No, I do not own an iPod or a mp3 player. Therefore, I do not have any experience with either one of those two contraptions. However, I did read some interesting facts regarding several features of the iPod. The time stamp counter feature allows the user to go back in the audio file and listen again to a segment. This is probably much quicker than rewinding the cassette or backing up the CD when listening to an audio book. The other feature of interest is the rate of speech input. This feature allows the user to increase or slow down the rate of speech of the input. That feature allows the user to slow down the speech during a language lesson. Another interesting feature is the audio recording capacity with an add-on microphone. The Stansbury article gave the example of students recording answers to questions on their iPods as they viewed exhibits in the museum during a field trip, thus, eliminating the need for paper and pencil. I had no idea!
At some point in the future, I would be willing to try the audio books or audio recording feature with students. I am less interested in the video and Podcast features.
Wednesday, February 24, 2010
Sunday, February 14, 2010
Saturday, February 13, 2010
Reading Prompt 4
Levy - Ch.2. Design
Richardson Ch.5. RSS
Comment on one or two issues raised by Levy and Stockwell Call educators must think about when it comes to the design of CALL products. Then, comment on what types of RSS feeds you might be interested in using with students or following yourself.
The issue that stood out to me is the availability of technology in the school. During my teaching experience, state of the art technology was not available to the students on my campus. Therefore, this would be a huge consideration for implementation of CALL on a public school campus with limited technology. Even though I don’t classify myself as computer savvy, I have always found a way to fulfill the technology TEKS for public school. I usually enlisted the help of the district technology guru to assist with creating lessons and tutorials for my students. We learned together.
Another important issue is having clear goals and objectives. I agree that using technology for the sake of technology is not a clear goal. I did refer to the technology TEKS for goals and objectives for lessons; however, I did implement “Discovery Friday” once a month. One Friday of the month, students were allowed to explore one of the software programs on the computer. During the last ten minutes of computer time, the students used a word processing program to write a short reflection.
I have always wondered about the RSS symbol and now I know! Yes, I agree it is a useful tool and I plan on utilizing it as well. I have been tinkering with the RSS and made quite a mess, but my son bailed me out and cleaned up the mess. I will start over and plan on finding information regarding communication disorders in the bilingual population, RTI issues in the public schools, and ESL current research.
Richardson Ch.5. RSS
Comment on one or two issues raised by Levy and Stockwell Call educators must think about when it comes to the design of CALL products. Then, comment on what types of RSS feeds you might be interested in using with students or following yourself.
The issue that stood out to me is the availability of technology in the school. During my teaching experience, state of the art technology was not available to the students on my campus. Therefore, this would be a huge consideration for implementation of CALL on a public school campus with limited technology. Even though I don’t classify myself as computer savvy, I have always found a way to fulfill the technology TEKS for public school. I usually enlisted the help of the district technology guru to assist with creating lessons and tutorials for my students. We learned together.
Another important issue is having clear goals and objectives. I agree that using technology for the sake of technology is not a clear goal. I did refer to the technology TEKS for goals and objectives for lessons; however, I did implement “Discovery Friday” once a month. One Friday of the month, students were allowed to explore one of the software programs on the computer. During the last ten minutes of computer time, the students used a word processing program to write a short reflection.
I have always wondered about the RSS symbol and now I know! Yes, I agree it is a useful tool and I plan on utilizing it as well. I have been tinkering with the RSS and made quite a mess, but my son bailed me out and cleaned up the mess. I will start over and plan on finding information regarding communication disorders in the bilingual population, RTI issues in the public schools, and ESL current research.
Thursday, February 4, 2010
Reading Prompt 3
Soares describes implementing a blog with her intermediate language class in Brazil. The students appeared to enjoy the blog during the class period. However, the students were not posting to the blog outside of class. Several students reported facing technical difficulties logging in, technical difficulties posting, or not having enough time at home to blog. After investigating, Soares found that students would post blogs outside of class if it were a class requirement.
Levy describes several types of CALL technology and the applications. LMS we use such as WebCT and Blackboard offer online access to class information. Mobile Technology is my favorite and I use it often. I removed my land line two years ago. The Speech Pronunciation technology I have witnessed in use with Alternative Augmentive Communication Devices for people who are nonverbal. The Audiovideo conferencing technology such as SKYPE is used by my son.
Skyping has caught my attention. My son Skypes with friends in Spain and speaks Spanish during their session. He enjoys speaking Spanish with his friends, so much, that he looks forward to their daily sessions. I find this bit of technology useful in a classroom for students to reach out to other students in another country. Of course, the arrangements would have to made well in advance and the school would have to be equipped with the equipment.
Levy describes several types of CALL technology and the applications. LMS we use such as WebCT and Blackboard offer online access to class information. Mobile Technology is my favorite and I use it often. I removed my land line two years ago. The Speech Pronunciation technology I have witnessed in use with Alternative Augmentive Communication Devices for people who are nonverbal. The Audiovideo conferencing technology such as SKYPE is used by my son.
Skyping has caught my attention. My son Skypes with friends in Spain and speaks Spanish during their session. He enjoys speaking Spanish with his friends, so much, that he looks forward to their daily sessions. I find this bit of technology useful in a classroom for students to reach out to other students in another country. Of course, the arrangements would have to made well in advance and the school would have to be equipped with the equipment.
Wednesday, January 27, 2010
Reading Prompt 2
Prompt 2
Egbert discusses conditions that support optimal language learning, such as, learners having opportunities to interact socially and negotiate meaning, and interact in the target language with an authentic audience. These two conditions, in my opinion, are important. I believe the class blog could address the above two optimal conditions for language learning. The class blog would encourage discussion among peers regarding any subject. The students learn from each other by sharing opinions, ideas, and experiences. They can discuss concepts amongst peers or seek help and advice. Blogging is a novel way of collaboration and interaction among students. Sometimes, students need a different method of instruction to motivate and support their learning.
Setting up the blog has been stressful for me because I am Limited Technology Proficient. As an LTP, I struggle with the various steps involved in posting an otherwise simple response to a question. I attempted to post my response, several times, before finally succeeding. Moreover, I can’t remember the steps because I tried so many different ways that by the time I succeeded, I was mentally exhausted. Additionally, I have not successfully completed the independent exercises. I am confused, stressed, and I don’t like this at all! This could potentially be a negative experience for an ELL who is LTP as well. Before implementing a class blog, I would have to become proficient in this particular area of technology.
Egbert discusses conditions that support optimal language learning, such as, learners having opportunities to interact socially and negotiate meaning, and interact in the target language with an authentic audience. These two conditions, in my opinion, are important. I believe the class blog could address the above two optimal conditions for language learning. The class blog would encourage discussion among peers regarding any subject. The students learn from each other by sharing opinions, ideas, and experiences. They can discuss concepts amongst peers or seek help and advice. Blogging is a novel way of collaboration and interaction among students. Sometimes, students need a different method of instruction to motivate and support their learning.
Setting up the blog has been stressful for me because I am Limited Technology Proficient. As an LTP, I struggle with the various steps involved in posting an otherwise simple response to a question. I attempted to post my response, several times, before finally succeeding. Moreover, I can’t remember the steps because I tried so many different ways that by the time I succeeded, I was mentally exhausted. Additionally, I have not successfully completed the independent exercises. I am confused, stressed, and I don’t like this at all! This could potentially be a negative experience for an ELL who is LTP as well. Before implementing a class blog, I would have to become proficient in this particular area of technology.
Thursday, January 21, 2010
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