Sabtu, 10 Oktober 2009
Jumaat, 18 September 2009
Task 3
Level : Form 1
Time : 1 hour 20 minutes
Aims : To expose students to the different countries and its
specialties.
Technical Requirements :
1) A computer with internet access for every two students.
2) Search Engine
3) Students’ need their student ID to log into the student portal (Worksheets for this
classroom activity will be posted in their student portal)
4) http://funschool.kaboose.com/globe-rider/games/game_my_world.html (Students
need access to this website as part of their activity)
Preparation :
1) Teacher has to make sure that the worksheets have been posted in the student portal.
2) Teacher has to make sure that the required website can be accessed by all the
computers in the lab.
3) Teacher has to make sure that the computers in the lab are functioning and the internet
access is available during the class.
Procedure :
1) Teacher instructs students to be in pairs to complete the activities.
2) Teacher would introduce the lesson to students by asking them to go to http://funschool.kaboose.com/globe-rider/games/game_my_world.html.
3) At this website, students are instructed to click on the icon “Globe Rider”. Then, students have to click on the pill on the right of “Globe Rider” which says “all globe rider games”.
4) After that, from the items listed in “all globe rider games”, students are required to click on ‘My World’. Here, they have to complete a game by placing countries and continents on the map of the world. (Teacher will assist students if they are lost along the way)
5) Students are then instructed to log into their student portal. In their student portal they will find two worksheets (activity 1, activity 2)
– Only one student from each pair has to log in since this is a pair work.
6) For the first activity, students are instructed to look for the capitals of the country provided by using search engines. (E.g.; Yahoo, Google)
7) In the second activity, students are required to use search engines to find two interesting facts about each country and record it in their worksheets.
8) Finally, every student has to individually write one paragraph on the country they
would like to visit and why.
9) After completing all the activities, students are instructed to submit their answers in
Student portal.
Time : 1 hour 20 minutes
Aims : To expose students to the different countries and its
specialties.
Technical Requirements :
1) A computer with internet access for every two students.
2) Search Engine
3) Students’ need their student ID to log into the student portal (Worksheets for this
classroom activity will be posted in their student portal)
4) http://funschool.kaboose.com/globe-rider/games/game_my_world.html (Students
need access to this website as part of their activity)
Preparation :
1) Teacher has to make sure that the worksheets have been posted in the student portal.
2) Teacher has to make sure that the required website can be accessed by all the
computers in the lab.
3) Teacher has to make sure that the computers in the lab are functioning and the internet
access is available during the class.
Procedure :
1) Teacher instructs students to be in pairs to complete the activities.
2) Teacher would introduce the lesson to students by asking them to go to http://funschool.kaboose.com/globe-rider/games/game_my_world.html.
3) At this website, students are instructed to click on the icon “Globe Rider”. Then, students have to click on the pill on the right of “Globe Rider” which says “all globe rider games”.
4) After that, from the items listed in “all globe rider games”, students are required to click on ‘My World’. Here, they have to complete a game by placing countries and continents on the map of the world. (Teacher will assist students if they are lost along the way)
5) Students are then instructed to log into their student portal. In their student portal they will find two worksheets (activity 1, activity 2)
– Only one student from each pair has to log in since this is a pair work.
6) For the first activity, students are instructed to look for the capitals of the country provided by using search engines. (E.g.; Yahoo, Google)
7) In the second activity, students are required to use search engines to find two interesting facts about each country and record it in their worksheets.
8) Finally, every student has to individually write one paragraph on the country they
would like to visit and why.
9) After completing all the activities, students are instructed to submit their answers in
Student portal.
Khamis, 17 September 2009
In - Class Task 2
NELSON MANDELA
Nelson Rolihlahla Mandela was born in Transkei, South Africa on July 18, 1918. His father was Chief Henry Mandela of the Tembu Tribe. Mandela himself was educated at University College of Fort Hare and the University of Witwatersrand and qualified in law in 1942. He joined the African National Congress in 1944 and was engaged in resistance against the ruling National Party's apartheid policies after 1948. He went on trial for treason in 1956-1961 and was acquitted in 1961.
