Curriculum Leadership and Management for English Language Education

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The Integration of e-Learning into the English Language Curriculum

Curriculum Leadership and Management for English Language Education

25/27 November 2014 English Language Education Section Curriculum Development Institute Education Bureau




To discuss the role of English Language curriculum leaders in planning the school-based curriculum in secondary schools, in particular how to integrate e-learning into the curriculum

To provide suggestions on how to lead and manage the

English Panel effectively, especially in the implementation of e-learning

To share strategies and experiences in supporting English learning with the use of information technology



14:00 – 14:05 Registration

14:05 – 14:15 Overview of Policy 14:15 – 14:30 What is e-Learning?

14:30– 15:05 Integrating e-Learning in the English Language Curriculum (Part 1)

15:05– 15:20 Break

15:20 – 16:10 Integrating e-Learning in the English Language Curriculum (Part 2)

16:10 – 16:50 Experience Sharing from Yau Tse Tin Memorial College

16:50 – 17:00 Q & A



Overview of Policy

The Fourth Strategy

on Information Technology in Education (ITE 4)


Keeping ITE in step with

curriculum development


Key actions for ITE4


Action 1: Enhancing schools’ IT infrastructure

Providing a WiFi campus for all

Using mobile devices wisely

Action 2: Enhancing the quality of e-learning resources

Developing an e-textbook market

Leveraging global e-learning resources

Sharing of resources by teachers


Action 4: Building professional leadership, capacity and communities of practice

Enhancing professional development of teachers

Rendering support services

Action 3: Renewing curriculum, transforming pedagogical and assessment practices

Articulating clear learning objectives

Promoting an e-learning repertoire

Using e-assessment for student learning


Action 5: Involving parents,

stakeholders and the community

Communicating with parents

Working with stakeholders and

the community


Current situation at most schools

What e-resources are we using now?

• e-Version of the textbooks provided by the publishers

• Video sourced online (e.g. YouTube)

• PowerPoint slides prepared by the


• Online platform developed by service providers

How are they used?

• to provide

stimulation and arouse students’


• to present new concepts (e.g.

grammar &

vocabulary items)

• to promote self- learning


What is e-Learning?


e-learning vs e-teaching

Extracted from a blog entry by David Warlick (

If you ask ‘How does IT facilitate my teaching?’, you still do not understand the genuine essence of IT in education.

‘How does IT help my students become autonomous

and proactive learners, and increase their lifelong

learning capacity?’, you are enlightened.



e-Learning refers to an open and flexible learning mode involving the use of the electronic media, including use of digital resources and communication tools to achieve learning objectives. The essence of e-learning is the use of technology to deliver learning content more effectively and the learning process in e-learning environments is expected to consider three key elements for maximising learning opportunities conducive to 21st century skills development. They include blending formal and informal learning approaches, balancing individualised and collaborative learning to help learners to increase awareness of learning achievement and collecting evidence of improvement.

Extracted from Consultation Document on The Fourth Strategy on Information Technology in Education:

Learning to Learn and Learning to Excel A Holistic Approach


Learning is…

Listening &



Presenting Assessment

Collaboration Researching

• To achieve learning objectives

e-Learning is…

with the aid of




e-Learning enhances L&T effectiveness through:

 motivating students

 catering for learner diversity

 facilitating interaction and collaboration

 promoting assessment for/as learning

 enabling self-directed learning



Integrating e-Learning

into the English Language curriculum

Part 1


Planning the implementation of e-learning

Curriculum planning

- Admin measures - Entry Point - Strategic planning

of integration

The use of e-resources

- Classroom management

- Purposes

Resources management

- Resources management

- Funding



• Technology allows for the creation of new tasks inconceivable in the past


• Technology allows for significant task redesign


• Technology acts as a direct tool

substitute with functional improvement


• Technology acts as a direct tool

substitute with no functional change


Dr. Ruben Puentedura, PhD.

Enhan cement Transf or ma tion

Curriculum planning

- The use of information technology


Substitution (Enhancement)

Computer technology is used to perform the same task as it was done before the use of computers, e.g.

students print out a worksheet and finish the practice activity.

Same old practice with

a computer


Augmentation (Enhancement)

Computer Technology offers an effective tool to perform common tasks, e.g.

students complete a writing task with Microsoft Word and send the file to their teacher.

Technology makes editing



Modification (Transformation)

Technology allows for significant task redesign, e.g.

students produce a digital story about a little boy and his pet, with music, pictures and audio recordings inserted to present the ideas.

No computer = No product


Redefinition (Transformation)

Computer technology allows for new tasks that were previously inconceivable, e.g.

students create a documentary video on environmental protection. They collaborate with students from other schools (or cities) to generate ideas for the product. They are expected to contact outside sources (e.g. Green Peace) for information.

