Filed Under : by sanah
วันเสาร์ที่ 6 กรกฎาคม พ.ศ. 2556
RESUME
Blogroll
These things I learned and receive from Computer Application for English Teaching in this semester:
1. List computer technology you have use in your study. What are the used for?
I replied that the lists of computer technology that I used in my studt are:
Website (Internet) : You can have multiple Web sites that cross-link to files on each others' sites or even share the same files.
E-book : they are popular because they enable options similar to those of a paper book - readers can bookmark pages, make notes, highlight passages, and save selected text
E- learning : E-learning, an instructional strategy for imparting needed knowledge, skills, and attitudes in organizations, is here to stay. Its viability, effectiveness, and potential to return tangible benefits to organizations depend largely on how it is designed, delivered, and evaluated.
Creating a wiki
Teachers ca suggested teaching methods and activities to their classmates via a wiki in Blackboard from
On the Problems and Strategies of Multimedia Technology in English Teaching.
2. List your favorite websites. How often do you use them? What can you learn from those website?
http://www.facebook.com: to shared with a foreigner and anything ells.
http://www.hotmail.com: to shared and send the important for information with other.
http://www.hotmail.com: to shared and send the important for information with other.
- I will use Power Point for teaching in class. It is easy progrma for design variety. I think that it convenient to teaching for me.
ESOL : English for Speakers of Other Language.
TESOL : TEaching English to Speakers of Other Languages.
3. What computer technology will you use in your classroom? Why?
ELL : English Languages Learner[s]
PDF : Portable Document Format [Adobe Acrobat]
Then I learned the articles about “Innovative Educational Technology in The Global Classroom”, “On the Problems and Strategies of Multimedia Technology in English Teaching”,and “Thinking on the Application of Multimedia into College English Teaching.”
ESOL : English for Speakers of Other Language.
TESOL : TEaching English to Speakers of Other Languages.
3. What computer technology will you use in your classroom? Why?
ELL : English Languages Learner[s]
PDF : Portable Document Format [Adobe Acrobat]
Then I learned the articles about “Innovative Educational Technology in The Global Classroom”, “On the Problems and Strategies of Multimedia Technology in English Teaching”,and “Thinking on the Application of Multimedia into College English Teaching.”
The ELL Case study
- Investigate linguistic and cultura backgrounds.
- Devise relevant educational scenarios.
- Solve authentic linguestic problems.
- Investigate linguistic and cultura backgrounds.
- Devise relevant educational scenarios.
- Solve authentic linguestic problems.
Blogging
Blogs are online commentary, personal reflections, news on a particular subject. They can include text, graphics, PDF files, picture,and link to otjer blogs, Web pages, and other social media related to a give topic.
· We did so using blog for this website:
http://blog.usf.edu,
Podcasting
A podcast is a series of digital media files (either audio or video) that are released episodically and often downloaded through web syndication. The word replaced webcast in common use with the success of the iPod and its role in the rising popularity and innovation of web feeds.
Creating a wiki
Teachers ca suggested teaching methods and activities to their classmates via a wiki in Blackboard from
http://www.blackboard.com
Online Discussion
It can provided a window to observe hoe the presevice teachers constructed knowledge and interacted with other.
Online Discussion
It can provided a window to observe hoe the presevice teachers constructed knowledge and interacted with other.
On the Problems and Strategies of Multimedia Technology in English Teaching.
I learned about analysis on Necessity of application of multimedia technology to English teaching ,analysis on problems arising from application of multimedia technology to English teaching, and suggestions and strategies to the existing problems.
Thinking on the Application of Multimedia into College English Teaching.
In a word, Multimedia teaching method belongs to CAI in substances, and we can heighten efficiency substantially, which is a kind of trend. We should make the best use of its advantages and by pass its advantages . of course it can’t replace all other teaching method and we can apply several methods together in one class, and we can fulfill the target of college English teaching by utilizing modern education technology reasonably.
