วันพุธที่ 10 สิงหาคม พ.ศ. 2554
My Learning Reflection on lessons.
Technology in the classroom: foundation for learning?
In some classrooms, iBooks have replaced textbooks. In others, students prepare video yearbooks that can be delivered to their classmates' cell phones. In still others, teachers ask students a question, and they punch in their answers with clickers that look like TV remote controls.
Hundreds of millions of dollars have been spent getting computers into U.S. classrooms, and teachers and students around the country are using technology in new ways. That raises two important questions for parents: How is technology improving learning? Are students developing the skills they'll need to understand and use techology in the future?
Pointers for parents
It can be tough to assess a school's use of technology. There is little research to go on since many of the tools and techniques are new.
Here are three pointers to help assess how technology is being implemented:
1. Ask the teacher or principal how technology is aligned with grade-level goals.
Parents might be wowed by an 8-year-old's ability to produce a PowerPoint presentation without looking closely at the thinking that went into it. While students need to develop technological skills, it should be in the context of thinking and learning to solve problems. That means the technology needs to be aligned with learning goals, says Shelley Pasnik, senior researcher for the New York-based Center for Children and Technology.
"There needs to be a vision on the part of the instructional leaders at the school," she says. "The content should lead; the tool should follow."
2. Ask your child how he or she uses technology when doing assignments.
If, for example, your child worked on a multimedia presentation about the Lewis and Clark expedition, ask why he or she chose certain elements. You'll find out pretty quickly if technology was used for its own sake or because there was thought behind it.
Pasnik explains, "If your child says, 'I was able to use not only my words to describe Lewis and Clark's journey, but also a picture' or 'I chose this font because it looked like something Lewis and Clark might have used in the 1800s,' you'll see that technology was used to give deeper meaning to learning."
3. Volunteer in the computer lab.
Pasnik also encourages parents to help out in the school's computer lab to see how technology is used. When you're visiting the school, ask the teacher why the computer was used in a particular lesson. If he or she says, for example, that students posed questions to experts in the field via the Internet, that's a sign that technology serves a valuable purpose.
Using technology in inspired ways
Headlines about innovations in school technology disguise a key fact: The way technology is used varies widely from classroom to classroom. While many computers sit unused much of the day, some schools are harnessing technology in creative ways to engage students and teachers.
Bill Carey, a Tennessee author and history buff, is a case in point. Working with the state Department of Education and teachers, Carey created Tennessee History for Kids, which came about because there are so few textbooks available on Tennessee history. The site includes grade-by-grade curriculum on state history, geography, and civics, and Carey hopes its interactive games will inspire students to challenge each other in a game of Tennessee trivia.
Elsewhere teachers are experimenting with classroom blogs that introduce multimedia skills to children and help them polish their writing skills. Mr. Roemer's Fifth-Grade Polar Bears in Tampa, Fla., also keeps parents informed about what's going on in the classroom.
A few districts, such as the one in Vail, Ariz., are giving students laptops instead of textbooks in a step toward an all-digital curriculum. It's a solution that addresses the problem of outdated textbooks and bulging backpacks. But, as critics have been quick to point out, it's expensive.
First used in college classrooms in the late '90s, classroom clickers have become less expensive and more common in public school classrooms. Teachers use these devices to find out if their students are understanding — or paying attention to — the material being covered in a lesson. Here's how they work:
• Using a computer keyboard, the teacher displays a question on a large screen in front of the class.
• Students point to the screen with their clickers and punch in an answer.
• The answers are sent to a receiver either through radio or infrared signals, then fed into a computer.
• A summary of the results is displayed on the screen instantly, giving teachers real-time feedback.
• The answers of individual students can also be tracked by the teacher.
There is no solid research yet that indicates whether clickers improve teacher or student performance, and they are costly tools because every student needs a laptop to use the technology.
More tech tools
Educational service providers, schools, districts, and entire states are experimenting with ways to use the Internet and gadgets to teach students:
• Help by cell phone or iPod. Teachers in New Hampshire post class assignments and homework on HomeworkNOW.com, and students check the site with their cell phones. For those wanting to gear up for the SAT, test-preparation company Kaplan offers tutorials in mathematics, reading, and writing for the iPod.
