Slide presentation: CALL
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CALL refers to Computer Assisted Language Learning, which is the search and study of how computers can be used for language teaching and learning through instructional applications. It is an interdisciplinary field that has emerged in the last 30 years due to advances in computer technology that have made computers smaller, faster and easier for non-specialists to use. However, the rapid introduction of new educational technologies has sometimes outpaced teachers' ability to properly evaluate them, so it is important to stay aware of developments and create ways to effectively incorporate new technologies.
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Slide presentation: CALL
CALL stands for Computer Assisted Language Learning. It involves using computers for language teaching and learning purposes, and is an interdisciplinary field that has grown out of the development of computers over the last 30 years. While computers now allow for new opportunities in education, teachers must be aware of new technologies and find ways to properly evaluate their educational impact for students.
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This document discusses the use of technology in classrooms to facilitate instruction. It outlines various types of technologies used, including computers, software, the internet, email, videos, and interactive whiteboards. Computers are identified as the most common technology, and are used for word processing, communication, research projects, and meaningful experiences like virtual field trips. The document emphasizes that technology enhances learning by improving writing skills, allowing easy access to information, and providing opportunities to communicate and interact socially.
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Call gina
Computer Assisted Language Learning (CALL) uses computer technologies like word processing, presentations, simulations, and multimedia to promote language learning. CALL includes using the internet for activities like email, chat, and browsing the World Wide Web. Teachers use CALL because it can interest and motivate learners, provide more access to information, allow flexibility in instruction, and better support individual learning styles and strategies. One use of CALL is for drill and practice, where computers provide stimulus, receive student responses, and give immediate feedback, following behaviorist learning principles. While CALL has potential, it cannot replace teachers, and its effectiveness depends on how it is used to meet language learning goals for individual students.
Technology Use Vs. Technology Integration
The document discusses the differences between technology use and technology integration in education. Technology use refers broadly to using technology like coffee machines or the internet without an educational purpose. Technology integration involves using technology like the internet or multimedia to specifically teach curriculum in an engaging way, teaching both the subject and technology skills simultaneously. The goal of technology integration is to make learning more productive and enjoyable for students by incorporating tools they already use into classroom lessons.
A General Introduction To Computer Assisted Language Learning Revised
This document provides an overview of computer-assisted language learning (CALL). It defines CALL as any use of computer technology to support language learning. CALL aims to improve teachers' productivity, material development, and education. The document discusses different approaches to CALL including interactionist and sociocultural perspectives. It also outlines the history and evolution of CALL from early academic projects to today's focus on areas like intelligent CALL, web 2.0 technologies, mobile learning, and virtual worlds.
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This document discusses the advantages and disadvantages of using computers in language classrooms. It outlines many advantages of computer-assisted language learning (CALL), including providing immediate feedback, motivating students, integrating language skills, and allowing learning outside the classroom. However, it also notes disadvantages, such as inadequate access to computers, technical problems, high costs, and the potential for computers to replace teachers. The conclusion states that while CALL provides benefits, teachers must understand both its strengths and weaknesses when deciding whether and how to incorporate computers into their English as a second language (ESL) classrooms.
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Slide presentation: CALL
CALL stands for Computer Assisted Language Learning. It involves using computers for language teaching and learning purposes, and is an interdisciplinary field that has grown out of the development of computers over the last 30 years. While computers now allow for new opportunities in education, teachers must be aware of new technologies and find ways to properly evaluate their educational impact for students.
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This document discusses the use of technology in classrooms to facilitate instruction. It outlines various types of technologies used, including computers, software, the internet, email, videos, and interactive whiteboards. Computers are identified as the most common technology, and are used for word processing, communication, research projects, and meaningful experiences like virtual field trips. The document emphasizes that technology enhances learning by improving writing skills, allowing easy access to information, and providing opportunities to communicate and interact socially.
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Call gina
Computer Assisted Language Learning (CALL) uses computer technologies like word processing, presentations, simulations, and multimedia to promote language learning. CALL includes using the internet for activities like email, chat, and browsing the World Wide Web. Teachers use CALL because it can interest and motivate learners, provide more access to information, allow flexibility in instruction, and better support individual learning styles and strategies. One use of CALL is for drill and practice, where computers provide stimulus, receive student responses, and give immediate feedback, following behaviorist learning principles. While CALL has potential, it cannot replace teachers, and its effectiveness depends on how it is used to meet language learning goals for individual students.
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The document discusses the differences between technology use and technology integration in education. Technology use refers broadly to using technology like coffee machines or the internet without an educational purpose. Technology integration involves using technology like the internet or multimedia to specifically teach curriculum in an engaging way, teaching both the subject and technology skills simultaneously. The goal of technology integration is to make learning more productive and enjoyable for students by incorporating tools they already use into classroom lessons.
