Loading…

Flash Player 9 (or above) is needed to view presentations.
We have detected that you do not have it on your computer. To install it, go here.

Like this presentation? Why not share!

Eng2281 session 8 ba(cee)

on

  • 268 views

This is the powerpoint of IT

This is the powerpoint of IT

Statistics

Views

Total Views
268
Views on SlideShare
268
Embed Views
0

Actions

Likes
0
Downloads
0
Comments
0

0 Embeds 0

No embeds

Accessibility

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Eng2281 session 8 ba(cee) Eng2281 session 8 ba(cee) Presentation Transcript

  • Session 8 Evaluating software applications and web resources & using IT to teach Language Arts Prepared by Ms. Ruby Yang, Department of English, HKIEd.
    • Information on the Internet is extensive and accessible .
    • The information on the Internet varies considerably in difficulty, accuracy and quality. Therefore, decisions have to be made about the usefulness of the information examined.
    • The information on the Internet can be obtained immediately, inexpensively and without great effort . S trategies for evaluating the Internet information are needed so that teacher and students can use that information selectively (Ryder & Hughes, 1998).
    • The site should have appropriate authority and credibility. A credible site is backed by an organization or educational institution.
    • The site includes interactive features, allowing for responses via forms or e-mail.
    • The site is updated regularly. This can be checked from the last update date.
    • The website should refer viewers to additional sites that can provide further information.
    • The site can be navigated easily. It is obvious to viewers what to click on and how to return to where they started.
    • The site is searchable and includes an index to the content of the site.
    • The objectives of the site are obvious.
    • The site is related to curriculum objectives.
    • The level of language on the site is appropriate.
    • Simplicity in layout.
    • The site clearly states what ability level the site is aimed at and what topics are covered.
    • Links to plug-in applications, such as Shockwave or RealAudio, are provided on-site where required, so that the plug-ins can be easily downloaded (Treadwell, 2001).
    • Browse through 3-5 of the websites suggested in the list.
    • Try to evaluate the websites based on the criteria listed in the website evaluation rubrics given.
    • When you identify a software package that is potentially suited to your curriculum, you should evaluate:
      • its appropriateness to your students’ levels;
      • the accuracy of the content;
      • its relevance to the curriculum standards and objectives; and
      • its technical quality (including appropriateness of feedback and student prompts, use of graphics, animations, sound, and other media elements) (Shelly et al., 2002).
    • Program content
      • What are the objectives of the program?
      • Do the objectives match your instructional goals?
      • What knowledge or skills must a student possess to use the program?
      • Is the vocabulary appropriate for the grade level of the students?
      • Is the material presented in the program accurate?
    • Software design
    • Learner control
      • Can the student move back and forth in the program easily?
      • Can the student return to the previous page of the program easily?
      • Can the student exit the program easily whenever he/she wants?
      • Does the program give feedback to the student’s responses?
    • Sequencing
      • Does the program start from simple to complex?
    • Program appearance
      • Does the program have colourful graphics, animation and sound?
    • Ease of use
      • Is the program easy to use?
      • Can the student immediately load the program?
      • Can the student get access to help when it is needed?
      • Are there any help prompts?
      • Does the program have error messages so that the student can correct his/her mistakes?
      • Are the instructions clear and concise? (Sharp, 2005)
  • Using IT to teach Language Arts
    • Films
    • Drama
    • Short stories / novels
    • Poems
    • Songs
    • Movie trailers
    • AllTrailers.net
    • http://www.alltrailers.net/
    • Apple - Movie Trailers
    • http://www.apple.com/trailers/
    • Virgin Media
    • http://www.virginmedia.com/movies/trailers/
    • Yahoo! Movies
    • http://movies.yahoo.com/
    • File review
    • Movie Review Query Engine
    • http://www.mrqe.com/
    • Rotten Tomatoes
    • http://www.rottentomatoes.com/critics/?intcmp=topnav_critics
    • Songs:
    • YouTube
    • http://www.youtube.com/
    • General:
    • The Education Podcast Network (English Language Arts)
    • http://epnweb.org/index.php?openpod=4#7
    • CDex
    • CDex can extract the digital data directly from an audio CD to a WAV file or a compressed audio file (MP3 file).
    • Download CDex from this website:
    • http://cdexos.sourceforge.net/download.html
  • Inside Options , choose ‘Settings’
  • Click here to change the location of your recorded track(s) and then click OK
  • Select the audio track(s) you want to extract and then click this button
    • YouTube Downloader
    • Go to Download.com:
    • http://www.download.com/
    • Type in YouTube Downloader and then select YouTube Downloader 2.6 . 1.
  • Enter the video URL and then click Download .
    • Video editing involves integrating multimedia elements such as text, video, and audio into a presentation.
    • Video editing includes cutting out unnecessary parts of an audio or video, recording dialogue, adding video and audio transitions such as fades, and creating a more finished product (Sharp, 2009).
    • YouTube
    • YouTube ( www.youtube.com ) is a popular video-sharing site that lets individuals post videos online.
    • Video Blog
    • A video blog, referred to as a vlog, is a log that contains video.
    • The clips are produced using webcams or digital video cameras.
    • Students can then use their video segments in electronic portfolios (Sharp, 2009).
    • Ryder, R. J., & Hughes, T. (1998). Internet for educators . Upper Saddle River, N.J.: Merrill .
    • Sharp, V. (2005). Computer education for teachers: Integrating technology into classroom teaching (5 th ed). Boston, Mass.: McGraw-Hill .
    • Sharp, V. (2009). Computer education for teachers: Integrating technology into classroom teaching (6 th ed). Hoboken, N.J.: John Wiley.
    • Shelly, G. B., Cashman, T. J., Gunter, R. E., & Gunter, G. A. (2002). Integrating technology in the classroom: Teachers discovering computers . Cambridge, Mass.: Course Technology .
    • Treadwell, M. (2001). 1001 best Internet sites for educators . Arlington Heights, Ill.: SkyLight Professional Development .