Thursday, April 29, 2010

The Three Questions Podcast

Final course project...


My Glog

From the Podcast creation...my glogster

Wednesday, April 14, 2010

Reading Prompt 12 reply

Ockey presents valid arguments on why the full potential of CBT has failed. Regarding CATs, the possibility of violating the unidimensionality and local independence assumptions within the IRT scoring algorithm can skew the validity of the test taker’s responses. In turn, an inaccurate assessment could result. Also, until there is agreement on CAT algorithm, I agree test takers will continue to receive various test scores. I also agree on the necessity to maintain a large bank of test questions, if CAT is going to be an effective assessment system—as the test taker population represents various proficiency levels. Expert human resources in developing and implementing CAT are a must, as it demands a degree of knowledge/analysis. In the area of CBT security, valid points were raised about test takers memorizing and sharing material, verifying their identity, and hackers—all valid CBT vulnerabilities. Several pros and cons were offered in the discussion of CBT usage for language skills assessment. A blending of CBT and human raters with writing assessments was the best method to assess writing skills. Taking that idea further, with challenges across the language skills discussed, it does not make sense to rely solely on CBT for assessment purposes. There isn’t consensus in its various applications and questions of reliability and validity continue to exist. CBT should be viewed as one method of assessing SLLs, but not the sole instrument.
And that brings me to Cummins & Davesne’s article on EPs as alternative assessment tools. I would use EPs as equal partners, vice just an alternative, to assessments. I would adapt the EP format for my adult learners, as we are not in an academic school program. All 3 parts—passport, bio’, and the dossier would be included, but modified to a less academic style for my learners. Samples of written and oral activities would complement assessments of such, which would portray a more complete picture of the learners’ language proficiency in these domains. Pair/group work collaborations would be in the EPs—as learners learn from each other, this would be reflected. I would use the EPs as a method for learners to capture and view themselves in a SLA light. That could further empower learners with their SLA journey. From the assessment perspective, using EPs in my classroom would provide a richer and a more visual measure of their course progress. The concept of assessing a collection of a student’s work via EPs provides a more well-rounded method to assess motivation and progress.

Sunday, April 11, 2010

Tuscan Sunflowers


Tuscan Sunflowers
Originally uploaded by janine bone
'Bella, 'bella, bella! I love the Tuscan countryside, just outside of Firenzi, Italia. A glass of Classico Chianti and you're there!

Tuesday, April 6, 2010

Reading Prompt 11 reply

Richardson mentions ‘overwhelming’ at the end of his chapter on the social web. Couldn’t agree more, especially after reading about Diigo and del.icio.us social bookmarking tools! Maybe if I saw demos’ on them I could understand their use and value more. Twittering I get, although I don’t do it. A possible idea would be to use it as a way to chime in on a common daily event or news item. Using the L2 to comment via tweets could promote/improve informal communication skills, namely brevity and conciseness. Other than the examples cited throughout the chapter, I can’t think of any additional ways I could use any of the other tools. He mentions the collaborative uses of each, which is always welcomed and encouraged in the L2 learning classroom. I somewhat understood the tagging folksonomy mentioned, but again a demo’ would make is more understandable for me.

The digital divide involves the issue of technology and equity in our public education system. Warschauer et al. pose that instead of a digital divide today, there is a range of factors shaping technology use that in turn, reinforces education inequalities. Three issues discussed affecting the low-SES schools include performativity—the teaching of basic computer tasks versus purposeful learning w/technology. Workability, another issue, involved aspects of computer management described as being deficient at times. With that, support systems/pedagogical support were also problematic. The third issue was complexity, as viewed by many of the teachers. Due to high-stakes testing pressures, lack of home computers for all the students, and the fact that many are ELLs, integration of computers into curriculum was a complex undertaking. Along with these three issues, the lack of qualified teachers and financial support at the low-SES schools were also factors. I would suggest, as the authors do, technical training for educators, including emphasizing academic gains that can be realized. If computer labs are in place, in addition to lab time, creating computer clubs to promote usage. Monitored, w/guidelines, activities related to context area could be offered, possibly with an extra credit incentive. Motivation toward academic progression/success could be the goal. Given financial constraints w/the education system, inline with sports and special trips fundraisers, perhaps fundraisers for computers and academic training with them. To provide optimum CALL academic environments these days, innovation/thinking outside the box is warranted!

Sunday, April 4, 2010

Additional posting #5



A friend sent me this photog' of a school bus in Japan. Real or not? What do you think???

Additional posting #4

You won't believe this! The video speaks for itself, so I don't want to spoil the surprise. A couple teasers...the amount is British pounds, which is valued more than our dollar, and listen to his Alice in Wonderland mishap. First saw this on CBS Sunday Morning, a terrific show about peoples, places, and things. Enjoy the video!


Saturday, April 3, 2010

CALL Site Evaluation

1. GENERAL DESCRIPTION

Web Resource: Heinle’s Newbury House Dictionary of American English

Designed as ‘The All-in-One Essential Tool for English Language Learning’, it contains over 40,000 entries. A vocabulary building tool/on-line dictionary resource, it has simple, clear definitions with sample sentences and idioms. The Home page has a ‘Look up a word’ box which appears at the top of every page. The other pages are: Help, About the Dictionary, Suggest-a-Word, Pronunciation Guide, and Activities. The material focuses on helping ELLs build their vocabulary. All language levels can use the ‘Look up a word’ box; however, some of the other activities may be too challenging for beginners. The Suggest-a-Word page promotes user-to-publisher collaboration. If a word is missing it can be submitted with the online template provided, which includes its definitions, sample sentences, cultural notes, and any synonyms. The Activities page consists of crossword puzzles, quizzes, and an activity guide of twenty-two topic-based lessons, with true/false, multiple choices, and fill in the blank exercises. Answer keys to all the activities are provided.

