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My learning reflection on lesson ^___^....

22:39 |

        These are things I learned and received from Computer Application for English Teaching in this semester :


          First Of all, there are many question about multimedia technology in such a Globalization today.   So,teacher gave me and my friends some questions in the first period of this subject and they are :


    1. List computer technology you have used in your study. What are they used for?
        My group replied that the lists of computer technology that I used in my study are :
                     *  E-learning  - to suggest a new learning for students.
                     *  E-book -to make the interesting book with ourselves.
                     *  website - to research in useful information.
                     *  Microsoft Office -to type or presentation for discribe about contents.
                     *  CAI - to make instand lesson for students.
                     *  U-lead -to make meterial that like VDO.
              
    2. List your favorite websites. How often do you use them? What can you learn from those website?
                     *  http://www.elllo.com/   - to learn through the videos from foreigner around the world.
                     *  http://www.englishtown.com/  - to communicate with native language and can develop in writing skill.
                     *  http://www.youtube.com/ - to practice listening skill and can pronounce follow the example.
                     *  http://www.wikipedia.org/  - to search the details of the information.
                     *  http://www.yahoo.com/ - to search the information for my study and chat with foreigner.


     3. What computer technology will you use in your classroom ? Why ?
                    *  E-learning
                            - because the students can learn by themselves.
                            - teacher can make it with their knowledge.
                            - students can communicate with teacher and their friends.
   


      
       The second, then I learned the articles about "Innovative Educational Technology in the Globle Classroom" , "On the Problems and Strategies of Multimedia Technology in English Teaching", and "Thinking on the Application of Multimedia into College Teaching"
  
   "Innovative Education Technology in the Gobal Classroom"

-  When creating a technology-integrated assignment, teacher should consider what they want students to learn from it in terms of both the technology and the academic content.
- Each of the students in my course con ducted an ELL case study during the semester and then podcasted and blogged about the study.
          Learned about article topic is Innovative Education Technology in the Gobal Classroom.      This article is written by Deoksoon Kim. He tells us about technology in the ESL classroom. The examples of technology multimedia progames or application that he recommend in this article are :

Integrating Instructional Technology into an Assignment
     Seeking to understand how ESOL teachers create meaningful content for future teaching, I explore how teaching content, such as case study portfolios, can be integrated with instructional technology, such as online discussion, podcasts, blogs, and wikis, to enhance learning experiences and provide better curricula.

The ELL Case Study
      Case study pedagogy engages students and teachers in a dialogue with real-life situations in school settings. The teacher can investigate linguistic and cultural backgrounds, devise relevant educational scenarios, and solve authentic linguistic problems.

Blogging
          Blogs are online commentary, personal reflections, or news on a particular subject. They can include text, graphics, PDF files, pictures, and links to ohter blogs, and other social media related to a give topic. They did so using blog@USF (http://blog.usf.edu/), blogger (http://www.blogger.com/), WordPress (http://wordpress.org/), Google Sites (http://sites.google.com/), or other programs.

Podcasting
     Internet-based audio programs available for downloading that allow the listener to play the audio through a computer or on an MP3 player. They also reviewed the tutorial podcasts from USF on iTunes U (go to http://itunes.usf.edu/ , click on College of Education and then Tech-Ease: Classroom Tech Help). After developing familiarity on the topic, they started creating their own podcasts. They used a variety of programs such as Audacity (http://audacity.sourceforge.net), LAME (http://lame.sourceforge.net), and Podomatic (http://www.podomatic.com) for PC or Mac, or Garageband (http://www.apple.com/ilife/garageband)

Tips for Integrating Technology in the Classroom
     - Take risks with new technology.
     - Be familiar with the technology before introducing it to others.
     - Make sure that instructional technologies carefully fit with course objectives and outcomes, and that the procedures for implementation are clear.
     - Build a positive learning community.
     - Research and use various tutorials and helpful Web sites.
     They also used Web sites such as Ning (http://www.ning.com), WordPress (http://wordpress.org), and PBwiki (http://PBwiki.com)

Creating a Wiki
     After posting their case studies, blogging about them, and creating their podcasts, the preservice ESOL teachers suggested teaching methods and activities to their classmates via a wiki in Blackboard (http://www.blackboard.com) or another program or Web site.


