tools for communicationPage history last edited by eid.istfanos
DLI is lucky to have the most updated technology tools like tablet PC, blackboard, Ipods...I will talk about one of them, The blackboard as an effective tool used now and more workshops are available in DLI.
First, let;s define the blackboard
Blackboard is like the sharefolder found in DLI, designed to make online teaching and learning more effective and acessible. It is available to all students and instructors in DLI and is used primarily to support their face-to-face classroom activities or two way communications.
2- What is the philosophy beyond using it?
Blackboard allows instructors or teaching team to use and teach online learning materials, provides interactive assessment and assignment opportunities, promote instructor and student collaborative activities and assist in the management of the curriculum.
3- How can that be done?
Instructors establish one Blackboard course site for each of the courses they teach. At the end of the semester all of the content posted on their course sites is saved and the course site can be re-used the next time the course is offered, That is the same work like the local web sites in DLI from which you can teach, access, download, communicate with the students. Teachers on the blackboard have web access to all of their Blackboard course sites and can edit them at any time and from any location. course . Teachers now in DLI who use the blackboard feel convenient in communication from the office with the students to check their homework trquired day by day. They can evaluate them sending them the score they got in the subject they had homework on.,
For more information access:-
http://www.blackboard.com/us/index.bbb
http://www.uoregon.edu/~tep/technology/blackboard/blackboard.html
Monday, December 8, 2008
Sunday, December 7, 2008
Unit 6 Homework
One of the exciting persentations students who study Arabic has to make is about Iraq. Students perform that through survey, articles in target language and their books. Hope you like it Thanks Eid Istfanos
Tuesday, December 2, 2008
Technology is the least integrated fields for Women!
Technology is the least integrated fields for Women!
By: Raymond R. McCarthy and Joseph Berger
Journal of technology Education, vol.19No.2.Spring 2008
One of the exciting articles that I have read lately is about the role of women in technology. It focuses on solutions to make women have an effective role as a technology instructor. Of course he addresses women and educators. The purpose of the article is to shed the light on how to encourage female in general to join technology education not only as learner but to be an educator for technology. The study based on interviews with 10 female technology teachers. When I continue reading I asked myself why the author did not interview males to know how they learn technology and what strategies they follow, may, if he had taken the males opinions, he would have had more variable solutions for that issue.
He gave some reasons for lack of women in the field of technology, depending on the 10 women’s’ interview only. I find here he limited his study on women only. Of these reasons; the family has an influence in forming the women’s future. One of the reasons also is the cultural barriers that make female away from becoming technology education teacher If the sample women had been taken from a country that prohibit women to do that, I could have believed the writer or the 10 women’s opinion. What I see now, especially in the advanced countries women have the same rights and equally treated as men.
The remedies the author provided are many such as; provide the women with support especially the close people around them like the father, the brothers. Extend more activities that involve girls with boys for positive interaction. He also focuses in the remedies to create understanding of how women move beyond the cultural barriers.
However, I see the issue itself is useful and make us think of the serious steps that can be taken to put women equally with men in the field of technology.
Resources:-
Kandaswamy,D(2003).Talibanism in Technology.Data Quest,February 2003,from http://dqinda.cid.com/content/special//03022602
Rymond R.McCardy and Joseph Berger, Journal of technology education,vol19No.2,spring2008http://scholar.lib.vt.edu/ejournals/JTE/v19n2/pdf/mccarthy.pdf
By: Raymond R. McCarthy and Joseph Berger
Journal of technology Education, vol.19No.2.Spring 2008
One of the exciting articles that I have read lately is about the role of women in technology. It focuses on solutions to make women have an effective role as a technology instructor. Of course he addresses women and educators. The purpose of the article is to shed the light on how to encourage female in general to join technology education not only as learner but to be an educator for technology. The study based on interviews with 10 female technology teachers. When I continue reading I asked myself why the author did not interview males to know how they learn technology and what strategies they follow, may, if he had taken the males opinions, he would have had more variable solutions for that issue.
He gave some reasons for lack of women in the field of technology, depending on the 10 women’s’ interview only. I find here he limited his study on women only. Of these reasons; the family has an influence in forming the women’s future. One of the reasons also is the cultural barriers that make female away from becoming technology education teacher If the sample women had been taken from a country that prohibit women to do that, I could have believed the writer or the 10 women’s opinion. What I see now, especially in the advanced countries women have the same rights and equally treated as men.
The remedies the author provided are many such as; provide the women with support especially the close people around them like the father, the brothers. Extend more activities that involve girls with boys for positive interaction. He also focuses in the remedies to create understanding of how women move beyond the cultural barriers.
However, I see the issue itself is useful and make us think of the serious steps that can be taken to put women equally with men in the field of technology.
Resources:-
Kandaswamy,D(2003).Talibanism in Technology.Data Quest,February 2003,from http://dqinda.cid.com/content/special//03022602
Rymond R.McCardy and Joseph Berger, Journal of technology education,vol19No.2,spring2008http://scholar.lib.vt.edu/ejournals/JTE/v19n2/pdf/mccarthy.pdf
Preservice English Teachers and Technology
Preservice English Teachers and Technology:
A Consideration of Weblogs for the English Classroom
By: Shoffener, M.(2007)
This article focuses on how to prepare preservice English teachers to use technology effectively in class, especially blopg. That is a very important issue as preservice teachers possess the technical skills to use technology like of how to make power points, access a blog or open the white board, but at the same time they may not know how to apply these tools in English classroom.
To give solution of how preservice teachers use technology Mishra&Koehler,2006.P.1045, said “Work with technology in the methods course provides preservice teachers with the opportunity to explore a specific technology’s “relationship to subject matter in authentic contexts”
The author also mention the role of the preservice teachers is to be able to choose the tool that meets the students’ needs and the goals. Then he gave the blog as an effective example of how teachers use it. He does not illustrate how to set up a blog but he focused on the strategy the teachers can follow to reach the goals behind using it. I really like the method he presented using blog through questions and questions to make the teachers ask themselves these questions and find by themselves the answers. That sample can work with any other technology tools.