2. EVALUATION

Technological Features: While there are not any delays in starting up or using the program, not all activities can be completed online: In the Activities Page, when opening any of the World Web Crosswords or Challenge Crosswords an ‘Error reading crossword file’ message appears. They can only be printed even though the Help page says they can be done online or printed. The twenty-two topic-based lessons cannot be completed online, either. The authors’ reference to having the hard copy of the book available for these lessons makes this part of the online program dependent on an external resource, and a bit cumbersome. The program has an easy user interface and a simple, clean format. It’s easy to navigate between the pages as they are always visible on the left side of the site. Another design drawback, when typing a word in the ‘Look up a word’ box it must be spelled correctly, which could pose a problem for language learners. While there is not any sound, graphics, or video, intelligent response handling occurs efficiently. Students can view their results after a quiz and can also e-mail the results to their instructor. With a computer and an internet connection, this program can be used inside or outside of the classroom.

Activities (Procedure): All the activities are sufficiently designed. With the primary activity being the dictionary feature, learners can search word meanings and usage to facilitate their language learning. With the range of activities, there’s flexibility in individual, pair, or group work assignments—promoting collaboration. Between the crosswords, quizzes, and the twenty-two topic-based lessons all in the Activities Guide, instructors have a variety of ways to have their students learn and apply vocabulary in fun ways. The nature of the content lends itself to the linguistic focus features of pronunciation, spelling, morphology, syntax, and semantics, depending on which activity in the program is being performed. All the language skills can be used with this resource, especially reading and writing. A relevant sociolinguistic aspect exists particularly with the twenty-two topic-based lessons. For example, Lesson 12, Let’s Go, is about going places; Lesson 17, Quick Assets, centers on personal finances. This resource can supplement or complement a curriculum. For example, if a reading activity has unfamiliar words, learners can research them with this resource. Or if the curriculum lesson is about personal finance targeting verb tense, Lesson 17, Quick Assets can be used to complement it.

If you are teaching how to use a dictionary, this resource could be a lesson in itself. Dictionary usage is presented in a ‘Guide to Skills and Strategies’ near the end of the Activity Guide.

Teacher Fit: In the realm of vocabulary acquisition, this learner-centered online tool is designed to achieve such. Research skills are utilized to acquire word meanings, uses, grammar, and pronunciation. Cognitive development is further enhanced through the activities, sample sentences, and idioms. Currency of today’s lexicon was evident. For example, the word server was explained with a note that more and more today it is used in place of waiter and waitress. Where computers are available, this tool would fit into any course curriculum. It can be used as a warm-up activity, pre-/post-reading activity, or as an activity on its own. Its value to the language learning classroom is vocabulary acquisition and context usage. Reinforcing learned vocabulary along with supplemental lessons and activities are available.

Learner Fit (Design): Learners at all levels of proficiency can use the dictionary word search feature. The other features are more suited to intermediate and advanced level learners. It’s an efficient reference tool for vocabulary and grammar building. Online quizzes are scored when completed. Errors are noted and feedback is provided as the questions are repeated with their correct explanatory answers. The Activity Guide Answer Key also provides corrective feedback. The topic-based crossword puzzles are recall and comprehension activities. Clicking on the ‘Solution’ link of each page provides an answer key. The instructor has flexibility with this program. For example, learners can do a crossword puzzle before or after they’ve been exposed to the topic-based words in it. They can be completed individually or in pairs. The same flexibility can be applied to the Quizzes and the lessons in the Activity Guide. The instructor can use a set of recently researched words as a quiz for recall purposes—perhaps using the word in a sentence or giving the meaning and part of speech.

3. SUMMARY

It’s a good reference tool for vocabulary acquisition/building. The Activities page needs some tweaking to allow an online/offline option—as the Help page indicates. Also, spelling can be difficult when learning L2 vocabulary; therefore, the ‘Look up a word’ box needs to be modified to allow misspellings, in the same way Google does when you type in a word or phrase.

I experimented with the entire program, including taking some of the quizzes. I answered correctly and incorrectly to obtain program feedback. Aside from my recommended improvements, I would use this program and recommend others use it also. It’s an electronic method for vocabulary research. If learners are not comfortable with computers, this is a simple and easy web resource to improve their confidence with such. It is a useful tool for ELLs.


4. PRODUCER DETAILS

http://nhd.heinle.com/Home.aspx

Thursday, April 1, 2010

Monday, March 29, 2010

Reading Prompt 10 reply

Richardson shared several interesting ways to use Flickr as a fun way to learn in the language learning classroom. Similar to the model of J. Goodall’s camp in Africa, a flower or vegetable garden in a student’s backyard would be one idea. This would include using the annotation tool to identify the different features of the garden. Or creating a Flickr photo of a flower and using the annotation tool to describe the different parts of the flower, including its stem. Another idea I might use with my adult ELLs is to take a poem or any short text and link Flickr photos to tagable words. This could be done in pairs or groups to promote interaction and collaboration. And…it could be a learning tool for increased vocabulary acquisition as well. Richardson barely scratched the surface on using Flickr in the classroom.