After the banning of the ANC in 1960, Nelson Mandela argued for the setting up of a military wing within the ANC. In June 1961, the ANC executive considered his proposal on the use of violent tactics and agreed that those members who wished to involve themselves in Mandela's campaign would not be stopped from doing so by the ANC. This led to the formation of Umkhonto we Sizwe. Mandela was arrested in 1962 and sentenced to five years' imprisonment with hard labour. In 1963, when many fellow leaders of the ANC and the Umkhonto we Sizwe were arrested, Mandela was brought to stand trial with them for plotting to overthrow the government by violence. His statement from the dock received considerable international publicity. On June 12, 1964, eight of the accused, including Mandela, were sentenced to life imprisonment. From 1964 to 1982, he was incarcerated at Robben Island Prison, off Cape Town; thereafter, he was at Pollsmoor Prison, nearby on the mainland.
During his years in prison, Nelson Mandela's reputation grew steadily. He was widely accepted as the most significant black leader in South Africa and became a potent symbol of resistance as the anti-apartheid movement gathered strength. He consistently refused to compromise his political position to obtain his freedom.
Nelson Mandela was released on February 11, 1990. After his release, he plunged himself wholeheartedly into his life's work, striving to attain the goals he and others had set out almost four decades earlier. In 1991, at the first national conference of the ANC held inside South Africa after the organization had been banned in 1960, Mandela was elected President of the ANC while his lifelong friend and colleague, Oliver Tambo, became the organisation's National Chairperson.
Nelson Rolihlahla Mandela was born in Transkei, South Africa on July 18, 1918. His father was Chief Henry Mandela of the Tembu Tribe. Mandela himself was educated at University College of Fort Hare and the University of Witwatersrand and qualified in law in 1942. He joined the African National Congress in 1944 and was engaged in resistance against the ruling National Party's apartheid policies after 1948. He went on trial for treason in 1956-1961 and was acquitted in 1961.
After the banning of the ANC in 1960, Nelson Mandela argued for the setting up of a military wing within the ANC. In June 1961, the ANC executive considered his proposal on the use of violent tactics and agreed that those members who wished to involve themselves in Mandela's campaign would not be stopped from doing so by the ANC. This led to the formation of Umkhonto we Sizwe. Mandela was arrested in 1962 and sentenced to five years' imprisonment with hard labour. In 1963, when many fellow leaders of the ANC and the Umkhonto we Sizwe were arrested, Mandela was brought to stand trial with them for plotting to overthrow the government by violence. His statement from the dock received considerable international publicity. On June 12, 1964, eight of the accused, including Mandela, were sentenced to life imprisonment. From 1964 to 1982, he was incarcerated at Robben Island Prison, off Cape Town; thereafter, he was at Pollsmoor Prison, nearby on the mainland.
During his years in prison, Nelson Mandela's reputation grew steadily. He was widely accepted as the most significant black leader in South Africa and became a potent symbol of resistance as the anti-apartheid movement gathered strength. He consistently refused to compromise his political position to obtain his freedom.
Nelson Mandela was released on February 11, 1990. After his release, he plunged himself wholeheartedly into his life's work, striving to attain the goals he and others had set out almost four decades earlier. In 1991, at the first national conference of the ANC held inside South Africa after the organization had been banned in 1960, Mandela was elected President of the ANC while his lifelong friend and colleague, Oliver Tambo, became the organisation's National Chairperson.
Jumaat, 28 Ogos 2009
Task 2 -Article Review
Title : An exploratory of Language Learning
Journal : Language Learning & Technology
http://llt.msu.edu/vol13num2/sun.pdf
Volume : June 2009, Volume 13, Number 2
pp.83 – 103
Author’s name : Yu – Chih Sun
Designation : In this study, the author uses voice blogs as a platform for a
through study of language learners’ speaking skills.
