For those who are in class A, submit your assignment by clicking this comment. Just coping your writing and pasting as a comment for this title
Whether your assignment has materials such pictures, video, or the things like that to be published, it's better for you to make it in your blog and give the link/blog addres of your blog as a comment
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Class B 07
Class A 07
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Name : Clara Shinta
Student Number : A1B207013
Class : A
TEACHING WITH BLOG
We are living and teaching in another generation. A generation that sees more television, plays more computer games, and understands more about gadgets, devices, and web concepts than we would have ever expected in our lifetime. This is one of the key reasons that teaching with technology is such an important way to not only engage our students, but to relate to them as well.
For example teachers have picked up on the creative use of the Internet technology and put the blog to work in the classroom. The education blog can be a powerful and effective technology tool for students and teachers alike.
Blog is surprisingly easy to use. They require minimum technical knowledge and are quickly and easily created and maintained. Unlike many traditional Web sites, they are flexible in design and can be changed relatively easily. Best of all, students will find them convenient and accessible via home or library computers.
As an educational tool, blog may be integrated in a multi-faceted manner to accommodate all learners. Blog can serve at least four basic functions.
1. Classroom Management
Class blog can serve as a portal to foster a community of learners. As they are easy to create and update efficiently, they can be used to inform students of class requirements, post handouts, notices, and homework assignments, or act as a question and answer board.
2. Collaboration
Blog provide a space where teachers and students can work to further develop writing or other skills with the advantage of an instant audience. Teachers can offer instructional tips, and students can practice and benefit from peer review. They also make online mentoring possible. For example, a class of older students can help a class of younger students develop more confidence in their writing skills. Students can also participate in cooperative learning activities that require them to relay research findings, ideas, or suggestions.
3. Discussions
A class blog opens the opportunity for students to discuss topics outside of the classroom. With a blog, every person has an equal opportunity to share their thoughts and opinions. Students have time to react to ideas and reflect on learning. Teachers can also bring together a group of knowledgeable individuals for a given unit of study for students to network and conference with on a blog.
4. Student Portfolios
Blog presents, organize, and protect student work as digital portfolios. As older entries are archived, developing skills and progress may be analyzed more conveniently. Additionally, as students realize their efforts will be published, they are typically more motivated to produce better writing. Teachers and peers may conference with a student individually on a developing work, and expert or peer mentoring advice can be easily kept for future reference.
Finally, trusty technology can be used by teachers in their teaching, but we should warn our selves as teacher that technology cannot replace good teaching and good teaching methods. It just can’t. We know that a good lesson consists of three things: good planning, what you want kids to know, and how you’re going to get them there. Just because you have a computer in the room doesn’t mean that you shouldn’t plan how you’re going to use it. How does it enhance your lesson? What are the outcomes? What’s the learning? Technology is a lot like a textbook. It’s a resource. They’re both good resources depending on how you use them.
Hardianti Rukmana
A1B207017
Mid term
Teaching English with Technology (internet)
English has become one subject in world’s education. For example, Indonesian which English is as foreign language also has considered it become subject that must be learnt by student in school from elementary until junior high school. Indonesian government’s consideration about English becomes subject in school has been since in 1989 UUD No 2 (Suyanto, 2008).
To consider that English as foreign language in Indonesia, English teacher must has something special such as the interest methods, the easies ways to convey the lesson because English has it own structure, vocabulary, pronounce that differ from Indonesia so to master English well, student should have chance to practice English directly.
In recent years, the methodology of teaching English has been more closely to technology. It can help teacher and student to improve teaching and learning (Cuban,in Foltos) especially in teaching English as foreign language. Technology supports our efforts to appeal to different learning styles. With a variety of learning tools, students can understand their experiences through verbal, written, spatial, quantitative, and graphical means. As a result, many more students become engaged in the learning process.
The technology that used is called internet. The Internet is a complex repository containing a huge maze of information from a variety of sources (Kumar). It provides the opportunity for nonnative students to practice their English with native students. The nonnative students will able to use English conversation based on context, knowing about cultural and educational system differences, etc.
The internet provided kinds of communication channel that teacher can use to teach students to master their English by having relationship or communicate with native speaker that is called students exchange by using web, E-mail, blog, chat, etc (Krajka,2001) that can be used for teacher in introducing English more interestedly, and allowed students to practice their English directly.
In instance, teacher can use E-mail for practicing students’ writing, reading, peaking practice activities. Specifically teacher can use key pal exchange which the students use E-mail as the medium of communication (Krajka, 2001), so they can communicate like in daily conversation in letter form without has to wait for the replying of letter for some next month. In this process, teacher has to be a learning facilitator that provide student with how to use e-mail as writing, reading and speaking practice for students that teacher has some idea how to organize, run, manage, and reach the goals that he or she wants to achieve in term of teaching and learning process.
Teacher has to have link with other native English teacher and exchange their students that have similarities of hobby, habitual, etc. Based on this way the writing, reading and speaking practice can be done by each student that sending letter with E-mail. Students are not afraid the spelling will be wrong because it will be corrected by program so the student can learn about right spelling (Krajka, 2001). Then, the reading practice can be done when the students receive the letter reply because students have to understand the content of letter to continue the conversations. And for speaking practice, student can learn how native speaker using language based on the context that the answer of the question is based on the situation, how to use the appropriate expression, emotion, etc. Beside that student will learn about cultural, habitual, belief differences, etc.
In conclusion, teaching English with e-mail as one of the internet technology provides students with excellent opportunity for real communication, makes students learn independently, naturally and directly to communicate their own individual idea, emotion, opinion. Beside that, it enables students to make many chances for collaboration and information, leading them to brand new experience world with native speaker to master English well.
UCI DELIA MARTA
A1B207004
MID-TERM
TEACHING ENGLISH USING COMPUTER AS MEDIA TECHNOLOGY
Technology is one of the media that can we use in the teaching process. As we know that in Indonesia English is as foreign language, so it is little difficult to teach English in Indonesia. In this case we need something to make English easy to follow and the students can enjoy in study such as technology. There are many kinds of technology that we can use in teaching English such as cameras, audio equipment, computer technology, video equipment, overhead projection devices, scanners, printers, CD equipment –almost any device that can access, present, manipulate and communicate words, sounds and images to enable us to create meaning. But in this case we only tell about computer technology. As we know that, computer is one of the popular media that we can find easy and computer is not new in process of teaching. All people know about computer, so that we can use computer as a media in teaching English. Beside that computer has many advantages to the teacher and the students.
There are many kinds of computer that we can use such as internet. In internet we can find anything that we need, including about education and there are so many information that we can get in internet. So that we can use internet as media in teaching English in Indonesia. For example in Junior High School, we can give a assignment that they can find in internet, but never let them using a computer especially internet so far. Because internet also have bad effect for students. So just guide them to use computer as good as possible.
In teaching English, computer is very benefits to the teacher and the students, because the teacher can allow for the easy production, storage and retrieval of prepared materials such as certificates and work required sheets, free up communication with other teachers, help teachers to find information easily, assist good teaching but not replace it. Beside that computer also benefits for students to be very motivational, be the source of a significant amount of reading material, be fun - and when it's fun you learn, and help students to produce excellent published work. Teacher can use computer to make English is fun and the students can understand about what we are going to talk. For example, we are going to talk about narrative text, we can use the picture that show about narrative text, and than make sure the students to find the other of narrative text, they can use internet to find it and try to guide them to learn using internet or computer. And than we can doing activity of study by using internet such as E-mail in university student. We can study online in the internet and make the student produce excellent published work and explore their ideas in their assignment.
Beside benefits, computer also have disadvantages. As we know that, if the student always focus learning only to the computer especially internet it is also make the student lazy because computer give everything that we want. Beside that in internet has good and bad effect to our life. So that we do not give the student to focus only to the computer because there are many technology that we can use in learning English such as tape, television, radio etc, this technology also has many advantages in teaching English.
Overall using technology in teaching is very helpful. Because technology especially computer (internet) can give a good effect in our learning process, eventhough computer (internet) has advantages and disadvantages, but it is depend on how the people use it. And make sure that the student can get what they want and we can get our purpose to make the student know and understand about the English because we are an English teacher in the future.So that technology especially computer (internet) is very useful in teaching process especially in teaching English. Beside that we can use the technology in school, course, or university to make them understand with English.
Name : Nurhasanah
NIM : A1B207008
Class : A
Mid-term Assignment of Material Design and Development
Teaching with Technology
Over the past few decades, several technologies have emerged that can be used in education, more especially in distance learning. The use of technology allows teachers to diversify their lectures, display more information, and enhance student learning. It can help teachers to save time and energy and allow for more attention to be paid to the course content.
There are many reasons why the use of technology in the classroom is becoming increasingly important (Gavin Dudeney and Nicky Hockly, 1988). The first reason is internet access (in private homes or at Internet Café) is becoming increasingly available to learners. The second, younger learners are growing up with technology, and it is a natural and integrated part of their lives. The third, English, as an international language, is being used in technologically mediated contexts. The fourth, technology, especially the internet, presents us with the new opportunities for authentic tasks and materials, as well as access to a wealth of ready-made ELT materials. The fifth, the Internet offers excellent opportunities for collaboration and communication between learners who are geographically dispersed. The sixth, technology is offered with published materials such as course books and resource books for teachers. The seventh, learners increasingly expect language schools to integrate technology into teaching. Then, technology offers new ways for practicing language and assessing performance and it is becoming increasingly mobile. The last, using a range of ICT tools can give learners exposure to and practice in all of the four main skills.
However, there are some downfalls to using technology when teaching our students. These include equipment failures, the need for back-up plans, anxiety for professors, time spent learning new technologies. But, many of the problems with using technology and learning materials can be overcome by testing equipment beforehand and learning how to properly use each technology.
The different learning materials available to teachers include (Cannon & Newble) these examples. The first is Overhead Projectors. Overhead Projectors are used as a visual aid to display information for students. It allows for material or diagrams to be displayed to large classes enabling more time for teaching or class discussions. It is important that when we are making transparencies. The second is video or data projectors. It generally serves the same purpose as the Overhead Projectors. This enables teachers to create presentations or videos using software programs and display them to their students. The third is blackboard. The blackboard is often considered as a traditional tool. It can be used to explain ideas or define main points. It is important to make sure the teacher’s writing is clear and visible and that all students can see what the teacher is writing. The fourth is videos. Videos are a good way of reinforcing the course material being taught. We as the teacher may have to request specific materials if they are not provided for us in the classroom. It is important if we are using a clip or a video to have it ready to go and at the proper location.
Another type of material that we can use is internet. Internet is another way to reinforce the course content or to display specific publications available on the World Wide Web. One good feature of using the internet is that you may display information from other sources or even create our own web pages. The last is course management programs. It can help the teacher to organize and display course information. It allows students to access certain information regarding their courses through the university’s server. The teacher choose what they want to post on the program and can include things such as course notes, grades, assignments, outlines, etc.
INGGI SIWI
A1B207036
MID TERM
USING TECHNOLOGY TO IMPROVE STUDENT ACHIEVEMENT
One of the most important tools in the profession of education has always been technology. Technology allows the student to comprehend the subject matter at hand easier. Not only is technology beneficiary to the student, but it is also a great help to the teacher. Using certain tools can make a class more interested, and knowing that the teacher has their attention can make their job easier as well.
