Friday, April 30, 2010
Thursday, April 29, 2010
Thursday, April 22, 2010
Monday, April 19, 2010
Reading Prompt Twelve
Reading Prompt #12
Our Final Reading Prompt!
*Ockey, G. J. (2009). Developments and Challenges in the Use of
Computer-Based Testing for Assessing Second Language Ability.
Modern Language Journal, 93(Focus Issue), 836-847.
*Cummins, P. W. & Davesne, C. L. (2009). Using Electronic Portfolios
for Second Language Assessment. Modern Language Journal, 93(Focus
Issue), 848-867.
Ockey argues that Computer based testing has failed to realize its anticipated potential. Describe and discuss on his reasons for his view, and tell why you either agree or disagree with him.
Cummins & Davesne offer an alternative to CBT with electronic portfolios. Comment on some of the ideas from this article that you'd be interested in trying out in your own classroom.
One of the problems with Computer based testing is the fact that people can take the test, such as the GRE, and then post the questions and answers for others to see. This invalidates the test. One solution would be to widen the bank of questions for the test, making it more difficult to cheat. But then the question of whether or not everyone is really getting the same test comes into question. I think that computer based testing has its problems, but I think with some trial and error they can be worked out.
I would be interested in using eportfolios in my classroom. They sort of remind me of a blog with more self analysis of ones languauge ability. I think eportfolios are a good tool for the language classroom. They help students see their progress throughout the semester.
Our Final Reading Prompt!
*Ockey, G. J. (2009). Developments and Challenges in the Use of
Computer-Based Testing for Assessing Second Language Ability.
Modern Language Journal, 93(Focus Issue), 836-847.
*Cummins, P. W. & Davesne, C. L. (2009). Using Electronic Portfolios
for Second Language Assessment. Modern Language Journal, 93(Focus
Issue), 848-867.
Ockey argues that Computer based testing has failed to realize its anticipated potential. Describe and discuss on his reasons for his view, and tell why you either agree or disagree with him.
Cummins & Davesne offer an alternative to CBT with electronic portfolios. Comment on some of the ideas from this article that you'd be interested in trying out in your own classroom.
One of the problems with Computer based testing is the fact that people can take the test, such as the GRE, and then post the questions and answers for others to see. This invalidates the test. One solution would be to widen the bank of questions for the test, making it more difficult to cheat. But then the question of whether or not everyone is really getting the same test comes into question. I think that computer based testing has its problems, but I think with some trial and error they can be worked out.
I would be interested in using eportfolios in my classroom. They sort of remind me of a blog with more self analysis of ones languauge ability. I think eportfolios are a good tool for the language classroom. They help students see their progress throughout the semester.
Thursday, April 15, 2010
Thursday, April 8, 2010
Reading Response Eleven
Share an idea of two about how you could use the ideas from Richardson with ESL students.
What is the "digital divide?' And why do Warschauer et al argue that this term may longer be applicable. What are the issues they found regarding differences in technology use with ELLs and other low socioeconomic students. What are some ways you could address this in your own schools or programs?
Richardson states in chapter six, "the collaborative construction of knowledge by those willing to contribute is redefining the ways we think about teaching and learning at every level."(Richardson p.85) By using social bookmarking in our classrooms, he says, we can "rethink the way we and our students treat the information we find." (Richardson p.91) By using sites such as Diigo we can organize the information we find on the Read/Write Web and share it collaboratively with our students. Creating a "community of researchers". (Richardson p.91) I like the idea of using Diigo in my classroom and sharing "post its" and comments on the sites we are sharing. Also, it is a great way to copy the information on a site even after the site has been taken down.
Warschauer's study showed that there are differences in the ways that computer technology is being used in low SES schools as compared to high SES schools. The high SES schools seem to be teaching their students more critical thinking skills when using computers and internet for their school work than low SES schools. For example, in one low SES classroom the students were using the web to search for sites for a project, but they weren't interpreting and synthesyzing the information they found. These skills were being taught in the high SES schools. It seems to me, that the teachers in the low SES schools had the technology they just were not teaching the higher level skills to the kids. It was not so much that there was technological divide as a skilled teacher divide. Maybe the teachers in the low SES schools were not as competent or experienced as other teachers. This problem could be solved by teacher training and just more experienced teachers in the use of technology. I think a way this could be addressed in a teaching program is to educate teachers on the uses of technology with outside training. Also, teaching more CALL classes in university programs for teachers; so teachers know all the uses and benefits of technology.
What is the "digital divide?' And why do Warschauer et al argue that this term may longer be applicable. What are the issues they found regarding differences in technology use with ELLs and other low socioeconomic students. What are some ways you could address this in your own schools or programs?