Kern’s discussion of electronic literacies fascinated me. Sociocultural context of CALL does shape the nature of online teaching and learning. Electronic literacies seem to be a by-product of CALL. After re-reading the concept of textual identity from Lam’s research of Chinese students, I see their development of new identities not only from their online usage and discourse. Escapism from their government-run state that subverts individualism is likely at work here, too. The internet has come to serve as a mask for their self-expression. Many people in our country and around the world have also developed textual identities online (for various reasons), and teachers (and parents) need to be aware of such. Psychologist perspective is needed to further research this phenomenon of textual identity. Moving on, Multimodal texts are excellent learning tools, largely due to the logics involved. Digital storytelling, as with our final projects, involves using various modalities to compose a product. I think learners need a certain degree of L2 composition knowledge and experience before venturing into multimedia authoring. Going full circle, multimedia authoring can further enhance their off-line literacy skills. While I’m not sure about the identity construction angle of internet literacies, online learning can be beneficial to SLLs. More qualitative research and longitudinal studies involving Chapelle’s suggested research teams is definitely needed. Pedagogically, smart decisions about how to integrate electronic literacies into a curriculum is essential toward fully developing L2 literacy. I don’t think traditional classroom literacy teaching is sufficient today.

Sunday, March 28, 2010

Additional posting #3

Our Texas Bluebonnets

It's that time of year again, and I've been hearing talk on the local news and just in general about the legality of picking Bluebonnets. The myth is it is illegal to pick'em. The truth is no, it's not illegal. I was researching this online, through my RSS feed and otherwise, and came across an "official" article on it, which I've added below. So, for those of you that enjoy getting out to see the Bluebonnet fields and for those of you new to this area, enjoy this season! After their absence last spring due to the drought, they are a welcome sight, once again!

© 2000-2010 Texas Department of Public Safety.
Each Texas springtime brings flowers to fields and roadsides and a question to the minds of nature lovers - is it really illegal to pick bluebonnets?
The answer is no - there is no law against picking our State Flower. However, there are laws against criminal trespass so make sure you're not on private property when you stop to take your annual kids-in-the-bluebonnets photo.
There are laws against damaging or destroying rights-of-way and government property -so pick a few flowers, but don't dig up clumps of them and don't drive your vehicle into the midst of them. Remember, Mother Nature and in many cases, your fellow Texans, scattered wildflower seeds along medians and roadways so that everyone could enjoy spring flowers.
For the safety of yourself and others, as well as to limit your ticketability:

There are laws against impeding traffic - so be careful about slowing down to enjoy the view. Pick areas with light traffic conditions for stopping.

Signal before leaving or entering the roadway.

Park off the roadway (off of improved shoulders), parallel to the road in the direction of traffic, on the same side of the roadway that the flowers are on. Don't walk or run across lanes of traffic to get to the flowers.

Obey signs that prohibit parking on a particular stretch of roadway.

And remember that in addition to a ticket, snakes and fire ants also could put more blue in your day than you bargained for.

http://www.txdps.state.tx.us/director_staff/public_information/pr032602.htm

Saturday, March 27, 2010

Additional Posting #2

Top 10 Low Pass Flybys of All Time



Check out number 3! The guy has nerves of steel. Blame all this flying stuff on Wilbur and Orville Wright! Some 20 plus years ago while stationed at Incirlik Air Base, Turkey, having won a recognition program, I received an "F-16 Incentive Ride", in the back seat of one. The takeoff was just as low and fast as the low passes in the video. It was amazing to say the least!

Additional Posting #1

King George is coming home...

If you're a huge country-western music fan, King George/El Rey is finishing up his annual tour here in San Antonio on May 1st. If you don't listen to country music you might ask "Who is King George/El Rey?" He's GEORGE STRAIT...the king of country music...with over 57 number 1 hits! Reba, LeeAnn Womack, and the Randy Rogers Band will peform as well. It'll be a great, fantastic, Wrangler wearing, boot stompin' concert for sure! Yes, I'm going...got great seats...and yes I'm excited! This'll be my fifth time seeing King George and second time seeing Reba! First time for LeeAnn...love her great voice...she can do a ballad!

Thursday, March 25, 2010

You Tube video "Gotta Keep Reading" w/comments



I came across this You Tube video when I heard on the news a middle school did a video to promote reading using a very recent mega hit pop song. Ocoee Middle School in Florida did a parody of the Black Eyed Peas mega hit "I Gotta Feeling". Apparently the school got the idea after hearing the Black Eyed Peas sing their song on Oprah's recent kickoff to her new TV season. In what's called a Flash Mob Dance the audience participates in the singing of the song. Back to the school, they changed the title of the song to "Gotta Keep Reading", with the melody being "Gotta keep reading cuz’ this book's gonna’ be a good book." They do a great version of the Flash Mob Dance. Their version of the song mentions ideas like "turn off the TV", "collaborate", "graduate", "reading...smart", "entertained" "feed your brain", etc. This is a really neat video...it's about kids using multimedia to promote reading to other kids (viewers of the video). It's about collaboration, inspiration, and teamwork. Brilliant idea and it's fun to watch! Hope you enjoyed it as much as I did...

