specific goals
The course enables learners to:
● develop their ability to choose which ICT tools are appropriate in different education context;
● develop critical thinking skills of applying ICT in education;
● develop a positive attitude towards using ICT in education.
Course Objectives
At the end of the course, the students will be able to:
● demonstrate your understanding of the ICT-related concepts during the course;
● use and apply rubrics for assessment in particular situations;
● write reflections on five different topics of using ICT in language education (i.e. effects, future trends of using ICT, and specific ICT tools) in approximately 1,250 words;
● search and process learning resources (e.g. text, images, videos, and sounds) from different resources;
● design activities using PowerPoint and Microsoft Word.
● design at least three different types of activities to develop language skills using Hot Potatoes;
● create at least 5 different activities using Web 2.0 Tools;
● choose appropriate communication tools in teaching and learning;
● create one learning activity choosing the appropriate tools presented in the course based upon the Learning Activity Rubrics;
● apply the Learning Activity Rubrics into assessment of learning activities;
● actively participate in a community of practice which encourages learners to use ICT in language teaching and learning.
Big Ideas
Vietnam English Teacher Competency Framework (ETCF)
ICT in education
Critical thinking in ICT application ICT Community of Practice
Essential Questions
What is ICT?
What are strengths and weaknesses in ICT application?
What tools are appropriate in different teaching contexts within technological affordances?
What should be done to develop an ICT community of practice?
Major Competencies
Competency 2.6 Technology
Teachers have basic computer literacy and are familiar with basic applications and uses
of technology for language teaching and learning.
Embedded Competencies
Competency 3.4: Develop learners’ creativity
& critical thinking
Teachers practice creativity and critical thinking in their own language learning and
teaching, and at appropriate developmental levels, help their students to develop creativity, and critical thinking skills.
Competency 4.2: Practicing cooperation, collaboration & teamwork in language teaching
Teachers know how to work cooperatively, and to collaborate with others in teams to accomplish tasks, and teach students these skills in the language classroom.
Competency 4.3: Professional development &
life-long learning
Teachers develop and practice learner autonomy, and are able to pursue current information about language teaching and research, and develop new
skills and competencies.
Competency 5.1: Connecting learning beyond the language classroom
Teachers understand the importance of
connecting their own learning and their students’
language learning to other students, classes, school, and relevant contextual issues.
PART 2: DETAILED SYLLABUS
MODULE 01:
MODULE TITLE: COURSE OVERVIEW
Welcome message ● A welcome message from course developers
● Format: webpage
Course introduction ● An introduction about course objectives, contents and assessment
● Format: A studio-produced video / animation and/or text
Technical tutorial ● Instruction of how to deal with technical problems
● Format: screen captured video and/or text
Course rules ● Rules for online discussion, assignment submission, etc.
How to be successful in this course
● Advices from course developers/previous trainees
● Format: text
Self-introduction ● Teachers (and trainers) make a short self-introduction (text/video)
● Format: online forum
Q&A ● The place for administrational or technical support
● Format: forum
Module Topic Outcomes Evidence of Learning (assessment)
2 AN OVERVIEW OF
USING ICT IN
LANGUAGE TEACHING AND LEARNING
In this topic, you will have opportunities to:
● demonstrate your understanding of basic concepts related to technology in general and ICT in particular in discussions and designing activities;
● demonstrate your understanding of the purposes of using ICT and write a reflection about the effects of ICT in education;
● Teachers are expected to understand basic concepts related to technology in general and ICT in particular
● Teachers are expected to analyze the effects of ICT in education
● Teachers are expected to analyze 6 criteria related to the Learning Activity Rubrics, TESOL Technology Framework, and the TPACK framework
● familarise with Learning Activity Rubrics and use it in designing a learning activity later in the course;
● demonstrate your understanding of the TESOL Technology Framework and apply it into your context;
● demonstrate your understanding of the TPACK framework and apply it into your context.
