Reading Prompt #12
*Ockey, G. J. (2009). Developments and Challenges in the Use of
Computer-Based Testing for Assessing Second Language Ability.
Modern Language Journal, 93(Focus Issue), 836-847.
*Cummins, P. W. & Davesne, C. L. (2009). Using Electronic Portfolios
for Second Language Assessment. Modern Language Journal, 93(Focus
Issue), 848-867.
Ockey argues that Computer based testing has failed to realize its anticipated potential. Describe and discuss on his reasons for his view, and tell why you either agree or disagree with him.
Cummins & Davesne offer an alternative to CBT with electronic portfolios. Comment on some of the ideas from this article that you'd be interested in trying out in your own classroom.
Computer-based testing (CBT) has been being used to assess second language ability, and it has made it possible to score essays, oral speech samples, or other test responses more reliably and practically. But CBT has failed to realize its anticipated potential. CBT security is one of the failures. Appropriate test security has to ensure that test takers cannot access to questions prior to the exam. I would like to set IELTS or TOEFL tests as example, test takers normally know that the test items are frequently repeated, so many of them access to internet and download old tests as many as possible items to memorize, and all get really good scores. This “shortcut” somehow makes the test “invalid” and not fair to all test takers. The Item bank of CBT is limited, so the CBT security still has a long way to be developed.
Cummins & Davesne (2009) mention that computer assessments of second language learner outcomes include computer-based testing (CBT), computer-adaptive testing (CAT), semi-adapted CAT, and also alternative form of electronic-portfolios (EPs), because machine cannot fully replicate the interpretive abilities of human beings, portfolio assessment is a reasonable alternative form of evaluating L2s’ linguistic outcomes and competence. Portfolio is defined by Norton and Wiburg (1998) as a collection of student work that demonstrate student’s motivation, academic progress, and achievement. As electronic-portfolio, it has more powerful function than paper-based portfolios in their capabilities of storing a wide variety of media files, such as audio files, video files, movies, and power point etc. and also EPs are easy for students and instructors to share and interact. The article mentioned that EPs can help students assess themselves, and I really think teachers can use it in classroom assessment. EPs can help students to set goals, and track progress they make it’s a good way for students to understand their skill levels and knowledgebase.
Showing posts with label Reading post. Show all posts
Showing posts with label Reading post. Show all posts
Wednesday, April 14, 2010
Thursday, April 8, 2010
Prompt 11
Reading Prompt #11
RICHARDSON Ch. 6. The Social Web: Learning Together
BLACKBOARD - Warschauer, M., Knobel, M., & Stone, L. (2004). Technology and equity in schooling: Deconstructing the Digital Divide. Educational Policy, 18(4), 562-588.
Share an idea of two about how you could use the ideas from Richardson with ESL students.
What is the "digital divide?' And why do Warschauer et al argue that this term may longer be applicable. What are the issues they found regarding differences in technology use with ELLs and other low socioeconomic students. What are some ways you could address this in your own schools or programs?
Richardson introduced “Twitter” and “social bookmarking” to facilitate ESL learning, and I am really interested in the “Twitter”. Twitter was created as a way to send quick updates to any “followers”, and it limits you to 140 characters per tweet (p.86). As a “micro-blogging” tool, twitter allows students to follow educators, post questions and get answers, share link to great blogs, or share ideas for their projects. And twitter can also be used to check students’ progress of their projects, for example, I used to use twitter to finish my “tutor project”, for each tutor hour, I would update the tweet. By checking the tweets, the teacher would know whether I finished my project or not. Moreover, the cell phone feature of twitter can help students to post update, check feedback, or interact with followers no matter when and where. I will definitely use twitter in ESL teaching.
The term “digital divide” refers that based on different socioeconomic status, students have different opportunities and abilities to access the digital technologies. And Warschauer et al argues that this term may no longer be applicable because right now, even though both the high and low socioeconomic schools use computer for teaching and learning, but there is great gap in using this technology. The high socioeconomic students are tending to use computer in more ways than low socioeconomic students. In ESL classroom, the ELLs normally have more troubles in using computer than native speaker students. To address this issue, I think first of all, educators need to be well trained to use these technologies. Second, when using digital technology, don’t assume students know how to use “power point” or check “blackboard” etc., teachers need to give students explicit instruction.
RICHARDSON Ch. 6. The Social Web: Learning Together
BLACKBOARD - Warschauer, M., Knobel, M., & Stone, L. (2004). Technology and equity in schooling: Deconstructing the Digital Divide. Educational Policy, 18(4), 562-588.
Share an idea of two about how you could use the ideas from Richardson with ESL students.
What is the "digital divide?' And why do Warschauer et al argue that this term may longer be applicable. What are the issues they found regarding differences in technology use with ELLs and other low socioeconomic students. What are some ways you could address this in your own schools or programs?