Saturday, March 20, 2010

Reading Prompt 9 reply

Corpus linguistics is defined the same by Barbierie and Conrad, with Conrad going into a great deal more detail. In its simplest definition it’s “the study of language that relies on computer-assisted techniques to analyze large, principled databases of naturally occurring language”. Conrad delves further and comments its changing grammar research. Corpus-based research looks at grammatical patterns as they vary across registers. It also can be used to research connections between grammar and the lexicon—lexicogrammatical connection. Conrad mentions a third use of corpus linguistics is that it will allow grammar teaching to become more focused on conditions of use.
I didn’t see in either article discussion teacher excitement about corpus linguistics. Rather Conrad’s excitement about it was seen throughout her article. Her examples were great illustrations of the value of corpora. She makes a good point that corpora research could give teachers and texts a clearer understanding of typical uses of words/clauses, rather than having to rely on judgments of grammatical accuracy. Another good point is that teachers and teachers-in-training need to be targeted more to spread the word of “corpus-based research”.
I could envision using corpora to supplement textbook series based-lessons and classroom activities. My corpus-based research could focus on register variation of target words that can be confusing to my learners. Or perhaps frequency patterns could be analyzed to help me decide if emphasis is needed in the classroom. For advanced level students, viewing corpora could be learning lessons themselves. Depending on the target word(s)/clause, objectives could be conditions of use, register variation or frequency patterns. After reading both articles, corpus linguistics definitely has a place in the TESOL arena. It is a new view of grammar and should be infused into grammar teaching, as a compliment, but not a replacement of such.

CALL article with commentary

English Teachers' Barriers to the Use of Computer-assisted Language Learning
Kuang-wu Lee
Johnny [at] hcu.edu.tw
Hsuan Chuang University (Hsinchu, Taiwan)
Computers have been used for language teaching ever since the 1960's. This 40-year period can be divided into three main stages: behaviorist CALL, communicative CALL, and integrative CALL. Each stage corresponds to a certain level of technology and certain pedagogical theories. The reasons for using Computer-assisted Language Learning include: (a) experiential learning, (b) motivation, (c) enhance student achievement, (d) authentic materials for study, (e) greater interaction, (f) individualization, (g) independence from a single source of information, and (h) global understanding. The barriers inhibiting the practice of Computer-assisted Language Learning can be classified in the following common categories: (a) financial barriers, (b) availability of computer hardware and software, (c) technical and theoretical knowledge, and (d) acceptance of the technology.
Introduction
In the last few years the number of teachers using Computer-assisted Language Learning (CALL) has increased markedly and numerous articles have been written about the role of technology in education in the 21st century. Although the potential of the Internet for educational use has not been fully explored yet and the average school still makes limited use of computers, it is obvious that we have entered a new information age in which the links between technology and TEFL have already been established.
In the early 90's education started being affected by the introduction of word processors in schools, colleges and universities. This mainly had to do with written assignments. The development of the Internet brought about a revolution in the teachers' perspective, as the teaching tools offered through the Internet were gradually becoming more reliable. Nowadays, the Internet is gaining immense popularity in foreign language teaching and more and more educators and learners are embracing it.

The History of CALL
Computers have been used for language teaching ever since the 1960's. According to Warschauer & Healey (1998), this 40-year period can be divided into three main stages: behaviorist CALL, communicative CALL, and integrative CALL. Each stage corresponds to a certain level of technology and certain pedagogical theories.
Behaviorist CALL
In the 1960's and 1970's the first form of computer-assisted Language Learning featured repetitive language drills, the so-called drill-and-practice method. It was based on the behaviorist learning model and as such the computer was viewed as little more than a mechanical tutor that never grew tired. Behaviorist CALL was first designed and implemented in the era of the mainframe and the best-known tutorial system, PLATO, ran on its own special hardware. It was mainly used for extensive drills, explicit grammar instruction, and translation tests (Ahmad, et al., 1985).
Communicative CALL
Communicative CALL emerged in the 1970's and 1980's as a reaction to the behaviorist approach to language learning. Proponents of communicative CALL rejected behaviorist approaches at both the theoretical and pedagogical level. They stressed that CALL should focus more on using forms rather than on the forms themselves. Grammar should be taught implicitly and students should be encouraged to generate original utterances instead of manipulating prefabricated forms (Jones & Fortescue, 1987; Philips, 1987). This form of computer-based instruction corresponded to cognitive theories which recognized that learning was a creative process of discovery, expression, and development. The mainframe was replaced by personal computers that allowed greater possibilities for individual work. Popular CALL software in this era included text reconstruction programmers and simulations.
Integrative CALL
The last stage of computer-assisted Language Learning is integrative CALL. Communicative CALL was criticized for using the computer in an ad hoc and disconnected fashion and using the computer made 'a greater contribution to marginal rather than central elements' of language learning (Kenning & Kenning, 1990: 90). Teachers have moved away from a cognitive view of communicative language teaching to a socio-cognitive view that emphasizes real language use in a meaningful, authentic context. Integrative CALL seeks both to integrate the various skills of language learning (listening, speaking, writing, and reading) and to integrate technology more fully into language teaching (Warschauer & Healey, 1998). To this end the multimedia-networked computer provides a range of informational, communicative, and publishing tools that are potentially available to every student.
Why Use CALL?
Research and practice suggest that, appropriately implemented, network-based technology can contribute significantly to:

Experiential Learning
The World Wide Web makes it possible for students to tackle a huge amount of human experience. In such a way, they can learn by doing things themselves. They become the creators not just the receivers of knowledge. As the way information is presented is not linear, users develop thinking skills and choose what to explore.

