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 A Multimedia Laboratory Activity

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PostSubject: A Multimedia Laboratory Activity   A Multimedia Laboratory Activity EmptyWed 4 Sep - 9:45

New technologies are currently considered as a tool, an indispensable tool, with which teachers have to teach their subjects in the classroom. This new technologies will become a source of motivation for students, an innovative, interactive resource that is not limited to traditional blackboards and textbooks.

Reading, listening to music, watching movies, working in teams, developping interactive activities, etc. are key tasks for language learning and all of them can be performed satisfactorily in the language laboratories. Here teachers should know how to handle correctly the environment and the system they have to work with because, in many cases, students may have more advanced skills than them. The result of the use of new technologies will undoubtedly be that students become able to communicate naturally in real contexts in a language that is not their mother.

Here is an activity that you can apply to a Multimedia Laboratory. It is a practical way to show pupils that they can also learn with the technology they use to play every day.

This activity is about identifying the evolution of cities through google maps while they are learning how to work in groups. Although it is focused on knowledge of geography and history, it can be used in English or French classes (or any other languages). In addition, students will learn how to use properly the Internet sources to get more out of it.


Divide the class into groups. Assign roles to each student within the group (researcher, writer, speaker). (The teacher will find this task quick and easy ()()() to a visual and intuitive interface that helps them to organize their work faster). Each group chooses a city to explain the historical evolution of the city planning, based on their development or in a particular type of city: Ancient, Medieval City, Modern city …

()()() to new technology, the teacher can monitorize from a remote position the development of the work of each group at any time, watching what they are working on or listening to what they are talking. It means the teacher can take part when necessary to advice and guide the students to sort out any problem.

Finally, the teacher will let the pupils talk on their microphones so that students explain the results of their work. Each group will present to the rest of the class their results and they may only support its analysis on 2 sources, found on the Internet (they must be known and trusting sources). At this point, the teacher can support exhibitions using their microphone to communicate to the complete class.

Does it seem difficult? Actually, it is not. It has to do with taking advantage of technology to develop students’ skills while guiding them on their learning process in their own environment; in this way, students use technology in a responsible and useful way.
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