Despite the usefulness of the article in the advices given to such teachers, It focuses only on the preservice English teachers, as did that as he is an English teacher educator. He put limitations on using weblogs in teaching English only. I see there are many other subject matters’ preservice teachers in need to know how they can use technology in their classrooms. I see, despite he addresses teachers of English, the advices he discusses are beneficial to all subject matter teachers.
References
Doering, A. (2002). PRESERVICE ENGLISH TEACHERS ACQUIRING LITERACY PRACTICES THROUGH
http://www.citejournal.org/vol7/iss4/languagearts/article1.cfm
Beach, R., & Myers, J. (2001). Inquiry-based English instruction: Engaging students in life and literature. New York: Teachers College Press
A Consideration of Weblogs for the English Classroom
By: Shoffener, M.(2007)
This article focuses on how to prepare preservice English teachers to use technology effectively in class, especially blopg. That is a very important issue as preservice teachers possess the technical skills to use technology like of how to make power points, access a blog or open the white board, but at the same time they may not know how to apply these tools in English classroom.
To give solution of how preservice teachers use technology Mishra&Koehler,2006.P.1045, said “Work with technology in the methods course provides preservice teachers with the opportunity to explore a specific technology’s “relationship to subject matter in authentic contexts”
The author also mention the role of the preservice teachers is to be able to choose the tool that meets the students’ needs and the goals. Then he gave the blog as an effective example of how teachers use it. He does not illustrate how to set up a blog but he focused on the strategy the teachers can follow to reach the goals behind using it. I really like the method he presented using blog through questions and questions to make the teachers ask themselves these questions and find by themselves the answers. That sample can work with any other technology tools.
Despite the usefulness of the article in the advices given to such teachers, It focuses only on the preservice English teachers, as did that as he is an English teacher educator. He put limitations on using weblogs in teaching English only. I see there are many other subject matters’ preservice teachers in need to know how they can use technology in their classrooms. I see, despite he addresses teachers of English, the advices he discusses are beneficial to all subject matter teachers.
References
Doering, A. (2002). PRESERVICE ENGLISH TEACHERS ACQUIRING LITERACY PRACTICES THROUGH
http://www.citejournal.org/vol7/iss4/languagearts/article1.cfm
Beach, R., & Myers, J. (2001). Inquiry-based English instruction: Engaging students in life and literature. New York: Teachers College Press
BOYS AND GIRLS TALK ABOUT READING
Boys and girls talk about Reading
By: Robin H.Boltz
Who is Robin H.Boltz?
He is a Library media specialist at south Granville high school, Creedmoor, North Carolina; and a Ph.D. candidate at the University of North Carolina at Chapel Hill.
One of the most effective and useful article I have read is that one as it address a critical problem we face with the students; it is reading. Despite the findings we found on boys only and talk about the reading problems among the male audience but that article takes into consideration in surveys to have samples from both makes and females and take other educators in opinions
The article starts with big confirm and conclusion that school boys scores are lower than girls at every level on the standardized test of reading comprehension. When I read the whole article I found that conclusion is 100% right through the surveys and interviews done and the information gathered in many countries like Australia, England and the U.S.A as well. Students in all these countries took the standardized test and boys proved failure in reading or got lower scores. The research found out girls read much more than boys that is; the more one reads the more proficient and fluent one is.
The writer asked “why boys perform less well than girls” I found convinced answers through the statements he mentioned and interviews he made like ; reading at schools does not satisfy the boys interest. Suddenly he put the blame on schools saying “we are failing to make readers of our sons” other reasons were mentioned in the article like the physiological nature of girls make them tend to read more and girls can share interests, emotions and feelings while boys do not do that. That is why we have to understand the nature of each gender and see the suitable reading for each gender moreover, we see reading is given as a forced homework for students who do not like that after a long day at school. From real life; I have a daughter and a son and in general the girl likes reading while the boy finds it as a punishment after school despite he is smart and advanced in math.
I continued to read this wonderful article as it deals from the problem in all sides; the reasons, the proofs, the solutions. From the considerations that the writer mentioned is to make boys read more at school, helping students to choose the books from the library and remedy courses at school for reading problems.
I like the method the writer used in make surveys and interviews as he used open ended questions to give space for the interviewees to tell their ideas and opinions in details. The writer is a very proficient one in handling his research from all sides as he provided the solutions from other researchers. From them the former teacher Jon Scieszka (2003) who said “Reading research shows that young people need high-quality teachers, a wide variety of books and a range of reading activities. They need to hear books read aloud. They need to spend time talking about books. But in order for any of these efforts to be successful, kids need to want to read (2003, 17–18).
Other opinions were taken in considerations to find an outlet of how to make boys read by selecting some texts and stories that are relevant and easily connected to the lives of students; I mean reading should relate to real life situations and more practical for boys.
REFERENCES:
http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume10/what_we_want.cfm#review#review
Boys and books, by Jane McFann. (2004, August). Reading Today, 22(1), 20–21/http://www.reading.org/publications/reading_today/samples/RTY-0408-boys.html
By: Robin H.Boltz
Who is Robin H.Boltz?
He is a Library media specialist at south Granville high school, Creedmoor, North Carolina; and a Ph.D. candidate at the University of North Carolina at Chapel Hill.
One of the most effective and useful article I have read is that one as it address a critical problem we face with the students; it is reading. Despite the findings we found on boys only and talk about the reading problems among the male audience but that article takes into consideration in surveys to have samples from both makes and females and take other educators in opinions
The article starts with big confirm and conclusion that school boys scores are lower than girls at every level on the standardized test of reading comprehension. When I read the whole article I found that conclusion is 100% right through the surveys and interviews done and the information gathered in many countries like Australia, England and the U.S.A as well. Students in all these countries took the standardized test and boys proved failure in reading or got lower scores. The research found out girls read much more than boys that is; the more one reads the more proficient and fluent one is.
