Friday, April 30, 2010
Principal to parents: Take kids off Facebook
(CNN) -- In a move likely to earn him few Facebook friend requests from tweens, a New Jersey middle school principal is calling for parents to yank their children from all social-networking sites. Anthony Orsini sent an e-mail blast to the Benjamin Franklin Middle School community in Ridgewood, New Jersey, on Wednesday, urging parents to take down their children's online profiles on Facebook and elsewhere. "There is absolutely no reason for any middle school student to be a part of a social networking site!," he wrote. "Let me repeat that - there is absolutely, positively no reason for any middle school student to be a part of a social networking site!" After issuing a rallying cry --"It is time for every single member of the [school] Community to take a stand!" -- Orsini enumerated the reasons he opposes social-networking by his students. The main problem, he wrote, is that tweens do not have the resilience to withstand internet name-calling. "They are simply not psychologically ready for the damage that one mean person online can cause," he said. His school's guidance counselors for years now have been mediating spats that originated online, Orsini said. The last straw for him was students' growing use of Formspring, a social-networking upstart where members ask and answer questions about one another. Orsini singled out the site for scorn in his e-mail to Ben Franklin Middle School parents, calling it a "scourge" that exists "simply to post mean things about people anonymously." "The nicest thing you see [on it] is, 'Jane is a slut,'" he said In a phone interview with CNN. Formspring did not reply to a request for comment on the principal's campaign. A Facebook spokesman pointed out that many middle school-age children are formally barred from the site. "We prohibit children under the age of 13 from using Facebook both for safety reasons and to comply with the Children's Online Privacy Protection Act," the spokesman said. In his e-mail, Orsini also warned parents that the casual cruelty of an unsupervised 12-year-old online is a more realistic threat to their children than the oft-raised specter of sexual predators. "The threat to your son or daughter from online adult predators is insignificant compared to the damage that children at this age constantly and repeatedly do to one another through social networking sites," he wrote. In recent years Facebook, MySpace and other social-networking sites have been blamed for the suicides of teenage girls in Missouri, Massachusetts and New York. Parents complained the girls were traumatized by nasty comments posted on the sites. Inez Bunda, the parent of a student at the Ridgewood, New Jersey, school, said she agreed with the principal's point, but her daughter was "completely up in arms" when she broached the possibility of shutting down her Facebook account Wednesday. She said she remains hopeful they can hammer out "an amicable solution." Orsini says that, on the whole, parental response to his e-mail has been overwhelmingly positive, and that parents as far away as Israel and Korea have e-mailed him to say, "thank you for saying something." Fans of Orsini's zero-tolerance philosophy toward student social-networking can also friend him on Facebook, of which he is a member.
a video form youtube teacher tube
this is a class in the south of my country, teacher teach english as second langauge
A Computer-Mediated Scientific Writing Program
A Computer-Mediated Scientific Writing Program
Roy Bowers
Center for Biological Research
La Paz, Mexico
Biologists at the Center for Biological Research found ways to improve their scientific writing without the benefit of an English language program. By tapping Internet biology forums for comprehensible input, and using a computer-assisted retention strategy to profit from error correction, writing has begun to improve. Scientific dialogue on the Internet has helped this group realize that by writing more concise sentences, they could reduce the number of errors in their scientific papers without conceding academic authority.
Comprehensible Input
I began by looking at their reading. Since the biologists were constantly reading scientific articles in English, I hoped to see some positive effect on their writing as well. To establish a relationship between their reading and their writing, I asked the group to evaluate themselves (on a scale of 1-5) on their comprehension of each section of a scientific paper (Abstract, Introduction, Materials and Methods, and Discussion). I rank-ordered from easiest to most difficult (based on my own experience with scientific text):
1. Materials and Methods
2. Abstract
3. Introduction
4. Discussion (or Results and discussion)
Not surprisingly, their ability to comprehend these sections corresponded with their ability to write them. The Materials and Methods section was the clearly the easiest section for both reading and writing. The discussion section was the least understood, suggesting it was probably written in a style that was above their linguistic competence.
