|TITLE||ELT 4 Learning Resources and Digital Technologies in ELT|
|LEVEL||05 - Postgraduate Modular Diploma or Degree Course|
|DEPARTMENT||Languages and Humanities Education|
|DESCRIPTION||The world of English Language Teaching is replete with commercially-produced teaching resources brought about not least by the rapid pace of technological change. It is useful to have a set of guidelines to be able to critically evaluate resources, and to use when designing or adapting materials for diverse learners. Specific reference will be made to both technology-based and no-tech resources.
By carrying out practical tasks and engaging in relevant readings, the study unit proposes to equip participants with a critical lens through which to evaluate no-tech, low-tech and technology-based resources so that the methodological and pedagogical underpinnings are brought to the surface and evaluated for their usefulness and soundness.
This study-unit aims to prepare students to contend with the considerable range of resources for learning and discovery that are available for the teaching of English and to critically evaluate these for their usefulness and effectiveness in helping learners in the classroom and beyond. The study unit also aims to equip students with the necessary skills and knowledge to produce contextually relevant and pedagogically sound no-tech and low-tech materials to meet their learners' needs and learning outcomes. Students will be invited also to consider critically how to plan and implement technology-enhanced learning scenarios in the English classroom.
1. Knowledge & Understanding:
By the end of the study-unit the student will be able to:
- Describe the various types of resources;
- Locate sources that provide resources;
- Analyse the possibilities or limitations within the resources;
- Discuss the advantages of teacher-made materials: contextualization, individual needs, personalisation, timeliness;
- Discuss the potential disadvantages of teacher-made materials: organisation around a theme, quality, time;
- Demonstrate an understanding of key factors when designing resources: learners, curriculum, context, personal confidence and competence;
- Demonstrate knowledge of the pedagogical relevance and effectiveness of the new technologies in the English classroom.
By the end of the study-unit the student will be able to:
- Demonstrate an ability to apply criteria for evaluation and analysis by carrying out tasks under the lecturer's guidance in class;
- Apply a set of guidelines for the analysis and evaluation of commercially-produced material;
- Create contextually-relevant teaching material;
- Design, implement and evaluate technology-enhanced learning scenarios for the English classroom.
Main Text/s and any supplementary readings:
Recommended readings and websites:
Digital technologies in ELT:
- Granić, A, Mifsud, C.L., & Ćukušić, M., (2009) Design, implementation and validation of a Europe-wide pedagogical framework for e-Learning in Computers and Education, Elsevier, US.
- Mifsud, C. L., & Grech, L. (2017). Literacy teaching with tablets in bilingual primary classrooms - The Malta TabLit Study. In N. Kucirkova & G. Falloon, Apps, technology and young learners. Routledge, UK.
- Mifsud, C.L. & Kupiainen, R. (2017) The Internet of Toys and Gender in Mascheroni, G., & Holloway, D. (Eds.) (2017) The Internet of Toys: A report on media and social discourses around young children and IoToys. DigiLitEY. http://digilitey.eu/wp-content/uploads/2017/01/IoToys-June-2017-reduced.pdf
- Mifsud, C.L. & Petrova, R. (2017) Young Children (0-8) and Digital Technology: The National Report for Malta, University of Malta/EU Joint Research Centre. ISBN 978-99957-1-098-9
- Mifsud, C.L. & Petrova, Z. (forthcoming). Literacy Education in the Digital Age. in Broek, P., Barzillai, M., Schroeder, S. & Thomson, J. Literacy in the Digital Age, John Benjamins, Netherlands.
- Mifsud, C.L., Vella, R., and Camilleri, L. (2013). Attitudes towards and effects of the use of video games in classroom learning with specific reference to literacy attainment. Research in Education, Vol. 90, Manchester University Press, UK.
- Peachey, Nik, (2011) Digital Video - A Manual for Language Teachers, The Digital Classrooms Series, Alpha College of English.
- Walker, Aisha and White, Goodith, (2013) Technology Enhanced Language Learning Connecting theory and practice.
- Young, Carl. A. & Kajder, Sara, (2013) (eds) Research on Technology in English Education, Information Age Publishing, USA.
- Zaman, B., & Mifsud, C. L. (2017). Editorial: Young children’s use of digital media and parental mediation.dCyberpsychology: Journal of Psychosocial Research on Cyberspace, 11(3). http://dx.doi.org/10.5817/CP2017-3-xx
- Mobile Language Learning Pack
Low-tech and no-tech learning resources in ELT
- Aldridge-Morris, Kathryn. How To Write ESOL Materials (Training Course For ELT Writers Book 16) [Kindle Edition].
- Block, David and Cameron, Deborah (Eds) (2002) Globalization and Language Teaching. Dummett, Paul (2013) How To Write Critical Thinking Activities (Training Course For ELT Writers Book 4) Kindle Edition.
- Garton, Sue and Graves, Kathleen, Graves (Eds) (2014) International Perspectives on Materials in ELT.
- Harwood, Nigel (2010) English Language Teaching Materials: Theory and Practice (Cambridge Language Education).
- Krantz, Caroline (2013) How To Write Reading And Listening Activities (Training Course For ELT Writers) Kindle Edition.
- Richardson, Karen. How To Write Worksheets (Training Course For ELT Writers) [Kindle Edition].
|ADDITIONAL NOTES||Pre-requisite Qualifications: First cycle degree and 70 ECTS in English, of which 25 ECTS must be in Language and Linguistics, and 25 ECTS in Literature.|
|METHOD OF ASSESSMENT||
John Paul Vella
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints.
Units not attracting a sufficient number of registrations may be withdrawn without notice.
It should be noted that all the information in the description above applies to study-units available during the academic year 2020/1. It may be subject to change in subsequent years.