My Learning Reflection on Lesson

   This things I learned from Computer Application for English Teaching in this semester. Teacher gave questions for me in classroom about Multimedia Technology :

1.List computer technology you have used in your study. What are they used for?
- website : We use to search the imformation for my studying.
- e-learning : We study everthing from the Internet for us.

2.List your favorite website How after do you use them? What can you learn from those website?

- www.facebook.com/ : We used for communication and shere idea between our friends on facebook.
- www.google.com : We can search everything the information.
- www.youtube.com : We can learn about Thai teacher and many things.
- www.hotmail.com : We use to send message and contact.

*Mindjet Mind Manager Pro7

Mindjet MindManager Pro 7 helps engage and align people to work smarter, think creatively and save time by visually capturing, organizing and communicating ideas and information effectively.

*Creating blog in www.blogger.com

It publishing tool from Google, for sharing text, photos ,videoand information about me and other.

*Adobe Captivate4 Program

For this program I learned with the using for Computer-Assisted Instruction(CAI) for instruction media to students

3.What computer technology will you use in your classroom? why?

- I will use Power Point for teaching in class. It is easy progrma for design variety. I think that it convenient to teaching for me.
After that, teacher gave students search this word in classroom.

ESOL : English for Speakers of Other Language.
TESOL : TEaching English to Speakers of Other Languages.
ELL : English Languages Learner[s]
PDF : Portable Document Format [Adobe Acrobat]

Next, I learned about "Innovative Educational Technology in The Global Classroom"

1. Integrating Instructional Technology Into an Assignment
Case study portfolios, can be integrated with instructional technology, such as online discussion, podcasts, blogs, and wikis.
2. The ELL Case Study
-Investigate linguistic and cultura backgrounds.
-Devise relevant educational scenarios.
-Solve authentic linguestic problems.
3. Blogging
The students' online journals, which they uploaded to the Web as blogs. Blogs are online commentary, personal reflections.
- text, graphics, PDF files, pictures, and links to other blogs.
- written case studies.
(http://blog.usf.edu/), Blogger
(http://www.blogger.com/),
WardPress (http://wordpress.org/)
Google Sites (http://sites.google.com/)
4. Podcasting
Internet-based audio programs available for downloading that allow the listener to play the audio through a computer or on an MP3 Player.
5. Creating a Wiki
Teachers suggested teaching methods and activities
(http://www.blackboard.com/)
6. Online Discussion
A window to observe how the preservice teachers constructed knowledge and interacted with others.
7. Implications
This assignment focusing on implementing technology in the classroom proved to be dynamic, effective, and beneficial for everyone involved. The preservice ESOL teachers began to develop better insight into and understanding of ELLs' needs and educational issues by completing their own ELL case studies and sharing their projects with others via the ESOL resource center.
   And I learned about "On The Problems and Strategies of Multimedia Technology in English Teaching"

1.There are Necessity of Application of Multimedia Technology to English Teaching.
-To Cultivate Students' Interest in Study.
-To Promote Students' Communication Capacity.
-To Widen Students' Knowledge to Gain an Insightfull Understanding to Western Culture.
-To Improve Teaching Effect.
2.There are Problems Arising From Application of Multimedia Technology to English Teaching.

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

Loss of Speaking Communication.

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

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

The Computer Screen can't Substitute the Blackboard.
Teachers need to enrich the content on the blackboard eith emerging of new questions raised by the students.

Power Point can not Take the Place of Student's Thinking and Practices.

Teachers need to encourage the students to use their own mind and speak more, actively join in class practice; we should not overuse the courseware merely in the hope of adding the modernized feature to class teaching.

Traditional Teaching instruments and Devices should not be Overlooked.
Teachers are supposed to choose appropriate media and instrument based on the requirements of teaching and integrate multimedia instrument.
Multimedia Technology should not be Overused.

The more interference of teaching information during transmission, the less the students take from the language materials.
Teacher taught me and my friends about :
- Mindjet Mind Manage Pro 7
- Creating blog in www.blogger.com
- Adobe Caplivated 4 program
Final, I learned about I learned about "Thinking on the Application of Multimedia inti Collede English Teaching"
1.The Current Status of Multimedia Teaching Method in College English Teaching.
    College English teaching is to set up a harmonious and high-effective teaching atmosphere in the English class to make students take part in the practice. Thus we can cultivate their listening, speaking, reading and writing abilities, which are the final teaching aim-developing the students' English intercommunicative ability.
2. Relationship between the Qualities of the College English Teachers and Multimedia Teaching.
    Many men of insight have realized that our country should make innovation to the College English Test Band 4 and Band 6 because these exams have affected the normal English teaching.
3. Misunderstandings and Kisadvantages of Multimedia Teaching in College English Teaching.

