The power of power point
No technology tool in itself can improve student learning. It’s the strategy the teachers he follows during the use of any program or a tool, especially PowerPoint, which can stimulate and urge student learning by the method employing it to involve the learners in the learning process, mixing classroom assessment techniques and using methods toward reaching multiple learning styles. It is definitely how to use the tool and can make the lesson more effective or boring.
Using power points:-
PowerPoint is a presentation software program that is part of the Microsoft Office for presentations in the form of slide shows that accompany the oral delivery of the topic. This program is widely used in business and classrooms and is an effective tool when used for training purposes.
Learn How to Use PowerPoint
1-Design:- You can learn through the instructions itself found during creating power point presentations like design, new slide, animation...etc.
2- Before Presenting:-
Before presenting, you should ask yourself the following questions;
a) Who are the audience? Their education stage? Ages.etc
b) What do they previously know about the materials presented?
c) What do you want them to learn?
d) Where will the presentation be?
Also you should;
a) Think about the goals to focus in your discussion and presentations on these goals.
b) Minimize the number of slides not to confuse the audience.
c) Mix media.
d) Use animation, sound, video files, images
e) Add visual representations to difficult concepts.
3- During Presentation:-
a) Give time for discussion
b) Do not read during presentation but clarify through graphs and drawings you use to illustrate the points of the topic.
c) Give the audience a rest to let them listen to you and ask questions to make them interact in discussion.
d) Know your moving through slides, next and previous.
e) Help students to remember.
d) Provide more proofs through hyperlinks to the internet websites related to the topic.
4-What are the advantages of power point presentation?
1-To show your point in a manner people can see visually
2. To make you less nervous since audience will be looking at the PowerPoint presentation not you
3. To show you supporting material in a way people can see
4. To help you sell your idea
5- To help the presenter more confident as he will not forget the ideas since the main points are in front of him.
6- To make more tools are available in your hand in one presentation like internet, audio, video, drawings, we can say PowerPoint is all in one.
7-To perform certain functions that can not be done with other programs such as a family tree, make a multiple choice quiz and design Web pages, using PowerPoint.
References:-
1-http://presentationsoft.about.com/od/powerpointtipsandfaqs/f/ppt_overview.htm
2-http://www.uoregon.edu/~tep/technology/powerpoint/powerpoint.html
http://presentationsoft.about.com/od/powerpointlessonplans/PowerPoint_Lesson_Plans.htm
Sunday, February 8, 2009
Saturday, February 7, 2009
My RESUME
My Resume
Email:eimi07@sbcglobal.net
Educational History:-
2006 - Certificate of completion the computer based training program.
Completion of computer course” CSIS 71”, power point in MPC for three months.
- “Oral Proficiency Interview rating scale and assessment” Certification from directorate of Evaluation and standardization proficiency standards division, DLI
- Certificate of appreciation for my outstanding contributions as a coordinator in Language day in DLI.
2005 - Certificate of completion “Smart Board course, Phase II” in DLI
- Certificate of completion “Foreign Language Education Development course III
- Certificate of completion “Foreign Language Education Development course II
2004 - Certificate of completion “Foreign Language Education Development 1
-Certificate of Completion” Instructor certification Course, 160 hrs”
1996 - Certification of Merit in teaching Efficiency, four months course.
Merryland University,USA.
1986 - Diploma in Methodology, Elminia University, Egypt.
1984 - License of Education and Art, English department, ElMinia University
1980 - High school Diploma.
Employment:
1984-1990 - A teacher of English in Prep school “middle school” in Egypt.
1991-1995 - A teacher of English in a secondary school “High School” in Egypt.
1991-1996
1996: - Diploma from UMBC “ Baltimore County”
1996-2002 - A senior teacher in a high school, Egypt and a supervisor of English.
2003- - Working voluntarily in Philomath elementary and Nazarian school, U.S.A.
2004-2009 - Working as an assistant professor in DLI, teaching Arabic.
Skills:
-Teacher of English as a second language since 1984.
- A writer in the Coptic Orthodox newspaper in both Arabic and English.
-
- Have big knowledge in computer like words, excel, power point.
Experience
1- Teaching English as a second language and adapting materials since 1984.
2- Setting tests and evaluation for middle and high school.
3- Working on curriculum update listening and reading materials.
4- Writing in Christian Arabic and English articles in the Coptic newspaper.
Personal
Married with two children, a boy in middle school and a girl in high school.
-
Email:eimi07@sbcglobal.net
Educational History:-
2006 - Certificate of completion the computer based training program.
Completion of computer course” CSIS 71”, power point in MPC for three months.
- “Oral Proficiency Interview rating scale and assessment” Certification from directorate of Evaluation and standardization proficiency standards division, DLI
- Certificate of appreciation for my outstanding contributions as a coordinator in Language day in DLI.
