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
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