• Online assistance. All students in 4th through 12th grade in Alabama can now get free online homework help from 3 p.m. to midnight, seven days a week. Tutors are chosen by the company Tutor.com, which screens and trains current and retired teachers, grad students, and professors. In Georgia, every high school student has free access to online SAT preparation.
• Online courses. More districts are offering Web-based classes, from basic requirements for graduation to Advanced Placement. Even PE — yes, PE — is offered online in Minneapolis. Students fulfill the requirement by documenting their heart rates and workouts online. While these can be cost-effective ways for schools to add extra classes and for students to fit classes into crowded schedules, some critics say video dissection of a frog is just not as effective as the hands-on version.
• Testing technology literacy. A group of colleges has been working with the Educational Testing Service to test technological literacy. The test is designed to measure whether students can use technology as a tool to find, evaluate, organize, and communicate information. An online demo is available at The Information and Technology Communication Literacy Assessment.
Abbreviations
*ESOL = English for speakers of other languages (ESOL)
*TESOL = Teaching English to Speakers of Other *Languages. This term theoretically encompasses both TEFL and TESL.
*ELL = English Language Learners
*PDF = Portable Document Format (PDF) is an open standard for document exchange.
Innavative Edducation Technology in The Global Classroom .
IET prepares students to lead educational innovation through technology – including media and software design and production, policy development and analysis, technology integration and administration, research and evaluation, and teaching with new technologies.
Some distinctive features of studying educational technology in the TIE include:
• an approach that puts learning and teaching at the center
• a faculty composed of internationally recognized researchers with leading professionals in design and evaluation
• a curriculum that bridges design, implementation, and research
• a diverse community of learners, made up of students of all ages, from all parts of the globe
On the Problems and Stratagies of Multimedia Techonology in English Teaching.
The rapid rising and development of Information Technology offered a better pattern to explore the new teaching model. As a result, multimedia technology plays an important role in English teaching. However, some teachers rely so much on the technology that the disadvantage emerges in the teaching process. In order to make more efficient use of the technology and the practical value in English teaching, the paper put forward positive suggestion and strategy by analyzing the problems in the use of multimedia technology.
Thinking on the Application of Multimedia into College Teaching.
- The Current Stutus of Multimedia Teaching Methed in College English Teaching .
- Relashionship between the Qualities of the College English Teacher and Multimedia Teaching .
- Miunderstanding and Disadvantages of Multimedia Teaching in College English Teaching .
- Some Suggestions on Multimedia Teaching in College English Teachung .
Creatihg blog in www.blogger.com
Naming your blog is an important aspect of blog branding, or blog success for that matter. It seems very important to my visitors too. Ever since my original “What’s In a Name?” post, people have been asking for advice on how to select the best name for their blog.
Adobe Captivate4 Program
Whether you're a new or experienced Adobe Captivate user, you'll want to check out the videos in the Adobe Captivate 4 Basics section. In these videos, you'll learn how to use Adobe Captivate 4 effectively for a variety of needs.
Mindjet MindManager Program
Leading mapping software for businesses and individuals, 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. Now sporting a sleek Office 2007-like ribbon interface for quick access to key features, MindManager Pro helps users brainstorm, capture and distill complex issues, and improve productivity. Easy-to-use map templates, multi-map view, project alerts and filtering tools help enhance strategic thinking, accelerate project and process planning and inspire creativity.
Read more: Mindjet MindManager Pro 7 - Free software downloads and software reviews - CNET Download.com http://download.cnet.com/Mindjet-MindManager-Pro/3000-2076_4-10703825.html#ixzz1UdeNsYCm
“… Article about Blog in ELT…"
“… Article about Blog in ELT…"
Blogging for ELT
Submitted by ELT Editor on 6 March, 2005 - 13:00
This article takes a look at blogging, which is becoming increasingly popular as a language learning tool. It gives an overview of blogging websites, suggests why you might want to use them, and gives some practical advice on setting up blogs for use with your own classes.