2005 - Certificate of completion “Smart Board course, Phase II” in DLI
- Certificate of completion “Foreign Language Education Development course III
- Certificate of completion “Foreign Language Education Development course II
2004 - Certificate of completion “Foreign Language Education Development 1
-Certificate of Completion” Instructor certification Course, 160 hrs”
1996 - Certification of Merit in teaching Efficiency, four months course.
Merryland University,USA.
1986 - Diploma in Methodology, Elminia University, Egypt.
1984 - License of Education and Art, English department, ElMinia University
1980 - High school Diploma.
Employment:
1984-1990 - A teacher of English in Prep school “middle school” in Egypt.
1991-1995 - A teacher of English in a secondary school “High School” in Egypt.
1991-1996
1996: - Diploma from UMBC “ Baltimore County”
1996-2002 - A senior teacher in a high school, Egypt and a supervisor of English.
2003- - Working voluntarily in Philomath elementary and Nazarian school, U.S.A.
2004-2009 - Working as an assistant professor in DLI, teaching Arabic.
Skills:
-Teacher of English as a second language since 1984.
- A writer in the Coptic Orthodox newspaper in both Arabic and English.
-
- Have big knowledge in computer like words, excel, power point.
Experience
1- Teaching English as a second language and adapting materials since 1984.
2- Setting tests and evaluation for middle and high school.
3- Working on curriculum update listening and reading materials.
4- Writing in Christian Arabic and English articles in the Coptic newspaper.
Personal
Married with two children, a boy in middle school and a girl in high school.
-
Monday, February 2, 2009
Journal Reflection Entry - Unit Two
Journal Reflection Entry - Unit Two
TCHNOLOGY INTEGRATION AND STUDENT ACHIEVEMENT
Technology integration tools and strategies for my subject matter content to improve my student achievement is the topic that interests me much as we do not learn about technology for the purpose of technology itself but for many other educational purposes among them to raise the students’ achievement. In that context technology is not an end but a means to an end. Through my experience in teaching in middle and high schools either here in the U.S.A or my country Egypt, I found out using technology in the appropriate way improves learning process and come with higher grades at the end of each semester test. Some students, in one of the schools I taught in my country said “It is exciting to use computer as a teaching aid and we are impressed when we go to the lab computer to practice the English language activities” (The first month computer lab was build in that school was in March, 2001)
As I teach Arabic as a second language I will focus in my journal reflection on technology integration in teaching Arabic language and the strategies used to improve the learners’ achievement.
1-Is it mandatory for the Arabic learners to use technology?
I can modify that question and ask directly” Why students should use technology in general and in teaching Arabic in Particular”?
There are many reasons for using technology to improve students’ achievement in Arabic Language;
Students should have convenient tools rather than the traditional old fashioned tools to fulfill the goals from their learning, it is using technology. Schactez john in his research the impact of using technology 1999 said “ Students learn more in less time when they receive computer- based instructions and those who use technology score higher percentage”. In my opinion, technology can make learning easier, more efficient, and more motivating as well.
“Using technology in teaching excludes the option of a reading portfolio based on an extensive reading syllabus to develop improve acquisition of language without teacher interference” as proposed by:Chun and Plass(1997); Brandal (2002).
I see that Arabic language learners are part of the society and they should have equal opportunity and access to learn that language such as other languages “Digital equity”. They should get rid of boredom the previous generation expressed through using just the book and the chalks in teaching, especially students, as studies proved, achieve big improvement in their achievement when they use technology. DLI Students have a variety of skills to express themselves by using audio, video, animation, design software and pen and papers as well and that variety achieve successfully the digital equity as all the students find access to the materials they want at any time through many sources at any place. Students choose from the information available on Web-based and other electronic formats.
2-What effects come to the instructors from using technology in teaching?
Chun (1997) sees Technology also changes the way teachers teach, offering educators effective ways to reach different types of learners and assess student understanding through multiple means. It also enhances the relationship between teacher and student. When technology is effectively integrated into subject areas, teachers grow into roles of adviser, content expert, and coach. Technology helps make teaching and learning more meaningful and fun.
I see Chun is right in his outcomes as technology is not for students only but it increases the teachers’ performance and make them feel confident , well managed and well planned. It saves teacher’s time and effort as well.
3- How can the value of technology for DLI students be realized?
Collaborative activities and formative feedback are key components of instructional strategies that accompany effective technology implementation.
