An EduCamp requires good Internet connectivity. This is a critical aspect for the workshop because an inoperative network has negative effects on the experience of participants. It is also important to consider the convenience of wireless versus fixed connection. Two factors are involved: mobility and reliability. Fixed connections mean less mobility but usually higher reliability. this do not mean that a wireless connection is unreliable, just that support for fixed connections for such a high number of people is a more complex demand.
The EduCamp acknowledges learning as chaotic, continuous, and complex, made possible by co-creation and connected specialization. Additionally, it recognizes the impossibility of having certainty, accepting uncertainty and ambiguity as essential and unavoidable aspect of the process. all these elements are part of the way Siemens defines learning (2006, p. 39).
The role of the participants mirrors the expected role of a learner in what is proposed by Downes as a possible network pedagogy (Downes, 2006). They are part of an authentic environment, are involved in observation and emulation of good practice, and engage in conversation about practice. It is somewhat difficult to talk about the role of the facilitator, which certainly is different from that expected in a longer educational process. However, the elements of transparent work (modeling and demonstration) mentioned by Downes are visible, as is the involvement in network activity.
Saturday, July 9, 2011
Integrating the Learning of Micro-skills
Two technologies were employed here, video and blogs. Videos could serve as a good mode of inquiry that allows respondents to review rich contents that include various aspects of teaching: pedagogy, climate, management, classroom characteristics and student characteristics (Colestock & Sherin, 2009). The amount of attention given by teachers to each domain was different with instructional strategies receiving more concerns than other aspects. Colestock and Sherin found that teachers applied different strategies in interpreting teaching videos and subsequently developed their professional view of teaching through their interpretation and discussion. Video technology has also been implemented in micro-teaching to show examples of teaching or case-based learning by illustrating the actual and complex teaching environment.Videos allow pre-service teachers to learn teaching skills and teacher-student interaction through modelling and developing problem solving skills through observing the case in video playback (Kpanja, 2001; Lee & Wu, 2006). Video recording and playback is a useful technology to improve reflection in teaching (Akalin, 2005; Albrecht & Carnes, 2006; Benton-Kupper, 2001). Video-enabled and video-oriented discussion followed by critical reflection helped pre-service teachers to identify areas for improvement in professional growth (Fernandez, 2010; Kpanja, 2001). As a result, they could develop an increased awareness of their instructional strengths and weaknesses by observing the videos. The use of videos allows student teachers to have evidence-informed discussion and this fostered reflective practices among teachers (Albrecht & Carnes, 2006; Fernandez, 2010).
Blogs are a well accepted learning technology in education. Similar to online discussion forums, which allow participants to post their thoughts and subsequently read and comment on what is posted, blogs foreground the individual’s thoughts and cater to a much wider audience – anyone who happens to find the blog online can read and comment. As such, the fundamental difference between writing for an online discussion forum and a blog is that a blogger writes to a diverse and probably unknown audience. In education, the use of blogs is still being explored and developed (Jonassen, 2000) and this is also the case in teacher education. Duffy and Bruns (2006) proposed that technologies like blogs, wikis and RSS promote desirable practices such as collaborative content creation and reflection of learning experiences, and enable peer and formative evaluation to take place. Hernandez-Ramos (2004) carried out a comparative study between the use of blogs and online discussion to promote reflection in an instructional technology course in a teacher preparation program. His study reported that while teachers prefer blogs to online discussion forums in their reflection, the availability of information to a wider audience resulted in some apprehension in using blogs.
However, once the teachers become familiar with using blogs, they reflected on events ranging from their reactions to the time spent with their students, to their own professional learning and classroom management strategies. Pre-service teachers worked on an individual blog to reflect on the videos presented to them. Peers reading these blogs will be able to gain diverse perspectives from watching the same videos and reading the blogs. Shih (2010) used a blended learning approach using video-based blogs and found that students in the English Public Speaking course were able to enhance their learning motivation and encouraged their cooperation with their peers. He also reported that the video-based blogs helped students overcome their fear in public speaking. This is a relevant finding for this study since pre-service teachers have to overcome their fear of public speaking when they start teaching.