While many different terms have been used to describe what students need, such as digital literacy, technological literacy, and 21st century skills, education leaders, nationally and internationally, are beginning to come together around a new common definition of what students need to know, Information and Communication Technology (ICT) Literacy. ICT Literacy reflects the need for students to develop learning skills that enable them to think critically, analyze information, communicate, collaborate, and problem-solve, and the essential role that technology plays in realizing these learning skills in today's knowledge-based society. Representative of the ICT literacy skills are the following six arenas critical to students' success in the workplace (Kay and Honey, 2005):
• Communicate Effectively: Students must have a range of skills to express themselves not only through paper and pencil, but also audio, video, animation, design software as well as a host of new environments (e-mail, Web sites, message boards, blogs, streaming media, etc.).
• Analyze and Interpret Data: Students must have the ability to crunch, compare, and choose among the glut of data now available Web-based and other electronic formats.
• Understand Computational Modeling: Students must posses an understanding of the power, limitations, and underlying assumptions of various data representation systems, such as computational models and simulations, which are increasingly driving a wide-range of disciplines.
• Manage and Prioritize Tasks: Students must be able to mange the multi-tasking, selection, and prioritizing across technology applications that allow them to move fluidly among teams, assignments and communities of practice.
• Engage in Problem Solving: Students must have an understanding of how to apply what they know and can do to new situations.
• Ensure Security and Safety: Students must know and use strategies to acknowledge, identify, and negotiate 21st century risks.
Muharrisna
A1B207020
Mid-Term
Teaching with Technology
In recent years, the use of technology in the university classroom has become a significant part of education. As such resources for educating and assisting faculty in this new arena have become crucial. Workshops on how to use software are not always enough. Teachers need to understand the ways in which these new tools can make a significant difference in student learning.
The development of technology can not stop. We as a teacher must follow the progress of technology. Our students with their fresh mind can master technology as fast as they can. So, if we want to balance and deepen their level of thinking we must to do so.
The benefits of teaching with technology
There are some benefits of teaching with technology:
- Technology can facilitate constructivist teaching and learning!
- Technology can be used to individually differentiate instruction for each student!
- Technology provides unprecedented access to Information.
- Technology provides unprecedented opportunities to publish information
- Technology provides unprecedented opportunities to communicate.
- Technology can make learning active and interactive.
- Technology can engage multiple intelligences and multiple learning modalities.
- Technology can be very motivating.
- Technology provides unprecedented opportunities to play and create games.
- Technology provides unprecedented opportunities to use and create simulations.
- Technology provides unprecedented opportunities for roll playing.
- Technology provides unprecedented opportunities for learning ethics.
- Technology can help teachers to speak the language of the "Digital Natives."
- Technology can help teachers be facilitators and learners are doers.
- Technology can help facilitate teachers' personal and professional productivity
- Technology can make information malleable.
- Technology can make anywhere anytime learning more powerful than ever before.
Some kinds of technology that can be used in teaching process
The wikipedia
The Wikipedia is an online, collaborative encyclopaedia to which anyone who wants to can contribute. Wikipedia is a technology – or more precisely a product enabled by a collaborative technology known as wiki – that has become a thorny problem for many teachers and school librarians.
Podcasting
Podcasting is the technology of creating audio (usually MP3) or video files that are then distributed over the internet for others to hear and watch (either directly online or by downloading to personal devices).
Instant messaging
Instant Messaging (IM) is something many kids do so well and easily – and most teachers do so poorly – that it has effectively opened a private communication channel, both between the kids in the class and between the kids and the world.
Blog
Blog is an electronic notebook -- one student can't lose (or claim the dog ate). For others, it's a forum where a class discussion can unfold 24/7. Either way, blogging can be a powerful educational tool. Suggestions for setting up a classroom blog follow. (Keep in mind that these ideas assume student access to computers and the Internet.)
Social Networking
Social networking could be seen as a technology with fewer evangelists for its use as an instructional tool, but it shouldn’t be, given the number of subscribers to this technology.
There are many advantages if we teach with technology. Not only the teacher easier to convey materiel but also the students more appreciate in teaching process. As we know, technology creates to make human more easily in doing activity, and we compulsory to use it as educated person. There are some kinds of technology that can be used to support teaching process like wikipedia, blog, email, and so on. There are kinds of technology that can support teaching process and there is kind of technology that used to share something or to expand friendship networking.
NAME : BIMBI MUKHTAR
N I M : A1B207001
MID TERM
TEACHING WITH TECHNOLOGY
Technology in language teaching
Technology in language teaching is not new. Indeed, technology has been around in language teaching for decades one might argue for countries, if we classify the black board as a form of technology.
There are some ways in teaching with technology one of them is teaching with email. Email is one of the most used and useful information and Communication and Technology tools around today. Most of us probably write emails in both our personal and professional lives, and the same thing true for many of our learners. Email allows us to keep in touch with other teachers around the world via mailing lists and discussion groups, thus helping in our professional development. It also allows us to communicate with our learners outside the classroom, for example receiving, setting, etc.
Typically, email will be used outside class time. For example, learner will email work to their teacher or to other learners from their home or from internet café. Email projects set up between learner in different classes or countries, and when learners access to computer outside the class room.
One of the biggest advantages of using email with learners from the teacher point of view is that the technology is relatively simple to use, and most of our learners will already be familiar with it. If our learners are not familiar with email, is not difficult to teach them to use it, and the technology is both ubiquitous and free.
Basic email skills
Before starting to use email with learner, you will need to check that your learners have certain basic skills in place. Learner need to be familiar not only with the mechanics of sending and receiving emails and attachments, but also with the kind of language used in email, as well as rule of engagement or netiquette, required in email used. Basic skills may be considered in two groups: communication skills and technical skills.
Communicative skills
It is a good idea to reminded learners that, as in traditional letters writing, there are level of formality in email writing. There are rules for effective online communication. Well-known netiquette rules includes:
1. Not using only capital letters, which is perceived as shouting online.
2. Being flaming ongoing arguments which become increasingly personalized and possibly public.
3. Making sure that files sent as email attachments are not too large, as yhe person receiving the email may not be able to download them.
Composing an email has the added advantages for learners of allowing them to draft and edit before sending. Research shows that this part of the writing process so much easier than with pen and paper is something that learner appreciate.
Technical skills
Apart from basic word processing and typing skills, learner will need to have an email account. Many learner will already have a personal or work email account that they will be willing to use for their language class work, but other may need help with setting up new email account. The best known are Yahoo!, Hotmail or Google Mail.
Once learner have their email accounts, they need to able to sent and receive email, and to attach and open documents in email. It is also useful for learner to have basic ICT skills, such as knowledge about viruses sent by email, and spam or unsolicited junk email, what these are and how to protect themselves from them.
Depending on your teaching context, you may want to first give yours learners questionnaire to assess the overall email skill of the class, and then to review basic email skills based on the result of that survey, either the whole class with individual learner or by pairing up an experienced email user with a novice and asking the experienced email user to teach the novice basic email skills outside class time. If the language level of the class is low, there is a case for providing this basic technical skills training in the learners first age if you teach in a monolingual context.
Name : Atrio Dewanto
Nim : A1B207030
Class : A
Title : Material Design and Development Assignment
TEACHING ENGLISH WITH TECHNOLOGY
In this essay I would like to discuss about how we teach English using a technology. There are many reason/factor that will be explained in this essay, such as: purposes, why we used it, how we do it, and etc. Each of these is discussed briefly below.
1. Why use computer technology in English?
There are two kinds of reasons for using computer technology in English. First there are the benefits to teachers and students from including computer technology in any learning area:
For students technology can:
• be very motivational
• be the source of a significant amount of reading material
• Be fun - and when it's fun you learn!
• help students to produce excellent published work
For teachers technology can:
• Allow for the easy production, storage and retrieval of prepared materials such as certificates and work required sheets.
• free up communication with other teachers
• help teachers to find information easily
• Assist good teaching but not replace it!
Secondly, there are the challenges and opportunities presented by computer technology that make it an increasingly important part of English in particular. These include:
• the emergence of new kinds of texts and the consequent need to teach students to create and use these texts effectively;
• changing social practices associated with communicating via computers and the consequent need to teach students how to make judgments about appropriate use of different avenues of communication;
• The pervasiveness and power of texts created through computer technology and the consequent need to teach students to be critical readers and viewers of such texts.
2. What kinds of technology?
In English, technology includes cameras, audio equipment, computer technology,
video equipment, overhead projection devices, scanners, printers, CD equipment -
almost any device that can access, present, manipulate and communicate words,
sounds and images to enable us to create meaning.
English teachers have always used some technology but the explosion in digital
technologies has opened up new and exciting possibilities.
3. Issues involved in using computer technology in your classroom
• Developing a whole school approach. This involves considering how students will be taught basic skills; what kinds of priority will be given to students in accessing computers; security and privacy implications of the use of computer technology; intranet development and use.
• The teaching strategies needed to accommodate the computers. As students’ access to information improves so that they can go beyond what the teacher or school provide, and can locate information much closer to its source, the relationship between teacher and student inevitably changes. Some students may have a much stronger practical knowledge base and operational understanding of computer technology than their teacher does. Recognizing this, we need to work out how to acknowledge and use their skills and bring our own teaching expertise and critical awareness to bear in choosing appropriate ways of working with computers. Where to place the computers in the school/classroom. The technical assistance needed. What happens in the event of a breakdown? Who will help you to trouble-shoot? What kinds of routines might help to minimize technical difficulties and keep the learning program going smoothly when they inevitably occur?
• Classroom dynamics. How do we ensure that students use the computers in a collaborative way? What balance of computer and other activities is appropriate at any one time to keep the class communicating and functioning well?
• Skills, attitudes and knowledge of computers and computing. What kind of PD is needed and what is the best way to get it? How do we help students to develop the specific skills needed in English, such as effective use of spell-checking programs and critical viewing skills?
Fandy Hendrawan
A1B207032
Mid MDD Part 1
Teaching With Technology
Many people warn of the possible harmful effects of using technology in the classroom. Will children lose their ability to relate to other human beings? Will they become dependent on technology to learn? Will they find inappropriate materials? The same was probably said with the invention of the printing press, radio, and television. All of these can be used inappropriately, but all of them have given humanity unbounded access to information which can be turned into knowledge. Appropriately used-- interactively and with guidance-- they have become tools for the development of higher order thinking skills.
Inappropriately used in the classroom, technology can be used to perpetuate old models of teaching and learning. Students can be "plugged into computers" to do drill and practice that is not so different from workbooks. Teachers can use multimedia technology to give more colorful, stimulating lectures. Both of these have their place, but such use does not begin to tap the power of these new tools.
Norton and Wiburg's (1998) Teaching With Technology adopts a slightly broader perspective. This book places schooling, curriculum, and technology within a larger socio-cultural context in which technological transformations that have occurred in modern society. A strong emphasis is placed on the role of technology in shaping new socio-cultural contexts and the implications of these contexts for learning and teaching in the twenty-first century. The book is based on a vision that teachers must design the types of learning experiences needed by students in a rapidly changing world. The term design is used throughout the book as a metaphor that refers to the intellectual processes teachers use to intentionally plan appropriate learning experiences for their students. In this regard, the art of design and pedagogical knowledge of teachers is at the heart of this book.