Richardson introduced “Twitter” and “social bookmarking” to facilitate ESL learning, and I am really interested in the “Twitter”. Twitter was created as a way to send quick updates to any “followers”, and it limits you to 140 characters per tweet (p.86). As a “micro-blogging” tool, twitter allows students to follow educators, post questions and get answers, share link to great blogs, or share ideas for their projects. And twitter can also be used to check students’ progress of their projects, for example, I used to use twitter to finish my “tutor project”, for each tutor hour, I would update the tweet. By checking the tweets, the teacher would know whether I finished my project or not. Moreover, the cell phone feature of twitter can help students to post update, check feedback, or interact with followers no matter when and where. I will definitely use twitter in ESL teaching.
The term “digital divide” refers that based on different socioeconomic status, students have different opportunities and abilities to access the digital technologies. And Warschauer et al argues that this term may no longer be applicable because right now, even though both the high and low socioeconomic schools use computer for teaching and learning, but there is great gap in using this technology. The high socioeconomic students are tending to use computer in more ways than low socioeconomic students. In ESL classroom, the ELLs normally have more troubles in using computer than native speaker students. To address this issue, I think first of all, educators need to be well trained to use these technologies. Second, when using digital technology, don’t assume students know how to use “power point” or check “blackboard” etc., teachers need to give students explicit instruction.
Thursday, April 1, 2010
Prompt 10
*RICHARDSON Ch. 7. Fun with Flickr: Creating, Publishing, and Using Images Online
*BLACKBOARD - Kern, R. (2006). Perspectives on technology in learning and teaching languages. TESOL Quarterly, 40(1), 183-210.
After reading Richardson, what ideas do you have for using images and programs such as Flickr in the language learning classroom?
Kern gives a broad overview of issues in CALL, with specific examples from three areas and implications for teaching and research. Select and share your own thoughts and opinions on one or more issues that Kern raises.
Richardson mentioned that the images and the Flickr program have great potential for education. In the language learning classroom, the Flickr can be used to create presentations and slid shows; illustrate poetry; teach social software, teach geography, etc. (Richardson, p.101). The Flickr has a very useful tool, which is the annotation feature that allows adding notes to parts of the image, so students can identify what they see. And also, teachers can ask students to make comment on what they see. What’s more, The Flickr can have “tags” or each uploaded pictures, and these tags allow these pictures searchable worldwide. Students can search their interested photos, by leaving comments on these photos, they can learn more about the photographer and the photograph. In a word, Flivkr has a great potential for language learning, and should be widely used I language learning classroom.
CALL has been by and large successfully used in language learning area, and the main issue of the effectiveness has been raised. Kern (2006) said the answer to the CALL effectiveness is "sometimes yes, sometimes no; sometimes yes for some learners but not for others". I totally agree with this. CALL technologies, such as videos, CALL tutorials and chat rooms have different features, and will be effective in different teaching area, so, for educators, they should be clear that the effectiveness of technologies needs to be measured by the particular ways in which the technology is used. When using CALL in language teaching, teachers need to be aware of how to best use them to accomplish specific goals, and ask what it means to use computer for learning and using a language.
*BLACKBOARD - Kern, R. (2006). Perspectives on technology in learning and teaching languages. TESOL Quarterly, 40(1), 183-210.
After reading Richardson, what ideas do you have for using images and programs such as Flickr in the language learning classroom?
Kern gives a broad overview of issues in CALL, with specific examples from three areas and implications for teaching and research. Select and share your own thoughts and opinions on one or more issues that Kern raises.
Richardson mentioned that the images and the Flickr program have great potential for education. In the language learning classroom, the Flickr can be used to create presentations and slid shows; illustrate poetry; teach social software, teach geography, etc. (Richardson, p.101). The Flickr has a very useful tool, which is the annotation feature that allows adding notes to parts of the image, so students can identify what they see. And also, teachers can ask students to make comment on what they see. What’s more, The Flickr can have “tags” or each uploaded pictures, and these tags allow these pictures searchable worldwide. Students can search their interested photos, by leaving comments on these photos, they can learn more about the photographer and the photograph. In a word, Flivkr has a great potential for language learning, and should be widely used I language learning classroom.
CALL has been by and large successfully used in language learning area, and the main issue of the effectiveness has been raised. Kern (2006) said the answer to the CALL effectiveness is "sometimes yes, sometimes no; sometimes yes for some learners but not for others". I totally agree with this. CALL technologies, such as videos, CALL tutorials and chat rooms have different features, and will be effective in different teaching area, so, for educators, they should be clear that the effectiveness of technologies needs to be measured by the particular ways in which the technology is used. When using CALL in language teaching, teachers need to be aware of how to best use them to accomplish specific goals, and ask what it means to use computer for learning and using a language.
Thursday, March 25, 2010
Prompt 9
BLACKBOARD - Barbierie, F. (2005). What is Corpus Linguistics? Essential Teacher (Compleat Links).
BLACKBOARD - Conrad, S. (2000). Will Corpus Linguistics Revolutionize Grammar Teaching in the 21st Century? TESOL Quarterly, 34(3), 548-560.