In conclusion, by integrating the learning of micro-skills through video technology and reflection using blogs; it aims to examine exactly what forms of reflection pre-service teachers engage in with regard to learning teaching skills.
Blogs are a well accepted learning technology in education. Similar to online discussion forums, which allow participants to post their thoughts and subsequently read and comment on what is posted, blogs foreground the individual’s thoughts and cater to a much wider audience – anyone who happens to find the blog online can read and comment. As such, the fundamental difference between writing for an online discussion forum and a blog is that a blogger writes to a diverse and probably unknown audience. In education, the use of blogs is still being explored and developed (Jonassen, 2000) and this is also the case in teacher education. Duffy and Bruns (2006) proposed that technologies like blogs, wikis and RSS promote desirable practices such as collaborative content creation and reflection of learning experiences, and enable peer and formative evaluation to take place. Hernandez-Ramos (2004) carried out a comparative study between the use of blogs and online discussion to promote reflection in an instructional technology course in a teacher preparation program. His study reported that while teachers prefer blogs to online discussion forums in their reflection, the availability of information to a wider audience resulted in some apprehension in using blogs.
However, once the teachers become familiar with using blogs, they reflected on events ranging from their reactions to the time spent with their students, to their own professional learning and classroom management strategies. Pre-service teachers worked on an individual blog to reflect on the videos presented to them. Peers reading these blogs will be able to gain diverse perspectives from watching the same videos and reading the blogs. Shih (2010) used a blended learning approach using video-based blogs and found that students in the English Public Speaking course were able to enhance their learning motivation and encouraged their cooperation with their peers. He also reported that the video-based blogs helped students overcome their fear in public speaking. This is a relevant finding for this study since pre-service teachers have to overcome their fear of public speaking when they start teaching.
In conclusion, by integrating the learning of micro-skills through video technology and reflection using blogs; it aims to examine exactly what forms of reflection pre-service teachers engage in with regard to learning teaching skills.
Friday, July 8, 2011
Integrating book, computer, and robot in language learning
There are difficulties in learning English in non-English-speaking contexts. First, much of the content material is de-contextualized from its daily use. Students learn
vocabularies, syntaxes, and grammars without knowing when and how to use them.
Samaras and Gismondi (1998) suggested that learning takes place in the continual
interactions with the surrounding environment. To help students learn English, therefore, one should consider delivering the instruction in a real context. Second,
computer-assisted learning systems may lack enough interactivity to help motivate
students to actively participate in the learning activities. Chang, Chan and Yang (2007)suggested that a learning system with high interactivity benefits students’ reading performance. Also, a learner-oriented instructional design will motivate students to learn with the computer system (Mitsoni, 2006). Third, as Liu (2000) noticed, learners often have insufficient practice in spoken English after class, which results in a situation where students are not confident in speaking English. Part of the reason is that students were not motivated to use English language after class. A computer-assisted learning system, thus, should be able to engage students in practicing their oral English in the real context simulated by the computer system.
Considering all of the above issues, an effective English learning environment should be able to motivate students to actively participate in learning activities (Coller & Shernoff, 2009; Coller & Scott, 2009) and to enhance their engagement in learning(Kebritchi & Hirumi, 2008). Both verbal and pictorial representations can be used in learning materials to foster students’ understanding (Chen & Chung, 2008).
In this present study, a humanoid robot was employed due to its high versatility in
enhancing cognitive and social interactions (Billard, 2003; Birk, Poppinga &
Pfingsthorn, 2009; Pierris & Lagoudakis, 2009). An English learning environment
integrated with book, computer and robot was proposed to deliver textual content,
multimedia, and motions all at the same time in an interactive fashion. Students may
benefit from the presented multimodal information, as well as social cues, from the
system to help them learn. The purpose of this study was, therefore, to (1) design and implement the integration of book, computer, and robot in a learning environment and(2) evaluate the usability and feasibility of the proposed system in English learning practices.
vocabularies, syntaxes, and grammars without knowing when and how to use them.