Mindjet Mind Manager Pro7
Mindjet Mind Manager Pro 7 helps engage and align people to work smarter, think creatively and save time by visually capturing, organizing and communicating ideas and information effectively.
Creating blog in www.blogger.com
Creating blog in www.blogger.com
It publishing tool from Google, for sharing text, photos ,video and information about me and other.
Adobe Captivate4 Program
For this program I learned with the using for Computer-Assisted Instruction(CAI) for instruction media to students.
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 everyday. 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.
Limitations and Possible Fixes of Blogs for Educational Use
With every activity in the ELT setting there are drawbacks and constraints. Blogs are no exception. The following list of reasons is also not exhaustive, but highlights some of the most obvious limitations to using Blogs, and how a teacher might work around them.
- Connection options. What happens when the learners cannot access the Internet at home or school, or their connection speeds are too slow to handle the information being passed along? Teachers who want to add blogging to their curriculum will immediately pose this question. As in other forms of teaching, instructors must always have a contingency plan. For example, some teachers might choose to allow students to work in pairs or small groups, while other teachers might arrange alternative options for individual students.
- Software is not user-friendly. If the teacher has piloted this web-logging package, then the potential problems in user-friendliness should have been assessed; however, there is still the possibility of problems with some users. The teacher will need to be prepared to do some scaffolding and one-to-one tutoring for learners that have difficulty or lack prior experience.
- Some learners and teachers lack typing skills. Some learners do not know how to type. Some students may not even want to learn. Ask the learner to have a try and if he or she is still have too much trouble, then more scaffolding from the teacher or assistance from a student stronger with typing skills.
- Some learners are ‘technophobes.' As mentioned earlier, a technophobe is someone afraid to use technology. This may not be a problem with most young learners, but if a teacher is working with older learners of English, then it might become an issue. An easy way around this problem is for the teacher to plan on more scaffolding than with a younger group of learners. Modeling the appropriate behavior and adding in support where needed will help to soften the shock on the technophobe.
- Lack of computer availability. Some of the learners will not have access to a computer. One way to handle this is to clarify the hours for the school computer lab. If there is a computer in the classroom, the teacher can arrange a schedule for learners' to use the computer(s).
- Learners cannot understand the instructions on the website. This will be a problem area for the vast majority of English language learners. Because of their lack of interaction with the language the learner will struggle. This is where scaffolding is very important. It is also important that the teacher add extra demonstration time for the class. Being patient with the learner is also important during this foundational phase in their online learning.
- Time constraints for the teacher. The first attempt at running a blog with the students will probably be the most time consuming for the ELT teacher. "It should be said that the undertaking of an online journal project [blog] requires the teacher to have a certain amount of time available" (Stanley, 2004). However, as the students and the teacher become more familiar with the format and the system, they will all become more comfortable and the time involved with decrease.
Just like any other teaching activity or assignment, blogging has some limitations. However, these limitations should not outweigh the benefits of blogging. If the ELT teacher is committed and invested into making this project work, both the students and the teacher will benefit.
References:
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#ixzz1UVSswyYfDirections:
Find words or phrases standing for the following acronyms with
short descriptions.
Find words or phrases standing for the following acronyms with
short descriptions.
1. IT = Information technology
2. ICT = Information And Communication Technology
3. CAI = Computer - Assisted Instruction
4. CALL = Computer Assisted Language Learning
5. WBI = Web Base Instruction
6. CBI = Computer Based Instruction
7. CMC = Computer-Mediated Communications
8. TELL = Teaching English Language Learners
9. MUD = Multi-User Domain
10. MOO = MUD Object Oriented
Directions:
Describe the following terms.
3. CAI = Computer - Assisted Instruction
4. CALL = Computer Assisted Language Learning
5. WBI = Web Base Instruction
6. CBI = Computer Based Instruction
7. CMC = Computer-Mediated Communications
8. TELL = Teaching English Language Learners
9. MUD = Multi-User Domain
10. MOO = MUD Object Oriented
Directions:
Describe the following terms.
Synchronous Tools
Asynchronous 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.
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.
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