| Resources are a tool every ESL TEFL TESOL | | | | relevant for the learner, and does it use appropriate |
| teacher uses daily in order to enhance the language | | | | vocabulary? Is the interface intuitive, with |
| learning environment, motivate students or assist in | | | | well-organised material and clear navigation? Is the |
| student comprehension. Resources can be basic | | | | content meaningfully interactive, engaging the learner |
| materials such as worksheets, presentation materials | | | | with key content or concepts and not merely creating |
| (PowerPoints, etc.) or even online learning via the web. | | | | virtual versions of activities that can take place easily |
| Deciding which resources to incorporate into the TESL | | | | and to better effect without computers (for example, |
| TEFL TESOL school or classroom take some | | | | dice-rolling or simulating magnetic attraction)? Does the |
| consideration. | | | | resource provide support and give feedback? Does |
| When deciding on any resource it is best to look at the | | | | the resource enhance collaborative learning by |
| usability of the ESL TEFL TESOL resources. We can't | | | | encouraging learners to discuss problems, share |
| always go by what we like. Will the material be readily | | | | information and ideas and reach group agreement? Is |
| understood by the teachers? In addition, does it have | | | | the resource technically stable? |
| clear instructions for the preparation and incorporation | | | | Internet safety |
| required? Sometimes what seems like a great | | | | Your school may have an internet safety policy that |
| resource can be inappropriate for the teachers that will | | | | suggests some criteria for the evaluation of internet |
| be using it. | | | | material. For advice on drawing up such policies, see |
| Resources should help with bringing out creativity in | | | | the DfES Superhighway Safety website. |
| both teachers and students. The best resources will | | | | InclusionOnline resources should be flexible and |
| push teachers to expand the horizons of learners. In | | | | adaptable to enable learners with a wide range of |
| addition, the students will be encouraged to explore | | | | needs to use them. For example, some resources can |
| and expand their learning experience. Resources can | | | | be configured for different visual requirements or |
| be a great way to spark the creativity of a class. | | | | reading ages. The most effectively designed content |
| Finally, the age of the students should also be | | | | generally has an awareness of the complete range of |
| considered when choosing resources. We should | | | | potential users. For more information, see the Becta |
| make sure to choose resources based on the | | | | Inclusion and SEN area. |
| physical, psychological and cognitive characteristics of | | | | Selecting sites for teaching and learning |
| the learners? In other words, will the resources actually | | | | Here is a suggested structure for reviewing web |
| appeal to the students based on their age? For | | | | resources. It is fairly rigorous, but is probably necessary |
| example, A&E may be a great source for literary | | | | for sites that are to be included in curriculum planning. |
| texts but it may be more appropriate to look at PBS | | | | |
| Kids. Always keep the age of students in mind when | | | | 1. Initial review: Use the links above to select sites with |
| selecting the resources. | | | | your learning objectives or educational purpose |
| When dealing with online educational resources, there | | | | (curriculum learning or key skills such as |
| are many other considerations. The follow is from | | | | communication) in mind. Look at what the site offers in |
| Becta ICT Advice for Teachers (ictadvice.org.uk | | | | terms of content, structure and supporting teaching |
| index.php) | | | | and learning. Compile an annotated shortlist of sites. |
| How to evaluate and review websites | | | | 2. 2. Learner review in pairs / experienced learner |
| The effectiveness of online educational resources | | | | review: Ask pairs of pupils already familiar with the |
| depends heavily on the context they are used in. | | | | curriculum content to review sites and complete the |
| However, there are also some basic criteria that | | | | evaluation sheet. Alternatively, gather a range of |
| should be fulfilled. Here are some important questions | | | | perspectives by asking subject experts or ICT experts |
| to ask when evaluating online educational resources. | | | | to review resources. |
| Is the resource authoritative? Is it produced by an | | | | 3. 3. Action research review : Once the resource is in |
| authoritative source? Will it support students with | | | | use, carry out action research in your classroom, to |
| different learning styles? How does it use media to | | | | evaluate its effectiveness. |
| cater to people with auditory, visual, kinaesthetic or | | | | There are many resources for teachers to choose |
| other preferences? Does it have links or refer to | | | | from and it is always suggested to locate a directory |
| appropriate stages of the National Curriculum or | | | | of ESL TEFL TESOL teacher resources (totalesl.com |
| examination body? Does the content make its | | | | resource.php) based on a range of school subjects |
| educational purpose explicit? Is the content accurate, | | | | such as ESL/EFL, language arts, literature, science, |
| up to date, reasonably comprehensive, objective and | | | | maths, history, health, art, etc.. |