Unit 7

Technology and Language Teaching

Tools for designing

activities for systems
 Table of contents
Scheme 3

Key ideas 4
7.1. Introduction and objectives 4
7.2. Saving your work: bookmarking 4
© Universidad Internacional de La Rioja (UNIR)

7.3. Interactions that can include the skills 10

7.4. Assessment: e-portolios and rubrics 16
7.5. Bibliographical references 24

In Depth 26

Test 31
 Scheme
© Universidad Internacional de La Rioja (UNIR)

Technology and Language Teaching

3
Unit 7. Scheme
 Key ideas

7.1. Introduction and objectives

We will now delve deep into the systems that may help us in our daily practice. The
first section of the unit explains how to save all those links that we need for both
preparing classes as well as for using them in the class itself. The second will be
formed by two tools that we can use to integrate the four skills: we are referring to
Skype and the WebQuests. By using them, teachers count with two spaces that will
help their students develop language skills in general. In the last section, we are going
to focus on the assessment of the students, which can be used as a complement to
our current ways of grading —the exams and the marking system— or substitute
them.

Therefore, the objectives of this unit are:

 Implement the use of bookmarking sites as a support in our teaching practise.

 Delve deep into the use of systems, which integrate all the learning in one tool.
 Present the evaluation by means of portfolios or e-portfolios.
 Introduce the need to create rubrics to evaluate students

7.2. Saving your work: bookmarking

It is well known that teachers use a lot of online resources for their classes and for
© Universidad Internacional de La Rioja (UNIR)

their preparation. Once the teachers have evaluated and collected the resources
they are interested in, they must save them and organise them. When the Internet
started, as there were just a few online tools, it was easy to remember or to write the
links to the pages, for instance, in a Word document. Then, as it became bigger and

Technology and Language Teaching

4
Unit 7. Key Ideas
 there were more links to keep, many teachers started to save the links in what
browsers (Mozilla, Internet Explorer, Chrome...) called Favourites (depending on the
browser used for those purposes). This is what we call bookmarking. It can be defined
as:

The practice of saving web addresses so as to visit them in the future in a local
computer (Lomas, 2005).

Again, with the boom of the Net, and the proliferation of tools and sites, this option
became obsolete, as there are a great number of pages, tools and webs to keep. In
2003, Del.icio.us was born as the first service that offered this type of public
bookmarking. Luckily, nowadays there are more versatile online sites which offer
users the opportunity to gather their resources in a more flexible and productive
way.

In this section, we are going to focus on some of these sites, based on what we call
social bookmarking sites. They are the tools that:

Allow users to store, manage, search, organize and share their bookmarks
online and access them from anywhere (Barnes, 2011, pp. 180).

They are tools that, by their nature, allow users to tag the pages, make annotations,
classify the information (Lomas, 2005), and to access other stored bookmarks from
any computer with a simple connection to Internet (Shiffet & Toledo, 2008).

Symbaloo
© Universidad Internacional de La Rioja (UNIR)

Figure 1. Symbaloo. Retrieved from: http://www.symbalooedu.com/

Technology and Language Teaching

5
Unit 7. Key Ideas
 Since your favourite bookmarks, resources and links are organised in the same home
page, you have a visual structure of your tools, which helps you find what you need
easier and at a higher speed, since there is no need to type in the web addresses.
Apart from allowing users to organise the resources, another advantage of this
website is that users can share the resources that they have found and collected
with other colleagues and students, and even store their bookmarks in the cloud.

To use Symbaloo, you must sign up and, then, you can start creating your first
webmix, which is a collection of websites and online resources organised under a
specific topic or theme, such as in the following picture (figure 2).

Figure 2. Symbaloo interface. Retrieved from: https://www.symbaloo.com/mix/edu-symbaloo

With an account on Symbaloo you can:

 Have a Personal Learning Environment.

 Have quick access to your daily online resources: videos, websites, photos,
pictures, documents, among others.
 Check another webmix with other resources (called tiles) collected on a specific
topic.
 Create your own webmix with the resources (tiles) you are interested in.
© Universidad Internacional de La Rioja (UNIR)

 Share your webmix either privately or publicly.