What is Corpus Linguistics? And why are some language teachers so excited about it?
What applications can you envision for your current or future classroom?
According to Barbierie (2005), Corpus Linguistics is the study of language that “relies on the use of computer-assisted techniques to analyze large, principled databases of naturally occurring language (corpora). Corpus-based analysis is interested in the language actually used in naturally occurring texts (language behaves in real life) rather than in what is theoretically possible.”
The corpus linguistics has much to offer language teachers, and it has been used in language teaching fields of the development of instructional materials; the analysis of learner language, and classroom instruction. The corpus linguistics provided teachers empirical information about the frequency of use of linguistic features, and it helps the design of teaching materials. Also, the corpus linguistics have been collecting corpora of leaner language, teachers can use these corpora in assessing language learners’ SLA, improving classroom teaching, or designing language teaching materials, etc.
As we all see, the corpus languages can enrich language teaching and research, and I will definitely use them in my future classroom. By collecting and analyzing the corpora of learner language, corpus linguistics provides teachers easy access to enhance teaching materials, improve the classroom teaching, analyze learner language, and help language learners achieve success.
BLACKBOARD - Conrad, S. (2000). Will Corpus Linguistics Revolutionize Grammar Teaching in the 21st Century? TESOL Quarterly, 34(3), 548-560.
What is Corpus Linguistics? And why are some language teachers so excited about it?
What applications can you envision for your current or future classroom?
According to Barbierie (2005), Corpus Linguistics is the study of language that “relies on the use of computer-assisted techniques to analyze large, principled databases of naturally occurring language (corpora). Corpus-based analysis is interested in the language actually used in naturally occurring texts (language behaves in real life) rather than in what is theoretically possible.”
The corpus linguistics has much to offer language teachers, and it has been used in language teaching fields of the development of instructional materials; the analysis of learner language, and classroom instruction. The corpus linguistics provided teachers empirical information about the frequency of use of linguistic features, and it helps the design of teaching materials. Also, the corpus linguistics have been collecting corpora of leaner language, teachers can use these corpora in assessing language learners’ SLA, improving classroom teaching, or designing language teaching materials, etc.
As we all see, the corpus languages can enrich language teaching and research, and I will definitely use them in my future classroom. By collecting and analyzing the corpora of learner language, corpus linguistics provides teachers easy access to enhance teaching materials, improve the classroom teaching, analyze learner language, and help language learners achieve success.
Wednesday, March 10, 2010
Prompt 8
Reading Prompt #8
*Levy – Ch. 4 Computer Mediated Communication
*BLACKBOARD – Sauro, S. (2009). Computer-Mediated Corrective Feedback and the Development of L2 Grammar. Language Learning & Technology, 13(1), 96-120.
What are some of the technologies used for CMC? What are some of the promising features of CMC for language learning. Comment on any of your uses of these technologies, in particular if you have used any of them for language learning or practice purposes. Finally, comment on the findings of Dr. Sauro's research, and what the implications may be for future practice.
Computer Mediated Communication (CMC) is defined by Herring (1996) as communication that takes place between human beings via the instrumentality of computers. CMC has two types: synchronous and asynchronous. Many technologies can be used for CMC, synchronous CMC includes Chatting, Classroom Discussion, conference and MOOs; asynchronous CMC includes Mailing Lists, Bulletin Boards, and E-mail. CMC has promising features for language learning, for example, CMC affects language learners’ ways of message composing, editing accessing, reading and responding; it provides access to authentic language; gives language learners exposure to target language input; allows students to interact with other participants either immediately or freely; and moreover, synchronous CMC provides learners with an opportunity to produce greater output, while asynchronous CMC provides learners with an opportunity to produce more accurate output. I have used MOOs, and really benefit from them. MOOs are “virtual environments, in which participants can meet together and interact with each other and the environment” (Levy, p.91). MOOs are also text based, participants need to read the written description of their environment, and then interact with other participants to finish goals. More than only chat, MOOs allow participants to look at or even change their environments. And not just synchronous form communications, MOOs also have asynchronous forms such as E-mail system. In the MOOs chat room, participants have options to whisper or yell message. In conclusion, MOOs are combination of multiple communication modes for “exploratory learning and virtual immersion in language-learning environment” (Levy, p.93), and have potential as a tool for second language learning.
According to of Dr. Sauro's (2009) research, two types of computer-mediated corrective feedback on the development of adult learners’ L2 knowledge: (1) corrective feedback that reformulates the error in the form of recasts, and (2) corrective feedback that supplies the learners with metalinguistic information about the nature of the error, supported gains in target form knowledge in familiar contexts, and the metalinguistic group showed significant immediate gains. But neither type had a significantly greater effect on immediate target form knowledge, nor had a significantly greater effect on target form knowledge over time. For future practice, educators need to understand what kinds of feedback work best for which learners and which forms, and then choose effective feedback forms— oral, written, face-to-face, or computer-mediated.