The writer asked “why boys perform less well than girls” I found convinced answers through the statements he mentioned and interviews he made like ; reading at schools does not satisfy the boys interest. Suddenly he put the blame on schools saying “we are failing to make readers of our sons” other reasons were mentioned in the article like the physiological nature of girls make them tend to read more and girls can share interests, emotions and feelings while boys do not do that. That is why we have to understand the nature of each gender and see the suitable reading for each gender moreover, we see reading is given as a forced homework for students who do not like that after a long day at school. From real life; I have a daughter and a son and in general the girl likes reading while the boy finds it as a punishment after school despite he is smart and advanced in math.
I continued to read this wonderful article as it deals from the problem in all sides; the reasons, the proofs, the solutions. From the considerations that the writer mentioned is to make boys read more at school, helping students to choose the books from the library and remedy courses at school for reading problems.
I like the method the writer used in make surveys and interviews as he used open ended questions to give space for the interviewees to tell their ideas and opinions in details. The writer is a very proficient one in handling his research from all sides as he provided the solutions from other researchers. From them the former teacher Jon Scieszka (2003) who said “Reading research shows that young people need high-quality teachers, a wide variety of books and a range of reading activities. They need to hear books read aloud. They need to spend time talking about books. But in order for any of these efforts to be successful, kids need to want to read (2003, 17–18).
Other opinions were taken in considerations to find an outlet of how to make boys read by selecting some texts and stories that are relevant and easily connected to the lives of students; I mean reading should relate to real life situations and more practical for boys.
REFERENCES:
http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume10/what_we_want.cfm#review#review
Boys and books, by Jane McFann. (2004, August). Reading Today, 22(1), 20–21/http://www.reading.org/publications/reading_today/samples/RTY-0408-boys.html
Friday, November 28, 2008
TECHNOLOGY AND OPEN UNIVERSITY IN EGYPT
Technology and Open universities in Egypt
By: Andrew Dempsey
Andrew Dempsey is an educational technology Specialist in Cairo, Egypt. With an academic background in Linguistics and Second Language learning, experienced in technology,and language learning in the Middle East for a long time. He is fluent Arabic
Andrew, in his article focuses on Technology tools as the first element in teaching methods success and the high performance among students. He mentions how technology in teaching has promoted the developing countries to catch up with the advanced ones. I see He is right as We see now many countries which were behind the education and progress began to take steps towards achievement in the industrial, economical, agricultural and educational fields. These countries do not wait to receive donations or funds from others but through their talents inserted technology that can put them on the right way to be advanced.
The writer address first the educators giving an example of the Egyptian Education Minister, Hussain Kamal ,who, in Feb 2001 said “We can not wait to solve the furniture problems without involving Educational technology system in our schools”. He is right as school challenges and problems are a lot like installing new taps, remodeling the building or changing the furniture. Education can not wait without technology because if we said that we have to solve the existing problems and then we think in technology we will wait for ever without technology, I mean wait behind at the end of the queue.
Then the writer focus on another point, " Technology effects" hw added saying
" Technology has demonstrated an obvious positive effect on students’ achievements especially on line studies and open universities". Positive effects are foind for all subject matters like science, math, history, physic education and arts, in preschool through higher education, and for special needs students, in public and private schools.
To agree with the conclusion the author made about the usefulness of technology in open universities in Egypt,I have to I go back again to my country Egypt as a developing country with overpopulation problems, we see that the only solution for the crowdedness in the classrooms and the university halls is technology as with the coming of technology a lot of open universities have been established to help students complete their studies either college, BA degree or higher studies on line.
To evaluate the authots opinion I accessed another website; mentioned below and concluded That,
One of the famous open universities in Egypt is the Arab Open University (AOU) which serves the students all over the world and provides studies in any subject student prefers. The AOU mission is to serve local and regional communities with opportunities of higher education, to provide professional development and life-long learning opportunities and serve the Arab and human societies.
The recent statistics for the on line study in Egypt has reached 2,315,002 in 2002/2003. Statistics are increasing because on line studies and open universities are not expensive especially all students have to work hard or travel abroad looking for better jobs to solve their economical problems and at the mean time he joins on line studies to get the degree he/ she likes.
References:-
Ellis, N. (1997). Vocabulary acquisition:Word structure, collocation, word-class, and meaning. In N. Schmitt (Ed.), Vocabulary:Description, acquisition, & pedagogy(pp. 122–139). Cambridge: Cambridge University Press.
Dempsey, A. (2007).Technology and Open universities in Egypt, Kairos Information Technology,http://www.egyptianarabic.com/index.php
By: Andrew Dempsey
Andrew Dempsey is an educational technology Specialist in Cairo, Egypt. With an academic background in Linguistics and Second Language learning, experienced in technology,and language learning in the Middle East for a long time. He is fluent Arabic
Andrew, in his article focuses on Technology tools as the first element in teaching methods success and the high performance among students. He mentions how technology in teaching has promoted the developing countries to catch up with the advanced ones. I see He is right as We see now many countries which were behind the education and progress began to take steps towards achievement in the industrial, economical, agricultural and educational fields. These countries do not wait to receive donations or funds from others but through their talents inserted technology that can put them on the right way to be advanced.
The writer address first the educators giving an example of the Egyptian Education Minister, Hussain Kamal ,who, in Feb 2001 said “We can not wait to solve the furniture problems without involving Educational technology system in our schools”. He is right as school challenges and problems are a lot like installing new taps, remodeling the building or changing the furniture. Education can not wait without technology because if we said that we have to solve the existing problems and then we think in technology we will wait for ever without technology, I mean wait behind at the end of the queue.
Then the writer focus on another point, " Technology effects" hw added saying
" Technology has demonstrated an obvious positive effect on students’ achievements especially on line studies and open universities". Positive effects are foind for all subject matters like science, math, history, physic education and arts, in preschool through higher education, and for special needs students, in public and private schools.
To agree with the conclusion the author made about the usefulness of technology in open universities in Egypt,I have to I go back again to my country Egypt as a developing country with overpopulation problems, we see that the only solution for the crowdedness in the classrooms and the university halls is technology as with the coming of technology a lot of open universities have been established to help students complete their studies either college, BA degree or higher studies on line.
