The curriculum states that students should be prepared to develop techniques and strategies for the acquisition of knowledge. In the process, fundamental skills in working with texts, materials and learning objects are to be practiced. The online research task is based on this foundation. As students come across numerous articles, posts, pictures, videos, tweets, etc., they need to be able to gain a brief overview of the content of a text, filter the most important information and combine different information from several materials. They must actively acquire knowledge by working independently, thoughtfully and in a goal-oriented manner; different Internet or news sites are used according to their own goals and needs. In particular, the ability to use media critically is trained by instructing the students to use reputable and reliable sources. Since they already have prior knowledge, the Guideline for online research is meant to reiterate the necessary aspects. Berufsschulen in particular are directly affected by technological and economic changes brought by digitization considering their direct preparation for the working sphere, which emphasizes the importance of the skills taught in the lesson.
Technology is becoming more advanced and is entering all areas of life, including the education system and teaching English a second or foreign language. As the daily use of online sources and media among adolescents has nearly doubled in the last ten years, from approximately 138 minutes in 2010 to 258 minutes in 2020, and continues to increase, it is essential to design English language teaching tasks more digitally oriented. Especially considering that English is the dominant language in media use alongside the respective native language.
However, it is necessary to use digital media in the classroom not only as a means of including them, such as merely showing a video; it is crucial to use them in meaningful and effective ways that allow students to develop relevant subject-specific and cross-curricular competences. Traditional principles of English language teaching, e.g. action orientation, learner orientation, authentic communication and diversity of authentic texts, or the ability to critically use media are still as relevant, although new literacies have to be involved as well. This includes visual texts and communication and digital competences with a focus on language and forms of expression in digital communication.
Table of Contents
1. Introduction
2. Learner Group and Initial Situation
3. Didactic Analysis
4. Methodological Considerations
5. Lesson Plan
5.1. Learning Goals
5.2. Tabular Format
6. Conclusion
7. Works Cited
Objectives and Core Themes
This work aims to design a digitally oriented English language lesson on the topic of climate change, specifically focusing on the critical use of online sources, the acquisition of information management skills, and the promotion of student engagement through multimedia tools.
- Integration of digital media in foreign language teaching
- Developing critical media and information literacy
- Didactic justification and methodological planning of educational tasks
- Enhancing speaking and research skills through meaningful real-world contexts
- Use of authentic material to improve language proficiency
Excerpt from the Book
4. Methodological Considerations
The cartoons at the beginning of the lesson are shown via the projector rather than distributed on sheets of paper, not only to align with the overall digital subject of the lesson but also because it is time and environmentally efficient. It also requires students to focus their attention to the front, which reduces distractions and increases attention. Furthermore, the cartoons were chosen with the aim to activate the students’ background knowledge, stimulate their interest and increase their motivation since “[v]isual education helps in breaking teaching routines” (Kędra and Žakevičiūtė 2). Cartoons are highly suitable for language teaching due to their dialogic structure and picture-word connections (Jüngst 1). Image and text complement each other meaning that the images contain information that cannot be found in the text, and vice versa (Jüngst 2). Furthermore, the image serves as an aid for comprehension and conveys the meaning of the written on a visual level. The inclusion of various visual materials is necessary as [t]he nature of today’s communication is overwhelmingly visual. Images, as modes of communication, play a dominant role in our daily activities and are especially prominent in the lives of young people. Today’s students were born in image-saturated environments, the era of internet, digital technologies and touchscreens. Their communication practices are mediated visually, including photo and video creation and sharing, video chatting, and the visual language of emoticons, GIFs, and emojis. (Kędra and Žakevičiūtė 1)
Summary of Chapters
1. Introduction: Outlines the growing importance of integrating digital media and multiliteracies into English language teaching to match the everyday digital habits of students.
2. Learner Group and Initial Situation: Profiles the 12th-grade student group, describing their language proficiency, learning behavior, and existing knowledge regarding climate change and online research.
3. Didactic Analysis: Examines the relevance of climate change as a subject matter, aligning the lesson topics with the curriculum and defining the pedagogical goals for knowledge acquisition.
4. Methodological Considerations: Discusses the strategic selection of media, such as cartoons and videos, and the implementation of methods that prioritize meaningful interaction over mechanical grammar exercises.
5. Lesson Plan: Provides a structured breakdown of learning goals and a detailed timeline of the lesson phases, including the use of digital tools and teaching methods.
6. Conclusion: Evaluates the success of the instructional design, noting high student engagement while identifying the need for increased interaction opportunities in future planning.
7. Works Cited: Contains a comprehensive list of all pedagogical and academic references used throughout the study.
Keywords
Digital Media, English Language Teaching, Climate Change, WebQuest, Media Literacy, Action Orientation, Learner Orientation, Didactic Analysis, Online Research, Multiliteracies, Student Engagement, Task-Based Language Teaching, Visual Literacy, Pedagogical Design, Classroom Technology
Frequently Asked Questions
What is this study primarily about?
This work focuses on designing and implementing a lesson plan for 12th-grade English students that integrates digital media to address the topic of climate change.
What are the core themes addressed in this work?
The central themes include the integration of digital tools in the classroom, critical media competency, the development of information research strategies, and student motivation.
What is the primary educational goal?
The aim is to foster subject-specific and cross-curricular competences by enabling students to identify reliable sources and synthesize information effectively in the target language.
Which scientific methods are utilized?
The work employs a didactic analysis approach to justify curriculum-based choices and utilizes methodological considerations to analyze the impact of various teaching inputs and task structures.
What topics are explored in the main part?
The main part covers the learner analysis, the didactic justification of the topic, the specific methodological choices regarding audiovisual materials, and the structural planning of the lesson.
Which keywords define this work?
Key terms include Digital Media, English Language Teaching, Media Literacy, WebQuest, and Pedagogical Design.
Why were cartoons chosen as the starting point for the lesson?
Cartoons were selected because they provide an effective, visually-oriented entry point that activates background knowledge and stimulates student interest in a digital-friendly format.
What role do personal tablets play in the classroom setting described?
Tablets serve as tools for independent research and vocabulary acquisition, link the class to the students' familiar everyday digital practices, and facilitate a motivating working atmosphere.
How does the author address the issue of student interaction?
The author observes that while current interaction was adequate, future lessons should incorporate more structured pair or group work to further enhance active communication and collaboration.
- Arbeit zitieren
- Stefanie Gerrits (Autor:in), 2022, Understanding the Effects of Climate Change and Environmental Issues by Using Online Research Methods (12th grade, high school), München, GRIN Verlag, https://www.grin.com/document/1294338
