Tuesday, June 19, 2007
Friday, March 09, 2007
Response to the Discussion Questions
Drawing on your experience at your university, where do the language learning tasks (ideally that involve IT) fall on the flexibility continuum? Give one or more examples to illustrate. Can tasks that are "liberated" or "free" be easily incorporated into your teaching?
Frankly speaking, the language learning tasks at my university are not integrated with instructional technology seamlessly. Instead, they are rather separated from each other due to the factors such as the designed syllabus, the lack of resources to implement computer-assisted language courses, and etc. although the course Digital Literacy is offered to enhance learners’ general performance in locating, evaluating, and using the needed information effectively. The integration of IT and language learning tasks would be more beneficial to the development of learners’ competency in problem-solving and critical thinking, especially in an age of information explosion.
Instructional technology has definitely changed the way that teachers teach in classroom teaching situations and tremendous alterations have also occurred in the way information is presented to learners. What teachers should consider at this time of development is the way in which the interaction takes place between teachers and learners and the effect that those changes might have on the learners learning modes. What roles can teachers play in facilitating learners learning to learn? That is the question we should not take for granted.
Measures should be taken to trigger the consummation of IT and language learning tasks both on the side of the school authorities and that of the language teachers in a way that is more productive and effective.
So, the questions raised above are rather thought-provoking, and it should not be a shame to admit that what we have done so far in the field of integrating IT and language learning is rather primitive.
Frankly speaking, the language learning tasks at my university are not integrated with instructional technology seamlessly. Instead, they are rather separated from each other due to the factors such as the designed syllabus, the lack of resources to implement computer-assisted language courses, and etc. although the course Digital Literacy is offered to enhance learners’ general performance in locating, evaluating, and using the needed information effectively. The integration of IT and language learning tasks would be more beneficial to the development of learners’ competency in problem-solving and critical thinking, especially in an age of information explosion.
Instructional technology has definitely changed the way that teachers teach in classroom teaching situations and tremendous alterations have also occurred in the way information is presented to learners. What teachers should consider at this time of development is the way in which the interaction takes place between teachers and learners and the effect that those changes might have on the learners learning modes. What roles can teachers play in facilitating learners learning to learn? That is the question we should not take for granted.
Measures should be taken to trigger the consummation of IT and language learning tasks both on the side of the school authorities and that of the language teachers in a way that is more productive and effective.
So, the questions raised above are rather thought-provoking, and it should not be a shame to admit that what we have done so far in the field of integrating IT and language learning is rather primitive.
Tuesday, March 06, 2007
IT Educational Policy in USA
Group Division:
Liu Dongping on values given to education and IT;
Xiao Yun on roles of teachers;
Wang Xinjun on roles of students;
Yang Rong on roles of language and language learning.
Primary Source 1:
From http://usinfo.state.gov/journals/itsv/1297/ijse/ijse1297.htm
(This is from an e-journal article in US Society & Values. The editors comment on President Bill Clinton’s speech to illustrate the values given to American education.)
Values given to education:
The American system of education, like the society that shapes it, is facing myriad challenges and opportunities. What is the role of technology in the classroom? Is there a place for voucher-funded schools? Can national standards and testing be mandated for schools which are locally controlled? At a time when education is of increasing importance, where does society find the resources to fund this expanding need?
At the same time it is facing these questions, the U.S. system of education remains committed to universal access to education for all its students. It also has long contributed to its citizens' economic upward mobility and exerted a powerful democratizing influence. Despite the challenges facing American education, and the continuing debate among politicians, educators, parents and students, there is a national consensus that high quality education must be accessible to all.
Liu Dongping on values given to education and IT;
Xiao Yun on roles of teachers;
Wang Xinjun on roles of students;
Yang Rong on roles of language and language learning.
Primary Source 1:
From http://usinfo.state.gov/journals/itsv/1297/ijse/ijse1297.htm
(This is from an e-journal article in US Society & Values. The editors comment on President Bill Clinton’s speech to illustrate the values given to American education.)
Values given to education:
The American system of education, like the society that shapes it, is facing myriad challenges and opportunities. What is the role of technology in the classroom? Is there a place for voucher-funded schools? Can national standards and testing be mandated for schools which are locally controlled? At a time when education is of increasing importance, where does society find the resources to fund this expanding need?
At the same time it is facing these questions, the U.S. system of education remains committed to universal access to education for all its students. It also has long contributed to its citizens' economic upward mobility and exerted a powerful democratizing influence. Despite the challenges facing American education, and the continuing debate among politicians, educators, parents and students, there is a national consensus that high quality education must be accessible to all.