The question then became: "How can we offer scientific discussion that is more comprehensible than that which is generally found in published scientific papers"? Our solution was to provide access to the scientific forums on the Internet where the discussion appeared to be written in a more comprehensible style. This was later confirmed by questionnaire which indicated that researchers clearly understood the scientific dialogue on network forums in biology.
In EST programs for non-native speakers of English, it is important to distinguish between scientific communication (that found in scientific journals) and scientific dialogue (such as that found in forums on the Internet). If we expect the writing of EFL scientists to improve as a result of comprehensible input, that input should indeed, be comprehensible. For this target group, much of what they were reading in journals appeared to be having little impact on their writing, possibly because it was far above their ability to comprehend.
To access scientific dialogue, we began by having the scientists subscribe to relevant Biological forums via e-mail. However, this proved to be frustrating to some researchers. On some [-2-] BioNet forums, a week could pass without a single message; others forums produced a flood of e-mail, but only a small percentage of it was relevant to their research.
Netnews was found to be a more satisfactory medium for a number of reasons:
1. Newsreader software makes it easier to follow a thread (one or more postings with the same subject).
2. News software recovers messages automatically after network interruptions, whereas subscribers can automatically be removed from e-mail lists during server/network malfunctions. This factor is particularly important in developing countries where network connections are often undependable.
3. Messages are stored on a local server for a long period, (depending on the system policy and disk resources), making it easier to search through past postings. The CIB keeps BioNet messages for several months before they scroll off.
4. News software organizes messages by topic and subtopic for easy browsing. In contrast, e-mail forums arrive in chronological order of posting and are mixed in with other forums and personal messages.
The software we use (TIN) was easy to learn and made it possible to search past messages for content and keywords.
This aspect of "searchability" was important to CIB scientists. They had specific interests they wanted to read about, and often complained of having to read through irrelevant material when they were subscribed to e-mail forums. Unfortunately, not all biology forums are echoed on NetNews, so some e-mail subscriptions were still necessary (aquaculture and site specific ecology groups). Presently, 77 BioNet forums are carried both as e-mail distribution lists and as Usenet newsgroups. Information about Bionet is available by sending an e-mail request for the FAQ to biosci-help@net.bio.net or by anonymous FTP from net.bio.net [134.172.2.69] in pub/BIOSCI/doc/biosci.FAQ.
Error Correction
My second approach to improving scientific writing centered around error correction. Since I was already editing their papers, it seemed logical to capitalize on this effort by providing some way for writers to learn from their errors. My goal was to see the fruits of correction reflected in subsequent papers and to minimize [-3-] their dependence on my editing. My solution was to show writers how to use a "digital learning log". Learning logs aren't new to language teaching (Beni'tez, 1990), but using a computer to generate them is (hence the word digital'). Since all CIB biologists use word-processing software (mostly WordPerfect) for writing, I facilitated the creation of a learning log by developing a macro (an automated computer routine) to copy text from the original document to the learning log.
A digital learning log is a separate document generated by the word processing software. It contains the writer's most common errors and corrections. The following desribes how we use it at the CIB:
1. Writers submit their manuscripts for correction (paper copy).
2. During editing, I mark the errors and indicate with a highlighter those errors which are important enough to be in their learning log, providing just enough context (I found that too much context makes the log become unwieldy.) The paper is returned to the writer.
3. During revision, the writer comes to the first highlighted error, highlights it using the word-processing program, then invokes the macro with one keystroke. This macro instantly copies the error to the log and returns the writer to the paper. This copy/paste takes a fraction of a second.
4. The writer then corrects the error in the manuscript according to my comments, and moves on to the next error. (During the revision process, the writer is hardly aware that a learning log is being used, since errors are quickly copied to another document which is not visible on the writer's screen.)
5. This sequence continues: a) highlight & copy the error to the log b) correct the error in the paper.
6. After the manuscript is corrected and saved, the writer now turns to the learning log and corrects the errors from memory, rewriting the correct phrase directly below the error.
7. The writer then verifies the correctness of the log by comparing it to the original manuscript, which has been previously corrected. [-4-]
8. The log can be organized according to the writer's own strategy. Comments and notes can be added, personalizing the log. Finally, the learning log is saved and printed.