• What is a blog?
• Types of blogs used in language teaching
• Why blog?
• Where to start
• Tips for managing learner blog settings
• Keeping students interested
• Some ideas for activities
• Pitfalls to watch out for
• Advanced feature
What is a blog?
A blog (short for weblog) is a frequently updated website that often resembles an online journal. It's so easy to create and update a blog - it requires only basic access to the Internet, and a minimum of technical know-how. Because of this, it is one of the easiest ways to publish student writing on the WWW. It's almost as easy as sending an email.
Nowadays, blogs can also display photos and some people are using them with audio and even video, but this article will concentrate on the basics, showing how a simple text-based blog can be used to great effect with your English language learners.
Types of blogs used in language teaching .
Aaron Campbell (2003) has outlined three types of blogs for use with language classes:
• The Tutor Blog is run by the teacher of a class. The content of this type of blog can be limited to syllabus, course information, homework, assignments, etc. Or the teacher may choose to write about his or her life, sharing reflections about the local culture, target culture and language to stimulate online and in-class discussion. In this type of blog, students are normally restricted to being able to write comments to the teacher's posts. A great example of this is Aaron Campbell's own 'The New Tanuki' http://thenewtanuki.blogspot.com/
• The Class Blog is a shared space, with teacher and students being able to write to the main area. It is best used as a collaborative discussion space, an extra-curricular extension of the classroom. Students can be encouraged to reflect in more depth, in writing, on themes touched upon in class. Students are given a greater sense of freedom and involvement than with the tutor blog. A very good example of what has been done with this type of blog is Barbara Dieu's 'Bee Online' http://beeonline.blogspot.com/) and 'Bee Online 2' http://beeonline2.blogspot.com/
• The Learner Blog is the third type of blog and it requires more time and effort from the teacher to both set up and moderate, but is probably the most rewarding. It involves giving each student an individual blog. The benefit of this is that this becomes the student's own personal online space. Students can be encouraged to write frequently about what interests them, and can post comments on other students' blogs. For examples, see the links to learner blogs from the class blog and tutor blog examples above.
Of course, teachers who decide to use blogs often use a combination of Tutor or Class blog and Learner blogs, with hyperlinks connecting them.
Why blog?
So, why should you blog with your students? There are many reasons why you may choose to use weblogs with students. One of the best reasons is to provide a real audience for student writing. Usually, the teacher is the only person who reads student writing, and the focus of this reading is usually on form, not content. With weblogs, students can find themselves writing for a real audience that, apart from the teacher, may include their peers, students from other classes, or even other countries, their parents, and potentially anyone with access to the Internet.
Here are some other reasons for using blogs:
• To provide extra reading practice for students.
This reading can be produced by the teacher, other students in the same class, or, in the case of comments posted to a blog, by people from all over the world.
• As online student learner journals that can be read by their peers.
The value of using learner journals has been well documented. Usually they are private channels between teacher and student. Using a blog as a learner journal can increase the audience.
• To guide students to online resources appropriate for their level.
The Internet has a bewildering array of resources that are potentially useful for your students. The problem is finding and directing your learners to them. For this reason, you can use your tutor blog as a portal for your learners.
• To increase the sense of community in a class.
A class blog can help foster a feeling of community between the members of a class, especially if learners are sharing information about themselves and their interests, and are responding to what other students are writing.
• To encourage shy students to participate.
There is evidence to suggest that students who are quiet in class can find their voice when given the opportunity to express themselves in a blog.
• To stimulate out-of-class discussion.
A blog can be an ideal space for pre-class or post-class discussion. And what students write about in the blog can also be used to promote discussion in class.
• To encourage a process-writing approach.
Because students are writing for publication, they are usually more concerned about getting things right, and usually understand the value of rewriting more than if the only audience for their written work is the teacher.
• As an online portfolio of student written work.