The authors begin by introducing the challenge of teaching with technology in today ever-changing society. Chapter One argues that society has moved from a print-dependant, industrial age to a postmodern era deeply influenced by electronic media. This view is supported by the inclusion of some powerful vignettes, along with a combination of the educational change, innovation and reform literature. The authors draw on the experience of older technologies to demonstrate two main points. First, they show the increasing importance of electronic technology in the lives of today students. Second, the chapter proposes three stages of innovation that characterize the gradual adoption and enculturation of a new technology. Of course these stages are open to conjecture and no doubt people like Larry Cuban (1986) and Michael Fullan (1999) would consider them overly simplistic. However, few people are likely to dispute the authors' thesis; teachers need to redesign the classroom to meet the challenge of preparing today's student for tomorrow's world.
Fandy Hendrawan
Fandy Hendrawan
A1B207032
Mid MDD Part 2
Chapter Two adds further flesh to this thesis. It demonstrates why, in light of contemporary developments in cognitive theory, many of the old learning models and instructional design principles are inappropriate. The chapter questions the traditional efficiency model of technology instruction by contrasting the main tenets of behavioral theory with recent advances in human cognition. An important distinction is developed between the nature of learning in and outside of school, and the work of Resnick (1987) highlights the limitations of traditional classrooms.
Subsequent chapters use this metaphor to explore designs for literacy, problem solving, knowledge, community and assessment. In addition, there is a chapter devoted to information and the virtual classroom. Each of these chapters introduces new concepts and theories that complement Teaching With Technologyand potentially extend the reader's understanding of the academic literature. A real strength of Teaching With Technology is the link between metacognition, situated cognition, anchored instruction and problem-based learning. In this regard, the book goes beyond Joanaseen, Peck and Wilsonís (1999) text. It acknowledges the role of domain specific knowledge in designs for learning, and generally draws upon a more eclectic range of literature. This is evident in the chapter devoted to learning communities where the discussion relating to online collaboration extends to diverse students, questions of equity and the promotion of democracy through technology.
On the other hand, Norton and Wiburg (1998) do not fully discuss the range of collaborative tele-learning experiences available to teachers. The emphasis on web quests tends to deflect attention away from some of the other potentially more engaging tele-learning opportunities. Accordingly, it would have been appropriate to include the internet activity structures proposed by Harris (1995). The web quests provide a context for the acquisition of information skills and knowledge, but the example (The Zerkonians are Coming) is hardly an authentic learning experience. Arguably, this web quest fails to situate cognition in a meaningful context that might lead to the construction of generative knowledge.
In conclusion, Teaching With Technology would be a valuable addition to any teachers' professional library. The book has wide appeal -- despite the technocentric cover and overreliance on North American vignettes. Its greatest strength is the emphasis on designs for learning rather than the technology per se. In like-manner, Learning With Technology is focused on the learner and the construction of meaningful knowledge with technology. The book does not give pride of place to the technology as it clearly locates the new technical developments within learning theory, albeit constructivism. Although an accompanying web site supports neither book, the Jonassen, Peck and Wilson (1999) text provides many practical examples of learning with technology. And these examples have a real international flavor. The book is suitable for a wide audience and should be essential reading for all teachers, undergraduate and graduate students alike.
NAME : EVA MARGARETHA SIAHAAN
NIM : A1B207012
CLASS: IV A
Using the Internet for Teaching English
..
The Internet is very useful for teaching English. Teachers can use it for gathering information for their classes, including teaching plans and materials for classroom use. They can subscribe to mailing lists related to TEFL/TESL, and exchange information with other teachers. They can subscribe to electronic journals or newsletters either by e-mail or using the World Wide Web and keep up with new trends of English teaching, finding new or interesting publications. They can consult with publishers on teaching materials.
Using the Internet for English teaching is new, and there are few books and papers on the subject, though there are many resources on the Internet. We need to explore ways to find materials on the Internet and experiment with using them to improve our teaching. This articles give some information about using the Internet.
The Internet for Teachers
Teaching Materials and Teaching Plans
Teachers can use the Internet for gathering information. For example, Martin Luther King is the topic for a class, you can use search engines*1 to look for information related to him. There are many sites that have information about him, including ones with his photos, information about his life, and the texts of his speeches. There is even a web page made to teach about the holiday celebrating his birthday, Martin Luther King, Jr. Day (http://www.aec.ukans.edu/LEO/holidays/kingday.html) which has materials for teaching and quizzes. The largest mailing list, TESL-L, has a huge archives, and there is a file [HOLIDAYS BIRTHDAYS] which includes a reading passage on King's birthday with some exercises.
If you need additional teaching/learning materials for the class, you can find a quite large number of materials on the web. There is a huge amount of material for listening, reading, writing, grammar, vocabulary, and culture.*2 You can select appropriate materials for your students' interests and level of English proficiency. There are some teaching plans which include materials may help you to teach your students.*3 It is a good idea to go over those materials when you have free time, and classify the ones that interest you according to their topic or how you might use them. Since there is a huge amount of material available on the web, there should be many useful materials for your students, if you look for it.
Useful information for classes you obtain on the World Wide Web is easy to present to the class, if you have a computer which can access the World Wide Web and a large monitor or device to show it. The World Wide Web makes use of multiple media, and many resources are very realistic, colorful and attractive.
Professional Resources
Teachers can subscribe to mailing lists or electronic journals and read journals available on the web.
The Internet for Students part 2
Keypals
Teachers can arrange keypal experiences for their students, and the students can exchange e-mail with keypals individually or as a group, like corresponding with penpals. IECC is a good mailing list to find keypals for K-12, and IECC-HE is good for university students. There are of course other places teachers or students can find key pals.*8
Robb and Tillyer wrote a detailed article about how to carry out this type of project, which explains how to prepare for the project and what orientation to give to students. It is available from the TESL-L archives, and its file name is [PENPAL ADVICE].*9
Surveys
Students can subscribe IECC-Survey to conduct their own surveys for class projects. If they are interested in wedding customs in certain countries, they can make questionnaire to ask various questions about wedding customs and post it to the list. They will probably receive some answers, and they can use them as resources for their projects.*10
Reference Materials
Students can use the Internet as a resource for their projects. That is, the Internet can provide access to such resources as dictionaries or encyclopedias. Students can also find thesauruses and various reference materials for writing papers.*11 There are some style sheets for writing papers at http://ilc2.doshisha.ac.jp/users/kkitao/online/www/referenc.htm#style. There are many useful resources to help with writing in "Reference Materials for Students and Researchers (http://ilc2.doshisha.ac.jp/users/kkitao/online/www/referenc.htm). There are library web pages at http://ilc2.doshisha.ac.jp/users/kkitao/online/www/referenc.htm#libraries, where you can look for books. There are some virtual libraries and search sites, where you can look for various resources. (http://ilc2.doshisha.ac.jp/users/kkitao/online/www/referenc.htm#sites)
Student Lists and Kidlink
Students can subscribe to student lists. There are ten different lists, and students can participate in general discussions for low and high level English students, or discussions on business, economics, current events, movies, music, sports, science, technology, and learning English.*12 You can give students assignments to obtain certain information on lists, and students can bring the information back to the class. Just telling students to subscribe to these lists may not work well. Student Lists are for college students, but there is Kidlink, which is for teanagers. Teachers need to take greater care for orientations, since students are younger and their English proficiency is lower. Kidlink is at http://www.kidlink.org/.
Materials
There are many learning materials to help students to study English. Some of them are just traditional drill types, but some are very creative and attractive, so that students will have higher motivation to learn English. Of course, you can make your own materials and post them on the web. Simple web pages are easy to make, but complicated and artistic web pages are not only difficult but also time-consuming to make. We have some collections of links at http://ilc2.doshisha.ac.jp/users/kkitao/online/www/student.htm#material for students to learn English and at http://ilc2.doshisha.ac.jp/users/kkitao/online/www/teacher.htm#material for teachers to teach English. We have made some , and they are at http://ilc2.doshisha.ac.jp/users/kkitao/class/material/.
Journals and Newsletters
Students can read journals or newsletters for students of English. Many of them have readings and fun activities to do as well as useful information. It is worth investigating these and making plans for what your students read, and how you can use the materials for your class.*13
News
Students can get news from various sources on the Internet.
One source is of news by e-mail is Daily Brief, a daily summary of U.S. and world news. The Daily Brief is a 2-3 page news summary sent out by e-mail every weekday morning. Included in the Brief are summaries of major news events that occurred during the 24 hours prior to distribution. To subscribe to the Daily Brief, send an empty e-mail message to incinc@tiac.net with "db" (without quotation marks) in the subject line.
Teaching the English Newspaper Effectively (http://www.aitech.ac.jp/~iteslj/Lessons/Kitao-Newspaper.html) is useful, if you are thinking about using English newspapers to teach English. It has some exercises which you can use with any newspapers.
Many Japanese newspapers have English news on the web. Newspapers. TV, and Radio in Japan (http://ilc2.doshisha.ac.jp/users/kkitao/online/www/teij.htm#news) has many links to Japanese newspapers, as well as other mass media. They are much easier for Japanese students to read, since they are familiar with the contents.
It is possible to read hundreds of newspapers in English around the world through "News Sources" (http://ilc2.doshisha.ac.jp/users/kkitao/online/www/referenc.htm#mass). You can read not only major newspapers around the world, but also countless minor newspapers as well.
Web Pages
A simple web page is fairly easy to make. It can be accessed by anyone in the world. Thus, it is a good device to publicize information, for example, making newsletters for students, local people or even people from all over the world. We show how to make simple web pages at http://ilc2.doshisha.ac.jp/users/kkitao/online/www/kitao/int-www.htm. We have made web page that serves as a bulletin board to present class syllabi, announcements, homework, reading materials, exercises, etc. We have used them to present students' compositions to show to the class.
If you learn a little more, you can create fairly artistic web pages which look professional. It is possible to teach students to make newsletters, etc., on the web.*14 You can see some examples at http://www.aitech.ac.jp/~iteslj/Links/StudentProjects.html. Also, Robb's article "Web Projects for the ESL/EFL Class" at http://www.kyoto-su.ac.jp/people/teacher/trobb/projects.html will help you to do such projects. You will find more examples at "Links to Projects by ESL Students" (URL: http://www.aitech.ac.jp/~iteslj/Links/StudentProjects. html).We have had students make web pages with useful links and descriptions. We have made a book with students' essays. There are many ways to use web pages for English language instruction.
Conclusion
As we have shown, the Internet, both e-mail and the World Wide Web, has a great potential to change our language instruction and students' learning of foreign languages. The Internet itself is absolutely free to use if your school has terminals connected to it.
There are many resources on the Internet already, and teachers and students have tried to use them in various ways. However, there has been little research done on how to use the resources most effectively. We need to continue to investigate ways to use the technology
NAME : RIZKI WULANDARI
NIM : A1B207007
CLASS : A
MID TERM OF MDD
INTERNET AS ONE FORM OF TECHNOLOGY IN TEACHING ENGLISH
Technology is the usage and knowledge of tools, techniques, and crafts, or is systems or methods of organization, or is a material product (such as clothing) of these things. There are many forms of technology. One of them is internet. This is a common tool which many people include in English classrooms have already used.