3.1 Teachers attending to trifles and neglectiong the essentials, and English classroom becoming a demonstrating hall of computer functions
3.2 Teachers depending on multimedia teaching method excessively and neglecting its auxiliary teaching function.
3.3 Some teachers being impercipient to multimedia teaching method.
4. Some Suggestions on Multimedia Teaching in College English Teaching.
4.1 Teachers should change their ideas of using multimedia teaching.
4.2 We should devote major efforts to developing multimedia teaching mode based on network circumstance.

Excercise

Acronyms

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

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

http://en.wikipedia.org/wiki/Informationcommunicationstechnology  

2. ICT = Information and communications technology(ICT) is now also used to refer to the merging (convergence) of audio-visual and telephone networks with computer networks through a single cabling or link system.

 http://en.wikipedia.org/wiki/Information_technology 

3. CAI = computer-assisted instruction (CAI) is a program of the Promise Foundation, a US non-profit organization that works with the children of migrant families in both rural and urban China.

 http://www.cai-china.org/site/

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

http://en.wikipedia.org/wiki/Computer-assisted_language_learning

5. WBI = The Web-based instruction is the process of interface between the current technologies and theinstructional design process to increase the efficiency of learning and overcome problems associated withotherwise having to give instruction at specific time and place.

http://journal/www.rd.ac.th/journal/

6. CMC = Computer-Mediated Communication (CMC) is the process by which people create, exchange, and perceive information using networked telecommunications systems (or non-networked computers) that facilitate encoding, transmitting, and decoding messages.

http://www.december.com/john/study/cmc/what.html

7. CBI = Computer-based learning in education refers to using computers as a central part of the educational experience. Teachers use educational websites and software to enhance daily classroom curriculum.

http://www.ehow.com/facts_6081722_computer_based-instruction-education_.html

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

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

http://en.wikipedia.org/wiki/MUD

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

http://en.wikipedia.org/wiki/MOO

Directions: Describe the following terms.

  Synchronous Tools

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

Asynchronous Tools

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

http://www.asaecenter.org/Resources/articledetail.cfm?itemnumber=13572

Article about Blong in ELT

Move to Educational Technology in the Classroom

         What is technology?  Technology is anything that extends human capability.  By definition, paper clips and staples are forms of technology because they extend human capability.  Nevertheless, paper clips and staples are ‘low-tech;' audio, video, and computer driven tools are considered ‘high-tech,' or commonly referred to as ‘technology.'

          Most people have an e-mail address or at least, know what e-mail is.  When a person looks around the World Wide Web, the "Internet," there are advertisements everywhere for degrees and certificates in ‘Educational Technology.'  Educational Technologyis using any form of technology (high-technology, by the above definition) in an educational setting, to assist teachers in their instruction.   From CD-ROM games for students to MS Power Point presentations to help explain a concept, idea, or topic, technology is here to stay so why are some teachers still afraid to use it?

         The term ‘technophobe' means a person who is afraid to use technology.  Many teachers are technophobes.  They are not certain or unaware that technology can help them to become better educators.  It is true that not all technology is good and often can be counter-productive.  However, an educator must be open to trying and evaluating new and emerging technologies to see where this might fit into their instruction.  Whether or not a teacher knows it, their English language learners may be using and interacting with technology everyday.  Therefore, teachers need to at least be aware of the impact technology is having on their learners.

Benefits of Using Blogs in ELT Classrooms

         At this point, the reader may ask, "What are the benefits of using this technology if I do not know much about it?"  The following reasons will assist in answering that question.  The reasons used below are by no means exhaustive; they merely serve as a starting point to move teachers in the right direction.Using technology is exciting for the learner. English language learners like to use and take part in activities that are familiar to them.  More often than not, the learner is already using technology or is eager to learn.  The technology represents a ‘fun' and ‘interesting' activity.