This entire process, by itself, had little effect on the number of writing errors. However, when writers reviewed the log immediately prior to writing a new paper, the number of errors in their papers dropped significantly. Thus, by reviewing their most common errors prior to writing, they were reminded of their linguistic pitfalls and stimulated to take corrective measures while they were putting thought to paper. It seems in this case that anticipation of an error is an important part of correcting it before it appears in print.
CIB researchers found the learning log to be an enjoyable, self-paced activity. Several researchers commented that before using the learning log, they never felt they were actually learning from correction. Instructions for creating and using the learning log macro are available by sending the command GET LEARN LOG EST-L to LISTSERV@ASUVM.INRE.ASU.EDU (host of EST-L, Teachers of English for Science and Technology).
We also experimented briefly with grammar checkers. Pennington (1993) makes a strong case against using grammar checkers for ESL students. Our experience was also negative. Researchers felt deceived when this software flagged correct scientific constructions. The learning log proved to be far more valuable than the grammar checker as a autonomous writing strategy for reducing the number of writing errors.
My comment
So I think now we are modern student teacher because we know all that A Computer-Mediated
gadgets
Roy Bowers
Center for Biological Research
La Paz, Mexico
Biologists at the Center for Biological Research found ways to improve their scientific writing without the benefit of an English language program. By tapping Internet biology forums for comprehensible input, and using a computer-assisted retention strategy to profit from error correction, writing has begun to improve. Scientific dialogue on the Internet has helped this group realize that by writing more concise sentences, they could reduce the number of errors in their scientific papers without conceding academic authority.
Comprehensible Input
I began by looking at their reading. Since the biologists were constantly reading scientific articles in English, I hoped to see some positive effect on their writing as well. To establish a relationship between their reading and their writing, I asked the group to evaluate themselves (on a scale of 1-5) on their comprehension of each section of a scientific paper (Abstract, Introduction, Materials and Methods, and Discussion). I rank-ordered from easiest to most difficult (based on my own experience with scientific text):
1. Materials and Methods
2. Abstract
3. Introduction
4. Discussion (or Results and discussion)
Not surprisingly, their ability to comprehend these sections corresponded with their ability to write them. The Materials and Methods section was the clearly the easiest section for both reading and writing. The discussion section was the least understood, suggesting it was probably written in a style that was above their linguistic competence.
The question then became: "How can we offer scientific discussion that is more comprehensible than that which is generally found in published scientific papers"? Our solution was to provide access to the scientific forums on the Internet where the discussion appeared to be written in a more comprehensible style. This was later confirmed by questionnaire which indicated that researchers clearly understood the scientific dialogue on network forums in biology.
In EST programs for non-native speakers of English, it is important to distinguish between scientific communication (that found in scientific journals) and scientific dialogue (such as that found in forums on the Internet). If we expect the writing of EFL scientists to improve as a result of comprehensible input, that input should indeed, be comprehensible. For this target group, much of what they were reading in journals appeared to be having little impact on their writing, possibly because it was far above their ability to comprehend.
To access scientific dialogue, we began by having the scientists subscribe to relevant Biological forums via e-mail. However, this proved to be frustrating to some researchers. On some [-2-] BioNet forums, a week could pass without a single message; others forums produced a flood of e-mail, but only a small percentage of it was relevant to their research.
Netnews was found to be a more satisfactory medium for a number of reasons:
1. Newsreader software makes it easier to follow a thread (one or more postings with the same subject).
2. News software recovers messages automatically after network interruptions, whereas subscribers can automatically be removed from e-mail lists during server/network malfunctions. This factor is particularly important in developing countries where network connections are often undependable.
3. Messages are stored on a local server for a long period, (depending on the system policy and disk resources), making it easier to search through past postings. The CIB keeps BioNet messages for several months before they scroll off.
4. News software organizes messages by topic and subtopic for easy browsing. In contrast, e-mail forums arrive in chronological order of posting and are mixed in with other forums and personal messages.
