The application of pedagogical technalogies for teaching dialogic speech. Kurs ishi content

Giving Instructions
Giving clear instructions is vital for weaker students to be able to follow the class. Use hand gestures as well as words to explain the tasks and use stronger students to check back the instructions and even explain the task in their own language if necessary.
Error correction
Stronger students can probably stand more correction. Don’t over correct weak students as it will affect their confidence. Encourage students to correct one another and demand a higher level of accuracy from the stronger students.³
Setting goals
Setting goals for each class or for the whole term will help to focus the students. The goals can be different for each student, depending on their level, but realising the goals will give the same sense of achievement to all
Finding and choosing materials to use in classes can be a challenge. Teachers must take into account a number of things, including authenticity, the original source, the target language skill, and learners’ language levels and ages.Finding and choosing materials to use in classes can be a challenge. Teachers must take into account a number of things, including authenticity, the original source, the target language skill, and learners’ language levels and ages. After choosing materials, teachers must then decide if the material needs to be further adapted to fit the needs of their learners.Last month’s Teacher’s Corner focused on finding authentic materials. This month’s Teacher’s Corner focuses on adapting authentic materials to fit students’ levels and offers several factors to consider when making those adaptations. Week 1 offers an overview of those factors and how each factor can enhance or potentially diminish materials. Week 2 will model how to adapt songs to fit the needs of beginning learners. During Week 3, the activity presented will offer suggestions on how to adjust the vocabulary in a reading to meet the needs of more advanced learners. Finally, Week 4 addresses modifications needed for multi-level classrooms.Activities for Cooperative Learning is one of two new titles inaugurating a new series from Delta Publishing called ‘Ideas in Action’. The idea behind the series is to link the theory behind a specific aspect of teaching or language learning with activities that teachers can use in their own classroom. This blog post provides a brief introduction to my contribution to the series. See here on Delta Publishing. Available here on Amazon.
2.2. Methods , technologies and their usage in teaching.
Technology ushers in fundamental structural changes that can be integral to achieving significant improvements in productivity. Used to support both teaching and learning, technology infuses classrooms with digital learning tools, such as computers and hand held devices; expands course offerings, experiences, and learning materials; supports learning 24 hours a day, 7 days a week; builds 21^st century skills; increases student engagement and motivation; and accelerates learning. Technology also has the power to transform teaching by ushering in a new model of connected teaching. This model links teachers to their students and to professional content, resources, and systems to help them improve their own instruction and personalize learning.
Online learning opportunities and the use of open educational resources and other technologies can increase educational productivity by accelerating the rate of learning; reducing costs associated with instructional materials or program delivery; and better utilizing teacher time. Attempts to use computer technologies to enhance learning began with the efforts of pioneers such as Atkinson and Suppes⁴. The presence of computer technology in schools has increased dramatically since that time, and predictions are that this trend will continue to accelerate. The romanticized view of technology is that its mere presence in schools will enhance student learning and achievement. In contrast is the view that money spent on technology, and time spent by students using technology, are money and time wasted. Several groups have reviewed the literature on technology and learning and concluded that it has great potential to enhance student achievement and teacher learning, but only if it is used appropriately⁵. What is now known about learning provides important guidelines for uses of technology that can help students and teachers develop the competencies needed for the twenty-first century. The new technologies provide opportunities for creating learning environments that extend the possibilities of “old” - but still useful – technologies - books; blackboards; and linear, one-way communication media, such as radio and television shows-as well as offering new possibilities. Technologies do not guarantee effective learning, however. Inappropriate uses of technology can hinder learning- for example, if students spend most of their time picking fonts and colors for multimedia reports instead of planning, writing, and revising their ideas. And everyone knows how much time students can waste surfing the Internet. Yet many aspects of technology make it easier to create environments that fit the principles of learning discussed throughout this volume.
2.3. The term of dialogic conversation to students of academic lyceums.
Society functions much differently than it did prior to the advent of the digital revolution. New tools, ranging from social media to digital transaction management, have re-contoured the ways in which people interact and do business. The digital age also notably influences how we learn. In fact, the classroom has become one of the most rapidly growing markets for new technology.

• 
  Greater access to STEM materials
  

As technology has become increasingly central to all aspects of modern life, schools have put more focus on science, technology, engineering, and math (STEM) subjects. To take advantage of this shift, companies can develop engaging curriculum for robotics, coding, and programming.

• 
  “Flipped learning”
  

A new approach to education is called “flipped learning,” and as the name suggests, it involves turning traditional teaching methods upside down. In a “flipped” classroom, students take advantage of new technologies to absorb content at home through videos and other digital content and then complete their “homework” at school in small groups under the teacher’s supervision.