Primary Source 2:
From http://nces.ed.gov/pubs2004/2004011.pdf
(Since 1994, the National Center for Education Statistics (NCES) has surveyed public schools to estimate access to information technology in schools and classrooms. In the fall of each academic year, a new nationally representative sample of public schools is surveyed about Internet access and other Internet-related topics. The results of this survey show what progress has been made since these data were first collected in 1994, and help assess the magnitude of tasks remaining to make the Internet available as an educational tool in all schools. A report presents key findings from the survey “Internet Access in U.S. Public Schools, Fall 2002.” by NCES shows the following :)
Values given to IT:
In fall 2002, 99 percent of public schools in the United States had access to the Internet.
When NCES first started estimating Internet access in schools in 1994, 35 percent of public schools had access (table 1). In 2002, no differences in school Internet access were observed by any school characteristics. This is consistent with data reported previously (Kleiner and Farris 2002), which showed that there have been virtually no differences in school access to the Internet by school characteristics since 1999.
Roles of students in computer access
From http://nces.ed.gov/pubs2004/2004011.pdf
(Since 1994, the National Center for Education Statistics (NCES) has surveyed public schools to estimate access to information technology in schools and classrooms. In the fall of each academic year, a new nationally representative sample of public schools is surveyed about Internet access and other Internet-related topics. The results of this survey show what progress has been made since these data were first collected in 1994, and help assess the magnitude of tasks remaining to make the Internet available as an educational tool in all schools. A report presents key findings from the survey “Internet Access in U.S. Public Schools, Fall 2002.” by NCES shows the following :)
Values given to IT:
In fall 2002, 99 percent of public schools in the United States had access to the Internet.
When NCES first started estimating Internet access in schools in 1994, 35 percent of public schools had access (table 1). In 2002, no differences in school Internet access were observed by any school characteristics. This is consistent with data reported previously (Kleiner and Farris 2002), which showed that there have been virtually no differences in school access to the Internet by school characteristics since 1999.
Roles of students in computer access
More children and adolescents in the nation used computers at school than at home in 2001 (DeBell and Chapman 2003). The survey “Internet Access in U.S. Public Schools, Fall 2002”obtained information on various measures of student access to computers at school, such as the ratio of students to instructional computers with Internet access, student access to the Internet outside of regular school hours, the provision of hand-held computers to students and teachers, and laptop loans to students.
Roles of teachers in professional development on how to integrate the use of the internet into the curriculum
Although approximately one-half of public school teachers in 1999 reported that they used computers or the Internet for instruction during class time, and/or that they assigned their students work that involves research using the Internet, one-third of teachers reported feeling well or very well prepared
Nationwide, 87 percent of public schools with Internet access indicated that their school or school district had offered professional development to teachers in their school on how to integrate the use of the Internet into the curriculum in the 12 months prior to the fall 2002 survey.
Forty-two percent of the schools that had professional development had 1 to 25 percent of their teachers attending professional development in 12 months preceding the survey. Seventeen percent of the schools had 26 to 50 percent of their teachers, 11 percent of the schools had 51 to 75 percent of their teachers, and 30 percent of the schools had 76 percent or more of their teachers attending professional development on how to integrate the use of the Internet into the curriculum in the 12 months preceding the survey (table 20). Another 1 percent reported not having any teachers attending such professional development during this time frame.
Roles of language and language learning
Primary Source 3
Fromhttp://esperanto-usa.org/node/649?PHPSESSID=bceec4ac119f9cd4091c2e3e93e86908
(A blog of Esperanto-USA)
Learning languages in the United States is something to which we all give lip-service, but which in fact is heavily ignored in our schools, and it seems to me that anything that can help should be at least looked at.
Primary Source 4:
Fromhttp://www.usatoday.com/news/education/2007-01-09-language-children_x.htm
(By Beth Walton, USA TODAY. More children learn more than one language)
Not only is learning a foreign language easier for children than it is for adults, but children who are exposed to other languages also do better in school, score higher on standardized tests, are better problem solvers and are more open to diversity.
Roles of teachers in professional development on how to integrate the use of the internet into the curriculum
Although approximately one-half of public school teachers in 1999 reported that they used computers or the Internet for instruction during class time, and/or that they assigned their students work that involves research using the Internet, one-third of teachers reported feeling well or very well prepared
Nationwide, 87 percent of public schools with Internet access indicated that their school or school district had offered professional development to teachers in their school on how to integrate the use of the Internet into the curriculum in the 12 months prior to the fall 2002 survey.
Forty-two percent of the schools that had professional development had 1 to 25 percent of their teachers attending professional development in 12 months preceding the survey. Seventeen percent of the schools had 26 to 50 percent of their teachers, 11 percent of the schools had 51 to 75 percent of their teachers, and 30 percent of the schools had 76 percent or more of their teachers attending professional development on how to integrate the use of the Internet into the curriculum in the 12 months preceding the survey (table 20). Another 1 percent reported not having any teachers attending such professional development during this time frame.