Background : The data in this study is collected from surveys based on the
learners’ blogging processes, investigating learning strategies and
conducting retrospective interviews at National Chiao Tung
University.
Paragraph 1- Summary of the article
The aims of this research are to use voice blogs as a tool to conduct a broad study of language learners’ speaking skills. The idea of using voice blogs is based on previous studies (Betts & Glogoff, 2005; Bloch, 2007), which have supported the assertation that blogs can facilitate language teaching and learning effectively. This study focuses primarily to enhance learners’ language complexity, grammatical correctness, and fluency (Hewett, 2000 ; Pellettieri, 2000).This study wants to provide a theoretical and pedagogical foundation that the extensive practice on blogs can constitute an integral part of instruction and through blogging students would be able to voice out their thoughts by making them publicly available. The research questions which structures the study are , ‘What are the learners’ learning processes and learning strategies in voice – blog activities?’ and ‘What emerging themes define the perceptions of students’ blogging experiences?’ In this study, the methodology which is used to collect the findings are by surveying the learners’ blogging processes, looking at learning strategies in detail and conducting retrospective interviews. The blog entries would facilitate users ’
reflection on the content of the blog and also to cultivate development of metacognitive strategies to monitor the progress of learning through blogging (Richardson, 2006;Xie & Sharma, 2004).The subjects of this study are 46 college students from Taiwan in two oral communication classes which are taught by teacher-researcher. The first class consists of 24 and the second class consists of 22 students. Out of these 46 students, 15 were female and 31 were male students. The average age of the students is 20.67 years. Only one of the students’ is a freshman, 14 were sophomores, 8 were juniors, 22 were seniors and one of them was a graduate student. These students had been studying English as a foreign language for almost nine years, and almost all of them had never studied abroad in an English – speaking country. The objective of the course was to enhance participants’ oral proficiency in English by giving them chances to practice speaking and to enhance their public presentation skills. The findings from the survey indicate that the self-reported average time that every student spent creating a voice- blog entry ranged widely.24% of students spent less than 5 minutes on every blog posted, 31% of them spent 5 to 15 minutes, 38% spent 15-30 minutes and 7% spent more than 30 minutes. In this study, a lot of students posted their blogs all at once rather than spacing them out throughout the semester. The results from this study reveal students go through many blogging stages like conceptualizing, brainstorming, articulation, monitoring and evaluating. The findings also suggest that blogs constitute a dynamic forum that caters extensive practice, learning motivation, authorship and development of learning strategies.
Paragraph 2 – Your reaction
I find this research very interesting because I think it is very fresh, creative and not to mention, a very ambitious idea. There are a lot of cases where students with very good opinions, are frustrated because they are unable to voice out due to their limitations in terms of speech. By using voice blogs, students are not limited to the confinement of their classrooms, when it comes to sharing their opinions and also argue their points when they have differences. Through voice blogs, students can avoid their anxiety which they tend to feel in their classroom because of their incompetence in the language. Voice blogs also promote independent learning which is very important for students in varsity. Students are allowed to take full control of their learning and they can go as far as their potential would allow them according to their own free will. Through voice blogs, students can think about certain areas for an extended period of time compared to when they are in their classes. When they have more time to think about a certain topic, they will be able to come up with good, prepared answers and also strong references to backup their points. I think this is very important because it helps student to become more confident in their learning and proud when they are able to enhance their speaking on their own. I think the research is well conducted because it did help students to a certain extent. However, this study gives a lot of options and also space to students. So, it is up to them to either use it wisely or misuse it because it allows them the freedom to use it according to their own time. I think, this course would work on students who are focused and are very serious in their education. In the real world, students come in various degrees of focus. I think, this research can be improved by giving it a little bit more structure. For example, students should be given deadlines for every one of their voice blogs, so their progress would be more consistent and their improvement more noticeable. The implication of the research in the teaching and learning of ESL in general is that it can be very effective if some structure is instilled in the course to make sure students are consistent and to evaluate their progress over time and not just slot it at the end of the semester. I think it will work just as well in the Malaysian context because this would be a very good course to be tried and tested on our students to help them gradually improve their speaking.