Samaras and Gismondi (1998) suggested that learning takes place in the continual
interactions with the surrounding environment. To help students learn English, therefore, one should consider delivering the instruction in a real context. Second,
computer-assisted learning systems may lack enough interactivity to help motivate
students to actively participate in the learning activities. Chang, Chan and Yang (2007)suggested that a learning system with high interactivity benefits students’ reading performance. Also, a learner-oriented instructional design will motivate students to learn with the computer system (Mitsoni, 2006). Third, as Liu (2000) noticed, learners often have insufficient practice in spoken English after class, which results in a situation where students are not confident in speaking English. Part of the reason is that students were not motivated to use English language after class. A computer-assisted learning system, thus, should be able to engage students in practicing their oral English in the real context simulated by the computer system.
Considering all of the above issues, an effective English learning environment should be able to motivate students to actively participate in learning activities (Coller & Shernoff, 2009; Coller & Scott, 2009) and to enhance their engagement in learning(Kebritchi & Hirumi, 2008). Both verbal and pictorial representations can be used in learning materials to foster students’ understanding (Chen & Chung, 2008).
In this present study, a humanoid robot was employed due to its high versatility in
enhancing cognitive and social interactions (Billard, 2003; Birk, Poppinga &
Pfingsthorn, 2009; Pierris & Lagoudakis, 2009). An English learning environment
integrated with book, computer and robot was proposed to deliver textual content,
multimedia, and motions all at the same time in an interactive fashion. Students may
benefit from the presented multimodal information, as well as social cues, from the
system to help them learn. The purpose of this study was, therefore, to (1) design and implement the integration of book, computer, and robot in a learning environment and(2) evaluate the usability and feasibility of the proposed system in English learning practices.
Technology-enhanced language learning
A language itself comprises a complex scheme with multiple interrelated components. Vocabulary, grammar, and pronunciation (sounds) are three basic components of a language (Grauberg, 1997). Learning a language requires one to have knowledge of these three components in a language scheme, knowledge of how they are used, and knowledge of how the three components can be orchestrated for reception (understanding a received input) and expression (producing an output) (Berninger & Richards, 2002; Grauberg, 1997). In practice, listening, reading, speaking, and writing are four skills rendering these three components in reception and expression; the former two are receptive skills for understanding, and the latter two productive skills for expression. These four skills of learning a language should be equally emphasized.
Language representation can be distinguished into four levels according to its complexity (Berninger & Richards, 2002; Sakai, 2005), ranging from sub word (e.g.,phonemes, morphemes), word (e.g., semantics, morphology), clause (e.g.,syntax/grammar), and up to discourse/text (e.g., conversation). Language learning starts with lower-level representations such as words, then to higher-level representations such as sentences and discourse, in both the receptive and expressive forms. This study adopted the above mentioned concepts and theories in the designs of the learning activities for the system we developed.
Computer technologies have been used in language learning since the 1960s. Warschauer (1996) suggested that the computer can serve in language learning as a tutor, a stimulus, or a tool for possible learning benefits such as multimedia practice with feedback, individualization, collaboration, fun factors, and integration of a variety of resources (Warschauer & Healey, 1998). A technology-enhanced environment for language learning is capable of offering enhanced input, interaction, and linguistic output to learners (Chapelle, 2009). The enhanced input for language learning refers to its versatile manifestation of the content (what linguistic information to be shown) and form (how the information can be shown). The interactivity provided by the computer system can result in an interaction between learner and learner, learner and computer,or within the learner’s mind. The linguistic output refers to the oral and written form of language production. Chapelle (2009) suggested that all three features of computer assisted language learning should be considered and integrated in the learning activities.
