The above tips were suggested during my OneStopEnglish webinar on February 10th. Here, I've added a few further notes to them.
1 | Find out what apps (etc) your students already use and start with those
If many of your learners are already using, say, Instagram, that's probably the place to begin. Their familiarity with it means that you don't have to teach them how to use it, and if some are unfamiliar, their peers can provide the technical support.
See also (5), below.
Conversely, if many of them are not really using things like Facebook at all, start with one that no one uses (Edmodo and a private G+ Community would be obvious choices; see also (4), below). The fact that they will only be using it for my class (plus the fact that I've made it private) has persuaded even some of my most technophobic learners to come on board.
And one that's caught me out: if they don't use email, don't use that, use WhatsApp instead!
2 | Don't touch the technology yourself, ever
I mean this one literally. If you have a computer and projector in your classroom, the best possible piece of equipment you can purchase is a wireless mouse and keyboard — and then put one of your learners on it. You want to show a YouTube video (or whatever)? Get one of your learners to do it for you. Handing over the technology takes so much of the stress off of the teacher!
You think technology "always" goes wrong in your classes? Make one of your learners handle it for you and you'll be amazed: it never seems to go wrong!
See also (5), below.
3 | Have your students use technology to create things
You can do wonderful things with YouTube but you don't just want to have your learners sitting there watching videos, something which they could be doing at home! And if your learners are simply passively consuming your PowerPoints, rather than creating their own, then you're perhaps using 1% of the potential of 21st century technology.
What you really want to be doing (and what lots of your learners really want to be doing 😉 !) is to have them use technology to create things — photos or text, or audio or video, all of which can be done on the smartphones you might actually have just told your learners to put away.
See also (6), below.
4 | Have your students set up a shared digital space
You get your learners to (a) create things; but after that they'll need somewhere they can (b) share them and (c) comment on their creations. The commenting is an important stage of your task design because it provides further opportunities to use language. That's where a shared digital space comes in, a class blog on which your learners are all authors, or an Edmodo group (great with teens!), or WhatsApp or a Google+ Community (those last two with adults).
You want to be using social media with your learners (though that's a term I generally avoid using with them, so as not to put anyone off!)
5 | Have your students provide the technical support; you provide the linguistic support
Using technology successfully in a classroom is very much a question of getting learners into good habits (backing things up, using safe passwords, keeping the noise level down, speaking in English… etc.). One of the habits I most strongly recommend you to get your learners into is to have them turn to their peers if anything goes wrong, rather than turning to you.
Especially if they're young, you want to identify which of your learners are great with technology, and make use of them. Your learners calling out "technical!" if they have a problem and your new assistants then getting up and going to provide that help is another great habit to get them into. Your job is to help with the language, not the technology! On the former, not the latter, you're the expert to turn to.
Here's possibly the best ever scheme for providing technical support in a school that I've ever come across, described by my son Toni.
6 | Create tasks that require your students to play with language, not just technology
Technology can be exciting and, yes, you can do amazing things with it. But I often wonder whether or not our learners get so excited about it that they switch into their own rather than the target language, or else fall totally silent (bliss 😉 !) and end up doing a lot of excited clicking, but not much in the way of language work and practice. The latter is what we're there for, after all.
I think it's probably best to devote the usually limited number of hours our learners have in class to them talking and we the teachers helping them to talk better, providing language and improving performance, as well as to things like pronunciation, intonation, etc.
To have this happen, in other words:
If in class we've provided them with the ideas and the language and the practice and the rehearsal, outside class they can do the clicking and editing that pulls everything together, preferably collaboratively, perhaps using the shared digital space we've set up, to produce a digital end product like a story or a podcast or a presentation to be rehearsed at home and performed in the next class.
The way to go is probably talk inside, click outside the classroom.
7 | Never be afraid students will know more about technology than you do!
One of your learners will always know more about some aspect of technology than you, some more about all aspects of it.
They do? Be happy, not intimidated! You need technical assistance? You have it sitting right there in front of you!
Subscribers to OneStopEnglish have access to a series of articles detailing activities for many of the tools mentioned above.