Symbaloo offers apps that may be downloaded in both the tablet and the
smartphone.

Technology and Language Teaching

6
Unit 7. Key Ideas
 Diigo

Figure 3. Diigo. https://www.diigo.com

Diigo —acronym of Digest of Internet Information, Groups and Other Stuff— is

another easy and versatile multi-tool for knowledge management, based on the
cloud concept, which includes web markers, block of notes —post-its— and archive
for images and documents, as well as a selection of texts.

It is an online application for annotating, archiving, social bookmarking and sharing

online sites. You must register to have access to this online service; once you have
registered, users are required to install some extension apps available for different
browsers, i. e., Chrome, Internet Explorer and Firefox, although the recommended
browser, according to this online application, is Chrome. On the other hand, for new
users there are other recommended tools and extensions, such as Diigolet, which is
very easy to add to the browsers, as it does not require a proper installation, but a
simple drag-and-drop action.

When using Diigo you can:

 Add digital annotations by means of highlighters and sticky notes so as to allow

users to read more effectively.
 Design a customised library in the cloud with the links collected and highlighted,
enabling users to save them even if the links are broken.
© Universidad Internacional de La Rioja (UNIR)

 Organise the information you are interested in.

 Add tags so as to keep the information organised.
 Allow customised access to the information you have collected.
 Build group knowledge for enhancing collaboration with your team, family, and
even your class.

Technology and Language Teaching

7
Unit 7. Key Ideas
 This online service offers the opportunity to upgrade into Diigo Educator Account,
but as it is only allowed for teachers, you must provide a school e-mail account, which
will be verified. However, it also offers a free account with certain restrictions. Diigo
has also developed apps for tablets and smartphones (Android and Apple) and it can
be installed in the tools bar of the main browsers.

Trackstar

Figure 4. Trackstar. http://trackstar.4teachers.org/

Trackstar is a tool provided by the 4teachers.org website, devoted to help teachers

integrate technology into the classroom environment. This site aids teachers in
locating and creating web lessons, quizzes, rubrics and classroom calendars. There
are also tools for the students.

This tool offers the user the possibility to collect websites into a lesson, also called a
Track in this website, so as to show them to students. Besides, it enables the user to
add annotations per website shared in a Track created for a classroom environment.

Users can create four types of Tracks depending on the users’ purposes:

 Resource list.
 Worksheet.
© Universidad Internacional de La Rioja (UNIR)

 Extended learning.
 Demo. This last one is only available for demonstrations in a subject or workshop,
so the Tracks created with this option will be deleted after one week.

Technology and Language Teaching

8
Unit 7. Key Ideas
 This tool allows to search for already-created Tracks by means of different search
options:

 By entering the Track #.

 By using keywords.
 By searching for an author.
 By browsing themes or subjects/grades.

Keeping your work: bookmarking

Bookmarking can help you keep websites of your interest at hand. In this video, we
will see some advantages at disadvantages of bookmarking, as well as some
bookmarking websites.

Access the video through the virtual classroom

© Universidad Internacional de La Rioja (UNIR)

Technology and Language Teaching

9
Unit 7. Key Ideas
 7.3. Interactions that can include the skills

Skype

Figure 5. Skype. http://www.skype.com/intl/es-es/home

Skype is a software program founded in 2003 which enables users to make calls via
the Internet, using voice over IP (VoIP) technology. It also offers a wide variety of
services including calls from fixed-lines or mobile phones, fax and video calling.

If you want to use this program, you are required to install it into your computer and
register your account online, but this process takes only a few minutes. You just need
an e-mail address, a username and a password. Then, an assistant will guide you
through some steps to make a sound test or watch a tutorial on how to use the
application. Once this process has finished, the main screen opens, and you are ready
to use Skype. The only extra element that you need to start is a video camera if you
want to do video-calls and a set of headphones to be able to listen to the other
person. It is user-friendly and easily adaptable to your needs and preferences.

This is a good tool for encouraging students to participate in collaborative projects

with other schools; thus, motivation is guaranteed, because they will have the
opportunity to live real experiences while practising English, as they will watch
students from other places.

Advantages of using Skype in the classroom:

© Universidad Internacional de La Rioja (UNIR)

 It encourages students to use authentic English, as they communicate with real

people, students like them.