Today the internet, consisting of millions of computers, has an important role and great potential in educational life. It is also used specifically and widely in second language learning all over the world. Though the internet use in second and foreign language learning has brought certain advantages, it carries some disadvantages.
Some advantages using internet are that internet can increase language use and acquisition of second language (Kasanga, 1996). For example, it was found that interaction in language helps learners to gain input in language learning process. In other words, the internet motivates learners to use English in their daily lives and provides functional communicative experiences (LeLoup and Ponterio, 1997). Additionally, the internet gives the opportunity to construct knowledge together by expressing themselves in print and then assessing, evaluating, comparing, and reflecting on their own views and those of others (Warschauer, 1997). Or it can be through a website such as blogger. In sum, it is useful medium for communication with native speakers in real situations, improving writing skills, teaching of culture (Cononelos and Olivia, 1993) and learning about the target culture. Additionally, the Internet promotes higher thinking skills. It helps students to improve their computer skills, such as keyboarding skills, opening and storing files, etc. Furthermore, it changes teacher and students' roles (Peterson, 1997). It also makes learning more student-centered (Warschauer, Turbee, and Roberts, 1996). The internet is a source of supplemental resources and authentic materials (Graus, 1999).
However there are also some disadvantages of the internet used in second language learning. First, students do not practice talking and/or listening to English. They can only practice their reading and writing/spelling skills. Though it is a fact that the internet improves communicational and language skills, the significant point is that teachers and learners are not sometimes aware of why, how, whom and where they teach and learn. Second, though a mass of materials in the internet can be found, integration of the materials into second language curriculum is a potential difficulty. Unfortunately, internet use in language learning and teaching may be the waste of time if it does not depend on a language curriculum.
With its advantages and disadvantages, the internet has significant effects on communicating, teaching and learning. Thus, it’s better for both teachers and learners should have the chance of internet accessibility, experience and familiarity with its functions in educational life. Although it cannot include all teaching and learning activities and replaced the real teaching and learning environment, such as language classroom and real-life communication, but it’s a effective tool for educational activities.
IS BETTER USING TECHNOLOGY FOR TEACHING?
By: Bella Moulina
A1B207015
Past memories, I still remember that I taught by using chalk and white/blackboard when I was senior high school. My teacher always use textbook or Student’s Worksheet Paper to check our ability in English.
Now, when I am studying English in this faculty, my friends and I are toward for teaching with technology. I assume that teaching with technology is a good idea for learning. But I can’t separate it with textbook or white/blackboard. Using textbook is good, while technology can develop our skill to teach the students.
One idea that comes to my mind is about student’s enthusiastic and their interest to study English using technology. Some teachers are usually use the same way year to year, while others improve their teaching with technology. We, as a teacher should improve it. Students who taught by the same way will get bored. They lose enthusiastic when study, because their teacher don’t make something new for them. They just follow, read, and do exercise.
But when teacher using technology, it means that teacher are capable to handle the class more competence than other teacher who are using the same way year to year. Students are enjoy to come to the class, they pay attention to what the teacher said, and they can share any idea to their teacher about technology. Students can assume that we are good in technology, and they appreciate it.
When we do this, we have to consider some positive and negative impacts, they are:
Positive Impact
1. Surf the internet, like wikis, blogs, YouTube.com, or other resources every time we want. We can download material as could as possible. Of course, the media is different, because we use computer when teaching. Something new is loved.
2. Internet provides benefit for learning, without go around and sit in front of computer, we know everything. Automatically, our knowledge was improved.
3. Technology should suitable for any subject. English skills should be match to the technology. Text or video are conduct to the speaking skill. It happened in Senior High School 1 Jambi. Their exercise is making English video, which introduce their class member one by one. They act like actress and actor too.
4. 'It’s not what it is, it’s what you do with it.' (Jones 1986.) So it is not the interactive whiteboard which could improve the learning experience, but how it is used.
5. Think about is the relevance of what he/she is teaching and then choose the best approach to do so, by using technology or not. Many zero-resource classes can be as effective as a high-tech class. Technology is supposed to add value to your class, not distract the student from the real purpose of the class.
Negative Impact
1. The students who love the classroom do not contribute to the knowledge-building on the forums, because they use technology to study.
2. We know that we should test the ability of student. In general, we test in old way, but when using technology, testing is not the same with old way testing. We sometimes can’t predict whether student can approve the new testing or not. Is it match?
3. The effectiveness using technology when teaching sometimes unsuitable. Some teachers less competence to use it, but others are easy. Example we can match the opening of teaching balance with teaching time, explain the benefit of technology, and face the enthusiastic student within their answer.
4. Technology sometimes make student bored. We can change the way of teaching to make it balance.
Last but not least, technology can’t separate with our life. We have to use it as improve our teaching. It is better to use it, but don’t always use it. We can make it balance, right? Choose the best teaching way to make student happy and motivated to study.
Alsep Yosendo Mid Assignment of Material Design and Development
A1B207014
Class A
ICT Roles in Teaching English in Indonesia
Technology is an application of science in which has aim to fulfill human needs and quicken the achievements of any activities. The conveying of language and literature has always involved technology. There are a lot of teaching styles use Information and Communication Technology (ICT). Since nowadays application of ICT become a crucial factor in upgrading both students and teachers’ proficiency. In this exposition, I will expose two roles of ICT in teaching English in Indonesia.
Computer becomes a key point. Since applications, programs, software, and media used are all inside computer. Computer has many programs that support students’ intelligence. For example teacher can teach four skills (listening, speaking, reading and writing), grammar, and other materials by displaying video, picture and music in computer. Beside that, teacher indirectly teaches students to learn English vocabularies in computer since all information in computer use English. Programs and software in computer contribute as the way to teach, such as; utilization of Thesaurus, Transtool, and Indopreter (translator software). The using programs of Microsoft Office like Word and Power Point also give benefits in displaying teaching material in class. I assume that it is far better rather than just forcing students to read English text books like what happened in traditional curriculum.
Second point that, I will expose is Internet. Internet is an interactive media since it connects people everywhere around the world. It is similar like in computer, teacher can indirectly teach many English vocabularies from internet since when anyone online in internet, most information there are in English. He/she automatically can learn English. Now these are some products/programs in Internet used in teaching English;
- Email, it is one of ICT tools allow students to keep in touch with teacher. Teacher can email a summary of class work, homework or extra material. Students can submit class work as attachment by email. Furthermore they can use email to discuss material out of class time.
- Chat, it is also done most outside the classroom. Students chat together or with teacher to improve their English. Teacher can give academic chat by giving specific questions and problems in studying. Then as follow-up activity, there will be a question and answer section talk about that case.
- Blog, by using it teacher can give online teaching and training. Usually online teaching is conducted when teacher is not able to come to the class. Teacher use blog to provide students online links for reading and listening, homework assignment and summaries of class work for students who miss the class. It could be a facility for students’ academic discussion as well.
Beside those technologies above, teacher can also use cameras, audio equipment, LCD/In focus, and video equipment, etc to present, manipulate and communicate words, sounds and images. Therefore I trust that the teaching and learning process will be more interesting and fun then.
I realize that the standpoint of using ICT application above is crucial in education. So that student is not only expected to be capable in obtaining knowledge in class, but also mastering and exploring ICT application. Student and teacher are not supposed to be out of date, on the other hand they should open their mind and utilize technology, since technology utilization is one of ways to master English as lingua franca in the world.
References:
Dudeney, Gavin & Nicky Hockly. 2007. How to teach English with Technology. Pearson Longman: United Kingdom.
Pemanfaatan Teknologi dalam Pendidikan (22 Juni 2008) [online] Available at:
http://vandal.wordpress.com/2008/06/22/pemanfaatan.teknologi.dalampendidikan/ [accessed from Internet on May 24, 2010]
Pembelajaran Bahasa Inggris dengan Memanfaatkan IT (November 2009) [online] Available at:
http://iteslj.org/Article/Trokel/
Using Email in English Teaching
Vidia Murni
A1B207029
Teching English is an art-form. There are many approaches and methods from which to choose, and such a choice may be influenced by the age and level of the students, time, learning preferences, special needs, and of course thye resources available to the instructor. Luckily, today’s technology has opened doors to English teachers where they can find many interesting media and method to teach English. One of the most used and useful Information and Communication Technology (ICT) tools today is email. Email is the exchange of computer-stored messages by telecommunication. An electronic mail message consists of two components, the message header, and the message body, which is the email's content. The message header contains control information, including, minimally, an originator's email address and one or more recipient addresses. Usually additional information is added, such as a subject header field.
Email can be used both inside and outside class time. Mark Warschauer in his book provides three reasons for using e-mail in the English classroom. First, it provides students an excellent opportunity for real and natural communication. Reading and writing emails either in or outside class time gives a learner more exposure to the target language, and interaction is ‘real’ in the sense that learners are writing to real people using ‘real’ medium. Second, it empowers students for independent learning. During the class, teachers can give such data collection project in which students requires to send emails to real companies, individuals, organisations os websites to collect information, and then they study it by themselves. Outside class time, students are writing to students in other countries, as in keypal project, this allow them to make contact and interact with people with different first languages and other cultures. They will learn many things there. And the last, it enriches the experiences of teachers. Email allows teacher to contact and interact with other teachers around the world via mailing list (a collection of names and addresses used by an individual or an organization to send material to multiple recipients) and discussion groups, thus helping in teachers professional development. It is allows teachers to communicate with their students outside the classroom by setting, receiving, marking and returning homework and other written assignments. One of the biggest advantages of using email with learners from the teacher’s point of view is that the technology is relatively simple to use, and most of learners will already be familiar with it.
There are two basic email skills which should be taught by the teacher before they start to use email with students. First is communication skills. It is a good idea to remind students that there are levels of formality in email writing as in tradional letter writing. It is also a good idea to teach students some ot the basic netiquette. There are ‘rule’ for effective online communication. Well known netiquette rules include not using only capital letters, which is perceive as ‘shouting’ line, being sure to respect others’ opinions, avoiding flaming, and making sure that files sents as email attachments are not too large, as the person receiving the email may not be able to download them. The second is technical skill. it is include how to make email account, how to send and receive email, and to attach and open document in email, knowledge about viruses sent by email, spam and unsolicited junk email and how to protect themselves from them. After teach these two basic email skills, teacher can start to use email with students to make a more interesting teaching and learning English process.
Name : Ana Wahyuni Arib
Stu. No.: A1B207002
Mid-Test of MDD Part 1
The use of some technologies in language teaching
One of signs of globalization is the expanding of technology, for example, internet, computer, notebook (laptop), in focus and LCD, software, etc. We have to exploit the expanding of this technology. There are some kinds of technologies which is used in language teaching. They are Computer-Assisted Language Learning (CALL), Electronic Learning (E-Learning), Informational and Communication Technology (ICT), etc. all of them is kind of computer-based learning that use as a tool for learning. In this essay, there will be some discussions about the use of CALL, E-Learning, and ICT in language teaching.