Motivation
Computers are most popular among students either because they are associated with fun and games or because they are considered to be fashionable. Student motivation is therefore increased, especially whenever a variety of activities are offered, which make them feel more independent.

Enhanced Student Achievement
Network-based instruction can help pupils strengthen their linguistic skills by positively affecting their learning attitude and by helping them build self-instruction strategies and promote their self-confidence.

Authentic Materials for Study
All students can use various resources of authentic reading materials either at school or from their home. Those materials can be accessed 24 hours a day at a relatively low cost.

Greater Interaction
Random access to Web pages breaks the linear flow of instruction. By sending E-mail and joining newsgroups, EFL students can communicate with people they have never met. They can also interact with their own classmates. Furthermore, some Internet activities give students positive and negative feedback by automatically correcting their on-line exercises.

Individualization
Shy or inhibited students can be greatly benefited by individualized, student-centered collaborative learning. High fliers can also realize their full potential without preventing their peers from working at their own pace.

Independence from a Single Source of Information
Although students can still use their books, they are given the chance to escape from canned knowledge and discover thousands of information sources. As a result, their education fulfils the need for interdisciplinary learning in a multicultural world.

Global Understanding
A foreign language is studied in a cultural context. In a world where the use of the Internet becomes more and more widespread, an English Language teacher's duty is to facilitate students' access to the web and make them feel citizens of a global classroom, practicing communication on a global level.
What Can We Do With CALL?
There is a wide range of on-line applications which are already available for use in the foreign language class. These include dictionaries and encyclopedias, links for teachers, chat-rooms, pronunciation tutors, grammar and vocabulary quizzes, games and puzzles, literary extracts. The World Wide Web (WWW) is a virtual library of information that can be accessed by any user around the clock. If someone wants to read or listen to the news, for example, there are a number of sources offering the latest news either printed or recorded. The most important newspapers and magazines in the world are available on-line and the same is the case with radio and TV channels.
Another example is communicating with electronic pen friends, something that most students would enjoy. Teachers should explain how it all works and help students find their keypals. Two EFL classes from different countries can arrange to send E-mail regularly to one another. This can be done quite easily thanks to the web sites providing lists of students looking for communication. It is also possible for two or more students to join a chat-room and talk on-line through E-mail. .

Another network-based EFL activity could be project writing. By working for a project a pupil can construct knowledge rather that only receive it. Students can work on their own, in groups of two or in larger teams, in order to write an assignment, the size of which may vary according to the objectives set by the instructor. A variety of sources can be used besides the Internet such as school libraries, encyclopedias, reference books etc. The Internet itself can provide a lot of food for thought. The final outcome of their research can be typed using a word processor. A word processor can be used in writing compositions, in preparing a class newsletter or in producing a school home page. In such a Web page students can publish their project work so that it can reach a wider audience. That makes them feel more responsible for the final product and consequently makes them work more laboriously.

The Internet and the rise of computer-mediated communication in particular have reshaped the uses of computers for language learning. The recent shift to global information-based economies means that students will need to learn how to deal with large amounts of information and have to be able to communicate across languages and cultures. At the same time, the role of the teacher has changed as well. Teachers are not the only source of information any more, but act as facilitators so that students can actively interpret and organize the information they are given, fitting it into prior knowledge (Dole, et al., 1991). Students have become active participants in learning and are encouraged to be explorers and creators of language rather than passive recipients of it (Brown, 1991). Integrative CALL stresses these issues and additionally lets learners of a language communicate inexpensively with other learners or native speakers. As such, it combines information processing, communication, use of authentic language, and learner autonomy, all of which are of major importance in current language learning theories.

Teachers' Barriers to the Use of Computer-assisted Language Learning
The barriers inhibiting the practice of Computer-assisted Language Learning can be classified in the following common categories (a) financial barriers, (b) availability of computer hardware and software, (c) technical and theoretical knowledge, and (d) acceptance of the technology.
Financial Barriers
Financial barriers are mentioned most frequently in the literature by language education practitioners. They include the cost of hardware, software, maintenance (particular of the most advanced equipment), and extend to some staff development. Froke (1994b) said, "concerning the money, the challenge was unique because of the nature of the technology." Existing universities policies and procedures for budgeting and accounting were well advanced for classroom instruction. The costs of media were accounted for in the university as a part of the cost of instruction. Though the initial investment in hardware is high, inhibiting institutions' introduction of advance technologies; but Hooper (1995) recommends that the cost of computers will be so low that they will be available in most schools and homes in the future.
Lewis et al. (1994) indicate three conditions under which Computer-assisted Learning and other technologies can be cost-effectiveness: Computer-assisted Learning costs the same as conventional instruction but ends up with producing higher achievement in the same amount of instructional time, it results in students achieving the same level but in less time. These authors indicate that in examples where costs of using technologies in education are calculated, they are usually understand because the value of factors, such as faculty time and cost of equipment utilization, is ignored (McClelland, 1996).