*Levy – Ch. 4 Computer Mediated Communication
*BLACKBOARD – Sauro, S. (2009). Computer-Mediated Corrective Feedback and the Development of L2 Grammar. Language Learning & Technology, 13(1), 96-120.
What are some of the technologies used for CMC? What are some of the promising features of CMC for language learning. Comment on any of your uses of these technologies, in particular if you have used any of them for language learning or practice purposes. Finally, comment on the findings of Dr. Sauro's research, and what the implications may be for future practice.
Computer Mediated Communication (CMC) is defined by Herring (1996) as communication that takes place between human beings via the instrumentality of computers. CMC has two types: synchronous and asynchronous. Many technologies can be used for CMC, synchronous CMC includes Chatting, Classroom Discussion, conference and MOOs; asynchronous CMC includes Mailing Lists, Bulletin Boards, and E-mail. CMC has promising features for language learning, for example, CMC affects language learners’ ways of message composing, editing accessing, reading and responding; it provides access to authentic language; gives language learners exposure to target language input; allows students to interact with other participants either immediately or freely; and moreover, synchronous CMC provides learners with an opportunity to produce greater output, while asynchronous CMC provides learners with an opportunity to produce more accurate output. I have used MOOs, and really benefit from them. MOOs are “virtual environments, in which participants can meet together and interact with each other and the environment” (Levy, p.91). MOOs are also text based, participants need to read the written description of their environment, and then interact with other participants to finish goals. More than only chat, MOOs allow participants to look at or even change their environments. And not just synchronous form communications, MOOs also have asynchronous forms such as E-mail system. In the MOOs chat room, participants have options to whisper or yell message. In conclusion, MOOs are combination of multiple communication modes for “exploratory learning and virtual immersion in language-learning environment” (Levy, p.93), and have potential as a tool for second language learning.
According to of Dr. Sauro's (2009) research, two types of computer-mediated corrective feedback on the development of adult learners’ L2 knowledge: (1) corrective feedback that reformulates the error in the form of recasts, and (2) corrective feedback that supplies the learners with metalinguistic information about the nature of the error, supported gains in target form knowledge in familiar contexts, and the metalinguistic group showed significant immediate gains. But neither type had a significantly greater effect on immediate target form knowledge, nor had a significantly greater effect on target form knowledge over time. For future practice, educators need to understand what kinds of feedback work best for which learners and which forms, and then choose effective feedback forms— oral, written, face-to-face, or computer-mediated.
Thursday, March 4, 2010
Reading Prompt 7
Reading Prompt #7
*LEVY – Ch. 7 Practice
*BLACKBOARD - Grgurović, M. & Hegelheimer, V. (2007). Help
Options and Multimedia Listening: Students' Use of Subtitles and the Transcript. Language Learning & Technology, 11(1), 45-66.
What did Grgurović & Hegelheimer find with regards to using subtitles and transcripts to help ESL students develop listening skills in English? What are some of the implications for instruction?
From your reading of Levy, comment on one or more of the issues related to the practice dimension of CALL what you would want to take into consideration for your own classroom.
Subtitles and transcripts are good ways of helping ESL students developing English skills. They provide modified input to learners, but Grgurović & Hegelheimer (2007) find that students are tent to use subtitles more frequently than the transcript, and the subtitles, which the language learners are using as help option in daily life, are the preferred help options for language learners in language study. The higher proficiency level students use the subtitles more frequently and for longer amounts of time than the lower proficiency group, while they have very similar behavior on using the transcript.
The implications of Grgurović & Hegelheimer findings are since the students preferred subtitles and used subtitles more than the transcript, in designing CALL, the subtitles can be used as help option in multimedia listening materials. At the same time, the CALL designers can offer transcripts in addition to subtitle as multiple help options. Also, in order to accommodate different learning styles and preferences, the CALL designers should give the users more control over the help options, instead of following the prescribed route, the users can have the option of “skipping help”. Help option is an effective learning strategy, the CALL designers, teachers, and students need to interact together to achieve the best goals.
Levy (2006) mentioned that CALL can be used with the teaching and training in language skills of listening, speaking, reading, writing, and in language areas including vocabulary, grammar, and pronunciation. And all the examples are evidences of successfully using CALL to teach language skills. But the biggest concern for me to use CALL in my own classroom is how to choose appropriate technological options. Different learning objectives requires different hardware and software, teachers need to master the knowledge to employ the language technologies in the way that enable the students to achieve their learning goals (p191), for example, teachers need to know what kind of technology are best suited for a specific language skills, and what technology is appropriate in a specific language area. Since technology may facilitate or constrain language learning (p192), it’s very important for teachers to take this issue into consideration.
*LEVY – Ch. 7 Practice
*BLACKBOARD - Grgurović, M. & Hegelheimer, V. (2007). Help
Options and Multimedia Listening: Students' Use of Subtitles and the Transcript. Language Learning & Technology, 11(1), 45-66.