Instructors in DLI can realize the value of technology through;
a) The better grades students get,
b) The fluency in their speech, the accuracy in their writing,
c) The good quality of their cultural and curriculum presentations and their integration in real life situations.
d) “After student completion of the first multimedia project, teachers reported increased student knowledge in: • research skills, • ability to apply learning to real-world situations, • organizational skills, and • interest in the content” (Cradler & Cradler, 1999).
e) The big awareness among students of what is going on in the world in general and the Middle East especially through using live TV in Target language and the updated authentic materials on the websites.
3-What tools can be used in teaching Arabic Lessons and the strategies used?
DLI enjoys variety of effective tools;
1- Word-processing Software
As students have a computer each, teacher can ask them to write stories in target language on word-Processing. Then they can download it on their own blog or wiki for the teacher to correct
2-Multimedia software such as PowerPoint, HyperStudio, or Web pages
Students in DLI can create stories or reports about cultural topics using multimedia in a program like HyperStudio. Or have them publish their writing on the World Wide Web.
Students can create a multimedia story on their own experiences in previous work, as an example.
Students can create video presenting persuasive information like why America in Iraq.
Students can present reports, curriculum materials and other presentations through the course using PowerPoint to improve their presentation.
Each student In the class also can create a story in HyperStudio and share his peers.
Use video and TV commercials to analyze persuasion and the difference between fact and opinion.
Have students pick up a literature that best depicts conditions of an era (Industrial Revolution, World War II, etc.) and defend choice in a multimedia presentation to create the way of debate among them.
The Arabic curriculum enjoys of variety of topics. Therefore, it is required speaking presentations in different topics, each select the topic of his interest and present it through using Multimedia.
Video students' oral presentations as an assessment and improvement tool. Have them assess their own performance by writing a reaction paper to their speech.
3- DLI Blackboard and shareholders:-
As DLI also enjoys the big size of the share folders and the recent and amazing blackboard, teachers can use both effectively if they follow the following strategies;
Have student download their homework on them for correction and giving feedback.
Have the teachers download the materials in a well organized form and more clarity to help students can access them easily.
Have the students do their writing and their own required recordings on these two tools.
Have students contact each other through the addresses and share the information together.
Teachers should update their locations with current authentic materials.
Make students have fun through using the blackboard by adding a joke in target language or a funny situation.
References:-
Al-Batal, M. (1992). Diglossia proficiency: The need for an alternative approach to teaching. In A.Rouchdy (Ed.), The Arabic language in America, (pp. 284–304). Detroit, MI: Wayne State University Press
John Cradler, Mary McNabb, Molly Freeman, and Richard Burchett- LEARNING AND LEADING WITH TECHNOLOGY, 2002 - dixiesd.marin.k12.ca.us/ http://dixiesd.marin.k12.ca.us/dixieschool/Dixie%20Tech%20Plan/ResearchCradler.pdf
Shoffner, M. (2007). Preservice english teachers and technology: A consideration of weblogs for the english classroom. Contemporary Issues in Technology and Teacher Education, 7(4). Retrieved from http://www.citejournal.org/vol7/iss4/languagearts/article1.cfm
http://www.citejournal.org/vol7/iss4/languagearts/article1.cfm
http://www18.georgetown.edu/data/people/anm4/publication-6490.pdf
http://ttix.org/archives/2008-sessions/technology-in-the-arabic-classroom-an-integrated-approach-to-develop-intermediate-learners-cultural-awareness-and-language-acquisition/
TCHNOLOGY INTEGRATION AND STUDENT ACHIEVEMENT
Technology integration tools and strategies for my subject matter content to improve my student achievement is the topic that interests me much as we do not learn about technology for the purpose of technology itself but for many other educational purposes among them to raise the students’ achievement. In that context technology is not an end but a means to an end. Through my experience in teaching in middle and high schools either here in the U.S.A or my country Egypt, I found out using technology in the appropriate way improves learning process and come with higher grades at the end of each semester test. Some students, in one of the schools I taught in my country said “It is exciting to use computer as a teaching aid and we are impressed when we go to the lab computer to practice the English language activities” (The first month computer lab was build in that school was in March, 2001)
As I teach Arabic as a second language I will focus in my journal reflection on technology integration in teaching Arabic language and the strategies used to improve the learners’ achievement.
1-Is it mandatory for the Arabic learners to use technology?
I can modify that question and ask directly” Why students should use technology in general and in teaching Arabic in Particular”?
There are many reasons for using technology to improve students’ achievement in Arabic Language;
Students should have convenient tools rather than the traditional old fashioned tools to fulfill the goals from their learning, it is using technology. Schactez john in his research the impact of using technology 1999 said “ Students learn more in less time when they receive computer- based instructions and those who use technology score higher percentage”. In my opinion, technology can make learning easier, more efficient, and more motivating as well.
“Using technology in teaching excludes the option of a reading portfolio based on an extensive reading syllabus to develop improve acquisition of language without teacher interference” as proposed by:Chun and Plass(1997); Brandal (2002).
