Module 4: Skill-building Websites for Reading/Writing Skills and Technology-enhanced Lesson Plans

 November 15, 2022

This reflection was supposed to be done on November 12, right after the lesson but I missed the deadline. I'm trying to recall what I have learnt from this model. 

Affectively, despite the fact that I was a bit overwhelmed with so many online learning and teaching resourses provided in required reading materials, I'm glad to I know where I'm likely to find what materials that I need.

Cognitively, this model provided me some interesting insights about using digital tools in teaching language. 

Firstly, I really like the guideline for how to proceed with writing a technology-enhanced lesson plan because it resonated very well with my opinion about what we, as teachers, should prioritize when it comes to writing lesson plans of any sort - which is students and our teaching contexts. Learning objectives/goals are also very important because they tell us where to insert digital activities and how long our students should spend on those activities and more importantly, whether these technology-enhanced activities faciliate students' learning or not. At the end of the day, education is all about creating positive long-lasting change in students' knowledge, attitude, behaviors in which technology functions only as a tool or a catalyst. 

Secondly, after discussing with other four members in Room 3, I found our technology-enhanced lesson plans share both similarities and differences in terms of the amount of time and types of activities chosen for students of different age groups. We all agreed that the younger the learners are, the less screen time we insert in our plan, and the older the students are, the more helpful the digital resources are regarding encouraging students' autonomy and learning initiative. I learnt to know the new tool of Booklet.com to design activities for young learners from Ms. Mai Anh. Another member told us that although she was provided with all digital resources box which goes with the coursebook they were using, she prefer using more "traditional" tools such as powerpoint because it took her a lot of time to LOAD those resources online. It proves that not everything new works better than the old ones and teachers should try and be critical about what works best for the sake of learners.

Last but not list, my belief about having plan B is reflected in the reading materials as well. Occasionally, the "magic wand' of digital tools just doesn't work and having a plan B would save our day.  





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