To evaluate the authots opinion I accessed another website; mentioned below and concluded That,
One of the famous open universities in Egypt is the Arab Open University (AOU) which serves the students all over the world and provides studies in any subject student prefers. The AOU mission is to serve local and regional communities with opportunities of higher education, to provide professional development and life-long learning opportunities and serve the Arab and human societies.
The recent statistics for the on line study in Egypt has reached 2,315,002 in 2002/2003. Statistics are increasing because on line studies and open universities are not expensive especially all students have to work hard or travel abroad looking for better jobs to solve their economical problems and at the mean time he joins on line studies to get the degree he/ she likes.
References:-
Ellis, N. (1997). Vocabulary acquisition:Word structure, collocation, word-class, and meaning. In N. Schmitt (Ed.), Vocabulary:Description, acquisition, & pedagogy(pp. 122–139). Cambridge: Cambridge University Press.
Dempsey, A. (2007).Technology and Open universities in Egypt, Kairos Information Technology,http://www.egyptianarabic.com/index.php
Wednesday, November 26, 2008
Technology and Student Learning
Technology and Student Learning
By:Muir, M. (2007)
Muir, M is assosicate prosessor of middle and seconary education at the university of Maine ar Farmington and director of maine center of meaningful engaed learning.
We all agree that technology has great positive effects on learning. I read one of the articles titled: “Technology and student learning” Muir, M. (2007), in which the writer states many facts about technology in learning. I summarize, make my reflection and evaluate them as follows;
Technology connects the school and the students to the world. That is true as we see today you can send discussion, chat, talk with your relatives in the other countries and continents through the web cam or other technology tools and you are at home, technology makes the world like a small village in front of you.
I understand from his article that technology strengthens teaching through the variety tools used in teaching. In DLI when we have cultural presentations or speaking presentations or Area studies presentations student feel enjoyment and fun and get more interactive as these presentations are done by the students themselves using technology tools like smart board or power point...etc.
He also made a hypothesis which I made in one of my discussions in that course, he stated that technology has a contribution to the change in schools; imagine there are no tools now, how would schooling be? If you could imagine schools without technology in the age of inventiveness, tell me how it would be. It would be a place in which you can not learn and schools would take you back to the old ages with no advance and the outside world would be more progressive than schools, that is my ultimate belief. Bracewell, Breuleux, Laferriere, Beniot, and Abdous (1998) confirmed that the integration of educational technology into the classroom leads to increased student interest and motivation in learning, more student-centered classroom environments, and increased real-life or authentic learning opportunities. Davis (1997) agreed that technology integration led to student-centered classrooms, which increased student self-esteem. No doubt all these benefits, we as instructors and me especially who work with students since 1984 and lived teaching without technology for eleven years and then started windows 1995 in 1996, since then technology in progress. From the two decades I taught with and without technology I observe the big differences and chance provided for each student, it is breakthroughs.
One of the most points Coughlin focued on is that technology helps relate academics to the practices of today's workforce. Technology in schooling, as I see , is not only restricted to using inside the school building only, but it extends beyond that after school to help students apply the academic study in real life situation and especially when they look for a job, I also can add that one of the positive effects of technology is that it deepens the basic skills like with the DLI students the materials are available with them after school for review and study and that make language skills are better.
I agree with the writers’ findings paraphrased above, despite in the same research summary there are some concerns on using technology as technology sometimes focuses on hardware and software, or teachers taught about the technology instead of using the technology to enhance learning experiences. In my opinion, I can say that Technology has the power to improve teaching and learning, but it depends greatly on teachers' purposes in using the technology, why he uses that tool, for which subject and how he\she uses these tools. I like the comment of Tapscott, 1998, p.135 when he said “ (Tapscott, 1998, p. 135) People who recommend more computers for the schools are like doctors who prescribe more medicine. What medicine? How much medicine? For what reason? The same questions apply to computers.
In general it is one of the valuable articles built on facts and practical evidances from supporters in the same field as he addresses the teachers sector.
Resources:
Muir, M. (2007). Research summary: Technology and learning. Retrieved [date] from http://www.nmsa.org/Research/ResearchSummaries/TechnologyandStudentLearning/
tabid/275/Default.aspx
Becker,H.(2000).findings from the teaching.learning and computing survey.education policy analysis archives8(51)retrieved June2,2006,from http://epaa.asu.edu/epaa/v8n51
By:Muir, M. (2007)
Muir, M is assosicate prosessor of middle and seconary education at the university of Maine ar Farmington and director of maine center of meaningful engaed learning.
We all agree that technology has great positive effects on learning. I read one of the articles titled: “Technology and student learning” Muir, M. (2007), in which the writer states many facts about technology in learning. I summarize, make my reflection and evaluate them as follows;
Technology connects the school and the students to the world. That is true as we see today you can send discussion, chat, talk with your relatives in the other countries and continents through the web cam or other technology tools and you are at home, technology makes the world like a small village in front of you.
I understand from his article that technology strengthens teaching through the variety tools used in teaching. In DLI when we have cultural presentations or speaking presentations or Area studies presentations student feel enjoyment and fun and get more interactive as these presentations are done by the students themselves using technology tools like smart board or power point...etc.
He also made a hypothesis which I made in one of my discussions in that course, he stated that technology has a contribution to the change in schools; imagine there are no tools now, how would schooling be? If you could imagine schools without technology in the age of inventiveness, tell me how it would be. It would be a place in which you can not learn and schools would take you back to the old ages with no advance and the outside world would be more progressive than schools, that is my ultimate belief. Bracewell, Breuleux, Laferriere, Beniot, and Abdous (1998) confirmed that the integration of educational technology into the classroom leads to increased student interest and motivation in learning, more student-centered classroom environments, and increased real-life or authentic learning opportunities. Davis (1997) agreed that technology integration led to student-centered classrooms, which increased student self-esteem. No doubt all these benefits, we as instructors and me especially who work with students since 1984 and lived teaching without technology for eleven years and then started windows 1995 in 1996, since then technology in progress. From the two decades I taught with and without technology I observe the big differences and chance provided for each student, it is breakthroughs.
