Learning reflection on lessons

Reflection can help you to:

• better understand your strengths and weaknesses
• identify and question your underlying values and beliefs
• acknowledge and challenge possible assumptions on which you base your ideas, feelings and actions
• recognize areas of potential bias or discrimination
• acknowledge your fears, and
• identify possible inadequacies or areas for improvement.

Reflection can lead to greater self-awareness, which in turn is a first step to positive change – it is a necessary stage in identifying areas for improvement and growth in both personal and professional contexts. Taking time to reflect can help you identify approaches that have worked well, and in that way reinforce good practice.

http://www.monash.edu.au/lls/llonline/writing/medicine/reflective/3.xml

Application for English Teaching in this semester.

1.List computer technology you have used in your study. What are they used for?

- website : We use to search the imformation for my studying.
- e-learning : We study everthing from the Internet for us.

2.List your favorite website How after do you use them? What can you learn from those website?


- www.facebook.com/ : We used for communication and shere idea between our friends on facebook.
- www.google.com : We can search everything the information.
- www.youtube.com : We can learn about Thai teacher and many things.
- www.hotmail.com : We use to send message and contact.

3.What computer technology will you use in your classroom? why?


- I will use Power Point for teaching in class. It is easy progrma for design variety. I think that it convenient to teaching for me.

Innovative Educational Technology in The Global Classroom

1. Integrating Instructional Technology Into an Assignment

Case study portfolios, can be integrated with instructional technology, such as online discussion, podcasts, blogs, and wikis.

2. The ELL Case Study
-Investigate linguistic and cultura backgrounds.
-Devise relevant educational scenarios.
-Solve authentic linguestic problems.

3. Blogging

The students' online journals, which they uploaded to the Web as blogs. Blogs are online commentary, personal reflections.
- text, graphics, PDF files, pictures, and links to other blogs.
- written case studies, I create setting my blogger.

4. Podcasting

Internet-based audio programs available for downloading that allow the listener to play the audio through a computer or on an MP3 Player.

5. Creating a Wiki

Teachers suggested teaching methods and activities
(http://www.blackboard.com/)

6. Online Discussion

A window to observe how the preservice teachers constructed knowledge and interacted with others.

7. Implications

This assignment focusing on implementing technology in the classroom proved to be dynamic, effective, and beneficial for everyone involved. The preservice ESOL teachers began to develop better insight into and understanding of ELLs' needs and educational issues by completing their own ELL case studies and sharing their projects with others via the ESOL resource center.

On The Problems and Strategies of Multimedia Technology in English Teaching

1.There are Necessity of Application of Multimedia Technology to English Teaching.

-To Cultivate Students' Interest in Study.
-To Promote Students' Communication Capacity.
-To Widen Students' Knowledge to Gain an Insightfull Understanding to Western Culture.
-To Improve Teaching Effect.


2.There are Problems Arising From Application of Multimedia Technology to English Teaching.

Major Means Replaced by the Assisting One.

Application of multimedia technology is an assisting instrument to achieve the projected teaching effect. If totally dependent on multimedia devices duing teaching, the teachers may be turned into slaves to the multimedia and can not play the leading role in teaching.

Loss of Speaking Communication.

That English class should be carried through all in English language.

The Shrinking of Students' Thinking Potential.

Language teaching is different from science subjects, for language teaching does not require demonstration by various steps, rather, the tense and orderly atmosphere is formed through questions and answers between teachers and students.

Abstract Thinking Replaced by Imaginal Thinking.

The process of cognition goes through perceptual stage and rational stage. It also applies to studying process.

3.There are Suggestions and Strategies to the Existing Problems.

The Beauty of Courseware Is not the Sole Pursuit.

The introduction to each lesson and speaking communication are good way to improve students' listening and apeaking which the computer cannot fulfill. Therefor, teachers' interpretation shall not be overlooked

The Computer Screen can't Substitute the Blackboard.

Teachers need to enrich the content on the blackboard eith emerging of new questions raised by the students.

Power Point can not Take the Place of Student's Thinking and Practices.

Teachers need to encourage the students to use their own mind and speak more, actively join in class practice; we should not overuse the courseware merely in the hope of adding the modernized feature to class teaching.

Traditional Teaching instruments and Devices should not be Overlooked.

