CALL Perspectives Question 5
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Several teachers discuss their plans for using CALL (computer-assisted language learning) in the future. Heidi plans to continue developing her professional website and integrate social media sites like WordPress, Tumblr, Twitter and Facebook into her classes. Kamila plans to use an LMS to organize interactions, encourage electronic portfolios, and have international joint projects. Karen plans to familiarize students with CALL resources to help them suggest effective language learning tools to teachers. Angelica plans to use social media and Web 2.0, though she doesn't have concrete plans yet as CALL is her specialization.
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This document summarizes Angelina's experience in a mobile learning class. It discusses her learning preferences as reflective, sensing, and visual. Through various class activities using technologies like iPods, podcasts, and microblogging, she found new ways to incorporate her learning styles and expand her skills. Going forward, Angelina plans to continue developing her reflective and active learning approaches while further exploring social networking, bookmarking, and podcasts on mobile devices to enhance her education.
Week 5 Reflections
The document discusses a course the author took on technology in education. The author achieved the outcomes they envisioned, which were to become more proficient in technology and learn about current tools. However, the extensive discussion board requirements prevented deeper engagement with course materials. The author gained confidence in their technology and leadership skills but felt overwhelmed by the workload. Blogs can effectively communicate with stakeholders but require safeguards around student privacy and information credibility.
Tpack edu 210
This document is a reflection from a student on their TPACK (Technological Pedagogical Content Knowledge) development throughout a course. In the beginning, the student felt most knowledgeable about technology but least knowledgeable about pedagogy. By the end of the course, the student's knowledge of how to incorporate technology into teaching had grown significantly through learning programs like Glogster and Blendspace. The student now feels confident in their ability to successfully use technology across various subjects and grade levels.
Redesign for Multi-Access Learning
The document discusses the implications of redesigning education for multi-access learning. It addresses issues of policy, pedagogy, and practice when moving towards models that provide flexibility in modality. Key points include the need for student accessibility and preference of modality to be considered, and how blended and multi-access learning can help meet student needs relating to mobility, work, family responsibilities and costs. Student perspectives shared indicate that multi-access enhanced the learning experience by providing connectivity and flexibility while not negatively impacting the quality of teaching and learning.
Final presentation done
Jason Maxwell created a presentation summarizing his experience using social media for educational purposes. He found Twitter, Pinterest, and Schoology to be the most useful tools. Twitter allowed him to easily connect and share announcements with students, Pinterest helped him organize ideas and plans, and Schoology provided a comprehensive platform for assignments. Although Delicious presented challenges, Diigo became a valuable resource for continued professional development. The online format of the class allowed Maxwell to learn at his own pace and explore new tools outside his comfort zone. He is now better prepared to incorporate technology into his teaching and engage with digital native students.
Fall 2009 Portfolio Presentation With Music
This document summarizes Rose's e-portfolio presentation on her learning through the LTT program. She learned about using collaborative technology tools like SharePoint and Google Docs to support constructivist learning. She realized the importance of being organized when using digital tools as a teacher. Rose explored how technology can meet student learning needs and support her teaching goals, such as providing options for different types of learners. She conducted a study using her class website and found it improved communication between school and home and engaged students with writing. Overall, Rose demonstrated growth in using and evaluating technology in her teaching practice and engaging in reflection to improve.
Dciu class 2010
Mary Susco discusses challenges and successes in building online learning environments for her kindergarten classroom. She found it challenging to educate herself on available sites and the time needed to explore different programs. Key tools she found useful were Glogster for digital bulletin boards, Voki to incorporate Spanish vocabulary, and YarP for invitational school events. Moodle offers endless learning possibilities through online sharing and connections with educators globally. While new styles of online learning were an adjustment, technology brings ease and availability to connecting and learning information.
Fall 2009 LTT Portfolio Presentation
This document summarizes Rose's e-portfolio presentation on her learning through the LTT program. It includes 3 key learning statements: 1) Learning about collaborative technology tools to support constructivist learning; 2) Needing to be organized when using digital technology; 3) Exploring how technology can serve student learning needs and teaching goals. Evidence provided includes using Google Docs, a SharePoint site, and video/audio casts. Analysis of student and parent surveys showed the websites improved communication and engagement. Rose's learning showed growth in using and integrating technology into her teaching practice and engaging in critical reflection to develop her skills.
Synthesis of Multimedia Learning
The document discusses Alyssa Bare's learning about multimedia technologies for education. It describes how she initially saw technology as only for entertainment or work, but not learning. Through activities in her class exploring tools like screencasts, podcasts, and multimedia, she found that podcasts best accommodated her learning preferences as a visual, sensory, active learner. After the class, she plans to continue using podcasts for personal learning but not at her job, and will explore other tools like screencasts for information online rather than books.
Discussion boards
The document discusses three potential master's thesis projects:
1) Implementing project-based learning in the classroom to engage students through hands-on learning.
2) Integrating blogging into the classroom to facilitate student discussion and sharing of work.
3) Creating a student-run school news network to teach students communication and organization skills through technology.
Resources needed include access to computers, video cameras, and support from staff.