Technology and Language Teaching

10
Unit 7. Key Ideas
  It is useful to practice vocabulary in a natural way, in conversations similar to
those which they can have with their friends.
 It fosters improvisation.
 It helps improve the listening skill, since the user must pay active attention to
what the interlocutor is saying.
 It promotes communication experiences, which can help students identify their
strengths and weaknesses in the four basic skills.
 It provides students with extra motivation because what they learn can be used
in the real world.
 It puts their knowledge to the test both when writing and speaking, the two most
difficult skills, as they are based on production, not on reception.

Uses of Skype

One of the advantages of Skype is that, thanks to it, we can integrate the four skills
in one tool, not only the oral skills. Although it seems to be good for oral activities
only, it is true that we can also prepare some others which include reading and
writing.
© Universidad Internacional de La Rioja (UNIR)

Technology and Language Teaching

11
Unit 7. Key Ideas
 Some activities which can be performed via Skype could be:

Figure 6. Activities you can perform via Skype.

But, as usual, it all depends on your imagination and the interest you invest in
designing activities for this tool. Of course, you need to train your students in the
way Skype works and how to use it. They need to understand that it is a learning tool,
© Universidad Internacional de La Rioja (UNIR)

not a tool to make fun of others in class. Obviously, it would be an advantage if you
could contact a school in a non-Spanish country to be able to carry out common
projects or an exchange language programme through Skype.

Technology and Language Teaching

12
Unit 7. Key Ideas
 WebQuests

A progression from using websites in our classroom would be to do online project

work. One of these examples is a WebQuest.

Bernie Dodge from San Diego State University was the person who first stated and
defined a WebQuest as an:

“Inquiry-oriented activity in which some or all of the information that

learners interact with comes from resources on the internet, optionally
supplemented with videoconferencing” (1995).

To refine this definition, we could say that a WebQuest is an inquiry-oriented lesson

format in which most or all the information that learners work with comes from the
web. These can be created using various programs, including a simple Wwrd
processing document that includes links to websites.

A WebQuest is distinguished from other Internet-based research by four

characteristics:

 It is classroom-based.
 It emphasizes higher-order thinking (such as analysis, creativity, or criticism)
rather than just acquiring information.
 The teacher preselects the sources, emphasizing information use rather than
information gathering.
 Most WebQuests are group work, with the task frequently being split into roles.
Dodge (1995) distinguishes between two types of WebQuests:
• Short-term WebQuests: their goal is knowledge acquisition and integration.
© Universidad Internacional de La Rioja (UNIR)

The learner will have dealt with a significant amount of new information and
made sense of it.
• Long-term WebQuests: their goal is to extend and refine knowledge. Learners
have to transform the information they acquire and turn it into a new product:
report, presentation, survey, etc.

Technology and Language Teaching

13
Unit 7. Key Ideas
 It is important to state that WebQuests are not products ready for the
teachers to use, but they require a lot of creativity and attention of the
teacher to be able to create a well-defined and structured project in order to
fill the educational goal.

First, we are going to state some of the benefits of using these Internet-based
projects in the classroom:

 They are an easy way to incorporate the Internet into the language classroom.
 They are group activities that enhance communication and knowledge-sharing
among students.
 They can be used for cross-curriculum projects.
 They encourage critical thinking, as not everything would be valid for the project.
 They are motivating and engaging activities, as they present authentic tasks and
students grasp real and useful knowledge.

How WebQuests are developed

Teachers can search for WebQuests on a particular topic in the web, or develop their
own using a web editor like Microsoft FrontPage or Adobe Dreamweaver; this tools
allow learners to complete various tasks using other cognitive tool boxes (i. e.
Microsoft Word, PowerPoint, Access, Excel and Publisher). Learners, on the other
hand, complete WebQuests as cooperative groups. Each learner within a group can
be given a role, or a specific area to research. WebQuests may take the form of role-
playing scenarios, where students take on the personas of professional researchers
or historical figures.
© Universidad Internacional de La Rioja (UNIR)

Thus, there are some stages which teachers need to follow:

 Introduction: it sets the scene and gives some background to the task, such as the
language content and the key concepts they need to understand in order to
succeed in completing the task. Learners are usually given roles.