              - I learned new key words right here :

Key words in the article
          *  ESOL = English for Speakers of Other Languages
          *  TESOL = Teaching English to Speakers of Other Languages
          *  ELL = English Language Learners
          *  PDF = Portable Document Format

And I learned about "On The Problems and Strategies of Multimedia Technology in English Teaching"

1.There are Necessity of Application of Multimedia Technology to English Teaching.

-To Cultivate Students' Interest in Study.
-To Promote Students' Communication Capacity.
-To Widen Students' Knowledge to Gain an Insightfull Understanding to Western Culture.
-To Improve Teaching Effect.


2.There are Problems Arising From Application of Multimedia Technology to English Teaching.

              Major Means Replaced by the Assisting One.
Application of multimedia technology is an assisting instrument to achieve the projected teaching effect. If totally dependent on multimedia devices duing teaching, the teachers may be turned into slaves to the multimedia and can not play the leading role in teaching.     
                       Loss of Speaking Communication.

That English class should be carried through all in English language. 
               The Shrinking of Students' Thinking Potential.

Language teaching is different from science subjects, for language teaching does not require demonstration by various steps, rather, the tense and orderly atmosphere is formed through questions and answers between teachers and students.
               Abstract Thinking Replaced by Imaginal Thinking.
The process of cognition goes through perceptual stage and rational stage. It also applies to studying process.

3.There are Suggestions and Strategies to the Existing Problems.
                         
               The Beauty of Courseware Is not the Sole Pursuit.
The introduction to each lesson and speaking communication are good way to improve students' listening and apeaking which the computer cannot fulfill. Therefor, teachers' interpretation shall not be overlooked              

                The Computer Screen can't Substitute the Blackboard.

Teachers need to enrich the content on the blackboard eith emerging of new questions raised by the students.               
                 Power Point can not Take the Place of Student's Thinking and Practices.

Teachers need to encourage the students to use their own mind and speak more, actively join in class practice; we should not overuse the courseware merely in the hope of adding the modernized feature to class teaching.
                 Traditional Teaching instruments and Devices should not be Overlooked.Teachers are supposed to choose appropriate media and instrument based on the requirements of teaching and integrate multimedia instrument.
             
                 Multimedia Technology should not be Overused.

The more interference of teaching information during transmission, the less the students take from the language materials.
            

  Teacher taught me and my friends about :   
           
                - Mindjet Mind Manage Pro 7          

                - Creating blog in www.blogger.com

                - Adobe Caplivated 4 program

 Final, I learned about    I learned about "Thinking on the Application of Multimedia inti Collede English Teaching"

1.The Current Status of Multimedia Teaching Method in College English Teaching. 
College English teaching is to set up a harmonious and high-effective teaching atmosphere in the English class to make students take part in the practice. Thus we can cultivate their listening, speaking, reading and writing abilities, which are the final teaching aim-developing the students' English intercommunicative ability.

 2. Relationship between the Qualities of the College English Teachers and Multimedia Teaching.

Many men of insight have realized that our country should make innovation to the College English Test Band 4 and Band 6 because these exams have affected the normal English teaching.

3. Misunderstandings and Kisadvantages of Multimedia Teaching in College English Teaching.

            3.1 Teachers attending to trifles and neglectiong the essentials, and English classroom becoming a demonstrating hall of computer functions
            3.2 Teachers depending on multimedia teaching method excessively and neglecting its auxiliary teaching function.
            3.3 Some teachers being impercipient to multimedia teaching method.
           