There is much to be gained from students keeping a portfolio of their work. One example is the ease at which learners can return to previous written work and evaluate the progress they have made during a course.
• To help build a closer relationship between students in large classes.
Sometimes students in large classes can spend all year studying with the same people without getting to know them well. A blog is another tool that can help bring students together.
Where to start .
There are lots of sites where you can set up a blog for free, but perhaps the best known and one of the most reliable and simple blogging tools to use with students is Blogger (http://blogger.com). It takes only fifteen minutes from setting up an account to publishing the first post using this valuable tool.
The teacher sets up the tutor blog or a class blog. With a Class blog, students will need to be invited to participate by e-mail. Learner blog accounts can either be set up beforehand by the teacher, or done at the same time with a whole class in a computer room. The former gives the teacher more control of student accounts, but some advantages of the latter is that learners are given more choice (of username, design of the blog, etc) and a greater sense of 'ownership' of their new virtual writing space.
Tips for managing learner blog settings .
• Use the 'Settings' in Blogger to add yourself (under Members) as Administrator of the learner blog. This is invaluable if students later forget usernames or passwords, and can also help if inappropriate posts are published
• Make sure you change the setting and turn the 'Comments' feature on. This will allow the others to respond to things the students write on their learner blogs.
• Also in 'Settings', you will find an option to receive an email whenever a student publishes their blog. This will save you time regularly checking learner blogs to see if any of your students have posted. Another way of being informed of this is to use the 'Site Feed' function (discussed further below).
Keeping students interested .
Many teachers who start to use blogs find the novelty factor is enough to create student interest in starting to use them. However, blogs work best when learners get into the habit of using them. If learners are not encouraged to post to their blogs frequently, then they can quickly be abandoned. A failed experiment. Here, the teacher in the role of facilitator is vital for maintaining student interest. Here are some ideas to how this can be done:
• Respond to student posts quickly, writing a short comment related to the content. Ask questions about what the learner writes to create stimulus for writing.
• Students should be actively encouraged to read and respond (through the commenting feature of the blog) to their classmates.
• Writing to the blog could be required, and it may form part of the class assessment. Students should be encouraged to post their writing homework on the blog instead of only giving it to the teacher.
Some ideas for activities .
• Mystery guest. Invite another teacher or someone from another school or country as a mystery guest to your blog. Ask the students to engage him or her in dialogue and guess their identity.
• Project work. A blog is an ideal space for developing a project, especially if the project is a shared one between several classes or even classes in different countries.
• International link-ups. Contact another educational establishment to see if they are interested in a joint blogging project. Students can write about their lives, culture, interests, etc, and be encouraged to read about the other class and respond by writing comments.
• Photoblog. If you plan on using photographs in your blog, there are lots of tools available to help you. Flickr (http://www.flickr.com) makes publishing photographs to blogs easy. If you want to make photographs central to the blog, however, it is better to use a blogging tool such as Buzznet (http://www.buzznet.com), which is a photo publishing tool and blog rolled into one.
Pitfalls to watch out for .
• Unwanted comments. To avoid unwanted comments, you can always restrict comments to people in the class or to registered bloggers.
• Correction. It is difficult to use a blog for correcting students. Student written work can always be corrected before posting to the blog, or you can do class correction sessions using work published in the blogs.
• Privacy. By their very nature, most blogs are public. Anyone with access to the Web can find and read a blog, and write comments (if this feature has been turned on). If privacy is an issue, then you will be better off using a blogging tool that allows different levels of access rights. Live Journal http://www.livejournal.com is a good choice, and is particularly popular with teenagers . Live Journal allows the setting up of a closed community, which could be restricted to the members of a class or to a wider circle including other classes, parents, etc.
Advanced feature .
The easiest way to keep track of a lot of learner blogs is to use the 'Site Feed' feature. You will need to use another piece of software called a newsreader or aggregator to read site feeds. Using a newsreader means your e-mail in-box won't become cluttered with posted messages from students publishing their weblogs. One of the most popular, free web-based newsreaders is Bloglines http://www.bloglines.com.
http://www.teachingenglish.org.uk/articles/blogging-elt
Blogging for ELT
Submitted by ELT Editor on 6 March, 2005 - 13:00
This article takes a look at blogging, which is becoming increasingly popular as a language learning tool. It gives an overview of blogging websites, suggests why you might want to use them, and gives some practical advice on setting up blogs for use with your own classes.