Instructional Leadership Reflection
The course provided the student with valuable information about the instructional leader's role in technology implementation and integration. They learned that technology plays an important role in student learning and about tools like online learning, distance learning, and web-based instruction. The student set new goals for their own technology proficiency and will prioritize professional development to improve their weaknesses. They realized the need to advocate for change to prepare students for the digital world, despite resistance from others, and will model technology use as an instructional leader.
Interview with an Adult Instructor
The professor was initially apprehensive about teaching online but was willing to try something new. He began as an adjunct professor teaching psychology online and has been doing so ever since. To replace face-to-face interactions in a traditional classroom, online environments use chat rooms, discussion boards, and seminars. The professor received two months of training on learning management systems and platforms. Teaching online is different in that students have more independence, responsibility, and immediate application of materials to their goals.
Itec final
Kathy found social bookmarking and multimedia to be the most useful mobile technologies for her learning. As a visual and global learner, multimedia helped her absorb information from multiple sources and skim through content to find the most relevant pieces. Social bookmarking also helped her organize information and share resources with others. While podcasts were difficult for her to follow as a visual learner, she found that multimedia accommodated her preferences by providing visuals like images and graphs. Going forward, Kathy plans to continue using multimedia to support her lifelong learning goals, such as researching teaching as a future career, but will limit non-academic iPad use.
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Reflection Video for Strategies for Learner Engagement Power Point
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Colleague blurbs ppt 2
Ramon's colleagues describe him as an exceptional, brilliant, and highly motivated student and teacher. They note his passion for learning cultures and languages. His professors rated him in the top 2% of students and said he has a very successful future ahead. His colleagues commented on his dedication, initiative, attention to detail, and ability to effectively communicate and plan major events. They described him as engaging, warm, enthusiastic, and able to inspire and impress others. His colleagues and students praised his creative teaching style that motivated learning and his commitment to guiding students. He is considered a natural teacher and the best co-teacher one could ask for.
Student blurbs ppt
Ramon is an enthusiastic and passionate teacher who is beloved by his students. He uses fun and engaging teaching methods to keep students motivated in learning. Students appreciate that he understands their needs and adapts his teaching style accordingly. They also value his warmth, passion for teaching, and the personal connections he forms with each student.
Intermediate project survey and pie chart
The document outlines the results of surveys conducted by four groups on American habits related to movies, communication, music, and eating/drinking at Starbucks. Each group surveyed questions in their topic area and recorded the results, with questions including how often people watch movies with partners, contact friends/family by letters/phone/email, listen to different music genres and on different devices, and visit and purchase items at Starbucks.
Colleague blurbs ppt
Ramon is praised by several former colleagues and professors for his dedication, supportiveness, communication skills, attention to detail, and passion for intercultural learning. He is described as engaging, warm, enthusiastic, and able to inspire and communicate effectively with people from different cultures. Colleagues highlight his professionalism, reliability, and ability to plan and deliver large events successfully. A professor states Ramon was in the top 2% of his students and that he will have a very successful future.
Blurbs about ramon
Ramon Mislang was a passionate and engaging Japanese language teacher who utilized fun and motivating teaching approaches. He ensured students understood concepts by speaking slowly and writing romanizations while also leveraging students' Chinese language knowledge. Ramon was dedicated to his students' needs and took initiative to help plan educational events. He communicated effectively, maintained a positive attitude, and was described as delightful, inspiring, and devoted to others.
CALL Perspectives Question 4
1) Access to technology and internet connectivity are major barriers to implementing CALL in the classroom, especially in remote or low-resource areas.
2) Teachers need to be properly trained in the use of educational technologies for CALL to be effective.
3) Maintaining and updating technologies for CALL can be time-consuming for teachers and require ongoing investment.
CALL Perspectives Question 3
CALL has enhanced teaching/learning opportunities in Andrew's classroom by (1) aggregating weekly content and announcements on a class website, (2) providing online English learning resources, (3) enabling asynchronous collaboration through tools like voicethread and typewith.me, (4) assigning listening jigsaw assignments through youtube videos, (5) using presentation tools like Prezi and Powerpoint, (6) enabling video production through tools like jaycut and iMovie, and (7) providing content from sources like news websites, TEDx talks, and TV shows. Heidi has integrated tools like bookmarks, podcasts, typewith.me to make her class more interesting and promote learner autonomy. Kamila has
Question 1 for CALL Perspectives
Several students had misconceptions about CALL prior to taking CALL courses. Some thought it focused only on grammar/vocabulary programs (Andrew) or using the internet as a teaching tool (Afiwa). Others were unsure of what CALL entailed (Heidi, Robin) or afraid of technology (Kamila). Karen's only experience with CALL was showing videos in class. Celia thought CALL may be useful but not necessary and she was already familiar with technology. Alicia didn't know much about CALL despite prior online studies. Angelica found CALL awesome but too broad without a focus area.
Class 8 technology and future energy
This document provides an overview for a class on technology and future energy. It outlines that the class will watch a video called "300 Years in 300 Seconds" discussing the industrial revolution, Wright Brothers, World War I, Great Depression, 1970s oil shocks, Gulf of Mexico oil spill, and population growth. It instructs students to get into small groups before and after watching to discuss terms and share notes. It also previews three videos on alternative energy technologies and has students discuss advantages and disadvantages of each in small groups.