The software we use (TIN) was easy to learn and made it possible to search past messages for content and keywords.
This aspect of "searchability" was important to CIB scientists. They had specific interests they wanted to read about, and often complained of having to read through irrelevant material when they were subscribed to e-mail forums. Unfortunately, not all biology forums are echoed on NetNews, so some e-mail subscriptions were still necessary (aquaculture and site specific ecology groups). Presently, 77 BioNet forums are carried both as e-mail distribution lists and as Usenet newsgroups. Information about Bionet is available by sending an e-mail request for the FAQ to biosci-help@net.bio.net or by anonymous FTP from net.bio.net [134.172.2.69] in pub/BIOSCI/doc/biosci.FAQ.
Error Correction
My second approach to improving scientific writing centered around error correction. Since I was already editing their papers, it seemed logical to capitalize on this effort by providing some way for writers to learn from their errors. My goal was to see the fruits of correction reflected in subsequent papers and to minimize [-3-] their dependence on my editing. My solution was to show writers how to use a "digital learning log". Learning logs aren't new to language teaching (Beni'tez, 1990), but using a computer to generate them is (hence the word digital'). Since all CIB biologists use word-processing software (mostly WordPerfect) for writing, I facilitated the creation of a learning log by developing a macro (an automated computer routine) to copy text from the original document to the learning log.
A digital learning log is a separate document generated by the word processing software. It contains the writer's most common errors and corrections. The following desribes how we use it at the CIB:
1. Writers submit their manuscripts for correction (paper copy).
2. During editing, I mark the errors and indicate with a highlighter those errors which are important enough to be in their learning log, providing just enough context (I found that too much context makes the log become unwieldy.) The paper is returned to the writer.
3. During revision, the writer comes to the first highlighted error, highlights it using the word-processing program, then invokes the macro with one keystroke. This macro instantly copies the error to the log and returns the writer to the paper. This copy/paste takes a fraction of a second.
4. The writer then corrects the error in the manuscript according to my comments, and moves on to the next error. (During the revision process, the writer is hardly aware that a learning log is being used, since errors are quickly copied to another document which is not visible on the writer's screen.)
5. This sequence continues: a) highlight & copy the error to the log b) correct the error in the paper.
6. After the manuscript is corrected and saved, the writer now turns to the learning log and corrects the errors from memory, rewriting the correct phrase directly below the error.
7. The writer then verifies the correctness of the log by comparing it to the original manuscript, which has been previously corrected. [-4-]
8. The log can be organized according to the writer's own strategy. Comments and notes can be added, personalizing the log. Finally, the learning log is saved and printed.
This entire process, by itself, had little effect on the number of writing errors. However, when writers reviewed the log immediately prior to writing a new paper, the number of errors in their papers dropped significantly. Thus, by reviewing their most common errors prior to writing, they were reminded of their linguistic pitfalls and stimulated to take corrective measures while they were putting thought to paper. It seems in this case that anticipation of an error is an important part of correcting it before it appears in print.
CIB researchers found the learning log to be an enjoyable, self-paced activity. Several researchers commented that before using the learning log, they never felt they were actually learning from correction. Instructions for creating and using the learning log macro are available by sending the command GET LEARN LOG EST-L to LISTSERV@ASUVM.INRE.ASU.EDU (host of EST-L, Teachers of English for Science and Technology).
We also experimented briefly with grammar checkers. Pennington (1993) makes a strong case against using grammar checkers for ESL students. Our experience was also negative. Researchers felt deceived when this software flagged correct scientific constructions. The learning log proved to be far more valuable than the grammar checker as a autonomous writing strategy for reducing the number of writing errors.