• What is a blog?
• Types of blogs used in language teaching
• Why blog?
• Where to start
• Tips for managing learner blog settings
• Keeping students interested
• Some ideas for activities
• Pitfalls to watch out for
• Advanced feature
What is a blog?
A blog (short for weblog) is a frequently updated website that often resembles an online journal. It's so easy to create and update a blog - it requires only basic access to the Internet, and a minimum of technical know-how. Because of this, it is one of the easiest ways to publish student writing on the WWW. It's almost as easy as sending an email.
Nowadays, blogs can also display photos and some people are using them with audio and even video, but this article will concentrate on the basics, showing how a simple text-based blog can be used to great effect with your English language learners.
Types of blogs used in language teaching .
Aaron Campbell (2003) has outlined three types of blogs for use with language classes:
• The Tutor Blog is run by the teacher of a class. The content of this type of blog can be limited to syllabus, course information, homework, assignments, etc. Or the teacher may choose to write about his or her life, sharing reflections about the local culture, target culture and language to stimulate online and in-class discussion. In this type of blog, students are normally restricted to being able to write comments to the teacher's posts. A great example of this is Aaron Campbell's own 'The New Tanuki' http://thenewtanuki.blogspot.com/
• The Class Blog is a shared space, with teacher and students being able to write to the main area. It is best used as a collaborative discussion space, an extra-curricular extension of the classroom. Students can be encouraged to reflect in more depth, in writing, on themes touched upon in class. Students are given a greater sense of freedom and involvement than with the tutor blog. A very good example of what has been done with this type of blog is Barbara Dieu's 'Bee Online' http://beeonline.blogspot.com/) and 'Bee Online 2' http://beeonline2.blogspot.com/
• The Learner Blog is the third type of blog and it requires more time and effort from the teacher to both set up and moderate, but is probably the most rewarding. It involves giving each student an individual blog. The benefit of this is that this becomes the student's own personal online space. Students can be encouraged to write frequently about what interests them, and can post comments on other students' blogs. For examples, see the links to learner blogs from the class blog and tutor blog examples above.
Of course, teachers who decide to use blogs often use a combination of Tutor or Class blog and Learner blogs, with hyperlinks connecting them.
Why blog?
So, why should you blog with your students? There are many reasons why you may choose to use weblogs with students. One of the best reasons is to provide a real audience for student writing. Usually, the teacher is the only person who reads student writing, and the focus of this reading is usually on form, not content. With weblogs, students can find themselves writing for a real audience that, apart from the teacher, may include their peers, students from other classes, or even other countries, their parents, and potentially anyone with access to the Internet.
Here are some other reasons for using blogs:
• To provide extra reading practice for students.
This reading can be produced by the teacher, other students in the same class, or, in the case of comments posted to a blog, by people from all over the world.
• As online student learner journals that can be read by their peers.
The value of using learner journals has been well documented. Usually they are private channels between teacher and student. Using a blog as a learner journal can increase the audience.
• To guide students to online resources appropriate for their level.
The Internet has a bewildering array of resources that are potentially useful for your students. The problem is finding and directing your learners to them. For this reason, you can use your tutor blog as a portal for your learners.
• To increase the sense of community in a class.
A class blog can help foster a feeling of community between the members of a class, especially if learners are sharing information about themselves and their interests, and are responding to what other students are writing.
• To encourage shy students to participate.
There is evidence to suggest that students who are quiet in class can find their voice when given the opportunity to express themselves in a blog.
• To stimulate out-of-class discussion.
A blog can be an ideal space for pre-class or post-class discussion. And what students write about in the blog can also be used to promote discussion in class.
• To encourage a process-writing approach.