Roles of language and language learning
Primary Source 3
Fromhttp://esperanto-usa.org/node/649?PHPSESSID=bceec4ac119f9cd4091c2e3e93e86908
(A blog of Esperanto-USA)
Learning languages in the United States is something to which we all give lip-service, but which in fact is heavily ignored in our schools, and it seems to me that anything that can help should be at least looked at.
Primary Source 4:
Fromhttp://www.usatoday.com/news/education/2007-01-09-language-children_x.htm
(By Beth Walton, USA TODAY. More children learn more than one language)
Not only is learning a foreign language easier for children than it is for adults, but children who are exposed to other languages also do better in school, score higher on standardized tests, are better problem solvers and are more open to diversity.
Monday, February 05, 2007
Response to the article
With the advent of wireless access points on university campus, teachers are constantly confronted with the misuse of the information technology in classroom, where students should normally concentrate on what the teacher is teaching and what they are supposed to learn. Technology is like a double-bladed sword, giving us the conveniences and freedom that paper and pen, chalk and blackboard could not offer previously; tempting us to take serious matters like learning for granted. It is the high time for us teachers and students as well to rethink the appropriate use of information technology, to incubate proper classroom behaviors that will facilitate more positive teacher-students interaction and entail better learning outcomes. The best solution to the problem is definitely not switching wireless off in classroom, but to cultivate the netiquette that the young generation should abide by. It might be time-consuming, but it should be worthwhile.
Wednesday, January 31, 2007
Evaluation of Site 7
This is the official website offering “help and how-to” to PowerPoint 2003 users from the manufacturer of this computer software. It is totally understandable for us visitors to notice that some of the hyperlinks provided on this webpage are directed to the relevant computer solutions of some kind commonly utilized in the business or educational settings. More than 150,000 free images and sounds are available for download. Visitors can quickly choose from the list of “Clip Art and Media Categories” to meet the demands of making impressive PowerPoint Presentations. There are also templates that can be downloaded if visitors accept the terms of use and have the cookies enabled in their browsers. If visitors have some troubles using PowerPoint, this is always the ideal place for us to find resolutions to our queries by simply keying in the questions in the search bar. Another alternative to find ways out is to go the discussion forum and search for the desired procedures to get out of the trouble.
Evaluation of Site 6
This website, operated by Dave Sperling, is the “The Internet's Meeting Place for ESL/EFL Students and Teachers from Around the World!”. A simple registration form will enable visitors to join the forum discussion. Once this is done, the system will prompt users to log in by entering the registered logname and password. Some of the forum members are frequent contributors of the online discussion, even with a hyperlink directed to the personal webpage he/she possesses. This discussion forum is dedicated exclusively to the use of PowerPoint in EFL situations. Teachers may gain some insights from viewing the posts by different members of the discussion forum. The members of this forum come from various parts of the world. This can actually broaden the vision of both in-service teachers and pre-service student teachers who show great interests in the question mentioned above. Even if visitors are reluctant to complete registration form online, e-mail addresses of the post contributors are given at the end of some posts to facilitate further communication between them.
Tuesday, January 30, 2007
Evaluation of Site 5
This website，operated by the Purdue University Online Writing Lab, uses PowerPoint presentations in the teaching of writing in classroom. What is fascinating about this site is that the interactive presentations are annotated with brief explanations. Viewers can easily choose whatever resources available by skimming the annotations. Most of the presentations are written and designed by Jennifer Liethen Kunka. Those presentations cover a wide range of topics from writing skills, grammatical issues, to the referencing formats. Teachers of English writing will definitely benefit a lot from those presentations. Another potentiality is to explore the way the presentations are organized and edited to better the performance in presentation skills using Microsoft Powerpoint slide shows. They can be downloaded from the website for free. The site is comparatively easy to navigate with anchors pointing at the designated area of the webpages at a single click of the mouse. However, we cannot find relevant information about the contributors of those presentations on the same page.
Monday, January 29, 2007
Evaluation of Site 4
This article，written by Don L. Fisher from Madera High School (Madera, California, USA), discusses the relevant issues related to the use of PowerPoint in the classroom. It is published on “The Internet TESL Journal” (Vol. IX, No. 4, April 2003). Don L. Fisher has helped ITESLJ begin an archive of PowerPoint presentations for ESL/EFL students, with topics ranging from Pronunciation, Vocabulary, to Grammar. Visitors can download those PowerPoint Slides free of charge at the following URL:http://iteslj.org/t/ppt/. As the domain name of the website suggests, this may be an academic paper addressing the use of PowerPoint Presentations in language classroom. However, no references are given at the end of the paper, and no literature is reviewed to ground the theory and the practice of using PowerPoint in language classroom. Instead, a list of resources is given in the text to offer visitors chances to view online resources identified by the author himself.
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