As civilization is becoming more and more intelligent there are various ways to make lessons as interesting as
possible. In 21
century, which is called an internet epoch, teachers can optimize any approach using computer,
learning. In any modern teaching process in the creation and application of information technology there is always
applied computer science. In the ﬁ eld of development of information systems the teaching was formulated as the
-Development and adaptation of software systems based on learning multimedia
-Elaboration of data bases and knowledge bases
-Training and retraining of teachers
-Integration into regional and other external network
Each of these tasks has its own sub-task on the ﬁ eld of information. Technology of education is the informational
if it relies heavily on computer tools and methods for receiving, processing, and transmission and displays
educational information. The effects of computerization is almost identical with the sources of the intensiﬁ cation
of the educational process: the speed of handling extensive and easily updated knowledge bases and data banks in
friendly dialogue, the possibility of inference, the ability to simulate games, personalization, and the possibility
of collective learning in local and global networks. These and other features of media naturally stimulate learning
processes at all stages of learning. The use of interactive information systems increases the dynamics of teaching
and learning tasks, the process of their implementation, as well as self-control, self-assessment and evaluation of
the success of training. Computerization and Informational technologies, being powerful teacher skills, are at the
same time a new source and a stimulus to self-improvement.[2,p.32]. The positive effects of informative education
are mostly clearly shown in:
- Studying basis of complex patterns of discipline and algorithms, dynamic processes;
- The implementation of games and simulations;
- Organization of research and training processes;
- Automation of self-control, monitoring, evaluation of training;
- Documenting the most signiﬁ cant operational results;[3,p.112]
In my attempts to improve classroom work mainly seeking ways and ideas for students’ involvement, I turned
to onlie interaction teaching and tried out many of its principles. My efforts in the past year seemed to have
worked. The major characteristics of interactive online teaching can be found in the following. If the cultivation
of communicative skills in the target language is the goal of education, then online interaction must be present
in the learning process. Since real communication is interaction between people and linguistic interaction is a
collaborative activity, some learning activities must be interactive in web. So, because of limited time of teaching
English (In Kazakh Pedagogical College named after Zhanaidar Mussin lessons traditionally last 80 minutes).We
took extra-curricular tasks in form of online interaction. The missions were to make an overview on the themes
they had just learned. The following social networks helped students in production their replies.
are notiﬁ ed by home page notiﬁ cation when someone replies to their thread.
Message all members of your Facebook group with one click; this will reach your students much faster
will show up for students on their Live Feed. Disadvantage: some students turn off Live Feed and only see status
updates of their friends.
them (unless they’ve set up a special role for you), but more
importantly, your status updates will be visible to them on the home page (unless they
block you manually). Disadvantage: too much information will be revealed on both sides, unless both you
and the students set up “lists” with limited access allowed.
location related to the course of study, capturing more honest and spontaneous reactions
8. Twitter Clicker Alternative - In large classes, a hash tag can amalgamate all posts by your students in
one place, giving them a free-response place to provide feedback or guess at a right answer. Also useful for
9. Backchannel Conversations in Large Classes – unlike a whispered conversation, a Twitter conversation
(searchable by agreed-upon hash tag) becomes a group discussion. Students may also help out other students who
missed a brief detail during the lecture.
10. Follow an Expert – Luminaries in many disciplines, as well as companies and
governmental agencies, often publish a Twitter feed. Reading such updates provides a
way to stay current.
11. Tweeted Announcements - Instead of Blackboard, they used Twitter to send out announcements like
12. Student Summaries - Make one student the “leader” for tweets; she posts the top ﬁ ve important concepts
from each session to twitter (one at a time); other students follow her feed for discussion/disagreements
13. Quick Contact - Since sharing cell phone numbers is risky, instructors may wish to let students follow
them on Twitter and send Direct Messages that way.
14. Community-Building - A Twitter group for your speciﬁ c class creates inclusiveness and belonging.
15. Twitter Projects – Tweet works and other apps can enable student groups to communicate with each other
16. Brainstorm - Small Twitter assignments can yield unexpected brainstorming by students, since it’s
happening “away” from the LMS.
17. Twitter Poll – Poll Daddy and other apps enable Twitter to gather interest, information, attitudes, and
hyperlinks to other uploaded videos, instructors can construct an on-screen “multiple
choice” test leading to differentiated video reactions, depending on how the student
answers. Requires ﬁ lming multiple videos and some editing work.
21. Movie Clips - Show brief segments of popular movies to illustrate a point, start a
conversation, have students hunt for what the movie gets wrong, etc.
22. Embed Into PowerPoint - YouTube videos can be embedded into PPT as long as there is an active Internet
connection; create a Shockwave Flash object in the Developer tab, and add the URL for “Movie” in the properties.
Alternative: use one-button plug-in from iSpring Free.
23. Shared Account – Instructor creates a generic YouTube username/account and gives the password to
everyone in the class, so student uploads all go to the same place.
24. Group Wiki Projects - Instead of emailing a document back and forth,
student groups can collaborate in real time with a free wiki such as wikispaces.com
25. Wiki Class Notes - Offering a class wiki for the optional sharing of lecture notes aids students who miss
class, provides a tool for studying, and helps students see the material from more than one perspective.