Journal : Language Learning & Technology
http://llt.msu.edu/vol13num2/sun.pdf
Volume : June 2009, Volume 13, Number 2
pp.83 – 103
Author’s name : Yu – Chih Sun
Designation : In this study, the author uses voice blogs as a platform for a
through study of language learners’ speaking skills.
Background : The data in this study is collected from surveys based on the
learners’ blogging processes, investigating learning strategies and
conducting retrospective interviews at National Chiao Tung
University.
Paragraph 1- Summary of the article
The aims of this research are to use voice blogs as a tool to conduct a broad study of language learners’ speaking skills. The idea of using voice blogs is based on previous studies (Betts & Glogoff, 2005; Bloch, 2007), which have supported the assertation that blogs can facilitate language teaching and learning effectively. This study focuses primarily to enhance learners’ language complexity, grammatical correctness, and fluency (Hewett, 2000 ; Pellettieri, 2000).This study wants to provide a theoretical and pedagogical foundation that the extensive practice on blogs can constitute an integral part of instruction and through blogging students would be able to voice out their thoughts by making them publicly available. The research questions which structures the study are , ‘What are the learners’ learning processes and learning strategies in voice – blog activities?’ and ‘What emerging themes define the perceptions of students’ blogging experiences?’ In this study, the methodology which is used to collect the findings are by surveying the learners’ blogging processes, looking at learning strategies in detail and conducting retrospective interviews. The blog entries would facilitate users ’
reflection on the content of the blog and also to cultivate development of metacognitive strategies to monitor the progress of learning through blogging (Richardson, 2006;Xie & Sharma, 2004).The subjects of this study are 46 college students from Taiwan in two oral communication classes which are taught by teacher-researcher. The first class consists of 24 and the second class consists of 22 students. Out of these 46 students, 15 were female and 31 were male students. The average age of the students is 20.67 years. Only one of the students’ is a freshman, 14 were sophomores, 8 were juniors, 22 were seniors and one of them was a graduate student. These students had been studying English as a foreign language for almost nine years, and almost all of them had never studied abroad in an English – speaking country. The objective of the course was to enhance participants’ oral proficiency in English by giving them chances to practice speaking and to enhance their public presentation skills. The findings from the survey indicate that the self-reported average time that every student spent creating a voice- blog entry ranged widely.24% of students spent less than 5 minutes on every blog posted, 31% of them spent 5 to 15 minutes, 38% spent 15-30 minutes and 7% spent more than 30 minutes. In this study, a lot of students posted their blogs all at once rather than spacing them out throughout the semester. The results from this study reveal students go through many blogging stages like conceptualizing, brainstorming, articulation, monitoring and evaluating. The findings also suggest that blogs constitute a dynamic forum that caters extensive practice, learning motivation, authorship and development of learning strategies.