Because students are writing for publication, they are usually more concerned about getting things right, and usually understand the value of rewriting more than if the only audience for their written work is the teacher.
• As an online portfolio of student written work.
There is much to be gained from students keeping a portfolio of their work. One example is the ease at which learners can return to previous written work and evaluate the progress they have made during a course.
• To help build a closer relationship between students in large classes.
Sometimes students in large classes can spend all year studying with the same people without getting to know them well. A blog is another tool that can help bring students together.
Where to start .
There are lots of sites where you can set up a blog for free, but perhaps the best known and one of the most reliable and simple blogging tools to use with students is Blogger (http://blogger.com). It takes only fifteen minutes from setting up an account to publishing the first post using this valuable tool.
The teacher sets up the tutor blog or a class blog. With a Class blog, students will need to be invited to participate by e-mail. Learner blog accounts can either be set up beforehand by the teacher, or done at the same time with a whole class in a computer room. The former gives the teacher more control of student accounts, but some advantages of the latter is that learners are given more choice (of username, design of the blog, etc) and a greater sense of 'ownership' of their new virtual writing space.
Tips for managing learner blog settings .
• Use the 'Settings' in Blogger to add yourself (under Members) as Administrator of the learner blog. This is invaluable if students later forget usernames or passwords, and can also help if inappropriate posts are published
• Make sure you change the setting and turn the 'Comments' feature on. This will allow the others to respond to things the students write on their learner blogs.
• Also in 'Settings', you will find an option to receive an email whenever a student publishes their blog. This will save you time regularly checking learner blogs to see if any of your students have posted. Another way of being informed of this is to use the 'Site Feed' function (discussed further below).
Keeping students interested .
Many teachers who start to use blogs find the novelty factor is enough to create student interest in starting to use them. However, blogs work best when learners get into the habit of using them. If learners are not encouraged to post to their blogs frequently, then they can quickly be abandoned. A failed experiment. Here, the teacher in the role of facilitator is vital for maintaining student interest. Here are some ideas to how this can be done:
• Respond to student posts quickly, writing a short comment related to the content. Ask questions about what the learner writes to create stimulus for writing.
• Students should be actively encouraged to read and respond (through the commenting feature of the blog) to their classmates.
• Writing to the blog could be required, and it may form part of the class assessment. Students should be encouraged to post their writing homework on the blog instead of only giving it to the teacher.
Some ideas for activities .
• Mystery guest. Invite another teacher or someone from another school or country as a mystery guest to your blog. Ask the students to engage him or her in dialogue and guess their identity.
• Project work. A blog is an ideal space for developing a project, especially if the project is a shared one between several classes or even classes in different countries.
• International link-ups. Contact another educational establishment to see if they are interested in a joint blogging project. Students can write about their lives, culture, interests, etc, and be encouraged to read about the other class and respond by writing comments.
• Photoblog. If you plan on using photographs in your blog, there are lots of tools available to help you. Flickr (http://www.flickr.com) makes publishing photographs to blogs easy. If you want to make photographs central to the blog, however, it is better to use a blogging tool such as Buzznet (http://www.buzznet.com), which is a photo publishing tool and blog rolled into one.
Pitfalls to watch out for .
• Unwanted comments. To avoid unwanted comments, you can always restrict comments to people in the class or to registered bloggers.
• Correction. It is difficult to use a blog for correcting students. Student written work can always be corrected before posting to the blog, or you can do class correction sessions using work published in the blogs.
• Privacy. By their very nature, most blogs are public. Anyone with access to the Web can find and read a blog, and write comments (if this feature has been turned on). If privacy is an issue, then you will be better off using a blogging tool that allows different levels of access rights. Live Journal http://www.livejournal.com is a good choice, and is particularly popular with teenagers . Live Journal allows the setting up of a closed community, which could be restricted to the members of a class or to a wider circle including other classes, parents, etc.
Advanced feature .