What did Grgurović & Hegelheimer find with regards to using subtitles and transcripts to help ESL students develop listening skills in English? What are some of the implications for instruction?
From your reading of Levy, comment on one or more of the issues related to the practice dimension of CALL what you would want to take into consideration for your own classroom.
Subtitles and transcripts are good ways of helping ESL students developing English skills. They provide modified input to learners, but Grgurović & Hegelheimer (2007) find that students are tent to use subtitles more frequently than the transcript, and the subtitles, which the language learners are using as help option in daily life, are the preferred help options for language learners in language study. The higher proficiency level students use the subtitles more frequently and for longer amounts of time than the lower proficiency group, while they have very similar behavior on using the transcript.
The implications of Grgurović & Hegelheimer findings are since the students preferred subtitles and used subtitles more than the transcript, in designing CALL, the subtitles can be used as help option in multimedia listening materials. At the same time, the CALL designers can offer transcripts in addition to subtitle as multiple help options. Also, in order to accommodate different learning styles and preferences, the CALL designers should give the users more control over the help options, instead of following the prescribed route, the users can have the option of “skipping help”. Help option is an effective learning strategy, the CALL designers, teachers, and students need to interact together to achieve the best goals.
Levy (2006) mentioned that CALL can be used with the teaching and training in language skills of listening, speaking, reading, writing, and in language areas including vocabulary, grammar, and pronunciation. And all the examples are evidences of successfully using CALL to teach language skills. But the biggest concern for me to use CALL in my own classroom is how to choose appropriate technological options. Different learning objectives requires different hardware and software, teachers need to master the knowledge to employ the language technologies in the way that enable the students to achieve their learning goals (p191), for example, teachers need to know what kind of technology are best suited for a specific language skills, and what technology is appropriate in a specific language area. Since technology may facilitate or constrain language learning (p192), it’s very important for teachers to take this issue into consideration.
Thursday, February 25, 2010
Prompt 5
Reading Prompt #5
•RICHARDSON Ch. 8. Podcasting, Video and Screencasting, Live Streaming: Multimedia Publishing for the Masses
•BLACKBOARD - McQuillan, J. (2006). iPods in Education: The Potential for Language Acquisition
•BLACKBOARD – Stansbury, M. (2009). iPods help ESL Students Achieve Success. eSchool News (May 11).
Do you have an iPod or another type of .mp3 player? If so, have you used it or anything other than listening to your own music, such as downloading and listening to podcasts? Note some of the points McQuillan made about how podcasting can support second language learning. Which of the ideas from the readings would you be interested in trying out in your own classroom?
I have iPod as well as mp3, besides listening to the music; I also use them as “flash drive”, such as saving my pictures and documents. Unfortunately, I have never used them to download and listen to podcasts. I was not familiar with podcast until I read Richardson’s introduction, I really think this technology can be used to teach ESL students.
McQuillan mentions that iPods’ “audio recording” function allows students to record and publish “audio diary”, or record audio part of a slideshow, etc., these ideas are great. Students have opportunities to demonstrate their oral proficiency to the teacher who can download their published “speech samples”, or can listen to teacher or classmates’ speech samples. Also students can podcast their presentations with audio on the iPod; not only teachers but also parents can also view student’s progress. All these will stimulate students’ interests of learning language(s), provide them with more practice opportunities, and achieve academic success.
I really like the idea of “podcasting”, I remember when I was learning English, I tried to find all kinds of listening materials, such as VOA, or BBC, unfortunately, podcasting was not existed at that time, I have to spent a lot of money to buy these tapes or CDs. But now we have podcast, and lots of them are free, I will definitely use it in my classroom!
•RICHARDSON Ch. 8. Podcasting, Video and Screencasting, Live Streaming: Multimedia Publishing for the Masses
•BLACKBOARD - McQuillan, J. (2006). iPods in Education: The Potential for Language Acquisition
•BLACKBOARD – Stansbury, M. (2009). iPods help ESL Students Achieve Success. eSchool News (May 11).
Do you have an iPod or another type of .mp3 player? If so, have you used it or anything other than listening to your own music, such as downloading and listening to podcasts? Note some of the points McQuillan made about how podcasting can support second language learning. Which of the ideas from the readings would you be interested in trying out in your own classroom?
I have iPod as well as mp3, besides listening to the music; I also use them as “flash drive”, such as saving my pictures and documents. Unfortunately, I have never used them to download and listen to podcasts. I was not familiar with podcast until I read Richardson’s introduction, I really think this technology can be used to teach ESL students.
McQuillan mentions that iPods’ “audio recording” function allows students to record and publish “audio diary”, or record audio part of a slideshow, etc., these ideas are great. Students have opportunities to demonstrate their oral proficiency to the teacher who can download their published “speech samples”, or can listen to teacher or classmates’ speech samples. Also students can podcast their presentations with audio on the iPod; not only teachers but also parents can also view student’s progress. All these will stimulate students’ interests of learning language(s), provide them with more practice opportunities, and achieve academic success.