Technology and Language Teaching

14
Unit 7. Key Ideas
  Task: teachers provide their students with a clear and precise explanation of the
WebQuest, so that the learners know what the target is. Learners are usually given
roles, too.
 Resources: the teacher explains the resources that the students should use, as a
way to process information rather than just locating it. It is good to incorporate
them as links within the process section in which they will be needed, rather than
just keeping them as a list. If teachers prepare an offline resource, like a visit to a
museum, this increases the students’ interests.
 Process: it is the set of instructions that give the steps required to achieve the
target. It includes the resources, i. e. the links to the websites in which the
information required to complete the task can be found. If what teachers propose
is a linguistic WebQuest, this part will introduce the lexical or grammatical points
essential to fulfil the task.
 Evaluation: by comparing and contrasting what students have produced with
other learners and giving feedback on what they have learnt, learners can self-
evaluate. For language learners, it will include an assessment of the English which
they have produced. It will also include the teacher’s evaluation.
 Conclusion: it is enriching that the teachers set aside some time for reflection and
discussion of possible extensions.

WebQuests can be a valuable addition to a collaborative classroom. One of the goals

is to increase critical thinking by employing higher levels of Bloom’s Taxonomy and
Webb’s Depth of Knowledge. Since most WebQuests are done in small collaborative
groups, they can foster cooperative learning and collaborative activities. Students will
often be assigned roles, allowing them to roleplay in different positions, and learn
how to deal with conflict within the group.
© Universidad Internacional de La Rioja (UNIR)

The following link is the official page of WebQuest as stated by Bernie Dodge.
Unluckily, the last upload is from 2015, but it will still allow you to know in depth
the original vision:
http://webquest.org/

Technology and Language Teaching

15
Unit 7. Key Ideas
 WebQuests

In the following video, we will see some examples of WebQuests.

Access the video through the virtual classroom

7.4. Assessment: e-portolios and rubrics

Traditional or electronic portfolios

A traditional paper-based portfolio is:

A collection of someone’s work that provides information about his/her

efforts, progress or achievement in any given area.

Many professionals such as artists, photographers and/or designers document their

© Universidad Internacional de La Rioja (UNIR)

work in portfolios. In the educational field, they were introduced in the 1980s and
they have become an effective learning resource, mainly in Preschool and Primary
Education.

Technology and Language Teaching

16
Unit 7. Key Ideas
 Portfolios, used in the process of teaching-learning English as a foreign language, are
a flexible tool which can be adapted to different student ages and levels. One of the
positive aspects of portfolios is that they foster the learners’ autonomy, as students
must take active attitudes towards learning, such as organising, setting up goals and
making decisions about what work to include.

Apart from being a valuable method of instruction, portfolios can be used as an

alternative means of assessment. Portfolios are focused on the learning process.

Rather than evaluating a single moment in time, portfolios emphasise

individual progress.

Figure 7. Example of portfolio. Retrieved from: https://cmlindberg.wordpress.com/2014/11/20/2-ways-

school-counselors-can-use-digital-portfolios/

The Council of Europe introduced in 2001 the European Language Portfolio. It

consists of three sections:

 Language Passport Information about the learner’s language learning and

intercultural communication experiences. It also reflects self-assessment as well
as diplomas and certificates.
© Universidad Internacional de La Rioja (UNIR)

 Language Biography Summary of the student’s language learning history.

 Dossier.

Technology and Language Teaching

17
Unit 7. Key Ideas
 You can learn more about the European Language Portfolio in the following
document:
Council of Europe (2001). European Language Portfolio: Teacher’s Guide – third
edition. Retrieved from:
http://deniscousineau.pbworks.com/f/teachersguide_revised.pdf

The three basic steps in the process of developing a portfolio are:

Figure 8. Three steps to develop a portfolio.

First, students collect samples of their work. This is not a random collection, as they
must choose their most valued work to show the progress they have made or the
results they have achieved. Finally, students add a reflective statement explaining
why they have selected it. As students select their work and reflect on it, they acquire
independence and responsibility on their own learning. It enables learners to get
evidence of their strengths and weaknesses and set personal goals.