Herschbach (1994) argues firmly that new technologies are add-on expenses and will not, in many cases, lower the cost of providing educational services. He stated that that the new technologies probably will not replace the teachers, but will supplement their efforts, as has been the pattern with other technologies. The technologies will not decrease educational costs or increase teacher productivity as currently used. Low usage causes the cost barrier. Computers, interactive instruction TV, and other devices are used very few hours of the day, week, or month. Either the number of learners or the amount of time learners apply the technology must be increased substantially to approach the concept of cost-effectiveness. There are other more quick and less expensive ways of reducing costs, no matter how inexpensive the technology being used (Kincaid, McEachron, & McKinney,1994.

Availability of Computer Hardware and Software
The most significant aspects of computer are hardware and software. Availability of high quality software is the most pressing challenge in applying the new technologies in education (Herschbach, 1994; Miller, 1997; Office of Technology Assessment, 1995; Noreburg & Lundblad, 1997). Underlying this problem is a lack of knowledge of what elements in software will promote different kinds of learning. There are few educators skilled in designing it because software development is costly and time-consuming (McClelland, 1996).
McClelland (1996) indicated having sufficient hardware in locations where learners have access to it problematic and is, of course, partly a financial problem. Computer hardware and software compatibility goes on to be a significant problem. Choosing hardware is difficult because of the many choices of systems to be used in delivering education, the delivery of equipment, and the rapid changes in technology.

Technical and Theoretical Knowledge
A lack of technical and theoretical knowledge is another barrier to the use of Computer-assisted Language Learning technology. Not only is there a shortage of knowledge about developing software to promote learning, as shown above, but many instructors do not understand how to use the new technologies. Furthermore, little is known about integrating these new means of learning into an overall plan. In the communication between McClelland and C. Dede (1995), Dede indicated the more powerful technologies, such as artificial intelligence in computers, might promote learning of higher-order cognitive skills that are difficult to access with today's evaluation procedures and, therefore, the resulting pedagogical gains may be under-valued. Improper use of technologies can affect both the teacher and learner negatively (Office of Technical Assessment, 1995).
Acceptance of Technologies
We live in a time change. Gelatt (1995) stated that change itself has changed. Change has become so rapid, so turbulent, and so unpredictable that is now called "white water" change (p.10). Murphy & Terry (1998a) indicated the current of change move so quickly that they destroy what was considered the norm in the past, and by doing so, create new opportunities. But, there is a natural tendency for organizations to resist change. Wrong conceptions about the use of technology limit innovation and threaten teachers' job and security (Zuber-Skerritt, 1994). Instructors are tend not to use technologies that require substantially more preparation time, and it is tough to provide instructors and learners access to technologies that are easy to use (Herschbach, 1994).
Engaging in Computer-assisted Language Learning is a continuing challenge that requires time and commitment. As we approach the 21st century, we realize that technology as such is not the answer to all our problems. What really matters is how we use technology. Computers can/will never substitute teachers but they offer new opportunities for better language practice. They may actually make the process of language learning significantly richer and play a key role in the reform of a country's educational system. The next generation of students will feel a lot more confident with information technology than we do. As a result, they will also be able to use the Internet to communicate more effectively, practice language skills more thoroughly and solve language learning problems more easily.

Reference
Benson, G. M., Jr. (1996). Combining Computer Assisted Instruction (CAI) and a live TV teacher to extend learning opportunities into the home. A learning productivity research and developmental project of the research foundation of the State University of New York and Instructional Systems Inc. Albany, NY: Instructional Systems Inc., State University of New York. (ERIC Doc. ED359936).
Belisle, Ron, E-mail Activities in the ESL Writing Class, The Internet TESL Journal, Vol. II, No. 12, December 1996
http://iteslj.org/Articles/Belisle-Email.html
Boswood, Tim(editor), New Ways of Using Computers in Language Teaching, TESOL, 1997.
Bush,M.D., R.M.Terry(editors.), Technology-Enhanced Language Learning, 1996.
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Monday, March 8, 2010

Reading Prompt 8 reply

All the technologies Levy & Stockwell discuss have their pluses and minuses. E-mail and video conferencing are the only technologies I’ve ever used. I can see why e-mail is the most popular, as many language learners are already using it to communicate. Through tandem exchanges it’s a simple and efficient way for learners to access authentic/target language. The (delayed) synchronous aspect of chat allows it to most closely resemble face-to-face interaction. I’ve never seen a MOO and after reading about it, I’m assuming it could be a fun way of experimenting with a second language. From my Air Force days, I’m familiar with VTC (video-teleconferencing) and agree it’s a potentially powerful language learning tool. Verbal and non-verbal language skills can be practiced/observed with this technology.
Collectively, these technology resources’ most promising feature is their capability to expand learners’ exposure to the target language through authentic language interaction with NS interlocutors. A major pedagogical consideration is knowing the features each type of CMC can offer, before deciding on which one would best suit the learning objective. With that, the technological and language proficiency skills of the learners should also guide pedagogical decisions about which CMC tool is the best choice: synchronous (MOOs & conferencing), delayed synchronous (chat), or asynchronous (e-mail) CMC tool. Linguistic progress can occur with sufficient participation, but I think CMC requires more attention to manage it as compared to textbooks or more traditional language learning instruments. Not a bad thing necessarily, but teachers simply need to be aware of this as they venture into the CMC arena.
Dr. Sauro’s research compared metalinguistic feedback versus recasts and found that one was not significantly more effective than the other for immediate or sustained gains in target form knowledge. The pedagogical implication is that feedback is still a critical part of language learning, whether the learning is via CALL or face-to-face. Knowing your learner type(s) and the learning objectives should be considerations when choosing type of feedback.