• 
  Digital and media literacy courses
  

As students spend more and more time online, there is a growing need for a curriculum that teaches digital literacy — systems to help students harness the technological tools at their disposal. This includes developing guidelines for how to interact with others (for more than social and entertainment purposes) and how to process information they encounter online.

• 
  Game-based curricula
  

Schools are more frequently adopting game-based curricula as a means for creatively engaging students in their lessons. Many kids appreciate the challenge-reward concept of video games, and these digital platforms can incorporate a wealth of problem-solving and social skills.

• 
  AI and VR
  

Artificial intelligence (AI) has gained a lot of traction in the market recently. Tech companies can use this technology to provide educational facilities with virtual mentors and teaching assistants, as well as improved automated grading systems.Virtual and augmented reality (VR/AR) is a popular gaming technology that entrepreneurs can use to enhance student learning. At some schools, students are already taking “virtual” field trips with a VR headset. Estimates project instructional AI and VR expanding into a multibillion-dollar industry in the near future.

• 
  Social media
  

Educators have recently embraced the utility of social media for organizing group projects. Moreover, online conversations and homework-related hash tags can help students build their own peer community. It can also encourage new ways of learning. 1At level B1 students are able to maintain interaction and get across what they want to express in a range of contexts and follow the main points of extended discussion around them, provided that speech is clearly articulated in standard dialect. They can express the main point they want to make comprehensibly and keep going comprehensibly, even though they may have to pause for grammatical and lexical planning and repair, especially in longer stretches of free production. The second feature is the ability to cope flexibly with problems in everyday life, for example coping with less routine situations on public transport; dealing with most situations likely to arise when making travel arrangements through an agent or when actually travelling; entering unprepared into conversations on familiar topics. Global Students can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. They can deal with most situations likely to arise whilst travelling in an area where the language is spoken and can produce a simple connected text on topics which are familiar or of personal interest. They can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans. Listening They are able to understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. They can understand the main point of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear. eading Students are able to understand factual texts on subjects related to their interests that consist mainly of high frequency everyday or job-related language. They can recognise significant points in straightforward newspaper articles on familiar subjects and can understand the description of events feelings and wishes. Spoken interaction Students at this level can exploit a wide range of simple language to deal with most situations likely to arise whilst travelling. They can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events). Spoken Production They can keep going comprehensibly in order to describe experiences and events, dreams, hopes and ambitions and can briefly give reasons and explanations for opinions and plans. They are able to narrate a story or relate the plot of a book or film and describe reactions. Writing Students at this level can write simple texts on topics which are familiar or of personal interest by linking a series of shorter discrete elements into a linear sequence. They can write personal letters describing events, experiences and impressions. Listening Proficiency Scales At B1 level students can guess the meaning of occasional unknown words from the context and understand sentence meaning if the topic discussed is familiar. They can generally follow the main points of extended discussion around them, provided speech is clear and in standard language. They can follow clear speech in everyday conversation, though in real life situations they will sometimes have to ask for repetition of particular words and phrases. They can understand straightforward factual information about common everyday or job-related topics, identifying both general messages and specific details, provided that speech is clear and a familiar accent is used. They can understand the main points of clear standard speech on familiar matters which occur regularly and can follow a lecture or a talk within their own field, provided that the subject matter is familiar and the presentation straightforward and clearly organized. They can understand simple technical information, such as operation instructions for everyday equipment. They can understand the information content of the majority of recorded or broadcast audio material about familiar subjects spoken relatively slowly and clearly. They can follow many films in which visuals and action carry much of the storyline, and in which the story is straightforward and the language clear. They can catch the main points in broadcasts on familiar topics and topics of personal interest when the language is relatively slow and clear. Reading Proficiency Scales Students at level B1 can understand straightforward texts on subjects related to their fields of interest. They can find and understand general information they need in everyday material, such as letters, brochures and short official documents. They can search one long or several short texts to locate specific information they need to help them complete a task. They can recognize significant points in straightforward newspaper articles on familiar subjects and can identify the main conclusions in clearly-written argumentative texts. They can recognise the general line of argument in a text but not necessarily in detail. They can understand the description of events, feelings and wishes in personal letters well enough to correspond with a friend or acquaintance. They can understand clearly-written straightforward instructions for a piece of equipment. Speaking Proficiency Scales Students at this level are able to keep going comprehensibly, even though pausing for grammatical and lexical planning and repair is very evident, especially in longer stretches of free production. They can make themselves understood in short contributions, even though pauses, false starts and reformulation are very evident. They have enough language to get by, with sufficient vocabulary to express themselves with some hesitation and circumlocutions on topics such as family, hobbies and interests, work, travel, and current events, but lexical limitations cause repetition and even difficulty with formulation at times. They have a repertoire of basic language which enables them to deal with everyday situations with predictable content, though they will generally have to compromise the message and search for words.
They have sufficient vocabulary to express themselves with some circumlocutions on most topics pertinent to their everyday life such as family, hobbies and interests, work, travel, and current events and to conduct routine, everyday transactions involving familiar situations and topics. They show good control of elementary vocabulary but major errors still occur when expressing more complex thoughts or handling unfamiliar topics and situations and use reasonably accurately a repertoire of frequently used ‘routines’ and patterns associated with more predictable situations. Pronunciation is clearly intelligible even if a foreign accent is sometimes evident and occasional mispronunciations occur. They are aware of the salient politeness conventions and acts appropriately and are aware of, and look out for signs of, the most significant differences between the customs, usages, attitudes, values and beliefs prevalent in the community concerned and those of their own. They can perform and respond to basic language functions, such as information exchange and requests, and express opinions and attitudes in a simple way. They can socialise simply but effectively using the simplest common expressions and following basic routines and can exploit a wide range of simple language flexibly to express much of what they want. They can adapt well-rehearsed simple phrases to particular circumstances through limited lexical substitution. They can initiate, maintain and close simple face-to-face conversation on topics that are familiar or of personal interest. They can use simple techniques to start, maintain, or end a short conversation and can link a series of shorter, discrete simple elements into a connected, linear sequence of points. They can use the most frequently-occurring connectors to link simple sentences in order to tell a story or describe something as a simple list of points. Writing Proficiency Scales At this level, students can write very brief reports, which pass on routine factual information and state reasons for actions. They can write personal letters describing experiences, feelings and events in detail. They can describe basic details of unpredictable occurrences, e.g., an accident. They can describe dreams, hopes and ambitions and can take messages describing enquiries, roblems, etc. They can describe the plot of a book or film and describe their reactions to it.