One of the most points Coughlin focued on is that technology helps relate academics to the practices of today's workforce. Technology in schooling, as I see , is not only restricted to using inside the school building only, but it extends beyond that after school to help students apply the academic study in real life situation and especially when they look for a job, I also can add that one of the positive effects of technology is that it deepens the basic skills like with the DLI students the materials are available with them after school for review and study and that make language skills are better.
I agree with the writers’ findings paraphrased above, despite in the same research summary there are some concerns on using technology as technology sometimes focuses on hardware and software, or teachers taught about the technology instead of using the technology to enhance learning experiences. In my opinion, I can say that Technology has the power to improve teaching and learning, but it depends greatly on teachers' purposes in using the technology, why he uses that tool, for which subject and how he\she uses these tools. I like the comment of Tapscott, 1998, p.135 when he said “ (Tapscott, 1998, p. 135) People who recommend more computers for the schools are like doctors who prescribe more medicine. What medicine? How much medicine? For what reason? The same questions apply to computers.
In general it is one of the valuable articles built on facts and practical evidances from supporters in the same field as he addresses the teachers sector.
Resources:
Muir, M. (2007). Research summary: Technology and learning. Retrieved [date] from http://www.nmsa.org/Research/ResearchSummaries/TechnologyandStudentLearning/
tabid/275/Default.aspx
Becker,H.(2000).findings from the teaching.learning and computing survey.education policy analysis archives8(51)retrieved June2,2006,from http://epaa.asu.edu/epaa/v8n51
Wednesday, November 19, 2008
IMMIGRANTS & DLI STUDENTS
TEACHINHG IMMIGRANTS AND DLI STUDENTS
By Beckett, E., and Haley, P. 2000,
This article talks about effective ways teachers can use to teach and overcome the boundaries of the second languages. The topic "Teaching language learners"is an exciting topic which touches my career as a teacher and addresses the language learners. At the same time, I and my family experienced the same barriers when we immigrated to the U.S.A in 2002. My children at that time faced some challenges and barriers which required a certain kind of teachers to help them get out of the shocks safely and acquire the new language easily.
Thus, teaching languages,as mentioned in the article, especially second languages, is a big challenge for both the teacher and the learner. In this century the importance of learning a second language has become a necessity, not to mention, in the first world countries like America. At the same time the number of immigrants to the United States is rapidly increasing, that is, they are in a bad need of learning English to be able to communicate and survive in the new society.
The writer mention an statictics about the numbers of immigrants to the U.S.A, about 55 thousand families inter the U.S.A legally yearly beside more than 15 thousands for study, tourism and other purposes. I am one of them who came with English as a second language and despite my job as a teacher of English in my country, I feel that I am still in need to improve it. Like wise, that happened even with my own children who were 0+ in English when they landed on the U.S.A. These students are also among the lowest ranking in academic achievement and expectations.
The article talk about the effective ways the teachers can use to help learners acquire the language they need.
similarities between DLI students and immigrants:-
The writer focused on the challenges and difficulties that any immigrant face in learning the new language, However, I take the chance now to make a comparison between Immigrants and DLI students as I see the writer's ideas are very useful for both immigrants and DLI students and me too.Comparing the immigrants students and DLI students, I find too much similarity; both have to achieve good academic grades, speak to communicate, do certain jobs, understand the culture involved in this society, Immigrants learn English as a second language and DLI students learn other languages and both face a lot of shocks and barriers e.g. new teachers, new languages, new culture, new societies, new friends and even new atmosphere that students should accommodate themselves on.
I see the article is very useful as it privides the remedy for these challenges such as; the instructors have to have patience, tolerance, experience and knowledge of those new students'cultures to go straight in their job and take the students hands to learn the new language. My reaction to that article is that; As educators, we must continually reflect on our teaching and update our practice to address the needs of second language learnersand place a strong focus on the human side of teaching. We must continually focus on these students and find effective ways to arrange their learning to help them achieve the goals appropriately.I see these ideas the writer mentined is applicable as the writer has a deep background in handling the problem with solutions. He used the convencing and logical method to deliver his thoughts. The author concluded that immigrants are in need a special way from teachers like patience, following up their progress and motivating them to immerge in the new society.
Personally I got much more benefits about teaching foreign languages like Arabic fromthat article.
REFRENCES:-
1- Beckett, E., and Haley, P. 2000. Using standards to integrate academic language into ESL fluency. The Clearing House, 74, 2, 102-104. Accessed through Wilson Web on-line database on June 10, 2001.
By Beckett, E., and Haley, P. 2000,
This article talks about effective ways teachers can use to teach and overcome the boundaries of the second languages. The topic "Teaching language learners"is an exciting topic which touches my career as a teacher and addresses the language learners. At the same time, I and my family experienced the same barriers when we immigrated to the U.S.A in 2002. My children at that time faced some challenges and barriers which required a certain kind of teachers to help them get out of the shocks safely and acquire the new language easily.
Thus, teaching languages,as mentioned in the article, especially second languages, is a big challenge for both the teacher and the learner. In this century the importance of learning a second language has become a necessity, not to mention, in the first world countries like America. At the same time the number of immigrants to the United States is rapidly increasing, that is, they are in a bad need of learning English to be able to communicate and survive in the new society.
The writer mention an statictics about the numbers of immigrants to the U.S.A, about 55 thousand families inter the U.S.A legally yearly beside more than 15 thousands for study, tourism and other purposes. I am one of them who came with English as a second language and despite my job as a teacher of English in my country, I feel that I am still in need to improve it. Like wise, that happened even with my own children who were 0+ in English when they landed on the U.S.A. These students are also among the lowest ranking in academic achievement and expectations.