1. CALL
Computer-Assisted Language Learning (CALL) is a form of computer-based learning which carries two important features: bidirectional (interactive) learning and individualized learning. It is not a method. CALL materials are tools for learning which are used in teaching to facilitate the language process. It is a student-centered accelerated learning materials, which promote self-paced accelerated learning. CALL can be used to reinforce what has been learned in the classrooms. It can also be used as remedial to help learners with limited language proficiency.
The reasons for using Computer-assisted Language Learning include: (a) experiential learning (b) motivation (c) enhance student achievement (d) authentic materials for study (“Authenticity” in language learning means the opportunity to interact in one or more of the four skills by using or producing texts meant for an audience in the target language, not the classroom.) (e) greater interaction (f) individualization (g) independence from a single source of information and (h) global understanding.
The barriers inhibiting the practice of Computer-assisted Language Learning are (a) financial barriers (b) availability of computer hardware and software (c) technical and theoretical knowledge and (d) acceptance of the technology.
2. E-Learning
Realizing that we can find any information in the internet and we can access that information anytime, anywhere, and easier, so the exploiting of internet becomes a need. E-Learning or electronic learning now become more well-known as one of the way to overcome education problems. In principle, e-learning is a learning that uses electronics service as a means of assist. In practical way, e-learning use audio service, video service, or computer, or the combination of three of them. The expanding of ICT gives a great effect in education especially in learning process.
The most recent matters is the expanding of what we called ‘cyber teaching’, i.e. instruction process that conducted by using ICT media especially internet. According to Rosenberg (2001,28), e-learning is one of the use of internet technology in conveying learning within wide range which have three basic criterion, that is; (a) E-learning represents a network which is able to innovate, save distribute, and divide the material or information (b) The delivery is until the last user through computer by using standard technology of internet (c) Focused at widest view about learning behind the traditional study paradigm.
Finally, the advantages of application of e-learning are the student will exciting because we use video, music, moving pictures, etc in learning, the students can re-view the material anytime, anywhere as long as he/she can access to the internet, and we can find more active students.
The disadvantages of e-learning are there are numbers of teacher that are not ready to use e-learning and still teach by using lecturing method, and also the teachers are not able to use facilitate like video or computer.
Dadang Kurniawan
class : 6 A
A1B207016
=material curriculum design and
development=
"Advantages of the internet to students"
The possible advantages of implementing the Internet in the classroom are as diverse as the services and tools offered by the network. The Internet offers many resources that are not usually available in any geographic location. In addition to these resources, the Internet also enhances various skills of its users. Communication and writing skills can be directly affected through the use of the Internet. It may also help in areas such as critical thinking, problem solving, and group work. This section of the paper will elaborate on how the Internet provides access to resources and how it can enhance various skills for students.
One major advantage of the Internet is the amount of resources it makes available to its users. College level students are used to having significant library resources on location, not to mention the availability of interlibrary loans.
The simple aspect that there is an attractive looking web page surrounding the information that students are looking for is also beneficial. The quick change in sites and their differences in looks and their presentation of the material can offer a new kind of excitement every time a student accesses a site. Moreover, the sources may represent different media. There may be texts, videos, and audio materials available through the Internet, all of which aid in the benefit of implementing it. (DuBois 43)
Because the Internet is so large, students have the opportunity to see many different sides of the issues that the may be researching. Instead of looking at the ideas of a single author, students can browse many different resources on the web and put together a well-rounded topic. By doing this, Children also learn how to integrate different materials.
Students all over the world are becoming more technologically savvy. Teachers and parents have caught on to the students’ increased awareness and interest in technology and have turned to technology for more educational instruction, subsequently increasing the demand for computers, video projectors, audio players, and other forms of instructional equipment in classrooms
No longer are students’ experiences with new languages limited to their textbooks or immediate environment. With the pervasiveness of the internet and the increased awareness of the importance of having technology in a classroom, both teachers and students all over the world are being provided with technological tools that will further accelerate their ability to acquire or teach a second or foreign language.
Name : Ana Wahyuni Arib
Stu. No : A1B207002
Mid-Test of MDD Part 2
3. ICT
In English, technology is almost any device that can access, present, manipulate, and communicate words, sounds, and images, to enable us to create meaning.
There are two kinds of reasons for using computer technology in English, there are For students technology can (a) be very motivational (b) be the source of a significant amount of reading material (c) be fun - and when it's fun you learn! (d) help students to produce excellent published work. For teachers technology can (a) allow for the easy production, storage and retrieval of prepared materials such as certificates and work required sheets (b) free up communication with other teachers (c) help teachers to find information easily (d) assist good teaching but not replace it!
ICT provides for new ways of thinking about learning, creating, receiving and understanding texts. When using ICT, sharing and exchanging are closely related, as both are occurring at the same time. Students are publishing their creative writing online, which is more powerful than just reading and writing for the classroom alone. Therefore, sharing ideas is becoming very important as students use ICT to transform texts for real life purposes. Through ICT, students are able to change the audience and purpose of various texts in order to recreate their own texts. The appropriate development of these skills required to accomplish this learning style is the central issue for using ICT in the classroom.
When planning to use ICT in the classroom, consider the technology available. It is important to consider the tools which best suit the purpose of lessons and student needs and abilities. A low level of ICT can effectively deliver a high level of understanding in English lessons. The decisions teachers make about the choice of ICT activities will be affected by the nature of the learners, technology available, the institution and views of methodology.
Technology allows opportunities for students to make connections between real life and the classroom. The key for ICT use in the classroom is to give learners and teachers an opportunity to make connections in different parts of the world. The opportunities for students to use lCT in the classroom needs to be useful within society.
4. Application in the lesson
We can apply the use of technology in learning or teaching by using software. So, we install some software like games, flashcards, or material in the computer. One example of software that can help students learn English but still need the role of teacher to explain the material in software is Akal – Anak Cerdas seri sehari bersama Acel. In that software, the students will learn about new vocabularies, colours, animals, fruits, transportation, sing some happy song,
The teacher should guide the students in learning. So, the goals of using that technology can be raised. Teacher should consider about the matching between the level of the students like beginner, elementary with the level of the software should for
5. Concluding
That’s all the explanation about some technology that we can use in the teaching. But something that we should remember, that technology is just as a tool for teaching, it does not substitute the role of the teacher. Every technology or invention that can use in teaching has its advantages and disadvantages. We should match between the level of the student with the level of the technology should be and also the condition of our class, our students, and the facilities. The teacher also should design the material in every meeting. Beside that, the teacher should combine the use of technology with the fun activity after that. So, the student will not feel bored during the lesson.
Nama: Nurazimah
Nim : A1B207011
Teaching Using Technology ( The reason and the application )
Part 1
In recent years the term technology has been used in practically every field of study from anthropology to zoology. However, for a variety of reasons, the field of education has been reluctant to make use of technology to its fullest. Technology is a versatile and valuable tool for teaching and learning and becoming a way of life. The most important thing is that teachers need to be prepared to use these technologies effectively. Schools can use technology effectively and for the welfare of students, teachers and society, it must be done.
An emerging body of research suggests that technology used in classrooms fulfilling such a vision can be especially advantageous to at-risk children. Means, Blando, Olson, Middleton, Morocco, Remz, and Zorfass (1993) note that technology can engage students in challenging, authentic learning:
"Teachers can draw on technology applications to simulate real-world environments and create actual environments for experimentation, so that students can carry out authentic tasks as real workers would, explore new terrains, meet people of different cultures, and use a variety of tools to gather information and solve problems." (p. 43)
In this essay I only focus on the reasons why we should use technology in teaching process and how can we do that.Today's teachers have available to them a wide variety of technology to use to help students to learn as well as to help manage the administration of their classrooms and students. Available today are white boards that use chemical markers and can transmit what is written on them to distant classrooms or to a computer in order to save such written material for later presentations. Also available are overhead projection units which can show multimedia, computers which are linked into the Internet so that students or teachers can gather information from around the world, musical interface digital instruments (MIDI), camcorders, VCRs, the list goes on. The problem facing today's teachers are what technology to use for which teaching objective and/or for which students.
Technology in language teaching is not new today. Indeed, technology has been around in language teaching for decades. Computer-based materials for language teaching, often referred to as CALL (Computer Assisted Language Learning), appeared in the early 1980’s. One of the best-known early CALL activities is that of the text reconstruction, where an entire text is blanked out and the learner recreates it by typing in words.
As access to Information and Communications Technology (ICT) has become more widespread, so CALL has moved beyond the use of computer programs to embrace the use of the Internet and Web-based tools. The term TELL (Technology Enhanced Language Learning) appeared in the 1990’s, in response to the growing possibilities offered by the internet and communications technology.
Part 2
Although the use of ICT by language teachers is still not widespread, the use of technology in the classroom is becoming increasingly important, and it will become a normal part of ELT practice in the coming years. There are many reasons for this:
• Internet access- either in private homes or at Internet cafes-is becoming increasingly available to learners.
• Younger learners are growing up with technology, and it is a natural and integrated part of their lives. For these learners the use of technology is a way to bring the outside world into the classroom. And some of these younger learners will in turn become teachers themselves.
• English, as an international language, is being used in technologically mediated contexts.
• Technology, especially the Internet, present us with new opportunities for authentic tasks and materials, as well as access to a wealth of ready-made ELT materials
• The internet offers excellent opportunities for collaboration and communication between learners who are geographically dispersed.
• Technology is offered with published materials such as course books and resource books for teachers.
• Learners increasingly expect language schools to integrate technology into teaching.
• Technology offers new ways for practicing language and assessing performance.
• Technology is becoming increasingly mobile. It can be used not only in the classroom, lecture hall, computer room or self-access centre, it can also be used at home, on the way to school and in internet cafes.
• Using a range of ICT tools can give learners exposure to and practice in all of the four main language skills –speaking, listening, reading, writing.
How can teachers use ICT in the classroom? For this answer Technology-based activities that the teachers can co by printing off materials include:
Using website.
Internet-based project work-especially web quests offline.
E-mail key pal projects using the teacher’s email account.
A class blog with learners preparing their contributions on paper and the teacher typing them into the computer.
Electronically produced materials printed out for learners.
Several internet tools provide an excellent way to put learners in contact with learners from other countries and cultures, as well as providing them with realistic and motivating opportunities to practice their English.
So, the using of technology in teaching process is one of the most common and important ways of life today. As a teacher we should know about it and apply it in the right side.
Material Design and Development’s Assignment part 1
Name : Eka Suryani
Students Number : A1B207018
Class : A
Teaching with Webquest
In this era, the development of technology was so high, especially in communication. Now, we don’t need to waste much time to get the information in this world. We can use internet to search it. It makes our life easier and save our time. But Internet not only for that, we can also use it in teaching. It might make our students feel interest to study and also they can learn about technology and how to use it well. And one of the way to teach by using technology is webquest. Webquests are mini-projects in which a large percentage of the input and material is supplied from the internet. Webquests can be teacher-made learner-made depending on the learner activity the teacher decide on. From searching in the internet, “ a Webquest is an assignment or lesson that engages students through technology and the World Wide Web. It involves a realistic problem or situation that requires students to search for information to solve”. Bernie Dodge, a professor of Educational Technology at San Diego State University was one of the first people to attempt define and structure this kind of learning activity. According to him, a webquest is “an enquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the internet”. He identify two types of webquest:
• Short-term webquest
At the end of a short-term webquest, a learner will have grappled with a significant amount of new information and made sense of it. A short-term webquest may spread over a period of a couple of classes or so, and will involve learners in visiting a selection of sites to find information, and using that information in class to achieve a set of learning aims.