               4. Some Suggestions on Multimedia Teaching in College English Teaching.

             4.1 Teachers should change their ideas of using multimedia teaching.
             4.2 We should devote major efforts to developing multimedia teaching mode based on network circumstance.
              

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เขียนโดย Rohaya

Article about blog in ELT <.......>***

22:27 |

    direction an article telling why do we have to use blog in ELT

Move to Educational Technology in the Classroom
        What is technology?  Technology is anything that extends human capability.  By definition, paper clips and staples are forms of technology because they extend human capability.  Nevertheless, paper clips and staples are ‘low-tech;' audio, video, and computer driven tools are considered ‘high-tech,' or commonly referred to as ‘technology.'
         Most people have an e-mail address or at least, know what e-mail is.  When a person looks around the World Wide Web, the "Internet," there are advertisements everywhere for degrees and certificates in ‘Educational Technology.'  Educational Technologyis using any form of technology (high-technology, by the above definition) in an educational setting, to assist teachers in their instruction.   From CD-ROM games for students to MS Power Point presentations to help explain a concept, idea, or topic, technology is here to stay so why are some teachers still afraid to use it?
         The term ‘technophobe' means a person who is afraid to use technology.  Many teachers are technophobes.  They are not certain or unaware that technology can help them to become better educators.  It is true that not all technology is good and often can be counter-productive.  However, an educator must be open to trying and evaluating new and emerging technologies to see where this might fit into their instruction.  Whether or not a teacher knows it, their English language learners may be using and interacting with technology every day.  Therefore, teachers need to at least be aware of the impact technology is having on their learners.
Benefits of Using Blogs in ELT Classrooms
          At this point, the reader may ask, "What are the benefits of using this technology if I do not know much about it?"  The following reasons will assist in answering that question.  The reasons used below are by no means exhaustive; they merely serve as a starting point to move teachers in the right direction.
  • Using technology is exciting for the learner.  English language learners like to use and take part in activities that are familiar to them.  More often than not, the learner is already using technology or is eager to learn.  The technology represents a ‘fun' and ‘interesting' activity.
  • Because blogs are a form of publishing, the learner will be ‘published.' The idea that a learner can publish their thoughts and ideas for the world to see is an exciting opportunity for the learner and the teacher. "A contraction of the term ‘Web logging,' blogging can best be described as a form of micropublishing" (Roberts, 2004).
  • It creates a forum for the learner to be an individual. As mentioned above, each learner will be an ‘author.'  For some learners that is a scary idea, but some of the quieter, more introverted learners are yearning for a stage of their own.
  • Teacher feedback can be given instantly in the form of comments or as a response to what the learner has written. When the teacher posts a comment to an entry, the learner can read the comment instantly and even reply to the teachers posting.  Learners of English need a lot of feedback and encouragement, and blogging would be an easy way to give them that ‘instant' feedback they need.
  • Gives the learner confidence and pride in their work. The learner can edit/delete/save their work.  It is dated and logged chronologically.  This allows students to actually see the progress they are making in English.  Consequently, this will give them pride and increase their confidence in using the language.
  • The teacher, as administrator, has control over the content of the blog. With blogging technology, the administrator (teacher) has sole management of the site.  The teacher can add or delete entries as they see fit.  They can also decide who can and cannot be a member of the blog.
  • Can lead to a life-long habit of journaling for the learner. Through the use of blogs, learners should acquire a habit that is positive and will enable them to continue to grow in self knowledge and the knowledge of the world around them.
  • Makes the learner more prepared for future educational and professional opportunities. While aiding with their English, the teacher is also assisting the learner to obtain new skills that will be very important in future educational and professional opportunities. The skills learned while blogging such as typing, editing, putting thoughts into words are essential for success beyond the ELT classroom.  The learners will be able to use these skills throughout school and in the workplace.
