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/