• Longer-term webquest
After completing a longer-term webquest, a learner will have analyzed a body of knowledge deeply, transforming it in some way. They will have demonstrated an understanding of the material by creating something that others can respond to online or offline. This is the big difference between the longer-term and short-term webquest, in long-term learners have to ttransform the information they acquire, turning it into a new product: a report, a presentation, an interview or a survey. Longer-term webquests might last a few weeks, or even a term or semester.
Webquests have now been around long enough for them to have clearly-defined structure. However, this structure while being unofficially recognized as the definitive schema, for these activities we should only really be taken as a basic guideline and we should design our webquest to suit the needs and learning styles of our group. For example a design for intermediate-level learners that examine an ELT webquest about the characteristic of a good speaker. There are usually four main sections to a webquest:
Step 1 – Introduction
This stage is normally used to introduce the overall theme of the webquest. It involves giving background information on the topic and in the language learning context, often introduces key vocabulary and concepts which learners will need to understand in order to complete the tasks involved. Such as in example opposite, learners are introduced to the idea of how to be a good speaker by considering the characteristics that relevant in our circumstances.
Step 2 – Task
The task section of the webquest explains clearly and precisely what the learners will have to do as they work through the webquest. The task should obviously be highly motivating and intrinsically interesting for the learners, and should be firmly anchored in a real- life of situation. This often involves the learners in a certain amount of role-play within a given scenario, as in the example, “You are a team of a speakers in a meeting”.
Electronic Tools in Teaching
Vinikke Wicaksono
A1B207024
Technology is a versatile and valuable tool for teaching and learning and becoming a way of life. The most important thing is that teachers need to be prepared to use these technologies effectively. Schools can use technology effectively and for the welfare of students, teachers and society, it must be done. Technology is also a very helpful tool in foreign language classes. With the use of e-mail, chat rooms, Web cam and a collaborative Web site. The fact that other people read what they write makes learning fun and exciting and also improves reading and writing skills. This reflects what students do in their daily lives: (e-mailing friends, chatting, etc.). It is the form of communication they use in real life, so there should be no reason that it cannot be incorporated into their language class. The literature is rich with examples of technology in the classroom. It helps the emergent learner, students with disabilities, students with language disabilities and the gifted child. We usually teach to the majority since it is somewhat impractical to try to tailor teaching to each student. Often, students are too confused or embarrassed to ask questions because they don't want to show their ignorance. With individualized computer instruction, students can always immediately request help if something is unclear. Computers help to make it more interactive. They are extremely effective with the struggling learners because they (unlike humans) have unlimited patience. There are many kinds of modern technology in classrooms. Among these are:
• Computer in the Classroom: Having a computer in the classroom is an asset to any teacher. With a computer in the classroom, teachers are able to demonstrate a new lesson, present new material, illustrate how to use new programs, and show new websites.
• Class Website: What better way to display your student's work, than to create a web page designed just for your class? Once a web page is designed, teachers can post homework assignments, student work, famous quotes, trivia games, and so much more. In current day society, children know how to use the computer and navigate their way through a website, so why not give them one where they can be a published author. Just be careful as most districts maintain strong policies to manage official websites for a school or classroom.
• Class Blogs and Wikis: These are some of a variety of Web 2.0 tools that are currently being implemented in the classroom. Blogs allow for students to maintain a running dialogue, like a journal, of thoughts, ideas, and assignments that also provide for student comment and reiterative reflection. Wikis are more group focused to allow multiple members of the group to edit a single document and create a truly collaborative and carefully edited finished product.
• Wireless Classroom Microphones: Noisy classrooms are a daily occurrence, and with the help of microphones, students are able to hear their teachers clearer. Children learn better when they hear the teacher clearly. The benefit for teachers is that they no longer lose their voices at the end of the day.
• Mobile devices: Mobile devices such as clickers or smart phone can be used to enhance the experience in the classroom by providing the possibility for professors to get feedback.
• Smart Boards: An interactive whiteboard that provides touch control of computer applications.
• Online Media: Streamed video websites can be utilized to enhance a classroom lesson (e.g. United Streaming, Teacher Tube, etc.)
There are many other tools being utilized depending on the local school board and fund availability. These may include: digital cameras, video cameras, interactive whiteboard tools, document cameras, or LCD projectors. And then technology in the classroom can help students become capable users, information seekers, problem solvers and decision-makers.
Material Design and Development’s Assignment part 2
Name : Eka Suryani
Students Number : A1B207018
Class : A
Step 3 – Process
The process stage of a webquest guides the learners through a set of activities and research tasks, using a set of predefined resources. These resources are predominantly Internet-based and are usually presented in clickable form. In the case of a language-based webquest, the process stage of the webquest may introduce or recycle lexical areas or grammatical points which are essential to the task.
Step 4 – Evaluation
The evaluation stage can involve learners in self-evaluation, comparing and contrasting what they have produced with other learners and giving feedback on what they feel, they have learnt and achieved. It will also involve teacher evaluation and good webquest will give guidance to the teacher for this particular part of the process.
WebQuests are a fun way to incorporate technology into a lesson. They engage students in searching for information while answering a question or solving a problem that requires critical thinking. Actually there are two ways to work with a WebQuest; use one that already exists or create a new one.
• Using a Prewritten WebQuest
There are several sites dedicated to collecting and making available WebQuests. Teachers will also place their own or student created WebQuests on their school’s web site or on an external host site. In either case, these WebQuests are available and free for other educators to use. When they meet the requirements of the lesson, these WebQuests are easy to use as is and incorporate as an activity. Sometimes the existing WebQuest does not meet the needs of the lesson or contain broken links. In these situations there are two options: run the lesson online and notify students of the changes, or take pages of the WebQuest and turn them into hardcopies containing the corrections.
Using a Newly Created WebQuest
To make sure the WebQuest is exactly what is needed it is sometimes necessary to create one from scratch. After planning, designing and creating the WebQuest, the teacher needs to decide whether it will be available on the web or only within the classroom. If the school’s available technology can support it, ask the school’s web master or technology director to assist with making it available.
Whether using an existing WebQuest or creating a new one, remember to read through the site and follow every link to make sure they all work before presenting it to the class. If the site worked well the year before, check it again, since not all sites are static and sometimes web pages are moved or deleted. However the WebQuest is presented, whether online, in the classroom or on paper, students have a valuable opportunity to think critically about a problem and use technology to discover answers.
In short, I can say that technology is a useful thing in our life. And it’s better for us to know how to use it well. For example, we can use it in teaching material. One of the way is by using webquest. It might not only make students interest to study but also introduce them to the technology and make they learn to use it for good things. However in the practice, it might bring some problems because it’s not a common way in teaching students in our place so there are some people that still don’t understand about it. It could take along time to make webquest realize in our education but at least we should try to learn and learn again so that we can use it as well as possible in the future.
References
Dudeney, Gavin and Nicky Hockly.(second edition)2007.How to Teach English with Technology.Longman:England.
Tammy, Andrew.2008.How to Use a WebQuest Implementing a Web Based Activity in the Classroom,(Online),( http://technological-teaching aids.suite101.com/article.cfm/how_to_use_a_webquest, accessed on May 24, 2010).
Material Design and Development's Assignment part 1
Name : Helda Wahyuni
Nim : A1B207010
CLASS : A
Blogs for English Language Teaching
Nowadays, in global era, technology has a great development. Whatever kinds of technology may have great effects for all life aspects such as economics, politics, entertainment, medical, and education as well. There are many kinds of technology in education like OHP, computer, internet, LCD, and the like. This essay will deal with using blogs in English language teaching. Blogs (web log for short) is one of social software, computer tools which allow people to connect, to communicate, and to collaborate online. Blogs usually used to post comment, thoughts, analyses, experience of daily life, interesting links jokes, to a web page. Blogs may consist of written text only, or they may include photo, photoblogs, video, and audio.
Aaron Campbell (2003) has outlined three types of blogs for use with language classes. First is the tutor blog is run by the teacher of a class. The content of this type of blogs can be limited to syllabus, course information, homework, assignments, etc, or the teacher may choose to write about his or her life, sharing reflections about the local culture, target culture and language to stimulate online and in-class discussion. In this type of blog, students are normally restricted to being able to write comments to the teacher's posts. Teacher may provide summary of class work, exams or study tips. Second is the class blog is a shared space, with teacher and students being able to write to the main area. It is best used as a collaborative discussion space, an extra-curricular extension of the classroom. This kind of blog can be used by an entire class to post comment on certain topics, on class work, or any other issue the teacher thinks interesting and relevant to learners. Learners can post to the same blog. The learner blog is the third type of blog and it requires more time and effort from the teacher to both set up and moderate, but it is probably the most rewarding. It involves giving each student an individual blog. The benefit of this is that this becomes the student's own personal online space. Students can be encouraged to write frequently about what interests them, personal and family information (including photos) and can post comments on other students' blogs.
There are many reasons why teachers may choose to use weblogs with their students. One of the best reasons is to provide a good media for student writing. Usually, the teacher is the only person who reads student writing, and the focus of this reading is usually on form, not content. Students can find themselves writing for a real audience that, apart from the teacher, may include their peers, students from other classes, or even other countries, their parents, and potentially anyone with access through blogging in the internet.
Material Design and Development’s Assignment part 2
Name : Helda Wahyuni
Nim : A1B207010
CLASS : A
There are some other reasons for using blogs in teaching-learning process outside of classroom. First, To provide extra reading practice for students. This reading can be produced by the teacher, other students in the same class, or, in the case of comments posted to a blog, by people from all over the world. Second, as online student learner journals that can be read by their peers. The value of using learner journals has been well documented. Usually they are private channels between teacher and student. Using a blog as a learner journal can increase the audience. Third, to guide students to online resources appropriate for their level. Fourth, to increase the sense of community in a class. A class blog can help foster a feeling of community between the members of a class, especially if learners are sharing information about themselves and their interests, and are responding to what other students are writing. Fifth, to encourage shy students to participate. There is evidence to suggest that students who are quiet in class can find their voice when given the opportunity to express themselves in a blog. Sixth, to stimulate out-of-class discussion. A blog can be an ideal space for pre-class or post-class discussion. And what students write about in the blog can also be used to promote discussion in class. Seventh, to encourage a process-writing approach. Because students are writing for publication, they are usually more concerned about getting things right, and usually understand the value of rewriting more than if the only audience for their written work is the teacher. There is much to be gained from students keeping a portfolio of their work. One example is the ease at which learners can return to previous written work and evaluate the progress they have made during a course. Eights, to help build a closer relationship between students in large classes. Sometimes students in large classes can spend all year studying with the same people without getting to know them well.
After knowing that there are many advantages of using blogs in teaching-learning process, it will be better for both students and teachers using blogs as media of learning.