My comment
So I think now we are modern student teacher because we know all that A Computer-Mediated
gadgets
Thursday, April 29, 2010
Tuesday, April 27, 2010
addition posting #1
Pearly Kings and Queens
The London tradition of the Pearly Kings and Queens was started by a boy called Henry Croft. When he was 13 years old, Henry had to leave the orphanage where he had lived all his life. His first job was as a road sweeper in one of the London markets and he quickly made friends with the costermongers who were market traders. He got to know more about their way of life, their generosity and their fashion of pearl buttons sewn on the piped seams of their trousers, jackets, waistcoats and caps. This showed their status, as they worked the market stalls from day to day. The costermongers were caring and looked after each other if they were sick or in need. Henry was so fascinated by this way of life and decided he would like to help those who were more unfortunate than himself, including the children back at the orphanage where he had spent his early life. He started to collect buttons that had fallen off people’s clothes in the market. He taught himself to sew and sewed the buttons on his cap: when that was full he sewed them all over his clothes and this is how the tradition started. People liked his costume and gave him money when they saw him wearing it. Soon, some of the costmongers also made pearly suits to raise money. Henry died in 1930, and by that time he had raised over £5,000 for charity (today that would be the equivalent of about £200,00). Today, the Pearly Kings and Queens raise money for many different charities, including children's hospitals, hospices for sick people and the air ambulance
The London tradition of the Pearly Kings and Queens was started by a boy called Henry Croft. When he was 13 years old, Henry had to leave the orphanage where he had lived all his life. His first job was as a road sweeper in one of the London markets and he quickly made friends with the costermongers who were market traders. He got to know more about their way of life, their generosity and their fashion of pearl buttons sewn on the piped seams of their trousers, jackets, waistcoats and caps. This showed their status, as they worked the market stalls from day to day. The costermongers were caring and looked after each other if they were sick or in need. Henry was so fascinated by this way of life and decided he would like to help those who were more unfortunate than himself, including the children back at the orphanage where he had spent his early life. He started to collect buttons that had fallen off people’s clothes in the market. He taught himself to sew and sewed the buttons on his cap: when that was full he sewed them all over his clothes and this is how the tradition started. People liked his costume and gave him money when they saw him wearing it. Soon, some of the costmongers also made pearly suits to raise money. Henry died in 1930, and by that time he had raised over £5,000 for charity (today that would be the equivalent of about £200,00). Today, the Pearly Kings and Queens raise money for many different charities, including children's hospitals, hospices for sick people and the air ambulance
Sunday, April 25, 2010
reading prompt #12
Ockey argues that Computer based testing has failed to realize its anticipated potential। Describe and discuss on his reasons for his view, and tell why you either agree or disagree with him.Cummins & Davesne offer an alternative to CBT with electronic portfolios. Comment on some of the ideas from this article that you'd be interested in trying out in your own classroom.
From the Ockey article, I have agree that computer based testing (CBT) has failed to realize it's potential. Problems listed are numerous: psychometric assumptions, local independence, controversy over appropriate scoring algorithm, agreement on test administration, practical use of test bank, availability of human resources, and test security are among some listed.
Area of controversy concerns the assessment of language skills and test/task formatting। Language ability is divided into four skill sets: reading, listening (both receptive skills), writing and speaking (productive skills)। Initially, test developers focused on assessing these language skills independently। More recently, however, CBT has started integrating one or more productive/receptive skills। Assessments have to take into account which type of tasks to use and task authenticity। Test scoring has proven to be a major challenge as well, especially in the assessment of writing abilities. Automated essay-scoring (AES) systems use corpus linguistics to assess text, but critics insist that although computers can assess quite accurately the mechanics of writing, they can’t interpret the feelings and meaning attached to it. So there still appears to be a place for human raters. Computer-human hybrid approaches seem to be a fair compromise.
From the Ockey article, I have agree that computer based testing (CBT) has failed to realize it's potential. Problems listed are numerous: psychometric assumptions, local independence, controversy over appropriate scoring algorithm, agreement on test administration, practical use of test bank, availability of human resources, and test security are among some listed.