Teachers are supposed to choose appropriate media and instrument based on the requirements of teaching and integrate multimedia instrument.

Multimedia Technology should not be Overused.

The more interference of teaching information during transmission, the less the students take from the language materials.

Thinking on the Application of Multimedia inti Collede English Teaching

1.The Current Status of Multimedia Teaching Method in College English Teaching.

College English teaching is to set up a harmonious and high-effective teaching atmosphere in the English class to make students take part in the practice. Thus we can cultivate their listening, speaking, reading and writing abilities, which are the final teaching aim-developing the students' English intercommunicative ability.

2. Relationship between the Qualities of the College English Teachers and Multimedia Teaching.

Many men of insight have realized that our country should make innovation to the College English Test Band 4 and Band 6 because these exams have affected the normal English teaching.

3. Misunderstandings and Kisadvantages of Multimedia Teaching in College English Teaching.

- Teachers attending to trifles and neglectiong the essentials, and English classroom becoming a demonstrating hall of computer functions
-  Teachers depending on multimedia teaching method excessively and neglecting its auxiliary teaching function.
-  Some teachers being impercipient to multimedia teaching method.

4. Some Suggestions on Multimedia Teaching in College English Teaching.

-  Teachers should change their ideas of using multimedia teaching.
- We should devote major efforts to developing multimedia teaching mode based on network circumstance.

Why do we have to use blog in ELT?

Types of blogs used in language teaching

• The Tutor Blog is run by the teacher of a class. The content of this type of blog 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.
• 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. Students can be encouraged to reflect in more depth, in writing, on themes touched upon in class. Students are given a greater sense of freedom and involvement than with the tutor 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 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, and can post comments on other students' blogs. For examples, see the links to learner blogs from the class blog and tutor blog examples above.

Of course, teachers who decide to use blogs often use a combination of Tutor or Class blog and Learner blogs, with hyperlinks connecting them.


Why blog?So, why should you blog with your students? There are many reasons why you may choose to use weblogs with students. One of the best reasons is to provide a real audience 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. With weblogs, 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 to the Internet.

Here are some other reasons for using blogs:

• 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.

• 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.

• To guide students to online resources appropriate for their level.
  The Internet has a bewildering array of resources that are potentially useful for your students. The problem is finding and directing your learners to them. For this reason, you can use your tutor blog as a portal for your learners.

• 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.

• 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.

• 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.

• 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.

• As an online portfolio of student written work.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.

• 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. A blog is another tool that can help bring students together.

 http://www.teachingenglish.org.uk/articles/blogging-elt

Synchronous and Asynchronous Communication Tool

Asynchronous ToolsAsynchronous tools enable communication and collaboration over a period of time through a "different time-different place" mode. These tools allow people to connect together at each person's own convenience and own schedule. Asynchronous tools are useful for sustaining dialogue and collaboration over a period of time and providing people with resources and information that are instantly accessible, day or night. Asynchronous tools possess the advantage of being able to involve people from multiple time zones. In addition, asynchronous tools are helpful in capturing the history of the interactions of a group, allowing for collective knowledge to be more easily shared and distributed. The primary drawback of asynchronous technologies is that they require some discipline to use when used for ongoing communities of practice (e.g., people typically must take the initiative to "login" to participate) and they may feel "impersonal" to those who prefer higher-touch synchronous technologies



Synchronous Tool

Synchronous tools enable real-time communication and collaboration in a "same time-different place" mode. These tools allow people to connect at a single point in time, at the same time. Synchronous tools possess the advantage of being able to engage people instantly and at the same point in time. The primary drawback of synchronous tools is that, by definition, they require same-time participation -different time zones and conflicting schedules can create communication challenges. In addition, they tend to be costly and may require significant bandwidth to be efficient

ref:http://www.asaecenter.org/Resources/articledetail.cfm?itemnumber=13572

Acronym

Directions: Find words or phrases standing for the following acronyms with short descriptions.
1. IT = Information technology


2. ICT = Information and Communications Technology


3. CAI = Computer-Assisted Instruction


4. CALL = Computer Language Learning


5. WBI = Web base instruction


6. CBI = Computer Based Instruction


7. CMC = Computer-Mediated Communications


8. TELL = Teaching English Language Learners


9. MUD = Multiple User Dialogue


10. MOO = Matter of Opinion


Source : http://acronyms.thefreedictionary.com/