There have been a considerable number of studies investigating how computer technology may benefit students’ language learning. Laufer and Hill (2000), for example, designed a computer-assisted language learning dictionary incorporating multiple lexical information (i.e.,explanation in English, translation into first language,sound, root, and other information) for EFL students in Hong Kong and Israel. They analyzed students’ log files of accessing lexical information, and found that different people have different lookup preferences, and that the use of multiple lexical information in the dictionary seemed to reinforce retention. Likewise, Klassen and Milton (1999) found that a multimedia-enhanced learning mode improves students’ listening skills. Akbulut (2007) found that students learning vocabulary with associated pictures or videos performed better in the vocabulary test than those who learned only with textual definition (Akbulut, 2007). Similarly, in Chun and Plass’(1996) study, a higher rate of incidental learning was found in students who learned words annotated with text and pictures than those with text and video or text only. Also, they found a correlation between looking up a certain annotation type and using that type as a retrieval cue for remembering words. This finding is consistent with earlier studies of the redundancy effect in brain literacy (Berninger & Richards, 2002)and multimedia learning (Mayer, 2001; Mayer & Moreno, 2003), that multiple ways of representing information and procedures is a general principle in brain organization. Students who were able to form redundant connections tend to be better readers (Berninger, 1994).
Language representation can be distinguished into four levels according to its complexity (Berninger & Richards, 2002; Sakai, 2005), ranging from sub word (e.g.,phonemes, morphemes), word (e.g., semantics, morphology), clause (e.g.,syntax/grammar), and up to discourse/text (e.g., conversation). Language learning starts with lower-level representations such as words, then to higher-level representations such as sentences and discourse, in both the receptive and expressive forms. This study adopted the above mentioned concepts and theories in the designs of the learning activities for the system we developed.
Computer technologies have been used in language learning since the 1960s. Warschauer (1996) suggested that the computer can serve in language learning as a tutor, a stimulus, or a tool for possible learning benefits such as multimedia practice with feedback, individualization, collaboration, fun factors, and integration of a variety of resources (Warschauer & Healey, 1998). A technology-enhanced environment for language learning is capable of offering enhanced input, interaction, and linguistic output to learners (Chapelle, 2009). The enhanced input for language learning refers to its versatile manifestation of the content (what linguistic information to be shown) and form (how the information can be shown). The interactivity provided by the computer system can result in an interaction between learner and learner, learner and computer,or within the learner’s mind. The linguistic output refers to the oral and written form of language production. Chapelle (2009) suggested that all three features of computer assisted language learning should be considered and integrated in the learning activities.
There have been a considerable number of studies investigating how computer technology may benefit students’ language learning. Laufer and Hill (2000), for example, designed a computer-assisted language learning dictionary incorporating multiple lexical information (i.e.,explanation in English, translation into first language,sound, root, and other information) for EFL students in Hong Kong and Israel. They analyzed students’ log files of accessing lexical information, and found that different people have different lookup preferences, and that the use of multiple lexical information in the dictionary seemed to reinforce retention. Likewise, Klassen and Milton (1999) found that a multimedia-enhanced learning mode improves students’ listening skills. Akbulut (2007) found that students learning vocabulary with associated pictures or videos performed better in the vocabulary test than those who learned only with textual definition (Akbulut, 2007). Similarly, in Chun and Plass’(1996) study, a higher rate of incidental learning was found in students who learned words annotated with text and pictures than those with text and video or text only. Also, they found a correlation between looking up a certain annotation type and using that type as a retrieval cue for remembering words. This finding is consistent with earlier studies of the redundancy effect in brain literacy (Berninger & Richards, 2002)and multimedia learning (Mayer, 2001; Mayer & Moreno, 2003), that multiple ways of representing information and procedures is a general principle in brain organization. Students who were able to form redundant connections tend to be better readers (Berninger, 1994).
Sunday, July 3, 2011
Using ICT to Help Students Learn and Use English
Technology develops rapidly. It is available anywhere and for any purposes. It also provides some ease for teaching. Teachers have got some possibilities to make a good use of technology for their teaching. If I as a teacher of English subject I try to be open with this development. I try to learn how to get benefit of using technology in helping my students learn English and use their English. Based on research I find have many students comments when learning English using technology. These comments are not far from what scholars says about learning using technology. They are: making students autonomous, independent, providing choices, giving fun and enlarging students' horizon.
Sometimes activities of using technology for learning with students, however, they could be no longer new to others. My point is that trying new ways of teaching. I hope that those will make students enjoy their learning and facilitate them to learn. For this reason I want to share some of activities from my experiences when I visit some schools and teachers in there teach the students with some activities, such as :
Using interactive software.