26. Questions to Students - Use the blog to “push” questions and discussion prompts to students like you
would email, but in a different forum.
27. Provide Links - The native HTML nature of the blog makes it easy to give links to news stories and
28. Substitute for Blackboard Discussion Board - Students can comment on each post (or previous comment)
and engage in a dialogue that is similar to Blackboard, but while out in the Internet in general.
29. Electronic Role Play - Students create their own blogs, and write diary-type entries while role-playing as
someone central to one’s content.
Ways of interaction
For classes meeting
at least partially in an
e n v i r o n m e n t ,
gained by a chat-room
of time. The day
begins with a post
from the instructor
in a discussion board
respond to the prompt,
and continue to check
back all day, reading
their peers’ posts and
To gauge a quick
response to a topic or
post a question, and
then allow students to
chat in a synchronous
environment for the
next 10 minutes on
the topic. A quick
examination of the
chat transcript will
reveal a multitude
directions for further
discussion. In online
students can “talk” at
once, with less chaotic
and more productive
results than in a face-
For those teaching in
schedule a time which
students can log on
that anonymity online
a more aggressive
A few days before
have students respond
in an asynchronous
prompt about this
student should post
their response and at
least one question for
questions or areas
not addressed in the
teaching via e-mail;
Then students brought the paper sheets printed out from the web archive to the classroom. I examined the
dialogues carefully out of class. Day by day pupils used much more words, ﬁ nally become a bit better ﬂ uent in
interactive white board. The group task was similar to the one in the whole-class activity, except that the starting
temperature was indicated by a bar on the temperature scale and the value by which the temperature will rise or fall
was given. The student was expected to use the interactive white board pen to indicate the resulting temperature on
the scale, and feedback was given (a pop-up message onscreen together with an audible ‘hoorah’ if correct or ‘uh-
uh’ if incorrect). In either case, the software immediately provided another question with randomly chosen values
constrained to give answers within the range -10 to 10. The goal was to maximize the number of correct answers
in 2 min, and a score was shown continuously, together with the time remaining.
The group was briefed to discuss the answer to each question before entering a response. This strategy proved
effective in gaining correct answers and the feedback sound for an incorrect answer was never heard.
Students involved in interactive methods by implementation web sources for teaching action potentials had
signiﬁ cantly higher correct responses on the assessment when compared with students who had been exposed to
the material through traditional interactive methods.
Student responses from evaluations indicated that they found the incorporation of new technologies in
interactive teaching methods to be a positive experience that improved their ability to understand and retain
class material. In addition, students seemed to prefer this type of teaching when compared with instruction using
traditional interactive activities.
The major principles of interactive online language teaching have worked in my classrooms. Our students have
beneﬁ ted a lot although I found it a bit demanding. The teacher talk was reduced, and the students’ talking time is
Another peculiarity of usage the interactive is that students are put in the centre of the action, where they use
the language and practice communicative speech. For instance in our case it is the interactive activities, its purpose
is to encourage the learners to work things out for themselves. It is an extended language activity, focusing on
the topics, themes. As well as computer, interactive white board, audio-visual aids also facilitate the work of the
In our work we just mentioned some of the problems that teachers with large classes face when teaching
communication in the classroom. We must say that it is impossible to cover all the details of the current issue in
one work, we made an attempt to look at the English teaching from another angle and offered our own possible
New technologies have the potential to enrich both the teaching and learning process. Within the teaching and
learning of English new technology can be used in a range of ways. We came to the conclusion that interactive
Collecting student work on the Internet (Twitter, Facebook, You tube, ICQ) as a bank of resources
Having an extra-curricular part with book, theatre reviews etc.
Using email to mail shot those interested with new resources, ideas etc.
Teachers all over the world continue to face the same hurdles, but any teacher who has overcome these
difﬁ culties and now has a large class of energetic students talking and working in English in groups together will
tell you it is worth all the trial and error and effort at the outset.
What is signiﬁ cant is that the students are encouraged to think in the target language, to discover, to research,
and to be creative individuals. Apart from the ﬁ ndings and suggestions presented above, we propose that language
teachers take a humanistic approach and trust their learners genuinely. They should be able to enhance learning and
to stimulate learners into meaningful, communicative use of the target language. Their own maintenance of a lively
attention and active participation among learners in the classroom is also of vital importance.
Analyzing the beneﬁ ts of interactive approach I came to conclusion that it is a teaching strategy that could
stimulate imaginative and conceptual thinking amongst students. Also children get more interested if the interactive
new technologies are introduced in their learning process.
The interactive online methods for teaching action potentials increased understanding and retention. Therefore,
ﬁ rst of all provides excellent teaching training, partly by enhancing the ability of fellows to integrate innovative
teaching methods into their instruction.
Importantly, it is anticipated that a method of this nature will be appreciated in Kazakhstani schools. It will be
quite exciting especially for students who are hitherto used to the traditional lecture method which is sometimes
quite less interactive.
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