On the other hand, teachers change their role. As of now, they become facilitators
and advisors, more than transmitters of information. Portfolios help teachers to
become aware of students’ preferences, learning styles and strategies. They also get
feedback on their own teaching practice. Regarding parents, they can get a general
picture of the progress of children’s learning process.

Related to the area of technology, an e-Portfolio means that:

© Universidad Internacional de La Rioja (UNIR)

The work is presented in an electronic format and can include various

electronic media, such as video, audio, blogs and/or websites.

Technology and Language Teaching

18
Unit 7. Key Ideas
 Electronic portfolios are becoming very common in education, since they are an
ongoing process, and students can include materials from past courses, as well as
currents projects and works in progress. Portfolios normally include reflections on
the learning experience itself.

Benefits of using an e-Portfolio

The benefits may include:

 Supporting coherent management of a variety of achievements and pieces of

work.
 Helping learners take control of their learning and their lives, by reflecting on
their activities and planning future directions.
 Providing a learner-centred rather than course-centred view of learning.
 Giving appropriate views of achievement and learners’ work to appropriate
people, for example, the learner, teachers, mentors, parents or educational
institutions.
 Facilitating a wider variety and more authentic forms of assessment and
accreditation.
 Providing continuity through a learner’s lifelong learning as they move between
learning providers.
 Helping with continuing professional development, by encouraging reflection on
practice and linking this with learning activities.
 Linking learners’ achievement and work with the skills required by their
educators, helping to identify learning needs.

This way, by developing the assessment by means of e-Portfolios, we give our

© Universidad Internacional de La Rioja (UNIR)

students the possibility to think of their own progress and become aware of
their achievements.

Technology and Language Teaching

19
Unit 7. Key Ideas
 Rubrics

This way of assessment is the one advised in the LOMCE (LOMCE 8/2013, 9th
December) to evaluate the performance of our students. A rubric can be defined as:

An advanced grading method used for criteria-based assessment.

The rubric consists of a set of criteria and their corresponding levels of achievement.
A numeric grade is assigned to each level. For each criterion, the assessor chooses
the level that, according to their assessment, the work has reached. The raw rubric
score is calculated as a sum of all the criteria grades. The final grade is calculated by
comparing the actual score with the worst/best possible score that could be received.

Regardless of what the Education law advises, it is true that rubrics have advantages
for both teachers and students, which we enumerate below.

Rubrics help teachers:

 Provide students with feedback that is clear, directed and focused on ways to
improve learning.
 Demystify assignment expectations so students can focus on the work instead of
guessing what the teacher wants.
 Adapt your approach to teaching aspects of a class based on thematic gaps in the
students’ learning, which can be easily identified by reviewing rubrics across a
class.
 Develop consistency in how you evaluate student learning across students and
throughout a class.
© Universidad Internacional de La Rioja (UNIR)

 Reduce time spent on grading; increase time spent on teaching.

Technology and Language Teaching

20
Unit 7. Key Ideas
 Rubrics help students:

 Focus their efforts on completing assignments in line with clearly set

expectations.
 Self and peer reflection on their learning, making informed changes to achieve the
desired learning level.

Developing a rubric

To develop rubrics, we must follow a process:

 Select an assignment for your course, ideally one you identify as time-intensive
to grade, or one that students report having unclear expectations about.
 Decide what you want students to demonstrate about their learning through that
assignment. These are your criteria.
 Develop the markers of quality on which you feel comfortable evaluating
students’ level of learning, often along with a numerical scale. (i. e. "excellent-2,"
"fair-1," "poor-0"; or "Mastery", "Emerging" or "Beginning", for a developmental
approach).
 Give students the rubric ahead of time. Advise them to use it to guide their
completion of the assignment.
 Unless there is a good reason to do it otherwise, allow users to preview the rubric
so that they know in advance the standards by which they will be judged.
Enabling remarks allows assessors to make constructive suggestions for each
criterion.
 Numeric points are required, but if you want to use your rubric to give feedback
without a numeric grade, it is possible to hide these from students, and hide the
© Universidad Internacional de La Rioja (UNIR)

final calculated grade from students.

