Teaching English is an art-form. There are many approaches and methods from which to
choose, and such a choice may be influenced by the age and level of the students, time, learning preferences, special needs, and – of course – the resources available to the instructor.
Teaching English to children, moreover, poses its own particular challenges, and imposes even more particular demands on the instructor. Instructors must take into account learners' short attention spans and/or lack of discipline and possibly underdeveloped linguistic foundations in the learners' native languages (i.e. young learners may not yet be able to read or write in their own language by the time they begin to learn English). Additionally, teachers should take an instructional approach that fosters positive experiences and provides a supportive learning environment, rather than placing emphasis on correctness or grades.
Luckily, in today's technologically-advanced world, the recent proliferation of computer-based curricula (or blended learning designs for language learning) in school systems - including for very young learners - has opened doors to English teachers all over the world.
In fact, whether we like it or not, computers are permeating every aspect of our daily lives, and children are not only embracing the technology at hand, but they would not know what to do without it. As instructors, therefore, it is our duty not only to teach the next generation what we know, but to adopt new methods of instruction which are more appropriate to the context in which we are living – and in which our students are growing up.
Now teachers have stimulating tools and rich libraries of multi-media materials available to them to better adapt educational content to the specific needs and preferences of the learner. Videos, games, speech recognition tools, and internet-based communication can all add vast depth to traditional instruction materials - such as text books. Incorporating multi-media into the language curriculum, therefore, engages students in more communicative, authentic, contextualized, and
interactive activities that practice all four skills in an integrated fashion, and even provide instant feedback.
In addition, utilizing multi-media not only provides stimulating and effective instruction in a manner to which most young students are already accustomed due to their extracurricular (i.e. non-educational) activities, but also allows teachers flexibility with course content, and provides a learning environment in which students can begin to develop autonomy.
Teaching English is an art-form. There are many approaches and methods from which to
choose, and such a choice may be influenced by the age and level of the students, time, learning preferences, special needs, and – of course – the resources available to the instructor.
Teaching English to children, moreover, poses its own particular challenges, and imposes even more particular demands on the instructor. Instructors must take into account learners' short attention spans and/or lack of discipline and possibly underdeveloped linguistic foundations in the learners' native languages (i.e. young learners may not yet be able to read or write in their own language by the time they begin to learn English). Additionally, teachers should take an instructional approach that fosters positive experiences and provides a supportive learning environment, rather than placing emphasis on correctness or grades.
Luckily, in today's technologically-advanced world, the recent proliferation of computer-based curricula (or blended learning designs for language learning) in school systems - including for very young learners - has opened doors to English teachers all over the world.
In fact, whether we like it or not, computers are permeating every aspect of our daily lives, and children are not only embracing the technology at hand, but they would not know what to do without it. As instructors, therefore, it is our duty not only to teach the next generation what we know, but to adopt new methods of instruction which are more appropriate to the context in which we are living – and in which our students are growing up.
Now teachers have stimulating tools and rich libraries of multi-media materials available to them to better adapt educational content to the specific needs and preferences of the learner. Videos, games, speech recognition tools, and internet-based communication can all add vast depth to traditional instruction materials - such as text books. Incorporating multi-media into the language curriculum, therefore, engages students in more communicative, authentic, contextualized, and
interactive activities that practice all four skills in an integrated fashion, and even provide instant feedback.
In addition, utilizing multi-media not only provides stimulating and effective instruction in a manner to which most young students are already accustomed due to their extracurricular (i.e. non-educational) activities, but also allows teachers flexibility with course content, and provides a learning environment in which students can begin to develop autonomy.
http://teachingenglishgames.blogspot.com/2009/02/using-multi-media-to-teach-english-to.html
slide
วันพฤหัสบดีที่ 29 กรกฎาคม พ.ศ. 2553
MULTIMEDIA AS LEADING MEANS OF MEDIA EDUCATION AT TEACHING ENGLISH TO LINGUISTIC
Khlyzova N.