  • Uses prior skills and knowledge (for some learners) and creates an opportunity for them to put that knowledge and skills to use in an academic setting. Many learners are already using the relevant technology at home or in school so blogging will enable them to express themselves in a medium in which they are familiar.
  • Provides an opportunity to individualize instruction for multi-leveled classes. In most, if not all ELT classes, there are learners with varying levels of English.  Blogging allows for differentiation.
  • Allows for flexibility in the schedule of the learner and teacher. Being the very nature of the Internet, there are no set hours of operation (it never closes).  So the learners can ‘log on' at any time of the day or night.  Learners can use blogs whenever they are in the writing mood.  The same applies to the teacher.
This is not to suggest that an instructor should abandon journaling on paper. Blogs can simply add much-needed variety for the learners in the ELT classroom.  Blogs are a great tool in the ELT teachers' repertoire.
Practical Uses of Blogs in the ELT Classrooms
The discussion in this section covers three main uses of blogs in the ELT classroom.  Alternative assessment, student portfolios, and what has been the major focus of this paper, journaling.  As the needs of the English Language Learner continue to change and evolve, there are requests from educators, parents, and students for other forms of assessment.  Blogging can be one of these styles of alternative assessment.  It gives the learners the opportunity to demonstrate what they have been learning and their thoughts on a given topic, ideas, concepts, etc.  The teacher can then read the entries on the learner's page, or those which have been posted on the teacher's page, giving feedback, and assessing the learner's progress.
Portfolios are another use for blogs.  The portfolio can include only written work or may include other work from class.  The students can display their work from the past term, semester, school year, or even, in some cases, school career.  By using blogs, the students can upload photos, work samples, include links to related work, etc.  This can even serve to foster skills that will be useful in the future careers of the students.  Many of the students can use their portfolios in the future to demonstrate their English abilities, and prove their writing skills.  The teacher can, again, use this as a form of alternative assessment.
The online journal is what is probably most appealing to the teacher.  This is collection of often-updated entries.  Here again is an example used earlier about the various traffic laws:  Teachers might want to upload (or add to the blog) some photos of traffic signs and let the students comment on what they think the pictures represent.  Then the students could elaborate on what might happen if the traffic laws pictured were violated.  The teachers may want learners to compose their own story about something related to traffic.  This is a simple example, but teachers would be using all six of Peregoy & Boyle's (2001) "elements that create optimal content learning for ‘English Language Learners.'"
Summary and Conclusion
             In conclusion, the benefits of blogging far outweigh the pitfalls.  Ease of use and clean appearance are making the blog a major force on the Internet.  Therefore, not just the teachers teaching English language learners but any teacher need to stay up-to-date with educational trends and should stay abreast with emergent technology that will drive this information age for years to come.  Technology and education should go hand-in-hand and should not be separated because undoubtedly the learner will always use technology.  Blogs are a great tool to achieve many goals for English language learners and, in the long term, what all teachers desire, authentic learning.  With or without blogs, teachers of English language learners need to remember the goal of what they are doing.  Educating is the number one priority.
           Blogs may not replace the traditional ‘hand-written' journals, but then again they might.  However, the more options teachers offer learners; the more the needs of learners are met.  The ELT classroom setting needs to evolve, and for many, blogs will be the first step in that evolution.  By selecting the best attributes from the past experience and looking forward to the future will produce the strongest ELT instruction.  Now is the time to take action and use technology to meet the ever-growing needs of English language learners.