Drastic change brought by the use

of computer


Curriculum planning

Administrative measures

key focus of school development plan / forming a core group

Appropriate entry points

themes / levels / language skills / student abilities / teacher readiness

Strategic planning of integration

Traditional  Enhancement  Transformation


E.g. Use of Sonic Pics / Pic Collage / Phonto


- enable digital storytelling

E.g. Use of ToonDoo / Comic Touch / Comic Creator


- allow students to compose their own comics

• Some e-tools to enhance students’ learning motivation and enable effective presentation:

Integrating e-learning into the curriculum

- The way to “Transformation”


Example 1: Use of Phonto

Theme: Nature

Focus: Writing a poem


1. Students understand and appreciate poem(s).

2. Students learn poetic language and features.

3. Students collect images from copyright friendly sites (e.g.,

4. Students create their poems and combine the photographs with poetry.

Digital Storytelling with an iPad by Karen Bosch 26


Example 2: Use of Pic Collage

Theme: Endangered species

Focus: Writing a report


1. Students read texts on endangered species.

2. Students learn the structures and language of a report.

3. Students search for information and photos online.

4. Students create their reports with Pic Collage.

Digital Storytelling with an iPad by Karen Bosch 27


Integrating e-Learning

into the English Language Curriculum

Part 2


Use of e-resources

– Classroom management

Some considerations:

 Establishing classroom routine

 Having control over students’ computers

 Providing clear guidelines / instructions for using




Catering for learner diversity

• Learning styles

• Learning abilities

Facilitating interaction &


Social networking

Exchanging views on forum

Promoting assessment

for/ as learning

• Using the Google Doc / Forum to exchange


• Teachers collecting data on student performance on assessment platform

More information


• e-Dictionary

• Search engine

• Videos

Enabling self-directed


• Computer-based courseware allows students to revisit content as often as they wish

Use of e-resources - Purposes



Possible e-resources: blogs, interactive learning platforms

Advantages: Enhance interaction and collaboration between students and teachers, students and students, establish a learning community among students

E.g. Use of kidblog


- enable sharing of views and ideas among students

E.g. Use of google docs (

- facilitate process writing and assessment for learning

Facilitating interaction & collaboration


Advantages: Provide timely feedback on student work with media-rich comments (typed, written, audio and video comments)

Assessment for / as learning

Possible e-resources: Explain Everything, Google Doc



Possible e-resources: e-textbooks, e-books, digital multi-modal texts

Advantages: Enable teachers to present concepts in different modes of representation, e.g. through pictures, animations, videos and games;

Allow students to acquire and explore knowledge in a flexible way and support independent reading

The Recommended e-Textbook List



Catering for learner diversity & self-directed learning


Activity: Demonstration

Supporting independent reading with an e-text

Making predictions about the content using pictorial cues (e-feature:


Working out the meaning of words / phrases,

 i.e. ‘blend into’ by clicking on the words in bold (e-feature: word definition)

 i.e. ‘blend into’, ‘sways like a flower in the breeze’, ‘shaped like petals’,

‘behave like giants’ by using semantic clues (e-feature: video clip)



Resources management / funding

• Administrative measures to ensure smooth

implementation of e-learning

• Capacity building

• Hardware system

• Making effective use of funding

Resources Management

• Quality Education Fund

• Pilot Scheme on e-learning in Schools

• Support Scheme for e- learning in Schools



The interaction/communication among learners and with teachers is more important than merely communicating with a computer in the English classroom

Does e-learning mean using information technology throughout the English lesson?

What do students prefer, teachers or computers?

Teachers (48%) Computers (19%) No preference (11%) No answers (22%)

A study on the use of computers to conduct oral proficiency assessment at Brigham Young University


Modes of interaction in the English classroom

Teacher-Student interaction Examples:

Giving instructions

Teacher’s demonstration on the use of language items

Human-Technology interaction Examples:

 Reading e-books

 Playing online language games

 Producing e-texts

Student-Student interaction Examples:

 Conducting pair-work / group work

 Conducting speaking / writing activities to consolidate learning


The purpose of using information technology is to facilitate language learning, not to replace teachers.

Does e-learning replace the teachers?

E.g. Use of Popplet


- teacher introduces the task

- students organise ideas and collaborate

- teacher gives feedback on the ideas generated and enriches the mindmap


Dr. Ray Clifford, 1983.


Disrupting Class: How Disruptive Innovation will Change the Way the World Learn

Clayton M. Christensen, Michael B. Horn and Curtis W. Johnson

Why School? How Education Must Change When Learning and Information Are Everywhere?

Will Richardson

Educational Technology and Mobile Learning

Ruben R. Puentedura's Weblog

2¢ Worth of Seeking the Shakabuku (Blog entries by David Warlick)





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