by Leong Siew Lee @ Iris
Nowadays and more than ever, teachers are expected to integrate digital technology in their classroom practices to help students learn better, faster, and more effectively. Fortunately, I was introduced to some Web 2.0 tools during a series of trainings organised by the Going Digital community. Through these trainings, I learned how to adopt these technology practices in my English language lessons. Using Web 2.0 tools to prepare my Form 6 students for the Malaysian University English Test (MUET) has produced encouraging results. Through this experience, I also learned that in order for my teaching to remain relevant in this age and time, it is necessary for me to understand the students’ needs and to keep myself updated with the latest technology tools and its application in language education. In this article, I aim to share a few useful Web 2.0 tools which I have utilised in my MUET classroom.
by Perry Ronald Lim
The word assessment does not usually stimulate positive feelings in many people, be they students or teachers. Quite often, assessment is likened to a necessary evil; although not pleasant, it is something that has to be done. It is carried out to measure how well students have acquired the knowledge that our lesson plans say they have supposedly learned. Often times as well, such assessments are formal and tedious for both the teacher and the student. Is there some way, then, to make assessments less stressful for both parties; is it conceivable to even use the words fun and assessment in the same sentence? These questions begged an answer. This article attempts to show the viability of using Kahoot! as an exciting and invaluable tool for end-of-topic assessments. Kahoot! not only provides enough data for the teacher to make an informed decision on the direction of subsequent lessons, but also creates a thoroughly enjoyable environment while obtaining that data.