The article talk about the effective ways the teachers can use to help learners acquire the language they need.
similarities between DLI students and immigrants:-
The writer focused on the challenges and difficulties that any immigrant face in learning the new language, However, I take the chance now to make a comparison between Immigrants and DLI students as I see the writer's ideas are very useful for both immigrants and DLI students and me too.Comparing the immigrants students and DLI students, I find too much similarity; both have to achieve good academic grades, speak to communicate, do certain jobs, understand the culture involved in this society, Immigrants learn English as a second language and DLI students learn other languages and both face a lot of shocks and barriers e.g. new teachers, new languages, new culture, new societies, new friends and even new atmosphere that students should accommodate themselves on.
I see the article is very useful as it privides the remedy for these challenges such as; the instructors have to have patience, tolerance, experience and knowledge of those new students'cultures to go straight in their job and take the students hands to learn the new language. My reaction to that article is that; As educators, we must continually reflect on our teaching and update our practice to address the needs of second language learnersand place a strong focus on the human side of teaching. We must continually focus on these students and find effective ways to arrange their learning to help them achieve the goals appropriately.I see these ideas the writer mentined is applicable as the writer has a deep background in handling the problem with solutions. He used the convencing and logical method to deliver his thoughts. The author concluded that immigrants are in need a special way from teachers like patience, following up their progress and motivating them to immerge in the new society.
Personally I got much more benefits about teaching foreign languages like Arabic fromthat article.
REFRENCES:-
1- Beckett, E., and Haley, P. 2000. Using standards to integrate academic language into ESL fluency. The Clearing House, 74, 2, 102-104. Accessed through Wilson Web on-line database on June 10, 2001.
Tuesday, November 18, 2008
DLI and Transparent Language Software
DLI and Transparent Language Software
The aritice which I summarize on the link below belong to the transparent language inc. Despite I could not figure out the writer;s name but I liked it as it touches some important softwre programes used in DLI to Students and Faculty.The article mentions how many military language schools in the U.S. have contracted with the company for Transparent Language's Technology for required lnguages .Transparent Language, Inc. said "the company has been awarded a contract from the Defense Language Institute for a community-wide license of its Technology Matrix for Critical Languages product". This software include " language pro, tell me more and Rapid Rote 3.7” which all of them provide students to review vocab through interesting activities. The article just focus how these software is useful, may be as an adversisement for their products but I did not find a reseach menthod used to support the company ideas about the effectiveness of these software in teaching. Howeevr, I observed the value of these programs in my career as students have them on their Ipods and found in the school web beside on each instructors computer to use them in vocab study, listening, transcription and making quizzes.These software has a limiytation on certain activities and need long procedures to use them.
The artice concluded that students can use them in class and at home, students work independentl. My reaction is that article is described with authenticity and truth as
students can use them even to record their sounds and listen to themselves and compare their pronunciation with the ideal ones recorded before, that is; is is a way to imitate native speakers.
The article continue to mention the expansion of its use in recent years with teachers and students in DLI
The company in the article get some of responsible people who surveyed the value of the transparent language as a proof of its products.One of them Mike Quinlan, CEO of Transparent Language. said "We're honored to be a part of that effort, and especially pleased that the license coverage is so comprehensive, with every DLI school, level, and language being included. The company contracted to use these software with all languages taught in DLI as DLI is the main foreign language school for the United States Department of Defense. Approximately 4,000 students study about 23 languages"
Refrences:-
http://findarticles.com/p/articles/mi_m0EIN/is_2006_August
http://www.transparent.com
The aritice which I summarize on the link below belong to the transparent language inc. Despite I could not figure out the writer;s name but I liked it as it touches some important softwre programes used in DLI to Students and Faculty.The article mentions how many military language schools in the U.S. have contracted with the company for Transparent Language's Technology for required lnguages .Transparent Language, Inc. said "the company has been awarded a contract from the Defense Language Institute for a community-wide license of its Technology Matrix for Critical Languages product". This software include " language pro, tell me more and Rapid Rote 3.7” which all of them provide students to review vocab through interesting activities. The article just focus how these software is useful, may be as an adversisement for their products but I did not find a reseach menthod used to support the company ideas about the effectiveness of these software in teaching. Howeevr, I observed the value of these programs in my career as students have them on their Ipods and found in the school web beside on each instructors computer to use them in vocab study, listening, transcription and making quizzes.These software has a limiytation on certain activities and need long procedures to use them.
The artice concluded that students can use them in class and at home, students work independentl. My reaction is that article is described with authenticity and truth as
students can use them even to record their sounds and listen to themselves and compare their pronunciation with the ideal ones recorded before, that is; is is a way to imitate native speakers.
The article continue to mention the expansion of its use in recent years with teachers and students in DLI
The company in the article get some of responsible people who surveyed the value of the transparent language as a proof of its products.One of them Mike Quinlan, CEO of Transparent Language. said "We're honored to be a part of that effort, and especially pleased that the license coverage is so comprehensive, with every DLI school, level, and language being included. The company contracted to use these software with all languages taught in DLI as DLI is the main foreign language school for the United States Department of Defense. Approximately 4,000 students study about 23 languages"
Refrences:-
http://findarticles.com/p/articles/mi_m0EIN/is_2006_August
http://www.transparent.com
Monday, November 3, 2008
BLOG ADVANTAGES AND DISADVANTAGES
BLOG ADVANTAGES AND DISADVANTAGES
Achterman, D. (2006)in his article about the experiences of using blogs in teaching and learning environment at Abant Izzet Baysal University, Turkey as an experienced place for using blog as an educational tool said " Most students reflected that blogs are user friendly and convenient tools for publishing and sharing studies, information, updated knowledge and much more". I am completely with the writer as blog has a positive effect on the students'reading and writing skills. However,the internet access outside this university in some ares is hard. In my opinion in the recent days it has become accessible for everyone to have the internet either @ home or at school. Suppose it is not available at some students'homes he can go to the ibrary.