Area of controversy concerns the assessment of language skills and test/task formatting। Language ability is divided into four skill sets: reading, listening (both receptive skills), writing and speaking (productive skills)। Initially, test developers focused on assessing these language skills independently। More recently, however, CBT has started integrating one or more productive/receptive skills. Assessments have to take into account which type of tasks to use and task authenticity. Test scoring has proven to be a major challenge as well, especially in the assessment of writing abilities. Automated essay-scoring (AES) systems use corpus linguistics to assess text, but critics insist that although computers can assess quite accurately the mechanics of writing, they can’t interpret the feelings and meaning attached to it. So there still appears to be a place for human raters. Computer-human hybrid approaches seem to be a fair compromise.Electronic portfolios seem to better address concerns regarding authenticity, learning/assessment that reflects “real life” situations, and assessment of intercultural competence. I think EPs ought to be promoted and integrated into high school and college language curricula, because I see great value in this approach to language assessment. In ESL and foreign language programs, EPs positive format of “can do” assessments has the potential to encourage learner motivation and aid collaboration.
From the Ockey article, I have agree that computer based testing (CBT) has failed to realize it's potential. Problems listed are numerous: psychometric assumptions, local independence, controversy over appropriate scoring algorithm, agreement on test administration, practical use of test bank, availability of human resources, and test security are among some listed.
Area of controversy concerns the assessment of language skills and test/task formatting। Language ability is divided into four skill sets: reading, listening (both receptive skills), writing and speaking (productive skills)। Initially, test developers focused on assessing these language skills independently। More recently, however, CBT has started integrating one or more productive/receptive skills। Assessments have to take into account which type of tasks to use and task authenticity। Test scoring has proven to be a major challenge as well, especially in the assessment of writing abilities. Automated essay-scoring (AES) systems use corpus linguistics to assess text, but critics insist that although computers can assess quite accurately the mechanics of writing, they can’t interpret the feelings and meaning attached to it. So there still appears to be a place for human raters. Computer-human hybrid approaches seem to be a fair compromise.
From the Ockey article, I have agree that computer based testing (CBT) has failed to realize it's potential. Problems listed are numerous: psychometric assumptions, local independence, controversy over appropriate scoring algorithm, agreement on test administration, practical use of test bank, availability of human resources, and test security are among some listed.
Area of controversy concerns the assessment of language skills and test/task formatting। Language ability is divided into four skill sets: reading, listening (both receptive skills), writing and speaking (productive skills)। Initially, test developers focused on assessing these language skills independently। More recently, however, CBT has started integrating one or more productive/receptive skills. Assessments have to take into account which type of tasks to use and task authenticity. Test scoring has proven to be a major challenge as well, especially in the assessment of writing abilities. Automated essay-scoring (AES) systems use corpus linguistics to assess text, but critics insist that although computers can assess quite accurately the mechanics of writing, they can’t interpret the feelings and meaning attached to it. So there still appears to be a place for human raters. Computer-human hybrid approaches seem to be a fair compromise.Electronic portfolios seem to better address concerns regarding authenticity, learning/assessment that reflects “real life” situations, and assessment of intercultural competence. I think EPs ought to be promoted and integrated into high school and college language curricula, because I see great value in this approach to language assessment. In ESL and foreign language programs, EPs positive format of “can do” assessments has the potential to encourage learner motivation and aid collaboration.
reading prompt#11
After reading Richardson’s chapter about the social web, I think twitter is very interesting tool to expand and enhance the communicative skills of my students in informal settings। They can exchange ideas, course information, and resources beside their individual expressions or feedback about a certain topic. As other sites, some concerns may increase toward improper input so that a permission only environment has been adapted by some teachers for more appropriate learning atmosphere. So, I may think about using twitter for my ESL classroom as additional tool to strengthen the social communicative experience among students. Warschauer raises three dimensional issues in terms of “digital divide” which means the imbalances of the effective physical use of technology access among people. That simultaneously explains the unequal acquisition of related knowledge and skills among high socioeconomics and low socioeconomics. His workability, complexity and performativity are the essence of his study towards the challenging of affording the schools with computer technology equally. He says that there should be financial technical supply and a mechanism in preparing well equipped administrations and staff for more academic purposes.In their study, they compared 5 high schools in low socioeconomic status (SES) neighborhoods and 3 high schools in high SES neighborhoods, Findings were differentiated in terms of “performativity” (measurable skills performance, but outside the context of purposeful learning), “workability” (how easily the technology could be accessed and used), and “complexity” (the integration of computers and teaching). Some clear differences emerged in the way technology was used in these different settings.