Paragraph 2 – Your reaction
I find this research very interesting because I think it is very fresh, creative and not to mention, a very ambitious idea. There are a lot of cases where students with very good opinions, are frustrated because they are unable to voice out due to their limitations in terms of speech. By using voice blogs, students are not limited to the confinement of their classrooms, when it comes to sharing their opinions and also argue their points when they have differences. Through voice blogs, students can avoid their anxiety which they tend to feel in their classroom because of their incompetence in the language. Voice blogs also promote independent learning which is very important for students in varsity. Students are allowed to take full control of their learning and they can go as far as their potential would allow them according to their own free will. Through voice blogs, students can think about certain areas for an extended period of time compared to when they are in their classes. When they have more time to think about a certain topic, they will be able to come up with good, prepared answers and also strong references to backup their points. I think this is very important because it helps student to become more confident in their learning and proud when they are able to enhance their speaking on their own. I think the research is well conducted because it did help students to a certain extent. However, this study gives a lot of options and also space to students. So, it is up to them to either use it wisely or misuse it because it allows them the freedom to use it according to their own time. I think, this course would work on students who are focused and are very serious in their education. In the real world, students come in various degrees of focus. I think, this research can be improved by giving it a little bit more structure. For example, students should be given deadlines for every one of their voice blogs, so their progress would be more consistent and their improvement more noticeable. The implication of the research in the teaching and learning of ESL in general is that it can be very effective if some structure is instilled in the course to make sure students are consistent and to evaluate their progress over time and not just slot it at the end of the semester. I think it will work just as well in the Malaysian context because this would be a very good course to be tried and tested on our students to help them gradually improve their speaking.
Jumaat, 7 Ogos 2009
task 1
Evaluation Guide
1. What does the application attempt to “teach”?
The application attempts to “teach” students to take responsibility in their own learning. It allows students the freedom to explore and choose from the various divisions in English as well as other subjects. Students can choose the subject of their choice and the component which they would like to attempt. For example, if they choose similes and metaphor, first they get to view a short clipping. The clipping would explain the meaning of similes and metaphor. It would also give examples in a very interesting way. After that, students can attempt the exercises provided by the application. So, students get to take control of what is it that they want to learn through examples in a very exciting way and be able to apply what they have learnt in the future.
2. What sorts of things is the application user expected to do with regards to learning the content?
In order to learn the content of the application, users have to have some basic skills on how to use the computer .All they have to do is follow the instructions given to them. The instructions are very clear and easy to follow. First of all, they have to click on the video of the particular component of English which they want to attempt. After watching the clipping, they could proceed to doing the activities of the chosen component. The activity box is right below the clipping. Users have to click on it and then try to attempt the questions. Apart from that they could also post questions which they want to ask the creator of the application by clicking on the Q&A box which is right next to the activities box.
3. What sorts of computer skills is the application users expected to have in order to operate/access/ use the application?
The computer skills which the users are required to have in order to operate the application is rather simple. First of all, to be able to access the application, they will have to be connected to the internet and then subscribe to the website. This website offers a five day trial so that users can decide if they want to continue with their subscription. In order to subscribe, they have to create an account which will enable them to login and use the application offered in the website. To create an account you would need to fill in some information about yourself. Some of the information you have to fill in is your personal details including an existing email account. You would also have to create a username and a password which will later be mailed to your email account within an hour. Once you receive the email, you can access the application you desire in the website by logging in.
4. While you are “playing”/ “accessing” / “assessing” the application, does it remind you of anything you do in a classroom, or with a teacher, or with a fellow classmate, or in self-study?
Yes, it did remind me of some things which I have done in the past. For instance, the application uses example in an exciting and creative way to attract students’ attention. After looking at the example given, users can apply the same principal they have learnt to answer the exercises. I have experienced this method in many of my classes from primary school up to now. In fact, when I was doing my practical last semester, I used this method in teaching my students. I would show them an example of the completed activity and how to do it in PowerPoint presentation. After that, I would ask them to complete the activity based on the example I have shown them earlier. I think students enjoy this method because it gives them the guidelines and also shows them what they are expected to come up with at the end of the activity.
5. Can you pinpoint some theories of language learning and/or teaching underlying the application?
One of the main theories of language learning which is applied in this application is Stephen Krashen’s “Principles and Practice in Second Language Acquisition”. This theory focuses on the comprehension of the message by the users when they are not in a “defensive mode”. This theory does not require conscious grammatical rules or tedious drills. Instead, it focuses on developing students’ acquisition slowly over time. The users are more relaxed in their location of choice and do not feel intimidated by the new knowledge they are acquiring because the video clipping features animation which they are able to relate to. The animation clipping would feature knowledge which the users already have, together with the intended new knowledge. This is the i+1 theory, where the combination of both previous knowledge and new knowledge are incorporated to teach. They are taught through simple examples and once they have understood it, they can then proceed to doing the exercises which are similar to the examples they have just viewed.