When it has been installed in a language laboratory. She just learn how to operate it and how can students learn using it. She duty then, just introduce the way to operate it. Then decide the target students have to achieve when learning using it. While students work with it is just monitor. Finally check their achievements.
Asking students to explore the web to get source of learning.
After letting students learn from the text models she provide, she ask her students to find similar models from the website. It is possible to be done after she observe that there are some internet cafe surrounds. Most students are happy with this kind of task. They have to download the texts and deconstruct them.
Asking students to submit their assignment via email
When she noticed that the ninth grade of middle school, students learn how to make an email address, she ask them to try to submit their assignments via email. She has done it since 2 years ago. She asked her students to compose a text then submit it. Nowadays, most of students use a mobile phone equipped with camera. She then asked them to make a video of themselves when they are producing monologue telling the way to do something.
Using a software to deconstruct text
When she got the copy of this software, she still did not what she has to do with this. After trying to explore it she found that she could ask her students to use it to deconstruct texts and then reconstruct different texts. She just introduce the way to operate this software and show how to explore the icons. My research on this showed her that students have very high speed and excellent navigation on technology. It works. It shows that it helps her students in developing their competence in constructing texts.
Sometimes activities of using technology for learning with students, however, they could be no longer new to others. My point is that trying new ways of teaching. I hope that those will make students enjoy their learning and facilitate them to learn. For this reason I want to share some of activities from my experiences when I visit some schools and teachers in there teach the students with some activities, such as :
Using interactive software.
When it has been installed in a language laboratory. She just learn how to operate it and how can students learn using it. She duty then, just introduce the way to operate it. Then decide the target students have to achieve when learning using it. While students work with it is just monitor. Finally check their achievements.
Asking students to explore the web to get source of learning.
After letting students learn from the text models she provide, she ask her students to find similar models from the website. It is possible to be done after she observe that there are some internet cafe surrounds. Most students are happy with this kind of task. They have to download the texts and deconstruct them.
Asking students to submit their assignment via email
When she noticed that the ninth grade of middle school, students learn how to make an email address, she ask them to try to submit their assignments via email. She has done it since 2 years ago. She asked her students to compose a text then submit it. Nowadays, most of students use a mobile phone equipped with camera. She then asked them to make a video of themselves when they are producing monologue telling the way to do something.
Using a software to deconstruct text
When she got the copy of this software, she still did not what she has to do with this. After trying to explore it she found that she could ask her students to use it to deconstruct texts and then reconstruct different texts. She just introduce the way to operate this software and show how to explore the icons. My research on this showed her that students have very high speed and excellent navigation on technology. It works. It shows that it helps her students in developing their competence in constructing texts.
Multimedia Classroom English Teaching Reading
Teaching practice of multi-media class in high school mode of reading the use of scenarios created by the rich to activation of the classroom, in order to effectively develop the integrated use of English language skills and the ability to communicate appropriately and fully embody the " student-centered "philosophy of education.
Multimedia teaching, as a new "teaching weapons" have had a few teachers at various levels of quality classes, Seminar on the show's "secret magic" gradually transformed into primary and secondary school teachers must be a master teaching skills . The high school English Teaching should be based on students proficiency in English for communication purposes, and this purpose must be to achieve the Communicative classroom, based on teaching materials, "Structure - Scenario - function" of the teaching point of view, broadly divided into four per unit classroom teaching: Dialogue Teaching Model, Classroom Teaching, Language Structure (Unit Lesson Teaching Mode, Review (Fourth Division, teaching unit to read the Teaching Model as an example to talk about the display of multimedia Technology in the classroom use.
For example use of multimedia tools to implement classroom teaching American psychologist Bruner said: "The best learning but the learning material to stimulate interest." The media is the set of "sound, color, painting, music" in one, color-rich images, lively, sensible sound, is conducive to the creation of mood, the students exposure to which, the King, the matter seemed within reach. So the general model for reading class :
• Teaching purposes :
1. Point from the text to strengthen their reading comprehension, increase reading speed,
2. Textual content according to the study, the students enter the language and cultural Information.
3. Students to identify the capacity of genres and expressions.
• Interesting import :
Show the teaching activities, teachers with the teaching content, the introduction of humorous stories, anecdotes, songs were songs such as to enhance the fun of reading courses. I remember my school had a teacher who had used slides to show students had such of reading material: Two cats go before one cat. Two cats go after one cat. One cat goes in the middle. How many cats are there? students cried out with great interest "Three! Three!" Students interested in .