• Because blogs are a form of publishing. The learner will be ‘publish
•  ed.' The idea that a learner can publish their thoughts and ideas for the world to see is an exciting opportunity for the learner and the teacher. "A contraction of the term ‘Web logging,' blogging can best be described as a form of micropublishing" (Roberts, 2004).
• It creates a forum for the learner to be an individual.As mentioned above, each learner will be an ‘author.'  For some learners that is a scary idea, but some of the quieter, more introverted learners are yearning for a stage of their own.
• Teacher feedback can be given instantly in the form of comments or as a response to what the learner has written. learner can read the comment instantly and even reply to the teachers posting.  Learners of English need a lot of feedback and encouragement, and blogging would be an easy way to give them that ‘instant' feedback they need.
• Gives the learner confidence and pride in their work.The learner can edit/delete/save their work.  It is dated and logged chronologically.  This allows students to actually see the progress they are making in English.  Consequently, this will give them pride and increase their confidence in using the language.
• The teacher, as administrator, has control over the content of the blog. With blogging technology, the administrator (teacher) has sole management of the site.  The teacher can add or delete entries as they see fit.  They can also decide who can and cannot be a member of the blog.
• Can lead to a life-long habit of journaling for the learner. Through the use of blogs, learners should acquire a habit that is positive and will enable them to continue to grow in self knowledge and the knowledge of the world around them.
• Makes the learner more prepared for future educational and professional opportunities. While aiding with their English, the teacher is also assisting the learner to obtain new skills that will be very important in future educational and professional opportunities. The skills learned while blogging such as typing, editing, putting thoughts into words are essential for success beyond the ELT classroom.  The learners will be able to use these skills throughout school and in the workplace.
• Uses prior skills and knowledge (for some learners) and creates an opportunity for them to putthat  knowledge and skills to use in an academic setting.Many learners are already using the relevant technology at home or in school so blogging will enable them to express themselves in a medium in which they are familiar.
• Provides an opportunity to individualize instruction for multi-leveled classes. In most, if not all ELT classes, there are learners with varying levels of English. Blogging allows for differentiation.
• Allows for flexibility in the schedule of the learner and teacher.Being the very nature of the Internet, there are no set hours of operation (it never closes).  So the learners can ‘log on' at any time of the day or night.  Learners can use blogs whenever they are in the writing mood.  The same applies to the teacher.

           This is not to suggest that an instructor should abandon journaling on paper. Blogs can simply add much-needed variety for the learners in the ELT classroom.  Blogs are a great tool in the ELT teachers' repertoire.

Practical Uses of Blogs in the ELT Classrooms

           The discussion in this section covers three main uses of blogs in the ELT classroom.  Alternative assessment, student portfolios, and what has been the major focus of this paper, journaling.  As the needs of the English Language Learner continue to change and evolve, there are requests from educators, parents, and students for other forms of assessment.  Blogging can be one of these styles of alternative assessment.  It gives the learners the opportunity to demonstrate what they have been learning and their thoughts on a given topic, ideas, concepts, etc.  The teacher can then read the entries on the learner's page, or those which have been posted on the teacher's page, giving feedback, and assessing the learner's progress.

            Portfolios are another use for blogs.  The portfolio can include only written work or may include other work from class.  The students can display their work from the past term, semester, school year, or even, in some cases, school career.  By using blogs, the students can upload photos, work samples, include links to related work, etc.  This can even serve to foster skills that will be useful in the future careers of the students.  Many of the students can use their portfolios in the future to demonstrate their English abilities, and prove their writing skills.  The teacher can, again, use this as a form of alternative assessment.

            The online journal is what is probably most appealing to the teacher.  This is collection of often-updated entries.  Here again is an example used earlier about the various traffic laws:  Teachers might want to upload (or add to the blog) some photos of traffic signs and let the students comment on what they think the pictures represent.  Then the students could elaborate on what might happen if the traffic laws pictured were violated.  The teachers may want learners to compose their own story about something related to traffic.  This is a simple example, but teachers would be using all six of Peregoy & Boyle's (2001) "elements that create optimal content learning for ‘English Language Learners.

Summary and Conclusion

           In conclusion, the benefits of blogging far outweigh the pitfalls.  Ease of use and clean appearance are making the blog a major force on the Internet.  Therefore, not just the teachers teaching English language learners but any teacher need to stay up-to-date with educational trends and should stay abreast with emergent technology that will drive this information age for years to come.  Technology and education should go hand-in-hand and should not be separated because undoubtedly the learner will always use technology.  Blogs are a great tool to achieve many goals for English language learners and, in the long term, what all teachers desire, authentic learning.  With or without blogs, teachers of English language learners need to remember the goal of what they are doing.  Educating is the number one priority.

          Blogs may not replace the traditional ‘hand-written' journals, but then again they might.  However, the more options teachers offer learners; the more the needs of learners are met.  The ELT classroom setting needs to evolve, and for many, blogs will be the first step in that evolution.  By selecting the best attributes from the past experience and looking forward to the future will produce the strongest ELT instruction.  Now is the time to take action and use technology to meet the ever-growing needs of English language learners.

Read more: http://www.articlesbase.com/languages-articles/theoretical-and-practical-applications-of-emergent-technology-in-elt-classrooms-how-the-blog-can-change-english-language-teaching-2568080.html#ixzz1UdeXg06q
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