I really like the idea of “podcasting”, I remember when I was learning English, I tried to find all kinds of listening materials, such as VOA, or BBC, unfortunately, podcasting was not existed at that time, I have to spent a lot of money to buy these tapes or CDs. But now we have podcast, and lots of them are free, I will definitely use it in my classroom!
Friday, February 19, 2010
Prompt 4
Reading Prompt #4
* LEVY – Ch. 2. Design
* RICHARDSON Ch. 5. RSS: The New Killer App for Educators
Comment one one or two issues raised by Levy and Stockwell CALL educators must think about when it comes to the design of CALL products. Then, comment on what types of RSS feeds you might be interested in using with students or following yourself.
Prompt 4
As Levy said, in many respects, the language teachers may be considered designers (p10), because they need to design materials, develop tasks, teaching goals, class time, class management, etc. while in contemporary CALL class design, many issues need to be taken into consideration, for example, know the strengths and limitations of CALL materials; be aware of technical support; be creative; test, retest, and evaluate with users, etc., and I think “be aware of the technical support” is extremely important. Because now we are talking about “computer based learning”, especially “distance learning courses” are more and more popular, technical issue involves in CALL design. I really like Strambi and Bouvet’s idea of “chose a CD format and WebCT to create the language-learning materials and the environment for their use” (p19). Some areas may have internet access problem, so CD is a good choice to facilitate the distribution of such media rich content, and overcome the access issue. On the other hand, CD format cannot allow student-student and student-teacher interactivity, so WebCT will be a good way to solve this problem (p18). In a word, technical support is the key issue of CALL class design, only when this issue is solved can students access to CALL class.
RSS is an interesting stuff, before I always met RSS logos on all kinds of website, but I didn’t know what it is! Now I realize that it is such a useful tool that we can read the subscribed feeds, which are from many sites, at one place. We can read more content from more sources in less time, and also, we can immediately get updated new information that we are interested. I will definitely use the RSS feeds for current news, my CALL class study, and graphic design information.
* LEVY – Ch. 2. Design
* RICHARDSON Ch. 5. RSS: The New Killer App for Educators
Comment one one or two issues raised by Levy and Stockwell CALL educators must think about when it comes to the design of CALL products. Then, comment on what types of RSS feeds you might be interested in using with students or following yourself.
Prompt 4
As Levy said, in many respects, the language teachers may be considered designers (p10), because they need to design materials, develop tasks, teaching goals, class time, class management, etc. while in contemporary CALL class design, many issues need to be taken into consideration, for example, know the strengths and limitations of CALL materials; be aware of technical support; be creative; test, retest, and evaluate with users, etc., and I think “be aware of the technical support” is extremely important. Because now we are talking about “computer based learning”, especially “distance learning courses” are more and more popular, technical issue involves in CALL design. I really like Strambi and Bouvet’s idea of “chose a CD format and WebCT to create the language-learning materials and the environment for their use” (p19). Some areas may have internet access problem, so CD is a good choice to facilitate the distribution of such media rich content, and overcome the access issue. On the other hand, CD format cannot allow student-student and student-teacher interactivity, so WebCT will be a good way to solve this problem (p18). In a word, technical support is the key issue of CALL class design, only when this issue is solved can students access to CALL class.
RSS is an interesting stuff, before I always met RSS logos on all kinds of website, but I didn’t know what it is! Now I realize that it is such a useful tool that we can read the subscribed feeds, which are from many sites, at one place. We can read more content from more sources in less time, and also, we can immediately get updated new information that we are interested. I will definitely use the RSS feeds for current news, my CALL class study, and graphic design information.
Thursday, February 4, 2010
Reading Prompt 3
*LEVY – Ch. 8. Technology
*BLACKBOARD - Soares, D. d.A. (2008). Understanding class blogs as a tool for language development. Language Teaching Research, 12(4), 517–533.
What challenges did Soares face when using blogs with her ESL students, and what lessons did she learn? How does she feel about using blogs with students in the future? Levy describes several types of technologies Choose one of them and describe how you might want to use it (or have used it), and discuss some of considerations that need to be taken when using this technology with ESL students
Soares came across some issues when using blogs with her ESL students, such as students liked to open class blogs in class, but they didn’t like to leave or reply comment; students were not highly motivated or active; and students tended to copy information from web instead of creating their own writings. By carrying out Exploratory Practice, as well as online surveys, she noticed that the technical problems and time limitation were the main reasons which account for these challenges. She felt that in using blogs, teachers need to give students a tutorial on the basic operation, and choose the right platform to fit their needs. Teachers also need to spend more time to do blog activities in class. She also felt that blogging is well used in all classrooms worldwide, teachers should be ready to use blogs in their educational contexts.
