Language Learning Support Section

Abstract

R & D Background

Purpose & Design

Action Plan

Findings & Analysis

Implications

Remarks

> Action Plan

Stage one: Integrating technology into classroom learning and teaching through substitution and augmentation

As both teachers and students were mostly at the beginning stage of using e-learning, the core group would like to focus on enhancing students’ learning through a lower level of technology integration. Below are examples of how e-learning is integrated into learning and teaching activities at the levels of substitution and augmentation.

Levels	Topics	Learning/teaching activities	SAMR levels	Benefits of using e-resources or e-learning tools
S1	“Time to Celebrate”	Students read information about Chinese festivals online instead of on paper and chose one festival to write some frequently asked questions (FAQ).	Substitution	Provide students with choices of festivals to cater for their interests and abilities in a more convenient and timely manner

S2	“Strange but True”	Students read Guinness World Records online instead of on paper to get information for questions asking for who, when, where and how many, etc. Students chose the correct questions that match the information given in the Guinness Records using Kahoot!.	Substitution Augmentation	Enable students to have more active participation in lessons and teachers to provide timely feedback Track students’ learning for continuous assessment more quickly using the e-reports
Examples of multiple choice questions presented with Kahoot!
S4	“Themes of Films”	Students watched trailers instead of reading synopsis of films. Students then answered multiple choice questions and conducted voting using Nearpod to assess their understanding of the themes and find out the themes they like.	Substitution Augmentation	Enhance students’ motivation to learn through the use of multimedia resources Allow teachers to include questions, quizzes and polls in a presentation and enable them to provide timely feedback Track students’ learning for continuous assessment with the e-reports
Different types of questions presented with Nearpod

Stage two: Integrating technology into classroom learning and teaching through modification and redefinition

After a year’s tryout, teachers have become familiar with the use of some commonly used e-resources or e-learning tools to increase students’ learning motivation and to monitor their learning. In the second year, the core group aimed to transform students’ learning through a higher level of technology integration. Below are examples of how e-learning is integrated into learning and teaching activities at the levels of modification and redefinition.

Levels

Topics

Learning/teaching activities

SAMR levels

Benefits of using
e-resources or e-learning tools

“Obesity”

Students studied multimedia materials about obesity posted on Padlet. They gave real-time comments and added information they found.
Students worked in groups and each group presented one of the adverse effects of obesity.
Students wrote an essay on the effects of obesity.

Modification

Allow students to study and share multimedia materials online and give real-time comments

Multimedia materials such as web articles, statistics, cartoons and videos posted on Padlet

Students presenting in class

“Dog Parks”

Teacher introduced dog parks in Hong Kong. Online reference materials were provided for students’ self-learning.
Students took a quiz on Nearpod to assess their knowledge of vocabulary about facilities available in dog parks.
Teacher asked students to share whether they would agree that dogs should be banned in public parks in Hong Kong and give reasons and ideas for discussion and feedback using Nearpod.
Students also learned how to write arguments with topic sentences, examples, reasons and evidence in an interactive lesson using Nearpod.
Students wrote an argumentative essay on “Should dogs be banned from public parks?”

Modification

Enable teachers to include slideshows, quizzes, open questions and colouring/drawing activities in a presentation
Allow students to share their ideas simultaneously for discussion and feedback

Students taking a vocabulary quiz

Students taking a stance and sharing their reasons

Sharing and discussing students’ ideas in class

Students using colours to distinguish the different functions of sentences

“The Best Jobs in the World”

Students did information search about jobs online. They found information about their dream jobs.
Students used Spark Video to produce a video introducing the jobs they like and shared through an online platform.
The best three videos were given an award and shared at school.

Redefinition

Allow students to present their ideas in a more motivating way by using photos and music effects
Allow students to integrate writing and speaking in a task
Share work with schoolmates online to promote peer learning

Students producing their videos with Spark Video