I see that Arabic language learners are part of the society and they should have equal opportunity and access to learn that language such as other languages “Digital equity”. They should get rid of boredom the previous generation expressed through using just the book and the chalks in teaching, especially students, as studies proved, achieve big improvement in their achievement when they use technology. DLI Students have a variety of skills to express themselves by using audio, video, animation, design software and pen and papers as well and that variety achieve successfully the digital equity as all the students find access to the materials they want at any time through many sources at any place. Students choose from the information available on Web-based and other electronic formats.
2-What effects come to the instructors from using technology in teaching?
Chun (1997) sees Technology also changes the way teachers teach, offering educators effective ways to reach different types of learners and assess student understanding through multiple means. It also enhances the relationship between teacher and student. When technology is effectively integrated into subject areas, teachers grow into roles of adviser, content expert, and coach. Technology helps make teaching and learning more meaningful and fun.
I see Chun is right in his outcomes as technology is not for students only but it increases the teachers’ performance and make them feel confident , well managed and well planned. It saves teacher’s time and effort as well.
3- How can the value of technology for DLI students be realized?
Collaborative activities and formative feedback are key components of instructional strategies that accompany effective technology implementation.
Instructors in DLI can realize the value of technology through;
a) The better grades students get,
b) The fluency in their speech, the accuracy in their writing,
c) The good quality of their cultural and curriculum presentations and their integration in real life situations.
d) “After student completion of the first multimedia project, teachers reported increased student knowledge in: • research skills, • ability to apply learning to real-world situations, • organizational skills, and • interest in the content” (Cradler & Cradler, 1999).
e) The big awareness among students of what is going on in the world in general and the Middle East especially through using live TV in Target language and the updated authentic materials on the websites.
3-What tools can be used in teaching Arabic Lessons and the strategies used?
DLI enjoys variety of effective tools;
1- Word-processing Software
As students have a computer each, teacher can ask them to write stories in target language on word-Processing. Then they can download it on their own blog or wiki for the teacher to correct
2-Multimedia software such as PowerPoint, HyperStudio, or Web pages
Students in DLI can create stories or reports about cultural topics using multimedia in a program like HyperStudio. Or have them publish their writing on the World Wide Web.
Students can create a multimedia story on their own experiences in previous work, as an example.
Students can create video presenting persuasive information like why America in Iraq.
Students can present reports, curriculum materials and other presentations through the course using PowerPoint to improve their presentation.
Each student In the class also can create a story in HyperStudio and share his peers.
Use video and TV commercials to analyze persuasion and the difference between fact and opinion.
Have students pick up a literature that best depicts conditions of an era (Industrial Revolution, World War II, etc.) and defend choice in a multimedia presentation to create the way of debate among them.
The Arabic curriculum enjoys of variety of topics. Therefore, it is required speaking presentations in different topics, each select the topic of his interest and present it through using Multimedia.
Video students' oral presentations as an assessment and improvement tool. Have them assess their own performance by writing a reaction paper to their speech.
3- DLI Blackboard and shareholders:-
As DLI also enjoys the big size of the share folders and the recent and amazing blackboard, teachers can use both effectively if they follow the following strategies;
Have student download their homework on them for correction and giving feedback.
Have the teachers download the materials in a well organized form and more clarity to help students can access them easily.
Have the students do their writing and their own required recordings on these two tools.
Have students contact each other through the addresses and share the information together.
Teachers should update their locations with current authentic materials.
Make students have fun through using the blackboard by adding a joke in target language or a funny situation.
References:-
Al-Batal, M. (1992). Diglossia proficiency: The need for an alternative approach to teaching. In A.Rouchdy (Ed.), The Arabic language in America, (pp. 284–304). Detroit, MI: Wayne State University Press
John Cradler, Mary McNabb, Molly Freeman, and Richard Burchett- LEARNING AND LEADING WITH TECHNOLOGY, 2002 - dixiesd.marin.k12.ca.us/ http://dixiesd.marin.k12.ca.us/dixieschool/Dixie%20Tech%20Plan/ResearchCradler.pdf
Shoffner, M. (2007). Preservice english teachers and technology: A consideration of weblogs for the english classroom. Contemporary Issues in Technology and Teacher Education, 7(4). Retrieved from http://www.citejournal.org/vol7/iss4/languagearts/article1.cfm
http://www.citejournal.org/vol7/iss4/languagearts/article1.cfm
http://www18.georgetown.edu/data/people/anm4/publication-6490.pdf
http://ttix.org/archives/2008-sessions/technology-in-the-arabic-classroom-an-integrated-approach-to-develop-intermediate-learners-cultural-awareness-and-language-acquisition/
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