Selasa, 31 Maret 2015
Kamis, 26 Maret 2015
Computer Assisted Language Learning (CALL)
COMPUTER ASSISTED LANGUAGE
LEARNING (CALL)
A. What is CALL?
Computer Assisted Language
Learning (CALL) may be defined as the
search for and study of applications of the computer in language teaching and
learning (Levy, 1997, p.1).
(Source: http://www2.nkfust.edu.tw/~emchen/CALL/unit1.htm)
B. History of CALL Development
This section gives a brief history of CALL development. The review aims at
showing, chronologically, the development of CALL over the last 30 years by
linking to important technological developments, theories of learning and
language teaching approaches. Some key examples of CALL programs and projects
developed in this period are also shown. Warschauer (1996) divides CALL into
phases of development as follows: Behavioristic CALL, Communicative CALL,
Integrative CALL (Multimedia CD-ROM), and Integrative CALL (Internet). The
beginning of a new phase does not necessary mean the end of programs and
methods of the previous phase, rather the old is included within the new
(Warschauer, 1996).
C. Types of CALL Programs
1. CALL-specific
software: applications designed to develop and facilitate language learning, such
as CD-ROMs, web-based interactive language learning exercises/quizzes.
2. Generic
software: applications designed for general purposes, such as word-processors (Word),
presentation software (PowerPoint), and spreadsheet (Excel),
that can be used to support language learning.
3. Web-based
learning programs: online dictionaries, online encyclopedias, online
concordancers, news/magazine sites, e-texts, web-quests, web publishing, blog,
wiki, etc.
4. Computer-mediated communication
(CMC) programs: synchronous-online chat; asynchronous-email,
discussion forum, message board.
D. Traditional CALL
Traditional CALL
programs presented a stimulus to
which the learner had to provide a response.
In early CALL programs the stimulus was in the form of text presented on
screen, and the only way in which the learner could respond was by entering an
answer at the keyboard. Some programs were very imaginative in the way text was
presented, making use of colour to highlight grammatical features (e.g. gender
in French and case endings in German) and movement to illustrate points of
syntax (e.g. position of adjectives in French and subordinate clause word order
in German).
E. Explorative CALL
More recent approaches
to CALL have favoured a learner-centred, explorative approach
rather than a teacher-centred, drill-based approach to CALL. The explorative
approach is characterised by the use of concordance
programs in the languages classroom-an approach described as Data-Driven Learning (DLL)
by Tim Johns (Johns &
King 1991).
F. Multimedia CALL
Early personal
computers were incapable of presenting authentic recordings of the human voice
and easily recognizable images, but this limitation was overcome by combining a
personal computer and a 12-inch videodisc player, which made it possible to
combine sound, photographic-quality still images and video recordings in
imaginative presentations - in essence the earliest manifestation of multimedia CALL.
G. Web-based CALL
In 1992 the World Wide Web was launched,
reaching the general public in 1993. The Web offers enormous potential in
language learning and teaching, but it has some way to go before it catches up
with the interactivity and speed of access offered by CD-ROMs or DVDs,
especially when accessing sound and video files.
H. Why Would We Need to Use CALL in our EFL Classrooms?
As technology becomes increasingly ubiquitous, it is expected from the teachers to integrate it into the language classes. This means not only bringing technology into the classroom, but offering learners technology–enhanced options outside the class time.
(Source: http://constructivisminelt.wikispaces.com/Constructivism+and+CALL)
As technology becomes increasingly ubiquitous, it is expected from the teachers to integrate it into the language classes. This means not only bringing technology into the classroom, but offering learners technology–enhanced options outside the class time.
(Source: http://constructivisminelt.wikispaces.com/Constructivism+and+CALL)
I. How is it connected to contructivisim?
The design of CALL materials generally takes into
consideration principles of language pedagogy and methodology, which may be
derived from different second language learning theories (e.g. behaviourist,
cognitive, constructivist). Constructivist-based instruction often includes
providing the learner with skills or support (e.g. modelling, coaching,
scaffolding) and encouraging the learner to actively construct his or her own
personal learning experience. The teacher’s role is to aid the learner in this
construction rather than simply providing that information to her or him
(Bowers et al., 2010).
J. How to start using constructivist CALL
in our classrooms?
In a proper CALL-aided course we would like to create
an online Constructivist Learning Environment were the task instructions would
be kept, students’ work could be sent to and their opinions shared. If we are
ready to start with implementing CALL into the classroom, there are plenty of
tools to choose from.
Constructivist CALL in the classroom:
·
Group e-mail
·
Multimedia projects
Reflection
On week 4, I studied Computer Assisted Language
Learning (CALL). Computer Assisted Language Learning (CALL) may be defined as the search for and study of applications of
the computer in language teaching and learning. There are four types of CALL programs; CALL-specific
software, Generic
software, Web-based
learning programs, and Computer-mediated communication (CMC)
programs. Why we need to use CALL in
our EFL classrooms because technology becomes
increasingly ubiquitous, it is expected from the teachers to integrate it into
the language classes. This means not only bringing technology into the
classroom, but offering learners technology–enhanced options outside the class
time.
Selasa, 17 Maret 2015
ICT in Education
ICT in Education
A.
What is ICT in Education?
ICT is the Information
and Communication Technologies. ICT in education means teaching and learning
with ICT.