• Teaching Model :
The key words in accordance with relevant topics, pictures, and prompts to listen to the activities of the article to the effect, extraction. Text teachers designed 3 to 5 questions (questions, guide students to limit read access to the main text with new Information. Teacher topic, students with topic, the use of discourse by writing to the terms, exchange or discussion after school, teachers to choose important words in the text around the text content and composition of students in the new language to guide students to apply the scenario language learning, and to summarize the focus of discourse presented by the discourse of teachers, triggered a deep-seated problems, organizing students for group summarized.
Multimedia teaching, as a new "teaching weapons" have had a few teachers at various levels of quality classes, Seminar on the show's "secret magic" gradually transformed into primary and secondary school teachers must be a master teaching skills . The high school English Teaching should be based on students proficiency in English for communication purposes, and this purpose must be to achieve the Communicative classroom, based on teaching materials, "Structure - Scenario - function" of the teaching point of view, broadly divided into four per unit classroom teaching: Dialogue Teaching Model, Classroom Teaching, Language Structure (Unit Lesson Teaching Mode, Review (Fourth Division, teaching unit to read the Teaching Model as an example to talk about the display of multimedia Technology in the classroom use.
For example use of multimedia tools to implement classroom teaching American psychologist Bruner said: "The best learning but the learning material to stimulate interest." The media is the set of "sound, color, painting, music" in one, color-rich images, lively, sensible sound, is conducive to the creation of mood, the students exposure to which, the King, the matter seemed within reach. So the general model for reading class :
• Teaching purposes :
1. Point from the text to strengthen their reading comprehension, increase reading speed,
2. Textual content according to the study, the students enter the language and cultural Information.
3. Students to identify the capacity of genres and expressions.
• Interesting import :
Show the teaching activities, teachers with the teaching content, the introduction of humorous stories, anecdotes, songs were songs such as to enhance the fun of reading courses. I remember my school had a teacher who had used slides to show students had such of reading material: Two cats go before one cat. Two cats go after one cat. One cat goes in the middle. How many cats are there? students cried out with great interest "Three! Three!" Students interested in .
• Teaching Model :
The key words in accordance with relevant topics, pictures, and prompts to listen to the activities of the article to the effect, extraction. Text teachers designed 3 to 5 questions (questions, guide students to limit read access to the main text with new Information. Teacher topic, students with topic, the use of discourse by writing to the terms, exchange or discussion after school, teachers to choose important words in the text around the text content and composition of students in the new language to guide students to apply the scenario language learning, and to summarize the focus of discourse presented by the discourse of teachers, triggered a deep-seated problems, organizing students for group summarized.
The Effects of Technology on English Learning
There is much information written about the benefits of technology in education and the effects of technology on English learning. Advocates for integrating technology into the English classroom emphasize the positive effects of technology. It is important, however, to take a more critical look at the effects of technology on English education so that we can maximize the positive effects and minimize the negative ones.
Inactivity
Computer usage in classrooms increases children's amount of sedentary time and decreases their amount of active time. Physical activity helps to keep the brain active and focused, so it is important for students to be physically involved in their learning. With the increased use of technology, the physical aspect of learning is often neglected.
Changes in Communication
While technology opens the door to opportunities and access to people outside our immediate social circle, the result of the virtual world often closes doors to real-world encounters. Technology has increased the opportunities for long-distance communication, but in exchange decreases our ability to communicate proficiently in face-to-face encounters. The effect on students might be that they are not learning some very essential social skills. This particularly applies to ESL students, who need face-to-face encounters to learn the social nuances and unspoken social rules of another culture.