 You can enter negative points, for example as a late submission penalty.
 You can modify the weight of any criterion by setting the value of the points
assigned to its levels. If there is one criterion with levels 0, 1, 2 and 3, and the

Technology and Language Teaching

21
Unit 7. Key Ideas
 second one with levels 0, 2, 4 and 6, then the latter’s impact on the final grade is
twice as much as the former’s.
 You can use the Tab key to jump to the next level/criteria and even to add new
criteria.
 In Moodle 3.2 onwards, the new rubric option Calculate grade based on the rubric
having a minimum score of 0 allows you to choose whether the grade is calculated
as in previous versions of Moodle (box unticked) or whether an improved
calculation method is used (box ticked). We will go deeper in the calculation issue
further on.

In the net and in the market, we can find several tools to prepare rubrics, according
to the needs of our subject. Among all of them, we can mention the following:

Rubric Maker

Figure 9. Rubric Maker. Retrieved from: https://rubric-maker.com/

Rubric Maker is a simple and easy-to-use tool to create rubrics. It does not require
registration and is totally web-based. You can create and customize your rubric
however you want and, when you are finished, you can print and share it with others.
It does not offer any option to save your finished product other than printing.

Rubistar
© Universidad Internacional de La Rioja (UNIR)

Figure 10. Rubistar. Retrieved from: http://rubistar.4teachers.org/index.php?screen=WhatIs

This is one of the most popular rubric makers nowadays. It provides pre-made rubric
templates based on different topics (e. g. Math, Writing, Science, Music, Reading).

Technology and Language Teaching

22
Unit 7. Key Ideas
 The tool is free and can be used without registration; however, you are allowed to
save and edit their rubrics only after registering.

Quick Rubric

Figure 11. Quick Rubric. Retrieved from: https://www.quickrubric.com/

This is a simple and easy tool to help teachers make different rubric types. You can
build your rubric from scratch and, when you have finished your work, you can save,
print and share it with others. Quick Rubric provides you with some handy resources
to help you learn more about the pedagogic strength of rubrics.

Essay Tagger

Figure 12. Essay Tagger. Retrieved from: http://faq.essaytagger.com/

Essay Tagger allows you to create common core-aligned rubrics in an easy way. You
can select the elements that you want to include in your custom rubric. Along the
way, Essay Tagger provides you with clear instructions on how to proceed in each
stage in your rubric creation.

Orange slice
© Universidad Internacional de La Rioja (UNIR)

Figure 13. Orange Slice.

https://gsuite.google.com/marketplace/app/orangeslice_teacher_rubric/852746965799?pann=cwsdp&hl=nl

Technology and Language Teaching

23
Unit 7. Key Ideas
 Teacher rubric is a Google Docs add-on which allows creating quick rubrics. It, as
explained in the web, “increases the teacher’s grading productivity by eliminating
repetitive clicks, presenting the rubric selections in an easy to use format and
presenting the final grades in a consistent, professional format.”

Assessment: e-portfolios and rubrics

In the following video, we will see how to create your own assessment rubric step by
step, with some examples in which you will see the instructions implemented.

Access the video through the virtual classroom

7.5. Bibliographical references

© Universidad Internacional de La Rioja (UNIR)

Barnes, L. L. (2011). Social Bookmarking Sites: A Review. Collaborative Librarians, 3

(3), 180-182.

Technology and Language Teaching

24
Unit 7. Key Ideas
 Council of Europe (2001). European Language Portfolio: Teacher’s Guide – third
edition. Retrieved from:
http://deniscousineau.pbworks.com/f/teachersguide_revised.pdf

Dodge, B. (1995). Some Thoughts About WebQuests. The WebQuest Page. Retrieved
from: http://webquest.org/sdsu/about_webquests.html

Eastment, D. (2008). Social bookmarking. ELT Journal, 62 (2), 217-218.

Embi, M. A. (2013). 40 Must-Know Web 2.0 Edutools: A Quick Guide. Malaysia: Centre
for Academic Advancement, University Kebangsaan [Creative Commons License].