Irkutsk State Linguistic University
Irkutsk, Russia
Dynamical progress of information technologies in a modern society causes a necessity to change educational process, specifythe purpose, develop new pedagogical technologies, introduce more effective methods and means of teaching. Multimedia became one of the leading means of teaching today. Studying potentialities of multimedia in media education of students shows thatmultimedia can be used as means of teaching the English language and as means of media education. As means of teaching English,multimedia realizes the unidirectional didactic function and increases efficiency of the teaching process. As means of mediaeducation, multimedia aims to form media competence of students, skills to select, evaluate and independently create messages.Research of multimedia is hold by E.V. Jakushina, T.V. Kovsharova, E.A. Filippov, R. Grebinder, D. Davidson etc.L.S. Zaznobina defines multimedia as: «a complex of means to process and represent audio/video and printed information andcomputer technologies for processing information» [Zaznobina, 2002]. The author accents the functional part of the phenomenon,considers multimedia as means of software and hardware.English, being means of communication, as well as any other language, is known to be means of receiving and sendinginformation. English-speaking communication is the basic educational activity of linguistic university students so multimediabecomes effective means of teaching English as it gives huge opportunities of the authentic communications. Speech habit of thestudents are not formed well or not formed at all in condition when practice of English is absent. Multimedia dialogue is alternative to artificial created dialogue without any participation of native speakers. By means of multimedia we have a possibility to carry outlanguage dialogue with people from any English-speaking countries. Not many Russian families can afford a studying trip to the foreign countries. Multimedia helps to make a virtual travel to any country by choice, to practise English, to go sightseeing, to studyrealities, traditions, culture of a certain state. In such kind of activity formation and development of media skills of students such as searching necessary data in English, selection necessary information are realized in such kind of activity.The success of teaching depends on the interest of students to the subject, on their desire to learn it. Sometimes classes passby, not leaving a trace in education of students. Studying time is whiled away by drawing pictures, talking to the neighbor or sending SMS. In some cases the stimulus is very difficult to create. But the high motivation to study English is observed by using multimediawhich gives a variety of forms of teaching from listening to audio records and watching video, up to works with computer programs and dialogue in a chat. As it is known, all these kinds of activity are sources of entertainments of students during leisure time. Theprocess of teaching English becomes interesting, easy and thus, productive. The development of language skills and media skills is carried out not only in the university at the classes of English, but also in the daily life of students.Studying English, the students quite often face a problem of the language barrier. They hesitate to speak, afraid to makemistakes. Even in favorable psychological atmosphere they feel discomfort. The multimedia programs equipped by sound recording tasks build less stressful conditions. Each student individually has an opportunity to write down his/her speech, to listen to it andcompare to the authentic speech. Such kind of work removes the psychological difficulties of speaking, develops practical skills,phonetic skill and media skill without a trauma of the psyche of the students.Pedagogy develops and our task is to catch it up, use new technologies, methods and means of teaching, one of which is multimedia. Multimedia is universal means, as it can be used at teaching to make the studying process effective, interesting andaccessible; at media education to form media competence of the students, ability to select, analyze and create messages. We suppose that using multimedia as the leading means of organizing teaching process gives a unique opportunity of integrated teaching English and media education.
http://www.montenegro-science.org/files/2008/03/2008_03_33.pdf
Irkutsk State Linguistic University
Irkutsk, Russia
Dynamical progress of information technologies in a modern society causes a necessity to change educational process, specifythe purpose, develop new pedagogical technologies, introduce more effective methods and means of teaching. Multimedia became one of the leading means of teaching today. Studying potentialities of multimedia in media education of students shows thatmultimedia can be used as means of teaching the English language and as means of media education. As means of teaching English,multimedia realizes the unidirectional didactic function and increases efficiency of the teaching process. As means of mediaeducation, multimedia aims to form media competence of students, skills to select, evaluate and independently create messages.Research of multimedia is hold by E.V. Jakushina, T.V. Kovsharova, E.A. Filippov, R. Grebinder, D. Davidson etc.L.S. Zaznobina defines multimedia as: «a complex of means to process and represent audio/video and printed information andcomputer technologies for processing information» [Zaznobina, 2002]. The author accents the functional part of the phenomenon,considers multimedia as means of software and hardware.English, being means of communication, as well as any other language, is known to be means of receiving and sendinginformation. English-speaking communication is the basic educational activity of linguistic university students so multimediabecomes effective means of teaching English as it gives huge opportunities of the authentic communications. Speech habit of thestudents are not formed well or not formed at all in condition when practice of English is absent. Multimedia dialogue is alternative to artificial created dialogue without any participation of native speakers. By means of multimedia we have a possibility to carry outlanguage dialogue with people from any English-speaking countries. Not many Russian families can afford a studying trip to the foreign countries. Multimedia helps to make a virtual travel to any country by choice, to practise English, to go sightseeing, to studyrealities, traditions, culture of a certain state. In such kind of activity formation and development of media skills of students such as searching necessary data in English, selection necessary information are realized in such kind of activity.The success of teaching depends on the interest of students to the subject, on their desire to learn it. Sometimes classes passby, not leaving a trace in education of students. Studying time is whiled away by drawing pictures, talking to the neighbor or sending SMS. In some cases the stimulus is very difficult to create. But the high motivation to study English is observed by using multimediawhich gives a variety of forms of teaching from listening to audio records and watching video, up to works with computer programs and dialogue in a chat. As it is known, all these kinds of activity are sources of entertainments of students during leisure time. Theprocess of teaching English becomes interesting, easy and thus, productive. The development of language skills and media skills is carried out not only in the university at the classes of English, but also in the daily life of students.Studying English, the students quite often face a problem of the language barrier. They hesitate to speak, afraid to makemistakes. Even in favorable psychological atmosphere they feel discomfort. The multimedia programs equipped by sound recording tasks build less stressful conditions. Each student individually has an opportunity to write down his/her speech, to listen to it andcompare to the authentic speech. Such kind of work removes the psychological difficulties of speaking, develops practical skills,phonetic skill and media skill without a trauma of the psyche of the students.Pedagogy develops and our task is to catch it up, use new technologies, methods and means of teaching, one of which is multimedia. Multimedia is universal means, as it can be used at teaching to make the studying process effective, interesting andaccessible; at media education to form media competence of the students, ability to select, analyze and create messages. We suppose that using multimedia as the leading means of organizing teaching process gives a unique opportunity of integrated teaching English and media education.
http://www.montenegro-science.org/files/2008/03/2008_03_33.pdf
How Teachers View Technology
CDW-G, a provider of brand-name technology to educational institutions and government agencies, commissioned a survey to measure the role that computer technology plays in today's classroom, and to explore the emerging trends in education technology. This article highlights the results of that survey and the meaning of those results. Included: Statistics on the correlation among teacher training, years of service, technology use.
