|Welsh Virtual Tour||3538||12||6/26/2017 9:21:27 AM||http://www.itilt2.eu/Lists/Uploads/editentry.aspx||False||Year 6 students were given the task of creating a virtual tour of their school to advertise on their school website. Students were split into small groups and designated a specific area of the school. Each group was provided an iPad and a small recording playback device on which the teacher had recorded some Welsh vocabulary for the children to use in their tour. Children used the camera function on their iPad to film themselves introducing each area of the school in Welsh. Once all the groups had completed their short videos, they were saved onto the school’s online storage drive. Students were then able to access all the videos in their small groups and combine the clips to create individual virtual tours of their school. Using the AirPlay feature on the school’s Apple TV, students were able to present their videos to the class on the big screen.
|Welsh Song||3539||13||6/26/2017 9:23:36 AM||http://www.itilt2.eu/Lists/Uploads/editentry.aspx||False||This task asked the children to create music and lyrics to a Welsh song using the GarageBand app on the iPads. As this was the last year of primary school for the Year 6 children, the purpose of the song was to leave something behind to help teach the younger classes some Welsh phrases. The children were divided into groups of 3 or 4 and provided a list of vocabulary and sentence patterns they had previously studied, to use in their songs. Using the iPads, the children formulated a short musical composition and then created their own lyrics to sing over top. The entire song was recorded and saved on the iPads using GarageBand. In a following lesson, the children used the AirPlay feature on the iPads and Apple TV to present their songs to the class for feedback and discussion.
|Welsh Book Creator||3540||14||6/26/2017 9:23:43 AM||http://www.itilt2.eu/Lists/Uploads/editentry.aspx||False||The Year 5 students in this class were asked to write and create a storybook in Welsh for the children in the Year 2 classes. As inspiration for the task, the teacher set up a QR code treasure hunt. For this, the children were divided into small groups and given an iPad. Each group was given a colour and sent out to locate all four QR codes, each branded with the colour assigned to the group. By scanning the QR code with the iPad application, a section of a Welsh story ‘magically’ popped up on the screens and the groups took turns reading. In a following lesson the children came up with ideas for their own stories and created storyboards. The storyboards were then formulated into a book using the iPad app “Book Creator”. The app allows for photographs, screenshots, and drawings to be added alongside the text of the story. Lastly, as the children finished writing their stories onto the iPads, they used the recording function on the Book Creator app to record themselves taking turns to read their stories.
|Secondary EFL videoconference (France)||3545||39||6/27/2017 12:26:19 PM||http://www.itilt2.eu/Lists/Uploads/editentry.aspx||False||A class of upper secondary school pupils in France design a questionnaire on the topic of mobile phone etiquette which is used to survey attitudes to “phubbing” among their friends and family in France. A partner class in Germany also seeks responses to the questionnaire in their own context. These survey responses are analysed by learners in each class and each side makes a video in the form of a television news report on the topic. After exchanging these videos, the teachers organise a videoconferencing session where groups of learners discuss the making of the news reports and their views on this and other topics. A final reflective activity involves an individual write-up of the project by each learner.||223130875|
|Creating and promoting a holiday website in a Belgian secondary school||3546||41||7/5/2017 12:39:10 PM||http://www.itilt2.eu/Lists/Uploads/editentry.aspx||False||Over the course of several lessons, pupils focus on the theme ‘Tourism in the UK’. First they brainstorm different aspects of tourism in the UK, like popular cities or activities, food etc. Then they collect information on sites like Tripadvisor or Trivago on a specific city. They look for things to do and places to stay in order to work out an attractive vacation package for different target groups.
After reorganizing all the information on the collaborative writing tool Titanpad.com, the pupils start creating an attractive website (Tackk) with information about their destination. Back in class, small groups move from one station to another (carrousel style). Two students promote their travel destination to another group of ‘tourists”. They book the trip by filling out a reservation form in Google forms.
At the end, the ‘tourists’ discuss their notes and photos in groups and fill out peer evaluation forms. They review important vocabulary and expressions individually using Wrts.nl and Google Docs.||220792858|
|Primary EFL story retell (France)||3547||43||6/27/2017 8:20:28 AM||http://www.itilt2.eu/Lists/Uploads/editentry.aspx||False||This task was devised in collaboration between an experienced generalist primary school teacher and a doctoral student working on technology-mediated classroom interaction in a task-based language teaching environment. The objective was to investigate the language learning opportunities afforded by a story retell task leading to the creation of an ebook on tablets.
In this task sequence, the class worked on the story “The wolf who wanted to change his colour” (by Orianne Lallemand and Éléonore Thuillier). After practising a short version of the story (“On Monday the wolf was a green frog,” “On Tuesday the wolf was a red Santa Claus”) learners devised their own versions of a story in groups. They created picture books by cutting out, colouring and sticking different images into pages and used these as support to retell their stories.
