Artificial intelligence is a quickly growing technological development that is rapidly transforming various sectors of society. Also referred to as “machine intelligence,” artificial intelligence (AI) is demonstrated by non-humanoid or humanoid robots that behave similarly to humans, and this technology can be applied to businesses in order to enhance and improve operational efficiency (Prentice et al., 2019).
Last summer, another AI (artificial intelligence) tool was being shared generously across social media. It was being shared between the AI curious, spurred on by mainstream media announcements such as NotebookLM (Language Model) being named one of the best inventions of 2024 by Time magazine. This phenomenon was happening beyond the technophile circles, particularly because of its most appealing features which generates full podcasts based on up to fifty input sources.
The hype pinnacle was NotebookLM’s podcasts, termed “audio overview,” that created deep dive AI generated podcasts. The AI hosts present realistic human voices to simulate engaging audio discussions based on the content of input documents. Beyond the appealing podcast generation feature, can this tool offer educators potential ways to transform the way they design and deliver language instruction? Continue reading
I have zero talent in drawing or painting. My students giggle as I sketch something on the whiteboard, be it a cat, house, fork, whatever. I channel my creativity in other ways. In online classes, for example, I add artistic flourishes to my class presentations by using colourful and playful designs and animations. And since my students seem to like it, I thought, why not use more visual art to teach the course content?
Continue readingLearning in the age of advanced technology and AI is a great opportunity for both learners and educators.
Much of the teaching and learning is now being conducted on virtual platforms, which undoubtedly requires users to know how to manage computers, the Internet and technology well.
In other words, developing digital literacy now holds a prominent position in education. In this context, as ESL teachers working with various proficiency levels, our job with elementary learners who lack enough digital literacy might require more effort to handle both fronts successfully. We should be mindful of the fact that handling both language learning and digital literacy is quite challenging for learners, and the reasons why some adults are struggling with digital literacy is also important if we want to help them overcome this challenge. So, in this blog post, I’ll point out why some learners at the basic level are struggling with technology in their learning and suggest how teachers can help them overcome these problems.
By Christine Smart-Wiseman
I have spent over a decade developing my research in community-setting adult ESL classes. I have found the path to empowerment for newcomers somewhat difficult. Students face many obstacles, including discrimination, racism, and the increasing challenges of settling into a country where English is not their first language. I have also realized that my own positionality, as well as the positionalities presented in teaching materials, can compromise students’ abilities to relate and succeed. This means that my own ideas, and the ideas presented in ready-made materials, often reflect the status quo—not the typical adult ESL learner. So, what can we do about this in the classroom? There are two key ways educators can critically reflect on their teaching practices. Continue reading
By Kali Thurber
Over the past four years, I have spent a great deal of time reflecting on community. I only became personally aware of my deep need for a sense of community when my social life was suddenly limited to my immediate family during the first lockdown of the COVID-19 pandemic in the spring of 2020. Despite having two wonderful people to share my small Toronto home with every second of the day, I felt isolated and craved groups of people to share my various experiences, thoughts, and feelings with. Continue reading
A new, free, and open learning platform was recently launched. CanAvenue is for learners aiming to improve their language skills outside of the classroom. This LMS is designed to support learners at high beginner to intermediate stages through interactive-self-directed activities, practice modules, and resources that help them navigate Canadian language learning without formal classes or instruction. As there are no registration restrictions, CanAvenue is openly available, making it a tempting resource for newcomers or anyone looking to improve their additional language skills in a self-directed environment. Continue reading
We sometimes forget that learners are at different points along the learning continuum. Our students range from beginning to advanced, and all points in between. While we pitch our lessons to the middle, and expect our students to meet the objectives, the students at the lower end of the continuum tend to get left behind. Yet, these learners present us with the greatest opportunity for teaching and learning in the use of differentiated instruction.
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Inclusive education means that all children have access to learning regardless of their social background, economic status, physical abilities or any trait which may potentially hinder them from their right to education. While this is a recent phenomenon influenced by Montessori methods and research on learner-centered classrooms, the shift actually has roots that go back hundreds of years to the one-room schoolhouse. It was formerly thought that all children learned in a similar way and at the same pace. It was only when achievement tests were introduced in 1912 that the disparity in the students’ grades became glaringly obvious. Continue reading