Facione, P. & Facione, N. (1994). The Holistic Critical Thinking Scoring Rubric.
Retrieved from:
https://teaching.temple.edu/sites/tlc/files/resource/pdf/Holistic%20Critical%20Thi
nking%20Scoring%20Rubric.v2%20%5BAccessible%5D.pdf

Lomas, C. (1st May 2005). 7 Things You Should Know About Social Bookmarking.
Educause. Retrieved from: http://www.educause.edu/library/resources/7-things-
you-should-know-about-social-bookmarking

Rhodes, T. (2009). Assessing outcomes and improving achievement: Tips and tools for
using the rubrics. Washington, DC: Association of American Colleges and Universities.

Spain. Organic Law 8/2013, 9th December, for the improvement of the educational
quality. Boletín Oficial del Estado [online], 10th December 2013, num. 295. Retrieved
from: https://www.boe.es/buscar/pdf/2013/BOE-A-2013-12886-consolidado.pdf
© Universidad Internacional de La Rioja (UNIR)

Technology and Language Teaching

25
Unit 7. Key Ideas
 In Depth
Oral skills development through the use of language learning strategies, podcasting
and collaborative work

Devia Grisales, M. S. & García Cruz, A. S. (2017). Oral Skills Development Through the Use
of Language Learning Strategies, Podcasting and Collaborative Work. Gist Education and
Learning Research Journal, 14, 32-48. Retrieved from:
https://latinjournal.org/index.php/gist/article/view/403/347

This article focuses on the development of oral skills through different teaching
strategies and the use of certain tools.

Social bookmarking

Lomas, C. (1st May 2005). 7 Things You Should Know About Social Bookmarking.
Educause. Retrieved from: http://www.educause.edu/library/resources/7-things-you-
should-know-about-social-bookmarking

EDUCASE Learning Initiative’s (ELI’s) publishes a series of ‘7 Things You Should Know
About...’ to inform about new teaching and learning practices with the use of
emerging technologies. This document addresses how to organise and bookmark
online information with the emerging attribute that we know as ‘social’.
© Universidad Internacional de La Rioja (UNIR)

Technology and Language Teaching

26
Unit 7. In Depth
 Book Builder

Saruwatari, D. (2014). SymbalooEDU. Symbaloo. Retrieved from:

https://www.symbaloo.com/shared/symbalooedu2

What better way to learn how to use Symbaloo than to do it using the tool itself?
Derek Saruwatari, a Symbaloo employee, has created this webmix with resources to
use the platform. This way, you can achieve a double aim: see how it works and learn
how to use it yourself.

TrackStar tutorial

4Teachers.org (n. d.). TrackStar Tutorial. 4Teachers.org. Retrieved from:

http://trackstar.4teachers.org/trackstar/help/tutorial/main.jsp

This website provides different tutorials to help you use the Trackstar tool. TrackStar
Tutorial explains step by step how to find a track, create your own track, and even
how to edit it depending on your teaching purposes.

Diigo tutorials

Diigo Website. https://www.diigo.com/about

The Quick Tour section of the Diigo website provides three short tutorials to help you
© Universidad Internacional de La Rioja (UNIR)

identify and use essential functionalities and possibilities for a better use of this social
bookmarking service.

Technology and Language Teaching

27
Unit 7. In Depth
 The Complete Guide to the Use of Skype in Education

Educatorstechnology (30th June 2012). The Complete Guide to the Use of Skype in
Education. Educators Technology. Retrieved from:
https://www.educatorstechnology.com/2012/06/complete-guide-to-use-of-skype-
in.html

This article provides a very complete multimedia (written and video) information on
how to apply Skype to your lessons.

How to Use Skype in the ESL/EFL Classroom

Eaton, S. E. (November 2010). How to Use Skype in the ESL/EFL Classroom. The Internet
TESL Journal, 16 (11). Retrieved from: http://iteslj.org/Techniques/Eaton-
UsingSkype.html

This article focuses on Skype as a tool for the specific case of ESL/EFL teaching.

The WebQuest page

Dodge, B. (1995). Some Thoughts About WebQuests. The WebQuest Page. Retrieved
from: http://webquest.org/sdsu/about_webquests.html

This article, which we have already mentioned throughout the unit, is the first
© Universidad Internacional de La Rioja (UNIR)

attempt to define and structure a WebQuest for educational purposes.