The article focuses on the advantages coming out from using blog in teaching and learning and mention many merits like it helps students to increase their writings skills beside it give the students an idea how to search and review, edit and take other writers' opinions. Also it is a good tool to do the homework and contributs an experience with the students of how to make citations. The article mention that the Students reported that preparing blog help them to involove in information searching and I agree with the writer in this point as a new used for the blog. He added that by using blogs student can search for the information on line and I see that is another good skill. The article mentions that "Many students (23 out of 42) thought that blogs were more convenient and cost effective tools for disseminating information than traditional methods such as using folders and printed copies which is time consuming, expensive and requires too much work in comparison to electronic way of submitting assignments such as blogs and email". I an awakward to somehow of what the remaing students said as the article did not mention.It is not a confusing tool as you can make it within minutes; it seems the writer wants to encourane everyone to have a blog and for learners he is right if he means that;as it is not a TV or comercial advertisement to win money; it is free without any charge after creating the blog page.Some students said "Publishing assignments on the web was exciting and motivating for us because they could be viewable by everyone who has access to the Internet". However, students had to be more careful in blog assignments since everyone could see each other’s works on the web". My comment on that is even students see each others' work that is good to share experience and look for the information in different ways.
Then the same article continue to mention some of the blog disadvantages like students have limitations in using the internet outside the campus but I think they can search at the library or stay after school at the campus. Another disadvatane is that blogs are not sufficient to develop more web sites, According to a few students other programs are required to add more advanced applications for the blogs such adding colors, size, picture.
However,I see most technology tools have advantages and disadvantages and blogs are one of them. Therefore, it is the role of the teacher to focus on the advantage behind using the tools, that is why we call for multimedia or using different tools to minimize the deficiency in the other tools.
In addition, as discussed in a prior study (Ray, 2006), "blogs are more convenient and cost effective tools for students in disseminating information than traditional methods such as using folders and printed copies".
In conclusion,
I can say the merits of using blogs are much more than the demirts and variation of tools is better than using one tool all the time.The advantages of using blog is as easy to use to promote writing skills of students in different societies and improve their knowledge searching and review skills as well.
References
Achterman, D. (2006). Making connections with blogs and wikis. California School Library Association Journal, 30(1), 29-31.
Denzin, N. K. (1989). The research act: A theoretical introduction to sociological / The Journal of Interactive Online Learning, 3(1). [viewed 6 Sept 2007]
Achterman, D. (2006)in his article about the experiences of using blogs in teaching and learning environment at Abant Izzet Baysal University, Turkey as an experienced place for using blog as an educational tool said " Most students reflected that blogs are user friendly and convenient tools for publishing and sharing studies, information, updated knowledge and much more". I am completely with the writer as blog has a positive effect on the students'reading and writing skills. However,the internet access outside this university in some ares is hard. In my opinion in the recent days it has become accessible for everyone to have the internet either @ home or at school. Suppose it is not available at some students'homes he can go to the ibrary.
The article focuses on the advantages coming out from using blog in teaching and learning and mention many merits like it helps students to increase their writings skills beside it give the students an idea how to search and review, edit and take other writers' opinions. Also it is a good tool to do the homework and contributs an experience with the students of how to make citations. The article mention that the Students reported that preparing blog help them to involove in information searching and I agree with the writer in this point as a new used for the blog. He added that by using blogs student can search for the information on line and I see that is another good skill. The article mentions that "Many students (23 out of 42) thought that blogs were more convenient and cost effective tools for disseminating information than traditional methods such as using folders and printed copies which is time consuming, expensive and requires too much work in comparison to electronic way of submitting assignments such as blogs and email". I an awakward to somehow of what the remaing students said as the article did not mention.It is not a confusing tool as you can make it within minutes; it seems the writer wants to encourane everyone to have a blog and for learners he is right if he means that;as it is not a TV or comercial advertisement to win money; it is free without any charge after creating the blog page.Some students said "Publishing assignments on the web was exciting and motivating for us because they could be viewable by everyone who has access to the Internet". However, students had to be more careful in blog assignments since everyone could see each other’s works on the web". My comment on that is even students see each others' work that is good to share experience and look for the information in different ways.
Then the same article continue to mention some of the blog disadvantages like students have limitations in using the internet outside the campus but I think they can search at the library or stay after school at the campus. Another disadvatane is that blogs are not sufficient to develop more web sites, According to a few students other programs are required to add more advanced applications for the blogs such adding colors, size, picture.
However,I see most technology tools have advantages and disadvantages and blogs are one of them. Therefore, it is the role of the teacher to focus on the advantage behind using the tools, that is why we call for multimedia or using different tools to minimize the deficiency in the other tools.
In addition, as discussed in a prior study (Ray, 2006), "blogs are more convenient and cost effective tools for students in disseminating information than traditional methods such as using folders and printed copies".
In conclusion,
I can say the merits of using blogs are much more than the demirts and variation of tools is better than using one tool all the time.The advantages of using blog is as easy to use to promote writing skills of students in different societies and improve their knowledge searching and review skills as well.
References
Achterman, D. (2006). Making connections with blogs and wikis. California School Library Association Journal, 30(1), 29-31.
Denzin, N. K. (1989). The research act: A theoretical introduction to sociological / The Journal of Interactive Online Learning, 3(1). [viewed 6 Sept 2007]
Saturday, November 1, 2008
Teachers Roles in Using Blogs and Integrated technology
Teachers Roles in Using Blogs and Integrated technology
One of the Articles that drew my attention about blogs is for Michaela W. Colombo, Published by Phi Delta Kappan International, Inc, 2007. when I read the article I found out that teachers can help their students these days to set up their class blogs especially after the availabllity of the required software, some of them are free. He defined the blog saying "it is a Web site that has text, audio, and video postings on a particular subject that others can share, reply, comment and get the benefits of the included materials ". Students, that the writer focused on in his article, can access the materials they study from class blogs after they leave their classes. The limitation I see here that some students do not have Internet access at home. The solution is that they can access and download blog files at the library or in school computer labs or media centers or cafe internet found now in some known places in cities.
Michaela W. Colombo said “teachers have to differentiate instruction to help all students learn high-level subject matter content academic language skills necessary to effectively communicate the material concepts”. I got benfits from his article as I already knew that students can take notes in their journals, summarize, respond and cooperate in solving the problems. The teacher can help students to engage in discussions about their work. I see that is true because we as instructors concludes through involving the students leaning become more effective.