Educational ICT tools
can be divided into three categories: Input Source, Output Source, and Others.
Three main advantages
of ICT tools for education:
1.
Through ICT, images can easily be used
in teaching and improving the retentive memory of students.
2.
Through ICT, teachers can easily explain
complex instructions and ensure students’ comprehension.
3.
Through ICT, teachers are able to create
interactive classes and make the lessons more enjoyable, which could improve
student attendance and concentration.
Three main
disadvantages of ICT tools for education:
1.
Setting up the devices can be very
troublesome.
2.
Too expensive to afford
3.
Hard for teachers to use with a lack of
experience using ICT tools
B. Role of ICT is Multi Faceted in Education
In the twelfth plan, The Planning Commission has stressed that ICT tools
must be used for significantly improving the educational services and for
streamlining the admission process. ICT is vital for dissemination of
knowledge, for evaluation and for keeping data and records. The role of ICT is
multi faceted and it has to be exploited to the maximum potential.
The draft of 12th five year plan document states, “Information and
Communication Technologies (ICTs) should be harnessed to enrich
teaching-learning experience, to extend and diversify delivery, improve
research quality and collaboration by making knowledge and information widely
available, and ensure effective governance both at the institutional and
systemic level.”
C.
ICT as
a Mode of Classroom Delivery
Students encounter ICT in many areas of their lives
and it is essential that we provide them with opportunities to explore the
technology and encourage them to use it as a learning tool. However it is
important that teachers avoid the trap of using technology for the sake of it,
or in order to check the technology box on their faculty registration sheet, or
as an add-on to a lesson.
To implement ICT successfully in their classrooms
teachers also need to:
- identify how ICT can be used to meet specific
objectives within the English curriculum to improve pupils attainment
(Moseley et al,1999)
- understand that successful use of ICT depends
on other factors such as pupils’ work in the classroom away from the
computer, discussions between pupils and between pupils and their teacher,
and the ways in which pupils interact with each other at the
computer (Mc Cormick and Scrimshaw,2001 cited in Becta,
2005)
D. ICTs and the English Classroom
The
use of ICT in the English classroom extends beyond its motivational value to
address key outcomes of the syllabus, and allow students to become competent
users as well as consumers in English.
Research suggests
that incorporating ICT into the English curriculum can:
- improve
writing and reading skills
- develop
speaking and listening skills
- support
collaboration, creativity, independent learning and reflection
(Becta,2003a, Becta,2003b, VTC,2003) (cited in Becta 2005)
As
an interactive and collaborative medium, ICT allows responding, composing, and
publication to be easily shared and offers students the opportunity to explore
the language of texts more creatively and develop as speakers, writers and
readers for an ever widening range of purposes and audiences. ICT can enable
students to:
- access
information and respond to a widening range of texts
- organise
and present information in a variety of forms
- broaden
the range of audiences for their work
- compose
a widening range of texts for a broad range of purposes
- compose
for real audiences. ICT can support them in their choice of genre for
audience and purpose.
- identify
key characteristics and features of text
- develop
understanding of language and critical literacy (Becta,2006,ICT in the
Curriculum)
Rabu, 11 Maret 2015
Management Information Systems
Management Information Systems
After reading all the links that Mr.
Rudi gave, I conclude that Management Information Systems (MIS) is the study of
people, technology, organizations and the relationships among them. MIS
professionals help firms realize maximum benefit from investment in personnel,
equipment, and business processes. MIS is a people-oriented field with an
emphasis on service through technology. If you have an interest in technology
and have the desire to use technology to improve people’s lives, a degree in
MIS may be for you. (Source: http://mays.tamu.edu/info/what-is-mis/ )
The MIS concentration prepares students to excel
professionally and contribute meaningfully to the knowledge/information economy
of the 21st century. It is the one business concentration that combines
business and technology–exactly what Silicon Valley is all about. That's why
our graduates regularly score the highest starting salaries of all of the
business concentrations and get jobs at great places like Google, Cisco, HP,
Apple and eBay. (Source: http://www.sjsu.edu/isystems/ )
Another system information relates
to technology that we often discuss is multimedia. Multimedia means that computer information can be represented
through audio, video, and animation in addition to traditional media (i.e., text,
graphics drawings, images) (Source: http://www.cs.cf.ac.uk/Dave/ISE_Multimedia/node10.html ). When we
are talking about multimedia, we also connect it with hypertext and hypermedia.
Hypertext is
inherently nonlinear: it is comprised of many interlinked chunks of self-contained text. Readers are not bound
to a particular sequence, but can browse through information intuitively by
association, following their interests by following a highlighted keyword or
phrase in one piece of text to bring up another, associated piece of text.
(Source: http://www.iicm.tugraz.at/0x811bc82b_0x0005f59f )
Hypermedia is the
generalization of hypertext to include other kinds of media: images, audio
clips and video clips are typically supported in addition to text. Individual
chunks of information are usually referred to as documents or nodes,
and the connections between them as links
or hyperlinks the so-called node-link hypermedia model. The entire
set of nodes and links forms a graph network. A distinct set of nodes and links
which constitutes a logical entity or work is called a hyperdocument; a distinct subset of hyperlinks is often called a hyperweb. (Source:http://www.iicm.tugraz.at/0x)811bc82b_0x0005f59f )
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