A General Introduction To Computer Assisted Language Learning Revised
This document provides an overview of computer-assisted language learning (CALL). It defines CALL as any use of computer technology to support language learning. CALL aims to improve teachers' productivity, material development, and education. The document discusses different approaches to CALL including interactionist and sociocultural perspectives. It also outlines the history and evolution of CALL from early academic projects to today's focus on areas like intelligent CALL, web 2.0 technologies, mobile learning, and virtual worlds.
Computer assisted language learning (call)
This document discusses the advantages and disadvantages of using computers in language classrooms. It outlines many advantages of computer-assisted language learning (CALL), including providing immediate feedback, motivating students, integrating language skills, and allowing learning outside the classroom. However, it also notes disadvantages, such as inadequate access to computers, technical problems, high costs, and the potential for computers to replace teachers. The conclusion states that while CALL provides benefits, teachers must understand both its strengths and weaknesses when deciding whether and how to incorporate computers into their English as a second language (ESL) classrooms.
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This document summarizes the author's personal experiences with educational technology from kindergarten through college and his vision for using technology in the future. It describes the technologies used at different stages of his education, including a positive experience creating an online classroom using Blackboard software in high school. The author also discusses his goal to have students use music composition software and his dream of teaching an orchestra with electronic instruments. The main challenge of teaching with technology is identified as the time and money required.
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This document discusses the history and uses of Computer Assisted Language Learning (CALL). It explains that CALL has evolved from using computers as tutors for drills and practice, to viewing them as tools for writing, presenting, researching, and global communication. The computer can serve various roles, from offering language drills to stimulating discussion and interaction, or acting as a medium for authentic materials online. CALL approaches have shifted from behaviorist repetition drills to those based on communicative language teaching.
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The document discusses the difference between using technology in the classroom versus integrating technology. Using technology means students use it as a tutor to receive information, while integrating means students use technology as a tool to analyze and gain deeper insight. When using technology, the computer does the learning, but integrating involves students working with technology to construct their own knowledge and solve problems independently. The document argues that integrating technology engages students more in learning and forces them to think more critically compared to just using technology.
A brief history of call (computer assisted
CALL (Computer Assisted Language Learning) began in the 1950s using large mainframe computers for language learning, primarily teaching English and Russian. In the 1970s-1980s, computers classified as mainframes, mini-computers, and microcomputers started being used for language learning. Notable early projects included the PLATO system and the Athena Language Learning Project in the 1980s. Computers and CALL programs have continued advancing to improve language learning.
Call Computer Assisted Language Learning
CALL refers to using computers to assist language learning. It involves a student, teacher, and computer. The teacher's role is to instruct students on computer use, assess progress, supervise, manage resources, and provide information. Students are autonomous but teachers provide guidance. The computer acts as a tutor by providing feedback, as a resource for skills practice, and as a tool to motivate students and provide autonomy.
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1) Behavioristic CALL in the 1970s focused on drill and practice and was based on behaviorist learning theories.
2) Communicative CALL in the 1980s emphasized authentic communication over drills in response to a rejection of behaviorism.
3) Integrative CALL from the 1990s incorporated multimedia and the internet, allowing various media and hyperlinks as well as asynchronous and synchronous computer-mediated communication between language learners worldwide.
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This document discusses the difference between technology use and technology integration in education. Technology use refers to using common technological tools like computers, calculators, and projectors in the classroom on a regular basis. Technology integration involves incorporating new technologies into lessons in a way that enhances student learning, such as building a lesson around a new technology. While technology use and integration both involve technology in the classroom, integration must come first in order for a new technology to become used regularly in the classroom.
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This document discusses the three phases of computer-assisted language learning (CALL): behavioristic CALL, communicative CALL, and integrative CALL. Behavioristic CALL involved drill and practice programs while communicative CALL focused on more authentic communication based on suggestions by John Underwood. Integrative CALL aims to create a more authentic learning environment by combining different media like listening, seeing, reading, and writing into single activities using hypermedia. It allows students greater control over their learning and facilitates a focus on content while still accessing explanations of language forms or learning strategies.
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1) Behavioristic CALL in the 1950s-1970s focused on repetitive drills and practice.
2) Communicative CALL in the 1970s-1980s emphasized implicit grammar instruction and generating original student responses.
3) Integrative CALL from the 1990s onward uses multimedia like CD-ROMs and the internet to integrate language skills through authentic materials.
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these activities. As the most crucial natural resource, its utilization by humans results in different
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land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
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Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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