6. How well is the constructivist theory of learning applied to the chosen website(s)?
I think the website has applied the constructivist theory of learning effectively. This is because; from the very beginning users are in full control of their learning experiences. They are allowed to be responsible in choosing the components of English which they wish to improve. Once they have selected their choice, they get to learn more about it from the examples in the clipping. Later, users have two options; they can either end their learning process right there or attempt the given exercises. Users are also presented with the opportunities to post questions of their own to the creator of the website in their free will. The decision making is squarely on the shoulders of the users. They have the choice to expend their knowledge to a greater degree if they want, or end it if they wish to discontinue with the experience.
7. In 1980s and early 1990s, there was a major debate on ‘whether the computer was “master” of or “slave” to the learning process (Higgins and Johns, 1984).In relation to your evaluation – was the computer a replacement for teachers, or merely an obedient servant to students?
In relation to my evaluation, I think computers are only an obedient servant to students. This is because, their learning, how far they are willing to go depends on them. The computer is just a tool which allows them the access to knowledge but the choice of whether they want to continue or discontinue their learning, depends entirely on them. Computer is not a replacement for teachers because teachers exercise control over their students learning which a computer cannot do. A teacher would be able to discipline and standardize his/her teaching to a group of students which a computer cannot do. Instead, a computer allows the freedom of exploring for ambitious students who do not wish to restrict their abilities.
8. Would you like to use the application yourself in your future work?
Yes? Give reasons:
Yes. I would like to use the application in my future work because it makes learning look fun. The traditional way of learning which is used in school does not allow students the freedom to explore because it is more teacher - oriented. This website is like a breath of fresh air for users who prefer a more adventurous approach towards their learning. Learning is portrayed in a more approachable manner in this application because it is very relatable to users of any age. I think, I would use up my 5 day trial subscription to explore some of the components in many of the subjects offered in this website. I would like to see and attempt the exercises on “drama”. Mainly because, I am curious of how creative their clipping and their exercises would be.
No? Give reasons:
Suggestions/Recommendations.
I would recommend this website to anyone who is interested in expanding their knowledge in English and also for those who are looking for effective stress-busters. You could make full use of your 5 –day time limit by amusing your self with the various activities in the website besides revising the knowledge you have acquired when you were in school. It also serves as a fantastic walk down the memory lane as you go through the knowledge you have learned when you were in school.
http://www.brainpop.com/english/writing/drama/preview.weml
1. What does the application attempt to “teach”?
The application attempts to “teach” students to take responsibility in their own learning. It allows students the freedom to explore and choose from the various divisions in English as well as other subjects. Students can choose the subject of their choice and the component which they would like to attempt. For example, if they choose similes and metaphor, first they get to view a short clipping. The clipping would explain the meaning of similes and metaphor. It would also give examples in a very interesting way. After that, students can attempt the exercises provided by the application. So, students get to take control of what is it that they want to learn through examples in a very exciting way and be able to apply what they have learnt in the future.
2. What sorts of things is the application user expected to do with regards to learning the content?
In order to learn the content of the application, users have to have some basic skills on how to use the computer .All they have to do is follow the instructions given to them. The instructions are very clear and easy to follow. First of all, they have to click on the video of the particular component of English which they want to attempt. After watching the clipping, they could proceed to doing the activities of the chosen component. The activity box is right below the clipping. Users have to click on it and then try to attempt the questions. Apart from that they could also post questions which they want to ask the creator of the application by clicking on the Q&A box which is right next to the activities box.