This story retell task provide opportunities for learners to practise language already learned (days of the week, colours) in a meaningful context which also provided space for creativity in the selection, colouring and description of story elements.
|Primary EFL e-book creation (France)||3548||44||6/27/2017 9:15:10 AM||http://www.itilt2.eu/Lists/Uploads/editentry.aspx||False||In this task an experienced generalist primary school teacher collaborated with a doctoral student working on technology-mediated classroom interaction in a task-based language teaching environment. The objective was to investigate the language learning opportunities afforded by a story retell task leading to the creation of an ebook on tablets.
The task sequence began with the story “The wolf who wanted to change his colour” (Orianne Lallemand and Éléonore Thuillier). Learners created a storyboard to be scanned with an iPad. Using the app Book Creator, they used the audio recording functionality to add a soundtrack where they recounted their story. The final ebooks were shared with a partner class in Germany.
The final outcome, the ebook, constituted a reason to memorise vocabulary and rehearse a fixed language structure, and provided multiple opportunities for learners to practice and receive individual form-focused feedback.
|University English slide presentations (France)||3549||45||6/27/2017 11:22:08 AM||http://www.itilt2.eu/Lists/Uploads/editentry.aspx||False||In this task, a class of English undergraduates in a course on media and communication chose topics for short slide presentations to the class. Using the TED talk premise of “ideas worth sharing,” learners analysed short videos from that website to identify features of the talks that serve to engage the audience, coordinate spoken and visual meaning, and convey a strong message. They were then invited to give a similar presentation in class to persuade their audience on an issue they were personally invested in (as opposed to a standard presentation to demonstrate content learning or language proficiency).
Each presenter recorded their talk during class with a smartphone, and uploaded the recording to their own SoundCloud account for language feedback from the teacher. The rest of the class used a rubric agreed on in earlier discussion to provide feedback on other aspects of communication. Each student thus received two types of feedback which they summarised and reflected on in a final reaction paper at the end of the course.
|University English story slam (France)||3550||46||10/18/2017 4:08:50 PM||http://www.itilt2.eu/Lists/Uploads/editentry.aspx||False||<p>In this task, a class of English undergraduates in a course on media and communication participated in storytelling activities. The teacher used “The Moth” story slam format <a href="https://themoth.org/stories/">(https://themoth.org/stories)</a> to have learners tell stories which “are true as remembered by the storyteller and always told live, without notes." </p>
<p>The task outline is as follows:</p>
1. Learn about The Moth story format<br>
2. Prepare a story on a chosen theme and deliver it in class
(Optional: be part of the Moth jury to choose winners for grand slam in last class)<br>
3. Record your story as you tell it in class, and upload it to share with the teacher<br>
4. Listen to recording with individual feedback from the teacher, and consult general suggestions for improvement<br>
5. Write a reaction to this experience, including response to feedback, in a final reflective paper.
<p>The task sequence thus began with the analysis of videos of stories on website to identify features of the stories that serve to engage the audience, shape stories into a conflict/resolution format, and bring them to a satisfying conclusion. The class then chose three story slam themes from the website, and students signed up to tell a story on the topic assigned for class on a particular date. </p>
<p>Each presenter recorded their story during class with a smartphone, and uploaded the recording to their own SoundCloud account for language feedback from the teacher. A panel of three or four students in the audience volunteered to judge the stories on a given day, awarding points for respecting the conflict/resolution format, meeting a 5-minute time limit, and matching the day’s theme. Two winners from each of the three story slam class sessions told a new story on the last day of class (for extra credit).</p>
|Who’s who? Primary EFL video exchange (France)||3551||47||11/16/2018 12:33:44 PM||http://www.itilt2.eu/Lists/Uploads/editentry.aspx||False||Who’s who? In this task sequence, a French primary class makes a set of video selfies to send to a partner class in Germany, using English as a lingua franca. The German class does the same, and each class watches their partners’ videos to identify the pupils in a group photo.
To prepare to record the videos, the learners practiced all the expressions they had learned to talk about themselves in their first term of English. They gave their names and age, where they lived, and their likes, and sometimes their birthday months or favourite colours. They recorded one another using iPads, and reviewed the results together. Once the videos were shared with the partner class, they viewed the German videos on the IWB, each child noting information on one particular pupil in the remote class. In a final session, the teacher recorded her pupils naming each pupil in the remote class photograph, together with any other information they had been able to understand and remember.
The task thus offers ample opportunities to practice routine expressions, to obtain individual feedback from the teacher, and to reflect on their own performance in the short videos. It also offers a real-world puzzle to solve - who’s who? - and the chance to propose a solution and receive feedback on that.