Class 1 -_technology_-_introduction
The document outlines an introductory technology class that will involve getting to know each other's technology use, discussing what technology means to individuals, and doing an activity called "Speed Technologing." Students will form groups to discuss websites, smartphone uses, and computer preferences. They will also reflect individually on what technology means to them and provide examples. The class will conclude with a discussion on what technology is and how it is used.
Class 5 tag cloud
The document discusses how to create tag clouds and wordles. It provides instructions for students to think of ways they communicate outside of class, then make their own wordle about a recent article they read using online wordle tools. Students then share and discuss their wordles by exhibiting them to classmates. The next class will discuss applications of wordles.
Some events i coordinated
The document announces an escape room event organized by Interhall Graduate English & Putonghua Tutors on March 4, 2009 at 7pm. Participants who successfully escape the room will receive rewards like $100 Starbucks gift cards, goodie bags, fun prizes, and more. A dessert party will follow the event.
Cross cultural training workshop
Thank you for the feedback. I will work on providing more concise and relevant summaries in the future.
One year in japan
The author spent a year studying at Waseda University in Japan, living in the Wakeijuku Dormitory where they met people from all over Japan and made friends through clubs like Nijinokai and the Waseda International Club. They shared American culture with Japanese middle school students, joined Waseda events, watched a baseball match between rival schools Keio and Waseda, and coordinated a summer camp before their year in Japan ended with fireworks.
Cooking with english
Okonomiyaki is a Japanese savory pancake that can contain various ingredients. The document provides a recipe that includes a batter made from okonomiyaki flour, cabbage, tuna, bacon and egg. It is cooked like a pancake in a pan and then topped with okonomiyaki sauce, mayonnaise, dried bonito flakes and seaweed flakes. Viewers are encouraged to try making the okonomiyaki and provide feedback on the instructions.
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The document announces an inter-hall scavenger hunt hosted by graduate English and Putonghua tutors at HKIEd. The scavenger hunt involves teams of 4-5 students completing tasks like dancing with strangers, taking photos of people eating mooncakes, and saying tongue twisters fast. Teams must complete the tasks safely and creatively within the specified boundaries to earn points and prizes.
Ppt teaching experiences in thailand
The document summarizes the author's experiences teaching English in Thailand from June 2008 to August 2008. It describes their placements in Chiang Mai and Mae Sot working with Shan and Burmese refugee students. They taught English classes in the morning and other subjects like human rights in the afternoon. At the farewell party, the students sang songs to say goodbye, expressing their hope to meet again and wishing the teacher good luck.
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CALL Perspectives Question 5
- 1. Q#5 What are your plans for using CALL in the future?
- 2. Andrew That will depend on the needs and desires of my class. However, I would like to explore CALL assessment and distance learning tools.
- 3. Afiwa At this point, I am not sure because again, I do not know where I will be teaching. However, wherever I am, I will use my knowledge if technology is available and bring new ideas in the classroom to incorporate CALL.
- 4. Heidi Hmm, well I am very proud of my professional website, so I plan to continue developing that. I have been exposed to a variety of social network sites that I would like to integrate into my classes for blogging/reflection like wordpress, tumblr, twitter, facebook, pinterest, among others. I also like the website creation sites that we have discussed and can see that becoming a project for a course. I am also a fan of media related programs for audio and video making and see those as very valuable. Essentially, I like giving my students options in the class, and I think that CALL has afforded me the knowledge to provide those options.
- 5. Kamila I am going to use CALL in the future. Of course, depending on the context where I will teach it will be different. Right now I think I will use LMS to organize teacher-student interactions, encourage my student to keep track of their learning in electronic portfolios;and I would like my students to do joint-projects with English language learners all over the world.
- 6. Karen My plan for using CALL in the future is to familiarize students with CALL. I think it is one thing for teachers to implement CALL in the classroom, but it would be ineffective if students are not using it properly. Therefore, I think the future for CALL is for students to know what kinds of resources are out there that will help them with language learning, and maybe even be the ones to suggest to teachers which ones help them learn best.
- 7. Robin Fostering learner autonomy, go home, use computers on free time, fun, engaging manner, choices, music videos, Wikipedia, learning styles, different modes of learning, set up a pen pal program.
- 8. Celia Depends on the needs of the students, level of students teaching, and the context. But I would definitely like to incorporate intercultural communication in the classroom through CALL.
- 9. Alicia I honestly don’t know. It really depends on where I find a job following graduation. I neither want to deny students access to technology – particularly if it will help increase their employment/academic opportunities, etc. – but I am also not wholly committed to the benefits of CALL. While I cannot change the quick succession towards the rapid expansion of technology, I can selectively choose how much I want to introduce into my own classrooms, and what is appropriate for me – both for me personally and for my students.
- 10. Angelica Well, since it’s my specialization, I’m sure I’ll use it a lot. My portfolio will be talking about that, so right now I don’t have a concrete idea/plan. But social media and Web 2.0 is definitely the direction I’ll take.