Read more: http://www.articlesbase.com/languages-articles/theoretical-and-practical-applications-of-emergent-technology-in-elt-classrooms-how-the-blog-can-change-english-language-teaching-2568080.html#ixzz1UVSswyYf
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เขียนโดย Rohaya

Exercises^........^****

03:16 |

 acronyms.......

     Directions: Find words or phrases standing for the following acronyms with short descriptions.

 1. IT = Information technology (IT) is the acquisition, processing, storage and dissemination of vocal, pictorial, textual and numerical information by a microelectronics-based combination of computing and telecommunications.

    Referent     http://en.wikipedia.org/wiki/Information_and_communications_technology   


2. ICT = Information and communications technology(ICT) is now also used to refer to the merging (convergence) of audio-visual and telephone networks with computer networks through a single cabling or link system.
    Referent   http://en.wikipedia.org/wiki/Information_technology  


3. CAI = computer-assisted instruction (CAI) is a program of the Promise Foundation, a US non-profit organization that works with the children of migrant families in both rural and urban China.
     Referent   http://www.cai-china.org/site/


4. CALL = Computer-assisted language learning (CALL) is succinctly defined in a seminal work by Levy (1997: p. 1) as "the search for and study of applications of the computer in language teaching and learning".
      Referent   http://en.wikipedia.org/wiki/Computer-assisted_language_learning


5. WBI= The Web-based instruction is the process of interface between the current technologies and theinstructional design process to increase the efficiency of learning and overcome problems associated withotherwise having to give instruction at specific time and place.
      Referent    http://www.rd.ru.ac.th/journal/


6. CBI = Computer Based Instruction (CBI) activity exists both in the academic and armed service communities, with the promise of a substantial amount of early development of instruction courses and instructional management facilities.

     Referent    http://www.faqs.org/rfcs/rfc313.html

 7. CMC= Computer-Mediated Communication (CMC) is the process by which people create, exchange, and perceive information using networked telecommunications systems (or non-networked computers) that facilitate encoding, transmitting, and decoding messages.
      Referent     http://www.december.com/john/study/cmc/what.html


8. TELL= Technology-Enhanced Language-Learning (TELL) in an increasingly globalised world. It is not a technical paper in thesense that it will deal with methodological or software issues.     Referent    http://www.stc.arts.chula.ac.th/ITUA/Papers_for_ITUA_Proceedings/Andrew-Lian.pdf

 9. MUD= A MUD (originally Multi-User Dungeon, with later variants Multi-User Dimension and Multi-User Domain)   is a multiplayer real-time virtual world, with the term usually referring to text-based instances of these.
     Referent     http://en.wikipedia.org/wiki/MUD

 10. MOO= MOO (MUD Object Oriented)  un sofisticato programma informatico che permette a più utenti di collegarsi da remoto, normalmente via Internet, ad un ambiente condiviso che contiene stanze ed oggetti, all'interno di esso è quindi possibile interagire, sia con l'ambiente che con gli altri utenti, in tempo reale.
     Referent     http://en.wikipedia.org/wiki/MOO




Directions : Describe the following terms.


Synchronous tools
         Synchronous tools enable real-time communication and collaboration in a "same time-different place" mode. These tools allow people to connect at a single point in time, at the same time. Synchronous tools possess the advantage of being able to engage people instantly and at the same point in time. The primary drawback of synchronous tools is that, by definition, they require same-time participation -different time zones and conflicting schedules can create communication challenges. In addition, they tend to be costly and may require significant bandwidth to be efficient.
Referent   http://www.asaecenter.org/Resources/articledetail.cfm?itemnumber=13572


Asynchronous tools


         Asynchronous tools enable communication and collaboration over a period of time through a "different time-different place" mode. These tools allow people to connect together at each person's own convenience and own schedule. Asynchronous tools are useful for sustaining dialogue and collaboration over a period of time and providing people with resources and information that are instantly accessible, day or night. Asynchronous tools possess the advantage of being able to involve people from multiple time zones. In addition, asynchronous tools are helpful in capturing the history of the interactions of a group, allowing for collective knowledge to be more easily shared and distributed. The primary drawback of asynchronous technologies is that they require some discipline to use when used for ongoing communities of practice (e.g., people typically must take the initiative to "login" to participate) and they may feel "impersonal" to those who prefer higher-touch synchronous technologies.
   Referent   http://www.asaecenter.org/Resources/articledetail.cfm?itemnumber=13572

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เขียนโดย Rohaya
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