The writer adds "Students use their journal notes to practice the language of science and give the chance to discuss links on the class blog that allow them to access advanced content" and I see that our role is to use cooperative group work and individual projects to evaluate students' understanding as well.The author tries just to give solid facts about the blog benefits without mentioning if he made a study or research on that or not. Also, he mentioned that students use the blog to practice language of science, maybe that is his field. However, blogs as we know now can be used for many other purposes in teaching languages, math, sciece ...etc.
References
Milchaela W. Colombo and Paul D. Colombo from Phi Delta Kappan,Using Seminar Blogs to Enhance Student Participation and Learning in Public Health School Classes Goldman, Rose H.; Cohen, Amy P.; Sheahan, Fred,American Journal of Public Health September 2008 v. 98 no. 9 p.1658-1663
One of the Articles that drew my attention about blogs is for Michaela W. Colombo, Published by Phi Delta Kappan International, Inc, 2007. when I read the article I found out that teachers can help their students these days to set up their class blogs especially after the availabllity of the required software, some of them are free. He defined the blog saying "it is a Web site that has text, audio, and video postings on a particular subject that others can share, reply, comment and get the benefits of the included materials ". Students, that the writer focused on in his article, can access the materials they study from class blogs after they leave their classes. The limitation I see here that some students do not have Internet access at home. The solution is that they can access and download blog files at the library or in school computer labs or media centers or cafe internet found now in some known places in cities.
Michaela W. Colombo said “teachers have to differentiate instruction to help all students learn high-level subject matter content academic language skills necessary to effectively communicate the material concepts”. I got benfits from his article as I already knew that students can take notes in their journals, summarize, respond and cooperate in solving the problems. The teacher can help students to engage in discussions about their work. I see that is true because we as instructors concludes through involving the students leaning become more effective.
The writer adds "Students use their journal notes to practice the language of science and give the chance to discuss links on the class blog that allow them to access advanced content" and I see that our role is to use cooperative group work and individual projects to evaluate students' understanding as well.The author tries just to give solid facts about the blog benefits without mentioning if he made a study or research on that or not. Also, he mentioned that students use the blog to practice language of science, maybe that is his field. However, blogs as we know now can be used for many other purposes in teaching languages, math, sciece ...etc.
References
Milchaela W. Colombo and Paul D. Colombo from Phi Delta Kappan,Using Seminar Blogs to Enhance Student Participation and Learning in Public Health School Classes Goldman, Rose H.; Cohen, Amy P.; Sheahan, Fred,American Journal of Public Health September 2008 v. 98 no. 9 p.1658-1663
Thursday, October 30, 2008
technology in learning with DLI students
Technology in DLI
One of the articles that drew my attention in one of DLI periodic magazines called Dilogue Language Instruction, Volume 19 Nos 1&2 is using technology in learning in DLI. The writer, mr. Alaa Elghannam drew the attention to three major points in his article; first, he focused on sharing information, second discoveing new relevant materials and the third is to supplement more listening and reading materials.As mentioned in the article that he worked in continued education for long time, it is an advanced Arabic course, and has more experience that I as instructor should take from. I see that technology as major tools now in DLI can help fulfilling the three points he focused on. He actually presented a theoritical study without giving examples examples. However, his research is useful as he depends on his long experience in DLI. He also address the instructors as a point of view to share others of his collegues in the same field. Despite the lack of examples the article is reliable can we have to focus on sharing information among students by the way we see. He concluded these are the three major points to be folloed and I agree with himn as the curriculum is limited in teaching language and we have to go out of the box searching for other authentic materials.
I will give an example of how to use technology to meet the three points he mentioned above;
If students use technology like sharefolder in DLI they can share the information under the guidance of their teachers. Also if they used blackboard as an example, they can do the same. To discover new relevant materials that comes through the search in websites available in DLI for listening and reading relevant materials , that comes under the teachers responsibility.I see also to discover new materials and suplement comes to the same category. Teachers can record some relevant listening materials or access websites like "www.arabicbbc.com" for authentic Arabic materials.
In my opinion,It is noticebale that technology in DLI helps students organize complex information, recognize sound patterns especially with the new letters that has no equivalent in English, like Arabic letters. They can also communicate better and solve pronlems easily.
Refrences:-
1- " language teaching", " DIALOGUE LANGUAGE INSSTRUCTION, Volume 19, Nos 1&2, 2008
One of the articles that drew my attention in one of DLI periodic magazines called Dilogue Language Instruction, Volume 19 Nos 1&2 is using technology in learning in DLI. The writer, mr. Alaa Elghannam drew the attention to three major points in his article; first, he focused on sharing information, second discoveing new relevant materials and the third is to supplement more listening and reading materials.As mentioned in the article that he worked in continued education for long time, it is an advanced Arabic course, and has more experience that I as instructor should take from. I see that technology as major tools now in DLI can help fulfilling the three points he focused on. He actually presented a theoritical study without giving examples examples. However, his research is useful as he depends on his long experience in DLI. He also address the instructors as a point of view to share others of his collegues in the same field. Despite the lack of examples the article is reliable can we have to focus on sharing information among students by the way we see. He concluded these are the three major points to be folloed and I agree with himn as the curriculum is limited in teaching language and we have to go out of the box searching for other authentic materials.
I will give an example of how to use technology to meet the three points he mentioned above;
If students use technology like sharefolder in DLI they can share the information under the guidance of their teachers. Also if they used blackboard as an example, they can do the same. To discover new relevant materials that comes through the search in websites available in DLI for listening and reading relevant materials , that comes under the teachers responsibility.I see also to discover new materials and suplement comes to the same category. Teachers can record some relevant listening materials or access websites like "www.arabicbbc.com" for authentic Arabic materials.
In my opinion,It is noticebale that technology in DLI helps students organize complex information, recognize sound patterns especially with the new letters that has no equivalent in English, like Arabic letters. They can also communicate better and solve pronlems easily.
Refrences:-
1- " language teaching", " DIALOGUE LANGUAGE INSSTRUCTION, Volume 19, Nos 1&2, 2008
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