Topic

1 Three Case Studies

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Read about how three real teachers in different parts of the world used technology with their students. For each case study, answer this question: What has technology added to this project?

Case study 1: Digital storybook

Özge teaches English to 5–6-year-olds in a primary school in Turkey. Over the course of a year, she worked with her students on an audio-enabled interactive storybook writing project. The students created two characters (called Bubble and Pebble), and the storybook narrated a simple tale including the vocabulary of colours, food, shapes, numbers, and animals – all vocabulary the students had worked with in class. The storybook included an audio narration, which was prepared by the students. A few of the most confident children in the class then read the narration, which was recorded and embedded into the storybook. The project included the art teacher, and the students worked on the drawings and animations for their storybook in art class. It also included the ICT teacher, who provided the support necessary to produce the digital storybook.

Case study 2: Podcast dictations

Ana teaches English in a private language school in Brazil, and she works mainly with teenagers. She wanted to give her upper-intermediate 15- and 16-year-old students more practice with English outside of class time, so she set up a podcast project. Every week, one student creates a short 50-word text based on the previous week’s classwork. This text forms the basis for a listening dictation activity. Ana corrects the student’s text by using a screencast programme, which essentially records her looking through the student’s text on her computer screen, and commenting on areas that need correction, while at the same time she provides a model of good pronunciation for the student. The student then corrects their text, and records him or herself reading it aloud as a dictation, using an online recording tool called Voki. Voki provides an animated cartoon character (or ‘avatar’) who appears to deliver the recorded text. The other students in the class then listen to the Voki recording, and write out the text as a dictation, for homework.

Case study 3: Class presentations

Vida teaches sociology students at a university in Slovenia. She integrates technology into project-based work, and her students work in small groups to produce presentations on a range of sociology-related topics. She uses a wiki with her students to organize the project work, which is divided up carefully into various stages. For example, they start by forming groups, and assigning roles within the groups. Each group then decides on a focus for their project, and works on questions, which they then research and investigate. They hold regular small group project meetings to ensure team collaboration on the project, and from their research produce a report that is edited by the group in the class wiki. This then forms the basis of a final presentation to present to the rest of the class. Tools such as PowerPoint®, or Windows® Movie Maker®, can be used for the final presentations, which are peer assessed.

Which of these case studies would work best with your own students? What technology skills would you and your students need to develop to carry out any of these case study projects? Answer in the forum 2.1 Three case Studies 🙂