What does teaching with technology mean to me?
To me, teaching with technology involves the 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 an eagerness to get my classes more challenging and more exciting.

Determining how to teach with technology has assisted me to make progress as an instructor and a scholar. Educational activity with technology can deepen student learning by supporting instructional objectives. Nevertheless, it can be challenging to choose the “best” tech tools while not losing sight of your destinations for student scholarship.
In the classroom, technology can encompass all sorts of tools from low-tech pencil, newspaper publisher, and chalkboard, to the utilization of presentation software, or high-tech tablets, online collaboration, and conferencing tools, and more. The new technologies allow us to try things in physical and virtual classrooms that were not possible before. What you use depends fundamentally on what you are attempting to reach.
I like this model;
According to Gregory and Denby Associates significant implications for teaching with technology state that education should attempt to build upon each student’s experiential base.
What a teacher / student learns from education is, to a great extent, a purpose of prior knowledge.
One function of engineering science, thus, 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.

What answer I expect students to learn from the online class?
I would like to get my students interested in learning, improving general understanding of the need to ask questions as well as to search for resolutions.
I expect my learners to change their studying habits so that can grow an appropriate background education and become more receptive to fresh ways of acquiring knowledge.

What skills and knowledge do I 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 possess a solid apprehension of what the communicative approach to language teaching is and how it pertains 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.
Also, to enhance their pronunciation, improving speaking skills and language fluency, students will be prepared for a variety English speaking module exams.
After my https://www.wiziq.com/course/64625-halina-s-conversational-english
Halina’s Conversational English online course I would like my students to;

• Improve speaking competence and English fluency
• Increase communication efficiency
• Use strategies for making Small Talk effectively
• Come ready for a variety English speaking environments
• Prepare for different Spoken English, examinations, and audiences

What teaching strategies (lecture, discussion, group work, case studies, and so forth) will best assist students to attain these ends?
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, interview presentations, et cetera.
In my view, the most imperative teaching method is encouraging students and motivating them to be active learners.
Broadly talking, in my course I will take advantage of both synchronous lessons and asynchronous communication supported with PowerPoint presentations, recording as well as listening assignments, discussions, and a diversity of jobs such as melting down or giving interviews, making English speaking videos, creating classes.

Being creative is a must in the language classroom.
In one of the TED talks, Sir Ken Robinson said that creativity is as important as literacy and as such must be promoted in any classroom. Nowadays, however, most Foreign Language syllabuses follow the testing-oriented approach to allow for more objective assessment of the students.
For recognizable reasons, the testing-oriented approach does not generate a context for learners being creative. Therefore, creativity is not promoted or is even booted out in total.
In my course, I will argue that in the context of Foreign Language Learning and Teaching creativeness is essential. It leads to a better and faster assimilation of language material, and it generates a richer language environment. Moreover, inventiveness unpredictably enough may make better test results, no matter the learner’s level is.
Halina Ostańkowicz- Bazan
Online publications, virtual communities and more blogs
• Campus Technology.
• EDUCAUSE is an online research community
• EdTech: Focus on Higher Education.
• eLearn Magazine
• Learning through Digital Media
• HASTAC: Humanities, Arts, Science and Technology Advanced Collaboratory
• Clickers in the Classroom and other short educational videos from the University of Colorado
• Creating a PDF with video: “One easy way to make readings come alive for your students.”
Resources from other teaching and learning centers
• Technology, Center for Teaching and Learning, University of Texas, Austin
• Technology in the Classroom, Center for Research on Learning and Teaching, University of Michigan
• Educational Technologies, Center for Teaching, Learning and Technology, University of British Columbia

Technology engages students in learning
• Flipping the classroom
• Encourage active learning
• Student developing writing skills
• Discussion
• Large lecture instruction
Teaching and learning with technology
Service learning option
Learn to Blend and Flip with Technology
Teaching with Technology
Micro Teaching in Pairs



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