3. What sorts of computer skills is the application users expected to have in order to operate/access/ use the application?
The computer skills which the users are required to have in order to operate the application is rather simple. First of all, to be able to access the application, they will have to be connected to the internet and then subscribe to the website. This website offers a five day trial so that users can decide if they want to continue with their subscription. In order to subscribe, they have to create an account which will enable them to login and use the application offered in the website. To create an account you would need to fill in some information about yourself. Some of the information you have to fill in is your personal details including an existing email account. You would also have to create a username and a password which will later be mailed to your email account within an hour. Once you receive the email, you can access the application you desire in the website by logging in.
4. While you are “playing”/ “accessing” / “assessing” the application, does it remind you of anything you do in a classroom, or with a teacher, or with a fellow classmate, or in self-study?
Yes, it did remind me of some things which I have done in the past. For instance, the application uses example in an exciting and creative way to attract students’ attention. After looking at the example given, users can apply the same principal they have learnt to answer the exercises. I have experienced this method in many of my classes from primary school up to now. In fact, when I was doing my practical last semester, I used this method in teaching my students. I would show them an example of the completed activity and how to do it in PowerPoint presentation. After that, I would ask them to complete the activity based on the example I have shown them earlier. I think students enjoy this method because it gives them the guidelines and also shows them what they are expected to come up with at the end of the activity.
5. Can you pinpoint some theories of language learning and/or teaching underlying the application?
One of the main theories of language learning which is applied in this application is Stephen Krashen’s “Principles and Practice in Second Language Acquisition”. This theory focuses on the comprehension of the message by the users when they are not in a “defensive mode”. This theory does not require conscious grammatical rules or tedious drills. Instead, it focuses on developing students’ acquisition slowly over time. The users are more relaxed in their location of choice and do not feel intimidated by the new knowledge they are acquiring because the video clipping features animation which they are able to relate to. The animation clipping would feature knowledge which the users already have, together with the intended new knowledge. This is the i+1 theory, where the combination of both previous knowledge and new knowledge are incorporated to teach. They are taught through simple examples and once they have understood it, they can then proceed to doing the exercises which are similar to the examples they have just viewed.
6. How well is the constructivist theory of learning applied to the chosen website(s)?
I think the website has applied the constructivist theory of learning effectively. This is because; from the very beginning users are in full control of their learning experiences. They are allowed to be responsible in choosing the components of English which they wish to improve. Once they have selected their choice, they get to learn more about it from the examples in the clipping. Later, users have two options; they can either end their learning process right there or attempt the given exercises. Users are also presented with the opportunities to post questions of their own to the creator of the website in their free will. The decision making is squarely on the shoulders of the users. They have the choice to expend their knowledge to a greater degree if they want, or end it if they wish to discontinue with the experience.
7. In 1980s and early 1990s, there was a major debate on ‘whether the computer was “master” of or “slave” to the learning process (Higgins and Johns, 1984).In relation to your evaluation – was the computer a replacement for teachers, or merely an obedient servant to students?
In relation to my evaluation, I think computers are only an obedient servant to students. This is because, their learning, how far they are willing to go depends on them. The computer is just a tool which allows them the access to knowledge but the choice of whether they want to continue or discontinue their learning, depends entirely on them. Computer is not a replacement for teachers because teachers exercise control over their students learning which a computer cannot do. A teacher would be able to discipline and standardize his/her teaching to a group of students which a computer cannot do. Instead, a computer allows the freedom of exploring for ambitious students who do not wish to restrict their abilities.
8. Would you like to use the application yourself in your future work?
Yes? Give reasons:
Yes. I would like to use the application in my future work because it makes learning look fun. The traditional way of learning which is used in school does not allow students the freedom to explore because it is more teacher - oriented. This website is like a breath of fresh air for users who prefer a more adventurous approach towards their learning. Learning is portrayed in a more approachable manner in this application because it is very relatable to users of any age. I think, I would use up my 5 day trial subscription to explore some of the components in many of the subjects offered in this website. I would like to see and attempt the exercises on “drama”. Mainly because, I am curious of how creative their clipping and their exercises would be.