Reading and Writing
Social networking sites, such as Facebook and Twitter, are thriving on the use of short snippets of information, shortened forms of full words, and fully developed sentences and thoughts. Although these programs are not used in the academic setting, we have to recognize that students use these sites regularly, and it is dramatically changing the way we read and write. This major social trend in the use of technology in every day lives has a tremendous negative effect on education, especially English language learners (ELLs). Additionally, the use of educational technology in the classroom promotes shorter pieces of reading, which has a negative impact on students' ability to read longer pieces of writing. There is reason to believe that the attention spans of students are steadily becoming shorter as we rely more and more on technology-enhanced teaching materials.
General Findings
A report by the Milken Exchange on Education Technology indicates that the positive effects of technology on education far exceed the negative effects. For example, students learn more in less time when they receive computer-based instruction, and the use of technology results in higher level reasoning and problem-solving abilities. The negative effects were minimal by comparison.
Requirements for Positive Effects
Even in studies that show overwhelmingly positive effects of technology on English learning, it is important to note that the achievement of positive effects is the result of some common components. Teachers must be educated and trained to understand a variety of strategies and methods to integrate technology into the English classroom, must have access to the technology while planning, must have technical assistance available to themselves and students, and must be involved in ongoing and long-term staff development to support the use of technology in English learning. No matter how sophisticated the technology may be, without these factors, the positive effects of technology on English learning are often lost.
Inactivity
Computer usage in classrooms increases children's amount of sedentary time and decreases their amount of active time. Physical activity helps to keep the brain active and focused, so it is important for students to be physically involved in their learning. With the increased use of technology, the physical aspect of learning is often neglected.
Changes in Communication
While technology opens the door to opportunities and access to people outside our immediate social circle, the result of the virtual world often closes doors to real-world encounters. Technology has increased the opportunities for long-distance communication, but in exchange decreases our ability to communicate proficiently in face-to-face encounters. The effect on students might be that they are not learning some very essential social skills. This particularly applies to ESL students, who need face-to-face encounters to learn the social nuances and unspoken social rules of another culture.
Reading and Writing
Social networking sites, such as Facebook and Twitter, are thriving on the use of short snippets of information, shortened forms of full words, and fully developed sentences and thoughts. Although these programs are not used in the academic setting, we have to recognize that students use these sites regularly, and it is dramatically changing the way we read and write. This major social trend in the use of technology in every day lives has a tremendous negative effect on education, especially English language learners (ELLs). Additionally, the use of educational technology in the classroom promotes shorter pieces of reading, which has a negative impact on students' ability to read longer pieces of writing. There is reason to believe that the attention spans of students are steadily becoming shorter as we rely more and more on technology-enhanced teaching materials.
General Findings
A report by the Milken Exchange on Education Technology indicates that the positive effects of technology on education far exceed the negative effects. For example, students learn more in less time when they receive computer-based instruction, and the use of technology results in higher level reasoning and problem-solving abilities. The negative effects were minimal by comparison.
Requirements for Positive Effects
Even in studies that show overwhelmingly positive effects of technology on English learning, it is important to note that the achievement of positive effects is the result of some common components. Teachers must be educated and trained to understand a variety of strategies and methods to integrate technology into the English classroom, must have access to the technology while planning, must have technical assistance available to themselves and students, and must be involved in ongoing and long-term staff development to support the use of technology in English learning. No matter how sophisticated the technology may be, without these factors, the positive effects of technology on English learning are often lost.
Learning English Using Technology
The World Wide Web has opened a whole new world of opportunity to those who need or want to learn English. Instead of being required to go to regular classes and study with a teacher in a traditional setting, which many do not have time to do, those who want to learn English can now do so from the comfort of their own homes on the computer.
v Benefits of Learning English with the Computer
Whether you use an online format or a computer software program to learn English, utilizing technology carries many benefits. First, you are able to learn at your own pace. If you take English in a traditional classroom, you are forced to learn at the pace of the rest of the class. If you are more proficient than the average student, you will be held back. On the other hand, if you are learning more slowly than your classmates, you may be left behind. Technological resources allow you to learn as quickly or slowly as you want, giving you the chance to spend extra time on the areas where you need more help.