References
Dudeney, Gavin and Nicky Hockly.(second edition)2007.How to Teach English with Technology.Longman:England.
Sharma,Pete.Using
Technology.(Online)http://www.teachingenglish.org.uk/think/articles/controversies-
using-technology-language-teaching. accessed on 22 may, 2010.
NAME : DEWI KURNIATI
STUDENT’S NUMBER : A1B207006
CLASS : A
The Impact of Technology on Language Teaching (part 1)
For the past several decades, a great deal of debate has raged on about the pedagogical worth of computers in the classroom. On the one hand, computer and software companies often provide evidence as to the usefulness of technology in language instruction, to motivate the students and more engaging learning. However, a number of researchers have suggested that while technology has grown by leaps and bounds, teachers' use of it often remains very antiquated, limited to simple writing assignments and Internet searches (Cuban, 2001; MacDonald, 2004; Oppenheimer, 1997, 2003). Some have suggested that this has been due, in part, to educators' limited vision of the role technology in language instruction. In fact, Garrett (1991, p. 75) pointed this out when she stated that "the use of the computer does not constitute a method" and it is only a "medium in which a variety of methods, approaches, and pedagogical philosophies may be implemented."
Thus, coming to the false conclusion that computers will do things better and faster for us without our intervention is at the center of this issue. Obviously, program administrators need to rethink specific, realistic goals for what the Internet can and cannot do to help students reach curricula objectives, and then actively support teachers in the process through in-service training. As for teachers, we need to think beyond the box and determine, step-by-step, what technology can do for us to support---not supplant---our teaching goals. Fortunately, educators can be very chameleonic with the right tools and training, and can adapt their teaching styles to new situations.
In the field of language education, a great deal of emphasis now focuses on online learning, and it is touted as the great liberator by freeing students and teachers to accomplish learning in new and exciting ways. However, as pointed out earlier, a great deal of the success and failure of any technology rests in sound teaching practices.
There are some basic considerations when working with the Internet in order to maximize learning outcomes. First, we must understand better how the Internet works ourselves. Although the Internet may appear to be an easy concept to grasp, it can be a very unfriendly jungle out there. In other words, the Internet is an almost measureless repository of great content, but it also contains an equal amount of junk, and sifting through this large collection can be daunting. Unfortunately, students latch on to whatever first appears on their screens, whether it is accurate or not. This is often a quandary for teachers who realize that they need to help students learn to critically examine information on the Internet in terms of credibility, authority, citation, timeliness, and accuracy. Back in the days before the Internet, students' main ally was the library. Unfortunately, because of the free and mostly-unadjudicated nature of the Internet, anyone can self-publish without being held to a high standard of professionalism. Furthermore, students these days have been raised in an online world, and thus, they often do not realize what careful research is all about. With all these challenges, teachers should bare the responsibility of helping students combine both the massive and easily-accessible Internet with conventional research techniques.
NAME : DEWI KURNIATI
STUDENT’S NUMBER : A1B207006
CLASS : A
The Impact of Technology on Language Teaching (part 2)
Besides the issues of questionable authority with online content, Internet users need to be aware that some websites require special additional software (e.g., media players) to be installed to access certain files including audio and video. Therefore, identifying the issue is very problematic, and both website developers and teachers who introduce these sites share the responsibility for educating students. First, from a developer's standpoint, instructions on the site should be very clear in terms of letting visitors know what they need to do to listen to or watch the online content. Furthermore, you should identify your audience and determine the market penetration of the file format you are planning to use (e.g., RealMedia, Windows Media, QuickTime, etc.). At the same time, teachers equally shoulder the responsibility for verifying whether their computer labs have such media players installed and if their students can easily download and install the player on their home computers if needed. You will always see a mixed bag of results without teachers' active involvement. Even if students have background knowledge on the Internet with the needed applications installed on their computers, they still need guidance on the learning objectives and outcomes for online content. In the end, without specific pedagogical practices driving the use of technology, computers are often relegated to a secondary or non-existent role and are often abandoned.
Without a doubt, technology has revolutionized society in many places around the globe, including how language instruction is taught and delivered. In particular, the Internet has become a conduit where people can learn, share, and collaborate in ways not possible years before. However, a great deal of the success comes from preparing students to interact and learn in this online environment. Therefore, if we try to integrate technology in our teaching as presented in this article, our new, refocused approach to teaching will propel us a long way to making technology and the Internet a more rewarding partner in the teaching and learning process.
name : Meizi M Nur Putra
nim : A1B207003
class : A
Teaching English using computers
There are many good reasons to use computers with your students both inside and outside of class. Four of these are:
Computers are motivating
The majority of students seem to enjoy using computers and will enthusiastically play games or surf the Internet outside class. Using computers in your teaching can harness some of this enthusiasm and focus it on the students' learning.
Computers provide a neutral environment
Good language learners take risks and experiment with language as they are learning. This can be a very daunting prospect for many people. Computer language exercises can provide a safe environment for less outgoing students to take risks, knowing that their answers will be judged by a machine and not another human being.
Computers are communication tools
Increasingly today, computers are being used as a major method of communication. This fits very well into current ideas about language and language teaching.
Computers account for individuals
In a class full of students individuals move at different paces. As computers have the ability to serve large amounts of exercises or data, students can move through at their own pace.
Again, there are many good reasons to use the Internet with your students, a few of which are outlined below.
Authentic Language
The Internet is an excellent source of authentic English which is available at the touch of a button. In your country, it may be difficult or expensive to get hold of English language magazines or newspapers. The Internet can substitute for these.
Reference Materials
The Internet is the fastest growing and most comprehensive encyclopaedia in the world, with information on everything from Andalucia to Zebras. What better research tool for a project or class newspaper?
Communication Tools
With email and chat, the Internet is one of the cheapest and most popular ways to keep in touch, giving a new slant to the idea of pen pals.
Then, there are three simple lesson ideas for using the Internet.
1. An Internet Treasure Hunt
Pick several websites which will be of interest to your students. Go through the websites yourself and note down several pieces of information they contain and write some questions based on them. Put these on a worksheet and let your students loose. There should be a prize for the winners!
2. Class Twinning
Contact a teacher in another school, maybe even in another country, and pair each of your students with a student in that teacher's class. You can then set your students homework tasks for which they have to co-operate using email.
Try European Schoolnet or The British Council to find a partner school.
3. Listening
The Internet is a rich source of listening material. There is lots available, from your students' favourite songs to live radio broadcasts. The following link is an archive of programs from the BBC which can be accessed at any time throughout the week.
http://www.bbc.co.uk/radio4/
Name : Dewi Puspitasari
NIM : A1B207037
Class : A
Teaching English with Technology
Over the last fifteen years American schools have dramatically increased spending on classroom technology to more than $5 billion annually, because there has been a widely held belief by governmental, business and educational leaders that "wiring schools, buying hardware and software, and distributing the equipment throughout will lead to abundant classroom use by teachers and students and improved teaching and learning" (Cuban, Kirkpatrick, & Craig, Winter 2001). America's return on this massive investment in classroom technology seems even more questionable when parents, policymakers, and educators look for evidence of the impact on student achievement. Supporters of educational technology continue to believe that technology will make a difference in academic achievement, but tend to rely on anecdotal evidence about student motivation and their development of critical?thinking skills to support this belief.
These two studies highlight the importance of rethinking our current beliefs about technology. Educators can no longer accept the belief that technology is a silver bullet. Secretary of Education Rod Paige recently told educators they need to look beyond their focus on wiring schools and providing classroom access to computers. This need to prepare teachers to use technology effectively means schools and district's have to adopt new models of professional development. Too often the limited staff development available focused on the computer, not technology's role in learning and teaching. . By using computing technology for tasks such as reading and writing documents, communicating with others, and searching for information on the Internet, students with disabilities are capable of handling a wider range of activities independently
One of teaching english with technology is internet. The Internet is a complex repository containing a huge maze of information from a variety of sources. It has become a prominent source of information for many people worldwide. The Internet wave has also hit the educational landscape in many big ways. The use of technologies such as the Internet as a teaching tool in schools is not the issue now since it is pervasively used. Rather, the issue is how to effectively employ such technologies and harness fully the new opportunities created by them to promote positive student learning experiences.
Schools need to consider how technology-based instructional programs are mounted to ensure that students use the Internet efficaciously as a learning tool for various authentic learning activities such as conducting research on a given topic or finding relevant information for an assignment. Bruce and Levin (1997) posit that the Internet can be viewed as providing the following three basic types of tools in the educational domain:
•Tools for inquiry
•Tools for communication
• Tools for construction
In providing tools for inquiry, the Internet facilitates finding sources of information appropriate to a task, working to understand the information resources and how they relate to the task, and if possible applying this understanding in a productive way. The Internet enhances students' knowledge acquisition by facilitating students' access to resources from the outside world including experts in the field, as well as interacting directly with them. Thus exposure to real life contexts of the external world trains the students to face the uncertainties of the ever-changing outside world.
In providing tools for communication, the Internet is a remarkable tool for rapid communication. Such communication can be both synchronous and asynchronous and takes on many forms such as e-mail, mailing lists, newsgroups, chat and videoconferencing. Such interaction involves communication with students and professionals in distant places, cultures and traditions as well as facilitating teachers to be in touch with other teachers.
In providing tools for construction, the Internet promotes learning by scaffolding varieties of authentic learning activities for students. Through these activities the Internet also supports the development of students' higher-order thinking skills. For example students are able to demonstrate their conceptual understanding by constructing products such as web pages. In these activities learners regulate their individual learning progress according to their own experiences and expertise. Learners can access a wealth of resources at their own pace and have meaningful interactions with the content information. For instructional activities, the Internet also has the added advantage of being adaptable for both individual and cooperative learning.
Though offering a myriad of pedagogical benefits, there are also a number of caveats that educators need to bear in mind in their attempts to employ the Internet as a teaching aid. Being aware of possible pitfalls in conducting Internet based lessons, teachers would then be able to invest in proper planning to ensure that the learning experience for their students is a meaningful and stimulating one. Students often go straight to the Web without waiting for guidance from a teacher or librarian. This results in students having a difficult time navigating the Web and locating appropriate information relevant to the tasks in their homework.
Students may also not differentiate between authentic web sites and sites that contain biased and inaccurate information but masquerade as being reliable. Schools are thus faced with the challenge of teaching the students not just the power of having a wealth of information at one's fingertips in the Internet but also proper evaluation skills.
Besides being cognizant of the strengths and shortcomings of conducting Internet-based lessons for students, teachers need to consider practical constraints that might otherwise hinder the desired implementation of these lessons. Time is one barrier to the extensive use of the Internet as students may be unable to spend a specific block of time on the Internet due to limitations in availability of computers with Internet access in schools.
In the knowledge based economies of today, it is critical to be able to search for and retrieve information from the Web. Locating appropriate information on the Internet requires a variety of skills such as the ability to use Internet tools (e.g. search engines), having knowledge of search techniques (e.g. browsing through an information tree) and ability to execute the search (Carroll, 1999).