Wednesday, March 3, 2010

Reading Prompt 7 reply

Results of Grgurovic & Hegelheimer’s study revealed a couple things about the ‘help options’ choices—using subtitles and/or using a transcript, or not using help at all. Subtitles were used more frequently and longer than the transcript; the higher proficient group more so than the lower proficient group. Possible rationale for subtitles preference was that participants were predisposed to such in daily life, for example watching TV with subtitles. Along with that finding, the ‘help options’ were not used as the researchers had anticipated. This occurred more so with members in the lower proficient group whose non-interaction resulted in the weakest performance. A couple implications from this study were raised. The best solution is to offer choice to students as this study did, including adding an option to skip help altogether to accommodate various learning styles/preferences. The other implication involves how to encourage ‘help options’ usage on future CALL designed activities of this nature, if help use is found to be beneficial. Using software demos and tutorials were ideas mentioned to promote such, along with creating CALL tasks requiring help use.
Levy’s chapter on practice contains lots of practical information and issues to consider when employing CALL to language skills and areas. My first consideration would be to define my language-learning objective. For example, is it text comprehension? Or perhaps grammar usage? Only then does CALL become a tool of choice. As Levy points out, a common trap for many teachers is to consider the computer first and then a lesson objective. I think the chapter conclusion sums up the practice of CALL best. Namely, that CALL is multifaceted with a variety of technologies, materials, and resources. In the same way many L2 teachers select material appropriate for the curriculum and their students, CALL should be managed the same way. With that, essential to CALL practice is knowing your learners in terms of their linguistic and technology skills, along with their backgrounds. Good common sensical stuff!

Friday, February 26, 2010

Reading Prompt 5 reply

I don’t have an iPod or any other type of .mp3 player. My only experience with an iPod was borrowing a friend’s when I went on vacation. I ended up only listening to songs 3 times over a 3 week period. Checking out this ‘gadget’ gave me the opportunity to see if I would want one. I just didn’t get the fever. Knowing myself, I don’t have a need for gadgets. However, after reading Richardson’s chapter and the two articles, I do see value in using them for language learning/acquisition purposes.
McQuillan gives us several instances of podcasting in L2 classes. That iPods can offer students contextual support in the TL is amazing. In contrast with ESL textbook series, iPod downloads are always going to be current. The various features of an iPod make it a flexible resource for teachers. If listening is the lesson objective, the audio-only input can be utilized. For a reading lesson, iPod with text can be used, with the added support of audio and video.
Across the readings several ideas grabbed my attention. If I and my adult ESL students had iPods, accessing ‘ESL Podcast’ McQuillan mentions, along with ‘VOA Special English’ podcasts would be attempted. Both are current and relevant English programs the ESL learners would enjoy socially and academically. In Stansbury’s article, Poli’s use of the iPod for English music listening activities is a great idea. Be it grammar, spelling, and/or progressive verbs activities, it’s a fun and engaging way for students to practice and further English language acquisition. For individual student projects McQuillan discusses keeping an ‘audio diary’. This would be a great way for learners to speak and hear their voices, and in turn improve their English language speaking ability. Add to all the iPod English language uses, its portability allows students to practice beyond the classroom, easily and repetitively. The museum field trip illustrated a great way to record the experience with an iPod. Together the readings showed iPod usage yielded better success with language acquisition than the more traditional methods. Who knew an iPod could be a language learning tool!

Monday, February 15, 2010

Reading Prompt 4 reply

The integration aspect involved in the design of CALL products is an important issue to consider. Design of CALL products is a complex, evolving process that requires integration of ideas and elements for success. Levy discusses three perspectives designers need to understand in CALL development. The language teacher’s perspective requires considering how to integrate classroom traditional learning with computer learning—in or outside of the classroom. If able to, designing a curriculum as a guide or template seems to be the best route to allow flexibility in using CALL. The idea of horizontal integration from the language learners’ perspective is essential to CALL design also. Knowing learners’ technical backgrounds, experience, and predispositions is necessary to determine the amount of learner training required when designing CALL activities. An institution-wide perspective is the third one that involves what can be referred to as vertical integration—the policies, technical support, and learning environment of institutions. These areas are necessary considerations in designing university LMS’, for example. Together these three perspectives emphasize the need to integrate various components in designing CALL products.
Richardson’s chapter on RSS feeds was very informative and useful! With my adult ESL students I would be interested in using a couple RSS feeds. One might be on the topic of the recently devastating Haiti earthquake. It’s a relevant current event item that stirs thoughts, emotions, and ideas for many people. Using the various articles from newspapers, blogs, and/or volunteer organizations could be CALL tools to improve/practice critical reading and thinking, collaboration skills, and vocabulary growth. Another RSS feed might be on American culture. Again, a relevant topic of interest with the same language learning applications as the first RSS feed idea. As for myself, there are endless topics that interest me. Word of the Day feeds, news feeds, travel feeds, Texas Hill Country feeds, to name a few. I definitely see the power in RSS feeds!