Levy introduced several new technologies for language learning, and I am pretty interested in “Mobile Learning”. Almost everyone has mobile phone, and right now we have smart phones, 3G phones, they have multiple functions to allow you to upload, download, listen to music, watch videos, surf internet, etc., they just like a small “notebook computers”. This technology should be used in language learning, so that students can exchange E-mails with teachers, have small “phone conference”, receive “mini-lessons”, search information, etc. And they are so small and can be carried easily, and can be used freely, no matter when or when learners want to study, they can use it. But it has some limitations need to be taken into consideration, such as the screen is small, the keyboard is inconvenient, and also the cost of downloading from internet.
*BLACKBOARD - Soares, D. d.A. (2008). Understanding class blogs as a tool for language development. Language Teaching Research, 12(4), 517–533.
What challenges did Soares face when using blogs with her ESL students, and what lessons did she learn? How does she feel about using blogs with students in the future? Levy describes several types of technologies Choose one of them and describe how you might want to use it (or have used it), and discuss some of considerations that need to be taken when using this technology with ESL students
Soares came across some issues when using blogs with her ESL students, such as students liked to open class blogs in class, but they didn’t like to leave or reply comment; students were not highly motivated or active; and students tended to copy information from web instead of creating their own writings. By carrying out Exploratory Practice, as well as online surveys, she noticed that the technical problems and time limitation were the main reasons which account for these challenges. She felt that in using blogs, teachers need to give students a tutorial on the basic operation, and choose the right platform to fit their needs. Teachers also need to spend more time to do blog activities in class. She also felt that blogging is well used in all classrooms worldwide, teachers should be ready to use blogs in their educational contexts.
Levy introduced several new technologies for language learning, and I am pretty interested in “Mobile Learning”. Almost everyone has mobile phone, and right now we have smart phones, 3G phones, they have multiple functions to allow you to upload, download, listen to music, watch videos, surf internet, etc., they just like a small “notebook computers”. This technology should be used in language learning, so that students can exchange E-mails with teachers, have small “phone conference”, receive “mini-lessons”, search information, etc. And they are so small and can be carried easily, and can be used freely, no matter when or when learners want to study, they can use it. But it has some limitations need to be taken into consideration, such as the screen is small, the keyboard is inconvenient, and also the cost of downloading from internet.
Thursday, January 21, 2010
Reading Promt 2
*BLACKBOARD – Egbert, J. (2005). CALL Essentials: Principals and Practices in CALL Classrooms.—Ch. 1. Introduction: Principles of CALL.
*RICHARDSON Ch. 3. Weblogs: Getting Started
Egbert describes the optimal conditions for classroom language learning. Discuss how blogs and blogging can be a tool for achieving these conditions with ELL students. Finally, describe your own experience creating your blog this week. What topic or topics do you plan to blog about?
Response:
Egbert (2005) introduced 8 conditions that are used as supports for optimal classroom language learning environment. And I really think blog can be an effective tool for achieving these conditions with ELLs. First, blog allows ELLs to use target language actively and creatively in authentic social setting, and they can interact with other ELLs. A lot of ELLs are speaking different languages, in order to exchange ideas, they would use target language to response each other, so it’s a good way to achieve “Condition 1” and “condition 2”. Second, ask ELL students to use blog to fulfill an authentic task may stimulate students’ interests, they can practice the target language in a real world but not only in classroom, thus can they master it more effective. Moreover, blog provides ELLs with variety options of expressing themselves and learning languages, for slow-working students, they can take more time to complete the task, and teachers can instruct appropriate feedback as “guideline” in the process of the task. In these ways, blog can be a good tool to achieve “condition 3, 4, 5and 6”. Third, using blog to complete task can create a safe and comfy environment for ELLs, they don’t need to worry about the stress or pressure, and can finish task efficiently. For some ELLs, they may have difficulties to follow rigid schedules, blog can offer them options to choose their own book to read, crest their own topic, complete their interested task, and teachers can assist them to refine the target language and fulfill the task. So blog can be effective tool to achieve “condition 7 and 8”.
I am really interested in editing my blog, and I have confidence that I will make a good blog. But I came across some small difficulties in creating my blog, for example the “slide show”; I spent a lot time to figure out my Flickr’s account name, and finally succeeded! I am going to use this blog to work for my CALL class, and I am planning to focus on relevant CALL topics. And I still have two more blogs, and I will use them to record my daily life.
*RICHARDSON Ch. 3. Weblogs: Getting Started
Egbert describes the optimal conditions for classroom language learning. Discuss how blogs and blogging can be a tool for achieving these conditions with ELL students. Finally, describe your own experience creating your blog this week. What topic or topics do you plan to blog about?