A CDW-G national survey found that most teachers believe the use of computer technology translates into higher student achievement and improved parent-teacher communication.
The "Teachers Talk Tech" survey, conducted by CDW Government, Inc. (CDW-G) to provide a forum for teachers to express their views about technology in their classrooms, found that teachers view computers as a valuable teaching tool that can improve students' academic performance and attention in class, while strengthening the lines of communication with parents.
More than 600 K-12 educators -- representing an equal number of elementary, middle, and high school teachers -- were interviewed in the survey. Forty percent of those teachers were between the ages of 35 and 49; 45 percent were between the ages of 50 and 64. The teachers had an average of 17 years teaching experience; 40 percent had taught for more than 20 years. Ninety-nine percent of the teachers surveyed said they had access to computers at school and 96 percent said they had a computer at home.
Some results of the survey, such as the teachers' desire for more computers, were not surprising. Other results, such as the positive impact of online parent-teacher communication, were intriguing.
Of the teachers surveyed, about
• 85 percent said classroom computers improve student performance.
• 74 percent said computers improve students' attention in class.
• 58 percent said posting homework assignments online increased completion rates.
• 63 percent said computer technology increased their communications with parents.
• 72 percent believe students who have access to computers at home have a major advantage over those who do not.
• 75 percent said their school has a Web site that shares information with parents.
• 50 percent of the middle and high school teachers said they report student grades to parents online or via e-mail.
A large majority (76 percent) of the teachers said that training is the key to increased technology use. In fact, the survey found a strong correlation between the number of hours of computer training a teacher had and his or her belief in the benefits of computer technology.
A further correlation was noted between a teacher's years of service and his or her opinion about computer use. Although 61 percent of all the surveyed teachers agreed that computers sometimes are more effective than teachers in getting material across to students, 80 percent of the teachers with fewer than ten years in the classroom said computer technology makes their job easier; only 69 percent of teachers with more than ten years of service agreed.
The most frequently cited obstacle to classroom technology use was a shortage of classroom computers. Fifty-one percent of the teachers surveyed said they don't have enough computers; 80 percent reported fewer than one computer for every two students.
The teachers, however, apparently are satisfied with the quality of the computer technology available to them.
A CDW-G national survey found that most teachers believe the use of computer technology translates into higher student achievement and improved parent-teacher communication.
The "Teachers Talk Tech" survey, conducted by CDW Government, Inc. (CDW-G) to provide a forum for teachers to express their views about technology in their classrooms, found that teachers view computers as a valuable teaching tool that can improve students' academic performance and attention in class, while strengthening the lines of communication with parents.
More than 600 K-12 educators -- representing an equal number of elementary, middle, and high school teachers -- were interviewed in the survey. Forty percent of those teachers were between the ages of 35 and 49; 45 percent were between the ages of 50 and 64. The teachers had an average of 17 years teaching experience; 40 percent had taught for more than 20 years. Ninety-nine percent of the teachers surveyed said they had access to computers at school and 96 percent said they had a computer at home.
Some results of the survey, such as the teachers' desire for more computers, were not surprising. Other results, such as the positive impact of online parent-teacher communication, were intriguing.
Of the teachers surveyed, about
• 85 percent said classroom computers improve student performance.
• 74 percent said computers improve students' attention in class.
• 58 percent said posting homework assignments online increased completion rates.
• 63 percent said computer technology increased their communications with parents.
• 72 percent believe students who have access to computers at home have a major advantage over those who do not.
• 75 percent said their school has a Web site that shares information with parents.
• 50 percent of the middle and high school teachers said they report student grades to parents online or via e-mail.
A large majority (76 percent) of the teachers said that training is the key to increased technology use. In fact, the survey found a strong correlation between the number of hours of computer training a teacher had and his or her belief in the benefits of computer technology.
A further correlation was noted between a teacher's years of service and his or her opinion about computer use. Although 61 percent of all the surveyed teachers agreed that computers sometimes are more effective than teachers in getting material across to students, 80 percent of the teachers with fewer than ten years in the classroom said computer technology makes their job easier; only 69 percent of teachers with more than ten years of service agreed.
The most frequently cited obstacle to classroom technology use was a shortage of classroom computers. Fifty-one percent of the teachers surveyed said they don't have enough computers; 80 percent reported fewer than one computer for every two students.
The teachers, however, apparently are satisfied with the quality of the computer technology available to them.
สมัครสมาชิก:
บทความ (Atom)