No? Give reasons:
Suggestions/Recommendations.
I would recommend this website to anyone who is interested in expanding their knowledge in English and also for those who are looking for effective stress-busters. You could make full use of your 5 –day time limit by amusing your self with the various activities in the website besides revising the knowledge you have acquired when you were in school. It also serves as a fantastic walk down the memory lane as you go through the knowledge you have learned when you were in school.
http://www.brainpop.com/english/writing/drama/preview.weml
Ahad, 26 Julai 2009
Ahad, 12 Julai 2009
In -Class Task 1
Assalamualaikum...My name is Nur Dayana Abdul Rahman.I'm from Penang.Earlier on, I did my pre-degree in Kuantan.I love googling on what I am interested in at the point of time.I also like listen to music and download them.i hope that through this course i will be able to better enhance my computer literacy skills.i dont consider myself as someone who is computer savvy.i can honestly say that, if ther's a need for me to learn something new (referring to computers and the various skills it embodies,) i would do so.But unless i really need to create sumthing (ex; a hardware,) i am happy with my current knowledge;)i have created a website before once, that was a long time ago, i wasnt even doing tesl at the time.my experience of creating the website was...well...experiential because that was the serious assignment i had to do as a student.i had a lot of help from my frens...i think they must fell like guiding the blind when they were doing it...but eventually, i got hold of it.n i was very happy the way it turned out.
i hope from this course i will be able to learn more new things and hopefully be able to apply them later on.because usually, when you learn sumthing which you think is rather challenging...you most definately wil remember the experience but sometimes you forget the content...i dont want to be over ambitious and vow to remember every single thing from this course...but i hope to remember some things which i find important and if later i need to use it....i'l try and work my way from ther on;)
The computer software which i know how to utilize is microsoft office software...and i think that;s about it...i dont know about Adobe...but mayb can laa...What computer hardware skills and knowledge do i have? i dunno....i think i know sum of their names but other than that...i never really meddled with computers because i dont really know much about its... hardware.
When i was in school last semester, i found that my students were very excited if i was going to use the computer in their lesson.but unfortunately, i wasnt able to use overhead projector and speakers in my lesson, for they were under repair.i created some powerpoint presentations for my students and they loved it.Eventhough we were not able to look at the presentation as a whole group, ( idivided them into smaller groups, so everyone gets to see it,) i brought video clippings of Macbeth, (to show them where 'Life's Brief Candle is taken from)
i hope that through this coourse i would be able to further refine my computer skills to create better work in the future...thank you.
i hope from this course i will be able to learn more new things and hopefully be able to apply them later on.because usually, when you learn sumthing which you think is rather challenging...you most definately wil remember the experience but sometimes you forget the content...i dont want to be over ambitious and vow to remember every single thing from this course...but i hope to remember some things which i find important and if later i need to use it....i'l try and work my way from ther on;)
The computer software which i know how to utilize is microsoft office software...and i think that;s about it...i dont know about Adobe...but mayb can laa...What computer hardware skills and knowledge do i have? i dunno....i think i know sum of their names but other than that...i never really meddled with computers because i dont really know much about its... hardware.
When i was in school last semester, i found that my students were very excited if i was going to use the computer in their lesson.but unfortunately, i wasnt able to use overhead projector and speakers in my lesson, for they were under repair.i created some powerpoint presentations for my students and they loved it.Eventhough we were not able to look at the presentation as a whole group, ( idivided them into smaller groups, so everyone gets to see it,) i brought video clippings of Macbeth, (to show them where 'Life's Brief Candle is taken from)
i hope that through this coourse i would be able to further refine my computer skills to create better work in the future...thank you.
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