Effective use of the Internet to glean relevant information requires the ability to apply Boolean logic rules (e.g., and, or), an understanding of how information is organized, critical thinking skills that allow the searcher to make informed choices, and a working knowledge of Internet notations. One needs to have abilities such as searching for information, scanning and skimming information, and strategies such as planning, monitoring and evaluating in executing the search.
In conclusion, the Internet has been beneficial in the educational domain as a repository of gargantuan amounts of rich information. However schools, educational policy makers, and instructional/curriculum designers who intend to employ the Internet as a learning tool in their instructional programs must bear in mind and highlight to students the fact that just not any piece of information found on the net can be accepted as being authentic.
Thus it is imperative that students be taught a wide range of internet literacy skills from verifying the veracity of content hosted by the Internet to seeking for information by using various search strategies and techniques. This will help to ensure that the true potential of the Internet as a learning aid is properly tapped to inject greater vigor into teaching practices in schools.
________________________________________
References
Bruce, B., & Levin, J. (1997). "Educational Technology: Media for Inquiry, Communication, Construction and Expression." Journal of Educational Computing Research, 17(1), 79-102.
Carroll, J. B. (1999). "Expert Internet Information Access." Journal of Educational Computing Research 20(3): 209-222.
NAME : DEWINTA YM
NIM : A1B207038
CLASS: A
Listen Up!: Using Audio Files in the Curriculum
Faculty in the University of North Florida's Counseling Education and Middle/Secondary School Teacher Education Programs started delivering courses via the Internet in the Fall 1997. Among those courses are two that are strictly focused on learning experiences about counseling or middle school. Although students in Career and Lifestyle Development and Counseling and Middle School Philosophy/Curriculum use the Internet, these two courses are not designed to teach students about technology. Initially, the Internet course content was solely text-based with graphics. We have since added audio files to the lessons. This article describes the situations for which we use audio to improve the delivery of our courses.
Three Applications for Audio
We have identified three ways in which we most frequently employ audio files. The lines of distinction for ways to use audio clips are not always clear. Nor do we believe they must be categorized in the ways that we have presented them in this article. We hope these examples of how audio works best for us will be helpful to you.
Friendly greetings!
"Hi, I'm excited about teaching this course. You'll have plenty of opportunities to visit schools, as well as to interact with your classmates…" Dr. Gerald Torkelson, in his article about the history of AECT (Special 75th Anniversary Issue, January/February 1998), noted that "additional problems with distance instruction relate to the remoteness of the learner from the source of instruction" (p. 50). Many people like to associate a voice to the words that are used for the online lessons. For the first few lessons, we have informal greetings by the instructors. They introduce themselves and welcome the students. Truth be told we actually put a face to the introduction, too. When watching news shows like CNN, notice how frequently there is a picture of a reporter and an audio is played. That is what we do. It was a bit humorous that a few students mentioned the "video" when, in fact, it was an audio accompanied by a still picture.
While the students are not held accountable for the content of the first audios, it does provide a motivational and relaxing message. Starting with audios that use this informal approach also gives the students time to obtain (or locate a computer that has) the free software to play the audio files. The operative word is "free," because we want to maximize the accessibility of the technology that is required for these courses.
Administrative Tips
Just as we often spend a few minutes of "traditional" classes reminding students about administrative tasks, so too do we have audio clips devoted to these types of tasks. We have reminded students that they will need to start preparing early for a group assignment because it is not always easy to arrange meeting times when several people are involved. We have stressed that students are to contact school officials and follow appropriate procedures for assignments that require admission into K-12 classrooms.
Our surveys of student perceptions often reveal that students want more information about course assignments. Using the audio to clarify or emphasize certain aspects of student assignments contributes toward mollifying that valid concern, too.
Explanations of Content
Many students are auditory learners. Giving students an opportunity to listen to discourse about specific concepts, principles, or topics can provide an excellent starting point for focusing on the content area. The dialogue can be used to explain difficult-to-understand material, to emphasize the more important topics, or to formulate stimulating questions for the students. In our opinion, using audio for the purpose of explaining academic content is the best application of this technology for distance learning courses.
So that the use of the audio does not merely become a "nice to have" feature, we need to become adept at incorporating important information and issues in the audios we use to present course content. We also must include ways of evaluating whether students grasped the content presented in the audio tape. This is not unlike the situations in our "traditional" classes where we elaborate on the readings in a required course textbook or provide an opportunity and setting for students to apply theories or positions stated in a required course textbook. For example, in a Job Seeking Skills lesson of the Career and Lifestyle Development and Counseling course, an audio clip of a "mock" interview was presented. Based on the assigned readings and presentation of the instructor notes for that lesson, the students discuss (in a chat room setting) the inappropriate questions in the "mock" interview. Why were the questions inappropriate and did the interviewee respond to those questions smartly? The students were to describe how they would react if an interviewer posed those types of inappropriate questions?
In the "Middle School Students: Implications for Curriculum" lesson of the Middle School Philosophy/Curriculum course, students were to listen to the audio portion of the lesson for examples of curriculum strategies based on young adolescents' developmental needs. The examples presented on the audio were supplementary to the textbook reading. Students in this course were expected to include some of the strategies mentioned in the audio in their individually submitted assignments for that lesson.
A Brief Word About Creating the Audio Files for Internet Use
When we first added audio to our lessons, there was a "technical" person who created the audio files and web pages so that people accessing these pages could listen to the tapes if the computer they were using had the free software installed. Much to our joy (and because the "technical" person strongly motivated us to learn how to accomplish the necessary steps to creating audio files for Internet use!), we discovered these audio clips can be developed quickly and with nominal required skills. While it is beyond the scope of this article to describe how to produce audio clips, we do encourage teachers to pursue avenues for obtaining inexpensive equipment and the minimal amount of training that it takes to do this. It may be that a person dedicated to using educational technology would be asked to do this, or some teachers may want to develop the ability to do this themselves. There are advantages of having a dedicated computer specialist assume the responsibility versus the advantages of having individual teachers assume the responsibility should be weighed in this decision-making process.
Ancillary Considerations
We mentioned that students should be held accountable for important information that has been disseminated via audio. Let us also advise you that the first time we added audio to our lessons, we were deliberately slow to include questions that required students to have listened to the audio. We were uncertain how easily all of the students would be able to obtain the software or access to computers that were capable of playing the audio files. Once we found that students were all able to accomplish this with relative ease, then we proceeded to include assignment items about the voice-delivered academic content.
We also checked the capabilities of computers at facilities in the local area. Persons responsible for the software loaded on their machines were very helpful in adding that capability if it was not already there. It is worth noting that some facilities require users to provide their own headsets to listen to audio files. The reason for this is because it can be disturbing to others. That is a consideration for those who are setting up laboratories.
Next Steps
Although we would prefer to use videos throughout the course, we have found that the obstacles are still too difficult to overcome. We do use two videos for the orientation. Since the orientation sessions are required, we know that the video clips work well on the technology we use at the orientation.
The speeds of the connections the students may use for the remaining lessons may not be fast enough to view a good video. Some suggest that we are still several years away from high-speed access for the masses ("Video on the Web Bogs Down in Standards War,". At present we believe using video clips would actually detract from the purposes of the courses because getting high quality videos would be more of a hassle than a help.
We have every intention of increasing the number of videos as the technology improves. However, we will take it one step at a time. Remember these are not technology courses, and we want the requirements to be such that students can easily obtain access to computers that have the course software requirements.
NAME : WIDYA PUSPARINA
NIM : A1B207033
CLASS: A
Write creative novel in Twitter for writing assignment.
Many students are fascinated by technology, and the use of Twitter is no exception. There is something alluring about fitting thoughts into 140 characters or less and then watching for responses. This fascination can be used to motivate students during a creative writing assignment.
Twitter is a social networking and microblogging service that enables its users to send and read messages known as tweets. Tweets are text-based posts of up to 140 characters displayed on the author's profile page and delivered to the author's subscribers who are known as followers (wikipedia).
Planning the Creative Writing Assignment
Twitter's real-time, 140 character bursts of information is not ideal for a standard writing assignment. It can, however, work well when adapted more like a screen play. Students will need to choose their entries carefully so that the plot moves forward and readers do not loose interest. Action stories and careful attention to plot details are ideal.
Provide students with a scene for which to write. For example, a diner in a cafe close to closing time, a group of teens at a pajamas party at someone's house. Another idea is to have students write as if the story is a current event, such as a crime in progress.
Plan for students to be able to use a form of technology. This can be Twitter, but it is frequently blocked in public high schools and not all students will have access to the Internet from home. Other technologies may be available within school, such as a blog or forum, that could be used in a similar manner. The goal is to have students write short entries and have the opportunity to receive feedback from peers.
Using Twitter to Write the Short Story
To use Twitter for the creative writing assignment students and the teacher will need to have a Twitter account. Everyone should both follow and be followed by each other, or the teacher and a select few from the group. Depending on the age and maturity of the students, this account might need to be a new account and accepts no other followers during the assignment.
Students should post 3 to 5 times a day during the time allotted for the assignment. This allows time for comments and suggestions from their readers. It also will keep readers from becoming lost in multiple posts.
Alternatives to Using Technologies to Write a Twitter Novel
Not all classrooms or schools are set up for this assignment to be successful using technology. An alternative is to have students submit written entries.
One way to do this is to have students keep a journal book. They would write short entries, 140 characters or less, 3 to 5 times a day with space between each one for peer comments and suggestions. The journal would be passed during class to members of a peer edit group, who will write 140 characters or less comments for the entries.
Twitter Novels are still a new concept, but using the idea for a creative writing assignment is a way to motivate students to write using technology. The short entries encourage students to focus on details and events to keep the plot moving. Per comments and suggestions will help them further hone their writing abilities.
NAME : NOFERDA ARYANI
NIM : A1B207029
CLASS: A
Create a Spelling Challenge with Technology
Since most young children have access to cell phones and computers through family members, they might already be familiar with text messaging or email. They also receive spelling lists from school which they need to study to do well on upcoming spelling tests. These two things, technology and spelling lists, can be combined to create a spelling challenge.
The goal of the challenge can be simple and modified by the needs of each child. Have students practice typing their spelling words correctly into a cell phone or email client and then sending to the specified person, whether a trusted family friend or relative or the teacher. Modify it to be only words with which the student is struggling, especially if the challenge is being met through text messaging.
The act of finding each letter on the type pad or keyboard helps reinforce the correct spelling of the word. Children can have the correct spelling of the word on paper and then have to remember each letter as they find it for the challenge. This causes students to think more about each letter, sound it out and physically type the word.
Though cell phones can be easily obtained they can be difficult to use for long lists of words. Email allows students to work with more words or even write grammatically correct sentences using those words. When sent to a trusted person, students can then receive feedback via email as to how well they did. This simple act of responding adds excitement to creating the sentences and can sometimes encourage reluctant learners.
Using email is also a more likely activity to be able to use in the classroom. Schools with computer labs and district provided accounts provide a safe place for students to create the email and then send it to a teacher or another school approved person.
Though these activities might not be able to be conducted as part of a class, they can be sent to parents and guardians as ways to help children improve. Another option is for the teacher to set up an email account or have a text only cell phone specifically for the students, and to encourage families to have trusted family friends or relatives with whom the children can communicate. The goal is to use the fascination with technology to encourage children to learn in a safe environment.
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