3 EFFECTIVE WEB
SEARCHING
After this module, language teachers (LT) can analyze the search engines in terms of use in their own classes
● LTs’ answer to the poll about search engine they usually use for academic searches
● LTs’ answers to the quiz to show their understanding of reading articles and mini-lectures on effective web searching
● LTs’ posts to the discussion forum of analysing different searching tools
● LTs’ collection of online materials for a unit and their explanation of how to use those materials
● A reflection on what LTs have learned and how they feel about the module
4 DESIGNING LEARNING RESOURCES IN
LANGUAGE TEACHING AND LEARNING
In this topic, language teachers will have opportunities to:
● explore benefits of using visual and audio aids (photos, audios, videos) in teaching;
● use images, audios, and videos in CALL;
choose appropriate tools to edit images, audios, and videos.
● a synthesis on integrating visual and audio aids into teaching languages;
● a collaged photo (from 04 separate photos) with enhancing effects;
● an edited audio file for a listening test;
● an edited video with subtitles and different effects showing the teacher explaining / teaching part of a lesson.
●
5 DESIGNING LECTURES In this topic, you will have opportunities to:
● use some useful functions of PowerPoint to design learning activities (e.g. embed sounds &
videos, use Narration);
● use other useful tools to make presentations
understand the advantages and disadvantages of certain digital tools in making online and offline
● Learners are expected to submit video clips on one lecture on criteria ratified (contents, format)
● Learners are expected to make a comparison/ contrast between two digital tools in one purpose of designing lectures
presentations of lectures
6 APPLYING WEB 2.0
TOOLS IN LANGUAGE TEACHING AND
LEARNING # 01
In this topic, you will have opportunities to:
● try and apply different Web 2.0 tools into your context;
evaluate a specific Web 2.0 tool.
● Learner are expected to produce an introductory video of a web tool they currently use in their context
● Learner are expected to make comparison between at least two web tools in teaching English knowledge (vocab, grammar, pronunciation), or skills (listening, speaking, reading, writing), or classroom management
7 APPLYING WEB 2.0
TOOLS IN LANGUAGE TEACHING AND
LEARNING # 02
In this topic, you will have
opportunities to develop a blog for teaching and learning
● Learners are expected to join in the class’ site on
edublogs.org to read the materials and participate in the discussions
● Learners are expected to create and manage their own class’
blog as a teacher
8 CREATING A CLASS SITE After this module, language teachers (LT) can create a class site and share what they have created with their colleagues
● LTs’ answer to the poll about their experience of creating a site for their classes
● LTs’ answers to the quiz to show their understanding of reading articles and mini-lectures on creating a class site
● LTs’ posts to the discussion forum of analysing different tools to create a class site
● LTs’ class site with some basic contents designed for a certain
class
● A reflection on what LTs have learned and how they feel about the module
9 TESTING AND
ASSESSMENT IN
FOREIGN LANGUAGES
In this topic, you will have opportunities to:
● different tools to design
interactive exercises for testing and assessment (e.g. Microsoft Word called Track Changes, Google Forms);
● create rubrics using Rubistar evaluate a specific ICT tool in testing and assessment.
● Learner are expected to design a 45-minute test using Google form, and use Microsoft word Track Change to comment on their peers’ reflection
● Create a rubrics for either writing or speaking assignment using Rubistar.
● Write a 200-300 words evaluating one of the ICT tools they have used in testing and assessment
10 COMMUNICATION AND
INTERACTION IN
LANGUAGE TEACHING AND LEARNING
In this topic, you will have opportunities to:
● try and apply some of
communication tools into teaching and learning;
● evaluate a specific communication tool.
● Teachers can use at least three tools to deliver an online lesson
● Teachers can use smart phones, ipads, laptops, and desktops to try different tools to deliver online lessons
11 TRENDS IN ICT APPLICATION IN
LANGUAGE TEACHING AND LEARNING
In this topic, you will have opportunities to:
● reflect upon the future trends of using ICT in education;
predict what will happen to ICT application in education in the future.
● Teachers can evaluate the trends of using ICT in education
● Teachers can experience some development in educational technology
12 Final Submission and Wrap-up
PART 3: ASSESSMENT
All teachers will pass the course if they complete more than 50% of the total mark.