Tuesday, February 2, 2010

Reading Prompt 3 reply

Soares discovered several challenges with her classroom blog. Students were motivated to read it in class but not outside the classroom. She questioned if they perceived it as a learning tool and if this was true of other students. Through Exploratory Practice and two PEPAs she was able to analyze issues and learn. Her first PEPA was a class discussion about the purpose and need of the blog. Answers indicated her students understood the blog was a learning tool to practice English and interact with other speakers. The motivation, however, was still not there and she found this to be true with other class blogs she visited. From her online survey with other teachers she was able to learn that levels of cognitive development and linguistic proficiency seem to be a factor, along with degree of student input. Student self-expression and interaction with real readers seem to trump linguistic accuracy. Reading posts versus commenting on them were preferred by most students. From her second PEPA of two tasks, Task 1 was a blogging activity involving the class blog and another random blog site. This task was teacher monitored, with some guidance and degree of student autonomy. A reflection activity of Task 1, Task 2 revealed the students were more apt to interact with their own blog vice an outside ‘stranger’ blog. Through these two activities motivation in blogging increased. Lessons learned for future use included trial blogs and understanding the technology involved before introducing one into the classroom, a tutorial and some hands-on demos’ of activities, recognizing there is diverse student blogging experience, and more in-class blogging to spur motivation beyond the classroom.
Without any expertise in this area, after reviewing all the technologies Levy describes, Nagata’s BONZAI is an ILTS I would want to explore for possible use. This AI seems to contain a multitude of language learning tools—lexicon, morphological generator, and a syntactic parser to name a few. Providing detailed feedback of errors made and that it contains a listening component are a couple features that make it holistic learning in a sense. I would use this program to compliment language learning in the classroom, perhaps as a progress check over the course duration. A major consideration would have to be the linguistic proficiency level of the learners, ideally intermediate to advanced learners. Also, their technology expertise level would play a role. Regarding the program itself, a consideration would have to be the cost balanced against its need in achieving learning objectives. Interesting reading for sure.

Sunday, January 24, 2010

Reading Prompt 2 reply

The eight optimal conditions for classroom language learning Egbert describes can be fulfilled with blogging as a tool. With my limited blog knowledge, an example is the best way for me to illustrate such. With college level ELLs in the U.S., a blogging activity could be the recent Haiti earthquake. An authentic task, the teacher posts two questions: How does the tragedy in Haiti make you feel? What word(s) would you use to describe what happened there? After all have read the questions, the teacher elicits 3-4 students to answer on the class blog, perhaps due the next day of class. The next step is for the remaining students to individually read the posted answers and individually choose one to comment on, perhaps due the following day of class. Responses could be agreeing, disagreeing, and/or adding new thoughts. Group discussion and feedback from the teacher and fellow students occurs next. Having already had lessons on adjectives, the language learning goal here is to use words that describe emotions and describe the event itself. If expanding the activity is feasible, divide the students into teams and assign a category of needs (e.g., food, bedding, clothes, and personal hygiene) necessary for the survivors. The task would be to develop, and then post, a prioritized list of items necessary to support ongoing recovery efforts. Language learning aspects of collaboration, critical thinking, and perhaps negotiation of meaning are employed here.
In using the blog as a tool for an ESL activity, it allows the ELLs to use the target language (TL) in a community forum. In my example, using adjectives and developing the item lists promotes creative and critical thought. This activity represents a real-world event emulating the challenges of self-expression and problem-solving (with the expansion activity). Lastly, a certain degree of autonomy is employed as the answers to the two questions are not restrictive. This is a text activity on the blog. As I learn more about blogging activities will probably become more creative.
Creating my blog and learning about blogging was a positive experience for me. Not a “blogger” myself, it’s important personally and professionally that I open my mind to Web blogs as they can be a valuable tool in the classroom. They certainly enhance and improve communication, be it between teacher and student(s) and between students. It seems due to their “public power” students will be more apt to do their best. In the ESL arena, I hope to blog about World Englishes, listening skills which I feel are neglected in many ESL classes, and the discussion about native speaker versus non-native speaker teachers. Beyond ESL, I may blog about traveling, country-western music and lifestyle, old Hollywood movies and perhaps current events.

Reading Prompt 1 reply

Answering the first three questions, I have had zero experience with blogs prior to this class.

Applying Richardson’s suggestions for classroom uses of weblogs with ELL students, the language level and computer skills level would have to be the first two considerations. I liked the class blog idea as it promotes collaboration, which is an essential aspect for classroom ELLs. Sharing a blog motivates learners to read and write, thus contributing to the learning process as a team. In the same way, we are doing prompt replies in this course. Back to ELL students, vocabulary activities, grammar games, online readings for reading and responding, a literature circle, linking your class with another, reactions to questions, ideas, and opinions are ideas from Richardson that could be used effectively, again, given the language level and computer skills of the learners. These activities can build vocabulary knowledge, improve grammar usage, and increase their literacy skills through stimulation of critical thinking and in turn writing.

From Levy’s chapter on CALL software evaluation, I would want to see the teacher fit component addressed in an evaluation. It seems logical, that I as an ESL teacher would want to see the approach of the program and ensure I understand its application and benefit to my ELLs before using it in the classroom. I would want to assess the design of the program, its linguistic accuracy, the communicative context of phonological features, and the sociocultural content of the program. In sum, the relevance of the program in complementing/enhancing the course of instruction would be my priority in deciding on its usage in the classroom. In a recent high beginner level adult ESL class I used the CD accompanying the Side by Side textbook series. Listening exercises were the focus affording the students the opportunity to practice and assess their listening skills. We all found the CD exercises beneficial to the lessons at hand

Thursday, January 21, 2010

First time on the blog!

Me and technology...what a pair! For academic purposes I see the value of blogging. However, not convinced for personal purposes.