Another benefit to learning through technology, especially online courses, is the fact that you can learn no matter where you are. As long as you have an Internet connection, and with WiFi technology this is becoming more and more readily available, you can log on to your class and do a lesson or two. If you are required to travel frequently for your job, you can still use the computer to improve your English skills. This is not possible if you enroll in a traditional English class, as you will be required to be present at your scheduled class time.
v Learning English Online Works
You are probably wondering if learning English online is going to sacrifice the quality of your speaking and reading ability. If you choose a good online program it will not. The best online English courses give you the chance to practice writing and speaking English. You may need a microphone for your computer in order to speak, or the listening ear of a friend, but you will learn the language well.
v Choosing a Program
The key to your success in learning English using the computer is choosing the right program or course. Choose a program that focuses on basic vocabulary first, and then teaches you English through conversation, either written or spoken. Grammar rules are important as well, but if your goal is to be able to converse fluently, you need a program that jumps right into conversation after teaching you some basic words. Grammar rules can be learned after some conversation has been mastered.
Ideally, choose a program taught by native English speakers. Be sure to choose a course that has a listening component. You will need to be able to hear the different sounds of the language repeatedly in order to learn to speak them. This is one way in which learning English with the computer is helpful, because you can replay phrases over and over until you have mastered them.
v Other Online Resources
The Internet also gives you the chance to practice reading and writing in English. Since 80 percent of all websites are in English, you can read as much of the language as you want after you have gained a basic understanding of common phrases and vocabulary. In addition to this, chat rooms, online forums, and discussion groups give you the chance to practice writing in English, with the opportunity to get some feedback on your grammar and spelling. Additionally, there are many websites where you can download worksheets and even games that give you the ability to practice your vocabulary skills. The Internet is a treasure trove for people who are trying to learn English, so stop making excuses, get online, and start learning!
Saturday, July 2, 2011
Teach English with Song- ESL through Music
Music is a great language package that bundles culture, vocabulary, listening, grammar and a host of other language skills in just a few rhymes. Music can also provide a relaxed lesson on a hot boring day.
| Using English Videos And Music In EFL,ESL Classrooms a) Music: English songs can be used for a wide variety of ESL learning and teaching activities. They can start discussions on a topic or even become the centre of debate. This is especially true of songs that develop a particular theme. Songs are also great for teaching listening. One of my favorite exercises with music is completing the blanks as students listen or listening and choosing the correct words from two words than rhyme, for example cry and try. You can teach grammar with songs in many ways. Most English songs sometimes sacrifice grammar for smooth rhyme. This makes them very good grammar teaching tools. You can ask students |
Multimedia English Classroom Teaching and the rational use of the advantages of
First, the media in the advantages of English Teaching
1. The creation of real English situations, to stimulate students interest in learning English
Stimulate students interest in learning is very important in teaching, teaching content easy to understand, easy to understand the students to grasp. Multimedia to make the abstract, boring into the image of learning content, interesting dynamic content, and strengthen the students interest in learning, but also easy to students understand, memory, multimedia course ware will be exquisite sound, pictures and text together well, so that students heard and view its shape, its clinical environment, so much more living, to stimulate students desire to learn English . For example, the introduction of new courses can be multi-media display some text on the first animation, and exhibition-related issues, but also can listen to the tape after listening to the answer.
Friday, July 1, 2011
Teaching Grammar With Fun Learning Games
Teaching English grammar can be hard going - for the teacher and the students. It doesn't have to be difficult or painful, however. You can teach English grammar using fun learning games and before you know it your students will be more than willing. How does it work, you ask. Well, there has been a movement away from the traditional methods of teaching English grammar through writing, rewriting and worksheets to using a more active approach through games. Researchers have also begun to look at how and why these new methods work.
Four sound reasons to teach grammar with games
1. "Songs, Verse and Games for Teaching Grammar" explain how and why games work for teaching grammar in an ESL classroom. They say, "Games and problem-solving activities, which are task-based and have a purpose beyond the production of correct speech, are the examples of the most preferable communicative activities." They go on to explain that grammar games help children not only gain knowledge but be able to apply and use that learning.
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