Technology and Language Teaching

28
Unit 7. In Depth
 What WebQuests Are (Really)

March, T. (n. d.). What WebQuests Are (Really). Tom March. Retrieved from:
https://tommarch.com/writings/what-webquests-are/

This article explores the use of digital stories when teaching ESL listening
comprehension to young Spanish students.

European Language Portfolio (ELP)

Council of Europe (2001). European Language Portfolio (ELP). Council of Europe.

Retrieved from: https://www.coe.int/en/web/portfolio

Document designed by the Council of Europe and introduced in 2001 in order to

motivate learners to learn new languages and to provide a record of their level of
competence.

e-Portfolios: their use and benefits

Banks, B. (December 2004). e-portfolios: their use and benefits. Tribal. Retrieved from:
http://elearning.tki.org.nz/content/download/382/1832/file/eportfolios_their_use_an
d_benefits.pdf

This document focuses on the benefits e-Portfolios can bring to the classroom.
© Universidad Internacional de La Rioja (UNIR)

Technology and Language Teaching

29
Unit 7. In Depth
 An Introduction to Using Portfolios in the Classroom

Danielson, C. & Abrutyn, L. (1997). An Introduction to Using Portfolios in the Classroom.

Alexandria: ASCD.

This book is a very useful tool to learn how to apply portfolios to the teaching-learning
process. You can access part of the content only in the publisher’s website and you
are strongly advised to read it.

An Introduction to Electronic Portfolios in the Language Classroom

Yasser Ali, S. (August 2005). An Introduction to Electronic Portfolios in the Language

Classroom. The Internet TESL Journal, 11 (8). Retrieved from:
http://iteslj.org/Techniques/Ali-Portfolios.html

This article will provide you with some tips regarding the use of e-Portfolios within
the classroom.

Application of Rubrics in the Classroom: A Vital Tool for Improvement in

Assessment, Feedback and Learning

Chowdhury, F. (2019). Application of Rubrics in the Classroom: A Vital Tool for

Improvement in Assessment, Feedback and Learning. International Education Studies, 12
(1). Retrieved from:
© Universidad Internacional de La Rioja (UNIR)

http://www.ccsenet.org/journal/index.php/ies/article/view/0/37944

This article will give you guidelines to the use of rubrics in the teaching-learning
process.

Technology and Language Teaching

30
Unit 7. In Depth
 Test
1. You can create your webmix with tiles (resources) you are interested in by using:
A. Essay Tagger.
B. Symbaloo.
C. Diigo.

2. Diigo is an online tool for:

A. Creating a customised website.
B. Social bookmarking and annotating resources.
C. Listening to online stories.

3. Skype is used with video and chats.

A. True.
B. False.

4. Skype encourages:
A. Communication, motivation and improvement of students’ listening skills.
B. Talking to people in the class, having fun and not learning.
C. Written skills in an international context.

5. WebQuests:
A. Can be purchased online.
B. Are simple and linear in structure, with no effort needed by the student or
the teacher.
C. Require a lot of creativity and attention for the teacher to be able to create
© Universidad Internacional de La Rioja (UNIR)

a well-defined and structured project in order to fulfil his educational goals.

Technology and Language Teaching

31
Unit 7. Test
 6. WebQuests are important, given that they aim at the highest levels of thinking, as
stated by Bloom.
A. True.
B. False.

7. An electronic portfolio:
A. Is just an online CV por the student or the teacher.
B. It includes materials from courses the learner has already taken.
C. It may include materials from previous courses, as well as current projects
and works in progress. Portfolios may also include reflections on the learning
experience itself.

8. The three steps necessary when developing a portfolio are:

A. Collection, selection and understanding.
B. Selection, reflection and publication.
C. Collection, selection and reflection.

9. The use of portfolios for the students’ assessments appears only in LOMCE.
A. True.
B. False.

10. Rubrics:
A. Help teachers, as they see what is expected regarding subjects.
B. Must have numeric grades and some related criteria.
C. Help students as they develop consistency in how the evaluation is done.
© Universidad Internacional de La Rioja (UNIR)

Technology and Language Teaching

32
Unit 7. Test