1. What does teaching with technology mean to you?
To me teaching with technology involves development of my approaches that includes four major modules: the course content, the coach, the students and the technology implements.
After over thirty years of teaching, I felt bored with my traditional technics and wanted to find some inspiration, as well as improvement.
My motivation, to search for the updated coaching methods, was eagerness to make my classes more challenging and more exciting.
Learning how to teach with technology has helped me to make progress as a teacher and a learner.
I like this model;
According to Gregory and Denby Associates significant implications for teaching with technology state that instruction should attempt to build upon each student’s experiential base.
What a teacher / student learnt from education is, to a large extent, a function of prior knowledge.
One role of technology, therefore, is to bridge personal experiences and formal in traction. Technology should also be sufficiently flexible to adapt to teachers’ / students’ on-going instructional needs. One of the symbols of a master teacher is the ability to recognize and repair student’s misunderstandings and misconceptions.
2. What do you expect students to learn from the course?
I would like to make my students interested in learning, improving general understanding of the need to ask questions as well as to search for answers.
I expect my learners to change their studying habits so that can grow an appropriate background education and become more open to new ways of getting knowledge.
3. What skills and knowledge do you want them to acquire by the end of the course?
By the end of the course, students should improve speaking and listening skills as well as become more confident in communication in English.
Students / participants will have a strong understanding of what the communicative approach to language teaching is and how it relates to them.
Learners will practice updated, efficient studying methods and will make implausible progress through self-study.
Finally, course participants will achieve a high fluency level of conversational English.
In addition to enhancing their pronunciation, improving speaking skills and language fluency students will be prepared for a variety English speaking module exams.
4. What teaching strategies (lecture, discussion, group work, case studies, etc.) will best help students achieve these goals?
The best teaching approaches for my learners are speaking as well as listening strategies. Apparently we run-through presentations, discussions, conversations, dialogues, teamwork and case studies. I would like to point out that I just use actual, real texts from the books, newspapers, the song’s lyrics, movies. We often take advantage of different kinds of listening comprehension such as listening to the news, interviews presentations, et cetera.
In my view, the most imperative teaching method is encouraging students and motivating them to be active learners.
Generally speaking, in my course, I will take advantage of both synchronous lessons and asynchronous communication. Activities will include PowerPoint presentations, reading as well as listening assignments, discussions and variety of tasks such as running or giving interviews, making English-speaking videos, creating classes.