Response:
Egbert (2005) introduced 8 conditions that are used as supports for optimal classroom language learning environment. And I really think blog can be an effective tool for achieving these conditions with ELLs. First, blog allows ELLs to use target language actively and creatively in authentic social setting, and they can interact with other ELLs. A lot of ELLs are speaking different languages, in order to exchange ideas, they would use target language to response each other, so it’s a good way to achieve “Condition 1” and “condition 2”. Second, ask ELL students to use blog to fulfill an authentic task may stimulate students’ interests, they can practice the target language in a real world but not only in classroom, thus can they master it more effective. Moreover, blog provides ELLs with variety options of expressing themselves and learning languages, for slow-working students, they can take more time to complete the task, and teachers can instruct appropriate feedback as “guideline” in the process of the task. In these ways, blog can be a good tool to achieve “condition 3, 4, 5and 6”. Third, using blog to complete task can create a safe and comfy environment for ELLs, they don’t need to worry about the stress or pressure, and can finish task efficiently. For some ELLs, they may have difficulties to follow rigid schedules, blog can offer them options to choose their own book to read, crest their own topic, complete their interested task, and teachers can assist them to refine the target language and fulfill the task. So blog can be effective tool to achieve “condition 7 and 8”.
I am really interested in editing my blog, and I have confidence that I will make a good blog. But I came across some small difficulties in creating my blog, for example the “slide show”; I spent a lot time to figure out my Flickr’s account name, and finally succeeded! I am going to use this blog to work for my CALL class, and I am planning to focus on relevant CALL topics. And I still have two more blogs, and I will use them to record my daily life.
reading prompt 1
*LEVY – Ch. 3 Evaluation
*RICHARDSON Ch. 1. The Read/Write Web.
*RICHARDSON Ch. 2. Weblogs: Pedagogy & Practice
What has been your experience with blogs prior to this class? Are there any blogs you regularly visit? Do you have your own blog? Richardson describes the many potential uses of weblogs for classroom pedagogy and practice. What are some ways blogs could be used effectively with ELL students?
Levy described many different types and methods of evaluation of CALL software programs or websites. As an ESL teacher, describe at least one component you would want to see in an evaluation that would help you decided whether or not to use it.
Blogs are really popular in all these years. We can post our “diary”, photos, videos, music etc., and at the same time, the visitor can leave their responses. It’s a good way to communicate and share information. I always visit my parents and friends’ blogs in China to check how they are doing now. And I visit “YouTube.com” almost every day to watch videos and shows. I have two blogs, I constantly update my blogs in order that my parents and friends can get to know my recent situation, and response messages they left.
Richardson (2009) introduced many uses of blogs, they are really helpful for ELL students too. Especially “class blog”, for many ELLs, they have difficulties in understanding what teacher said in class, and some of them are shy to talk in class. In this case, they can check class-related information such as class syllabus, homework assignment, and events. They can read online readings, post their responses for reading, post their writing samples, and exchange ideas with their peers etc.
For evaluate CALL software programs or websites, I think as an ESL teacher, the component of “valid” is very important. The designed software programs or websites should “work” for students and teachers, and follow the pedagogy. For example, when evaluate “Connected Speech” in CD format, which was designed to assist ELLs to improve their spoken English, the “reliable voice recognition”, “social cultural content of the program and linguistic accuracy” (Levy, p.49) should take into consideration. If the pronunciation is unclear, the reading passage is about some weird topics, and too much “hard” vocabulary etc., the program wouldn’t work, therefore cannot be used
*RICHARDSON Ch. 1. The Read/Write Web.
*RICHARDSON Ch. 2. Weblogs: Pedagogy & Practice
What has been your experience with blogs prior to this class? Are there any blogs you regularly visit? Do you have your own blog? Richardson describes the many potential uses of weblogs for classroom pedagogy and practice. What are some ways blogs could be used effectively with ELL students?
Levy described many different types and methods of evaluation of CALL software programs or websites. As an ESL teacher, describe at least one component you would want to see in an evaluation that would help you decided whether or not to use it.
Blogs are really popular in all these years. We can post our “diary”, photos, videos, music etc., and at the same time, the visitor can leave their responses. It’s a good way to communicate and share information. I always visit my parents and friends’ blogs in China to check how they are doing now. And I visit “YouTube.com” almost every day to watch videos and shows. I have two blogs, I constantly update my blogs in order that my parents and friends can get to know my recent situation, and response messages they left.
Richardson (2009) introduced many uses of blogs, they are really helpful for ELL students too. Especially “class blog”, for many ELLs, they have difficulties in understanding what teacher said in class, and some of them are shy to talk in class. In this case, they can check class-related information such as class syllabus, homework assignment, and events. They can read online readings, post their responses for reading, post their writing samples, and exchange ideas with their peers etc.
For evaluate CALL software programs or websites, I think as an ESL teacher, the component of “valid” is very important. The designed software programs or websites should “work” for students and teachers, and follow the pedagogy. For example, when evaluate “Connected Speech” in CD format, which was designed to assist ELLs to improve their spoken English, the “reliable voice recognition”, “social cultural content of the program and linguistic accuracy” (Levy, p.49) should take into consideration. If the pronunciation is unclear, the reading passage is about some weird topics, and too much “hard” vocabulary etc., the program wouldn’t work, therefore cannot be used
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