IT and Electronic learning resources
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Learning is now much more fun and effective with information technologies and a great choice of various electronic resources.

We are the teachers who are experienced in using the internet, online video and audio, social networking and other web technologies for educational purposes in the language classroom well-resourced with IT.

Interactive Whiteboard

First, I will speak about an Interactive Whiteboard. As always when confronted by a technical innovation, we should ask ourselves the question that Neil Postman famously posed: “What is the problem for which this technology (in this case IWBs) is the solution?”

What is the problem? One answer is lack of motivation. IWBs help solve this by providing a change of focus, delivering interesting content, and offering multiple functions (including an interactive potential) that can keep learners (especially younger ones) engaged and entertained. This sustained motivation and persistence with the use of the board are the two key factors. As advertising says it has the power to transform any classroom into a dynamic learning environment. The practice proves it to be true because every activity is digitally enhanced by such additional features as suggested answers, word definitions, the audio, great illustrations as well as modern songs and games. It also has the advantage to eliminate the time-consuming preparation.  In our classes we use the software which is designed to follow Access course and Spotlight course for primary school. (Express Publishing)                                                                   On the other hand, IWBs allow the learners to interact only with the content, not with other learners or language users.

VIDEO

Our teachers try to make lessons more exciting and visual with the help of short video clips . By short videos I am referring to short clips such as news items, short documentaries, music videos and trailers for films etc.

Using a clip

Advantages of using video clips

Possible problems

Choosing a clip

Exploiting a clip

Conclusion

Using a clip

These videos shouldn't last longer than ten minutes, as if they are any longer the class objectives change. First, in order to use these clips the following requirements are needed: either you have access to online resources, perhaps in the form of an Interactive White Board in your classroom, or a computer room with internet facilities

If you don't have access to any of these facilities then why not get students to view the video at home? You would just need to supply them with the exact website with clear instructions on how to find that particular video.

Advantages of using video clips

Students are exposed to authentic English in a natural context. Not only is this by exposing them to "real people", but they view real situations too. Short documentaries, for example, can open up their eyes to different cultures and ways of life.

You can really focus on the content without students losing concentration. You should keep in mind although that the videos are too short to really focus on vocabulary, so you have to pre-teach relevant vocabulary beforehand and then whilst watching the video, students will be able to listen to the new vocabulary in context.

Language produced from the video can be exploited further by setting up a debate involving recycling of new vocabulary, and followed up by a piece of writing for homework.

As the length of the video is normally stated on the websites, you can plan your class with a timescale in mind.

The visual element is stimulating to students. Short videos provide a nice alternative to reading or listening exercises which students are usually exposed to.

Possible problems

Technical problems can arise, either with problems of internet connection, or in the case of video on demand a high demand at a given time. Then you need to have an emergency video clip downloaded on the DVD or memory card.

Choosing a clip

 There are three key points that I think about when selecting an appropriate video clip.

Who will select the video

 When students are involved in the selection of the video they may be more motivated to watch it as it will reflect their interests. This could even be given as a pre-class task, where students could select an online video clip themselves, and be prepared to talk about it.

When I, as the teacher, am selecting a video, I should note down any new vocabulary I want to pre-teach while watching the video.

The topic of the video

 This could be a topic which students have requested or something more specific to the students' needs, topics which coincide with the course book we use in class or something related to the customs and traditions of country which language we are teaching, for example, local festivals might well be motivating.

Class objectives

 Do you want students to concentrate on the visual aspect to make descriptions? If so it is better to look at short stories, or perhaps music videos which will tell a story. Or would you prefer to focus on specific vocabulary on the video? You need to consider your class aims carefully when it comes to selecting the appropriate video.

Exploiting a clip

These are the stages that I consider when I'm thinking about how to exploit the clip in my classroom.

Pre-teach the vocabulary if you are watching a news item or short documentary. This can be done by asking a few key questions using the new vocabulary and getting students into pairs or small groups to discuss. Once class feedback is gathered and the new vocabulary has been put on the board, we can then show the video.

When you are watching a film trailer or a music video, the students may be more focused on the visual aspect, so make sure they know that they will be expected to produce some descriptive writing based on what they have seen. In this case the video can be shown more than once.

After viewing

 If you have viewed something topical, set a discussion going by gathering student opinions on the video. From my experience with talkative classes, they will carry a discussion through, once you have given them a few prompt questions.

 Where the students are hesitant to talk, give them some preparation time for a discussion by putting them into two groups where one group will argue advantages, the other disadvantages. This way they will have had some time to prepare arguments for the class debate which follows. This can be followed up with a piece of writing on the topic for homework, again giving a chance for students to recycle the new vocabulary. If you want to focus more on a grammar point, for example narrative tenses, then you could get students to write down their own interpretation of events once they have seen the video.

Conclusion

What better way is there to keep up with modern trends in the classroom and adapting to changing times than by making your lessons more up to date, fun and visual? I have found that students really look forward to watching the clips and recycling the language learned afterwards. It certainly works across levels and with all ages.

 A Computer in Class to improve English teaching techniques

 The principle idea is that the computer is treated as just another - although powerful - but learning tool. As such, the computer is not the focus of the lesson - effective English learning is. So, to work effectively the teacher should remember the following steps:

First, select target structure or function by deciding what students need to focus on considering past lessons and future goals.

Secondly, select computer materials to be used:  either are you going to use a program or the Internet.

Then plan the lesson in the typical four areas: warm-up, introduction of materials, class work, summary. Divide the computer section of the lesson into at least two sections.

 Prepare the computer before you enter the classroom. This means loading the computer with the chosen material ahead of time.

Before the work starts remind students that more experienced computer users should be patient and help less experienced users.

Students who are not comfortable using computers should be placed with students who are. Students more comfortable with the computer should be strongly discouraged from using other resources available in the program itself or in other programs.

Have students work on the first task. After task is finished, discuss specific language skills.

Have students work on the second task.

Use the computer as a springboard for discussion. For example, ask students explain to other students what they have just read in reading comprehension.

Communication should be encouraged, as working with a computer is a great task for conversation.

Distance learning

To save time for more effective work in class we also use the elements of distance learning when students are offered to fulfil time-consuming tasks in home reading and then send the results to the teacher`s or students-tutors` e-mail address for assessment.

Besides, the students are encouraged to watch a video or read short articles on topics they prefer and then to share them with their classmates. The result may be produced in the form of individual or group electronic presentation. This work helps teachers motivate the pupils to self education and independence.

Internet Contests

We do our best not only in developing different English skills but students` creative abilities as well. Thus every year our school organizes а poetry competition on the Internet for the students of the city interested in verses . The aim of this contest is to choose the best translation of famous and not very well known poems from English, French and German into Russian and then praise the winners. This competition is gaining popularity.

In the end, new technologies are ,without any doubt, great learning tools but as any technology has its  strengths and weaknesses it`s up to the teacher to decide how and when to turn to it to make the best possible use of both new and classical methods of language teaching.