The easiest way to keep track of a lot of learner blogs is to use the 'Site Feed' feature. You will need to use another piece of software called a newsreader or aggregator to read site feeds. Using a newsreader means your e-mail in-box won't become cluttered with posted messages from students publishing their weblogs. One of the most popular, free web-based newsreaders is Bloglines http://www.bloglines.com.
http://www.teachingenglish.org.uk/articles/blogging-elt
วันอังคารที่ 9 สิงหาคม พ.ศ. 2554
Exercise for you
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. The term in its modern sense first appeared in a 1958 article published in the Harvard Business Review, in which authors Leavitt and Whisler commented that "the new technology does not yet have a single established name. We shall call it information technology (IT).
2.) ICT
Information and communications technology ( ICT ) is a combination of information technology and communications technology. In an increasingly interconnected world, the interactions among devices, systems, and people are growing rapidly.
3.) CAT
Computerized adaptive testing (CAT) is the redesign of psychological and educational measuring instruments for delivery by interactive computers. CAT can be used for tests of ability or achievement and for measures of personality and attitudinal variables. Its objective is to select, for each examinee, the set of test questions from a pre-calibrated item bank that simultaneously most effectively and efficiently measures that person on the trait.
4.) CALL
Computer-assisted language learning (CALL) is the search for and study of applications of the computer in language teaching and learning.
5.) WBI
Web-based instruction is teaching and learning supported by the attributes and resources of the Internet (Khan, 1997; Relan & Gillami, 1997). The groups below provide guidelines for how to best utilize Internet attributes and resources.
6.) CBI
Computer-Based Learning (CBI)is the use of computers alongside traditional teaching models is commonplace in classrooms. Teachers create lessons with software programs as well as educational websites to engage students.
7.) CMC
Computer-mediated communication CMC) is any form of communication between two or more individual people who interact and/or influence each other via separate computers through the Internet or a network connection - using social software
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.
9.) MUD
Multi-User Dungeon (or Multi-User Dimension) a cyberspace where users can take on an identity in the form of an avatar and interact with one another.
10.) MOO
is an online based system which deals with the purpose of connecting all the users with each other at the same time
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.
www.asaecenter.org
www.neamb.com
www.voxwire.com
www.stc.arts.chula.ac.th
http://en.wikipedia.org/wiki/MOO
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. The term in its modern sense first appeared in a 1958 article published in the Harvard Business Review, in which authors Leavitt and Whisler commented that "the new technology does not yet have a single established name. We shall call it information technology (IT).
2.) ICT
Information and communications technology ( ICT ) is a combination of information technology and communications technology. In an increasingly interconnected world, the interactions among devices, systems, and people are growing rapidly.
3.) CAT
Computerized adaptive testing (CAT) is the redesign of psychological and educational measuring instruments for delivery by interactive computers. CAT can be used for tests of ability or achievement and for measures of personality and attitudinal variables. Its objective is to select, for each examinee, the set of test questions from a pre-calibrated item bank that simultaneously most effectively and efficiently measures that person on the trait.
4.) CALL
Computer-assisted language learning (CALL) is the search for and study of applications of the computer in language teaching and learning.
5.) WBI
Web-based instruction is teaching and learning supported by the attributes and resources of the Internet (Khan, 1997; Relan & Gillami, 1997). The groups below provide guidelines for how to best utilize Internet attributes and resources.
6.) CBI
Computer-Based Learning (CBI)is the use of computers alongside traditional teaching models is commonplace in classrooms. Teachers create lessons with software programs as well as educational websites to engage students.
7.) CMC
Computer-mediated communication CMC) is any form of communication between two or more individual people who interact and/or influence each other via separate computers through the Internet or a network connection - using social software
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.
9.) MUD
Multi-User Dungeon (or Multi-User Dimension) a cyberspace where users can take on an identity in the form of an avatar and interact with one another.
10.) MOO
is an online based system which deals with the purpose of connecting all the users with each other at the same time
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.
www.asaecenter.org
www.neamb.com
www.voxwire.com
www.stc.arts.chula.ac.th
http://en.wikipedia.org/wiki/MOO
สมัครสมาชิก:
บทความ (Atom)