CHAPTER II. CONCLUSION.

This research expands our understanding on the role of interactive technologies to draw learners into a dialogic space capable to promote ways of thinking creatively together. Grounded on dialogic theory, the research examines and characterizes the emergence of co-creative processes in an interactive technology framework. To this end, this paper reports on an empirical study with secondary-school students who followed a technology-enhanced dialogic pedagogy that promotes co-creativity in real secondary-education classrooms. Qualitative methodology was used to document reallife multimodal interaction. The video data was processed in different phases to develop an analytical framework capable of identifying strings of episodes indicating typical facets of technology-enhanced co-creative processes.
Results provided seven typical co-creative facets:
1) collective framing of the task;
2) overcoming technological challenges;
3) engagement in generating a shared pool of ideas;
4) developing intersubjectivity;
5) fusing ideas for a new perspective;
6) evaluation of ideas and
7) making ideas a reality.
Furthermore, the findings show that each co-creative facet covers specific objectives in the co-creativity cycle and presents distinct features along three key dimensions: a) co-creative processes involved, b) typical discourse features and, c) dialogic use of specific technology affordances (e.g. visibility, interactivity, responsiveness, multimodal representation, provisional, stability, re-usability) for co-creating. Future educational implications to design a more effective technology-enhanced dialogic pedagogy that can connect learners to their creative potential are also discussed. Adaptation is very practical activity carried out by teachers in order to make their work more relevant to the learners with whom they are in day -to-day contact. The main objective of the present study was to show that modern teaching methodology emphasizes the importance of identifying and teaching to the individual needs of learners. English language classroom are diverse places not only in terms of where they are suited, but also in terms of the individual learners within each context . Designing or adapting their own teaching materials enables many teachers to take into account their particular learning environment and to overcome the lack of fit of the coursebook.
When adapting materials for language learners, teachers must consider a number of factors in order to offer an effective and relevant activity. First, teachers must think about the chosen material in relation to the target skill of the lesson, the class environment and size, the language level of learners, and the ages of the learners. Following that, teachers must look closely at the material itself in order to identify what adaptations are possible; these adaptations need to be considered in terms of the sub-skills targeted, such as vocabulary, grammatical components, structure and design, and idiomatic expressions. After considering these factors, teachers can then decide if they need to edit, add to, or aut out some of the material. Though adapting materials can seem like a difficult task, the value added to students' learning can make the entire process very worthwhile. In this week's Teacher's Corner, teachers will review the considerations necessary for adapting materials to meet learner needs.

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