Software Evaluation
General description
ELLIS KIDS
ELLIS leverages the power of technology to move English language learners toward Basic English fluency. It offers management utilities, reporting features and comprehensive curriculum to address a wide range of proficiency levels. From true beginners to more experienced learners, ELLIS is comprehensive English language teaching and learning solution.
ELLIS lessons are designed to move learners immediately from observer to participant. ELLIS addresses the needs of non-native elementary to adult students to foster successful English language learning. It closely follows the natural pattern of language acquisition via its research-based instructional methodology known as watch—Learn—Practice—Play/Perform.
Language proficiency level targeted:
Pre-literate or non-English literate learners, Upper elementary age student, Learner who has no basic reading skills. Learner who have basic vocabulary skills, but can’t read.
Description of activities:
Ellis kids founded for students of all levels, programs teach skills to help students learn the structure of the English language and thereby improve pronunciation, listening, grammar, communication, reading, vocabulary, and spelling skills.
Instructional design to help student to watch, learn, practice, and play.
Evaluation
Technological Features: I encountered no technical difficulties with the interactive demo. Speed of program operation very good no delays: at start up, loading videos, web page loading. No crashes and stalls.
Screen management easy to navigate from activity to activity.
Exploitation of computer potential: the sound is very clear, the video, and you can finished all activity online.
Activities: program is made of nine reading lessons and nine vocabulary lessons each lesson is design inmate fun song. Songs are design to younger learner. Students learn vocabulary word Form song, picture, and Animation. And can listen to and compare each word. The primary activities are tutorials and drills that focus on the linguistic aspects of morphology and lexis. The way this is done is very interactive and makes good use of technology. Some activities are facilitative, such as the pronunciation and vocabulary tools. These tools are also well designed for ESL learners, incorporating visuals, sound & recording capabilities.
Teacher fit instructor utilities is a powerful tool for both administration and teachers it is made of five tool section data entry, report graph, create a pass , lessons computer chart.
Learner fit (design) The Ellis English language learning system, design for ESL/EFL bilingual learner of all levels. Like Pre-literate or, non-English literate learners, Upper elementary age student, learner who has no basic reading skills. And Learners who have basic vocabulary skills, but can’t read.
The recording feature allows students to compare their utterances with that of a native speaker.
Students can log in individually or in group of three,
Summery
This program is very useful, for second language learners as I mentioned it cover al learner, on all field of language, I think it make good use of technology to teach these particular skills and creatively adapt their instructional programs to meet the needs of specific learner need.
Producer details: for more information on Ellis visit WWW.Ellis .com
Thursday, April 22, 2010
Thursday, April 15, 2010
Thursday, April 1, 2010
reading prompt 10
I did not have any ideas of using flicker before I read this chapter but no I have more than one, teacher and student can include digital image in their list of thing they can create in the classroom.
And there are great suggestions to use flicker in the classroom like create presentations and slide show, cobble together virtual filed trips, and illustrate poetry. Document schoolwork.
One of the issues that kern raises The effectiveness of technology and that lead to three problems the first one is of What counts as technology (Call tutorials, videos, and chat rooms.) the second problem is separating a technology from its particular uses in verity of ways, some effective some not; it is difficult to generalize about the effectiveness of a technology itself. The third issue has to do with the effects of other meditating factors, such as the learners, the setting, the task(s), and the type of assessment.
I think all that type of computer gadget is very useful for both of us as scorned language learners and as teachers too in several ways.
And there are great suggestions to use flicker in the classroom like create presentations and slide show, cobble together virtual filed trips, and illustrate poetry. Document schoolwork.
One of the issues that kern raises The effectiveness of technology and that lead to three problems the first one is of What counts as technology (Call tutorials, videos, and chat rooms.) the second problem is separating a technology from its particular uses in verity of ways, some effective some not; it is difficult to generalize about the effectiveness of a technology itself. The third issue has to do with the effects of other meditating factors, such as the learners, the setting, the task(s), and the type of assessment.
I think all that type of computer gadget is very useful for both of us as scorned language learners and as teachers too in several ways.
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