Richardson states in chapter six, "the collaborative construction of knowledge by those willing to contribute is redefining the ways we think about teaching and learning at every level."(Richardson p.85) By using social bookmarking in our classrooms, he says, we can "rethink the way we and our students treat the information we find." (Richardson p.91) By using sites such as Diigo we can organize the information we find on the Read/Write Web and share it collaboratively with our students. Creating a "community of researchers". (Richardson p.91) I like the idea of using Diigo in my classroom and sharing "post its" and comments on the sites we are sharing. Also, it is a great way to copy the information on a site even after the site has been taken down.
Warschauer's study showed that there are differences in the ways that computer technology is being used in low SES schools as compared to high SES schools. The high SES schools seem to be teaching their students more critical thinking skills when using computers and internet for their school work than low SES schools. For example, in one low SES classroom the students were using the web to search for sites for a project, but they weren't interpreting and synthesyzing the information they found. These skills were being taught in the high SES schools. It seems to me, that the teachers in the low SES schools had the technology they just were not teaching the higher level skills to the kids. It was not so much that there was technological divide as a skilled teacher divide. Maybe the teachers in the low SES schools were not as competent or experienced as other teachers. This problem could be solved by teacher training and just more experienced teachers in the use of technology. I think a way this could be addressed in a teaching program is to educate teachers on the uses of technology with outside training. Also, teaching more CALL classes in university programs for teachers; so teachers know all the uses and benefits of technology.
Thursday, April 1, 2010
Reading Response Ten
Thursday, March 25, 2010
Reading Prompt #10
*RICHARDSON Ch. 7. Fun with Flickr: Creating, Publishing, and Using Images Online
*BLACKBOARD - Kern, R. (2006). Perspectives on technology in learning and teaching languages. TESOL Quarterly, 40(1), 183-210.
After reading Richardson, what ideas do you have for using images and programs such as Flickr in the language learning classroom?
Kern gives a broad overview of issues in CALL, with specific examples from three areas and implications for teaching and research. Select and share your own thoughts and opinions on one or more issues that Kern raises.
I think Flickr would be a fun way to study vocabulary in the ESL classroom. Students could take pictures, and together, the students and teacher could label the pictures focusing on certain vocabulary. I also like Fliction where students pick a photo(or series of photos) and write a story about it. This would work well with using creative writing as a tool in the classroom to teach English.
Kern raises many issues in his article about the CALL classroom. I thought that Chapelle's work on CALL theories was interesting. For example, she thought that it was important to "ground CALL in instructed SLA theories" and she recommended the interactionist approach to SLA. She thought it would place CALL "on more solid grounding relative to other areas of applied linguistics." (Kern)I think Kern and Chapelle raise an important point here, and that CALL is made more useful in the classroom by pairing it with SLA theory.
I also thought it was interesting that CMC was called computer mediated colonization, and that CALL can be considered a western tool that imposes western values on other cultures. But Ess who called CMC western colonization also said that we can use CALL to find a middle ground where there is a "global connectivity" finding "local cultural identities".
I believe CALL is a very wonderful tool, really, for teaching ESL. It is always changing and growing, and it's uses are endless.
Reading Prompt #10
*RICHARDSON Ch. 7. Fun with Flickr: Creating, Publishing, and Using Images Online
*BLACKBOARD - Kern, R. (2006). Perspectives on technology in learning and teaching languages. TESOL Quarterly, 40(1), 183-210.
After reading Richardson, what ideas do you have for using images and programs such as Flickr in the language learning classroom?
Kern gives a broad overview of issues in CALL, with specific examples from three areas and implications for teaching and research. Select and share your own thoughts and opinions on one or more issues that Kern raises.
I think Flickr would be a fun way to study vocabulary in the ESL classroom. Students could take pictures, and together, the students and teacher could label the pictures focusing on certain vocabulary. I also like Fliction where students pick a photo(or series of photos) and write a story about it. This would work well with using creative writing as a tool in the classroom to teach English.
Kern raises many issues in his article about the CALL classroom. I thought that Chapelle's work on CALL theories was interesting. For example, she thought that it was important to "ground CALL in instructed SLA theories" and she recommended the interactionist approach to SLA. She thought it would place CALL "on more solid grounding relative to other areas of applied linguistics." (Kern)I think Kern and Chapelle raise an important point here, and that CALL is made more useful in the classroom by pairing it with SLA theory.
I also thought it was interesting that CMC was called computer mediated colonization, and that CALL can be considered a western tool that imposes western values on other cultures. But Ess who called CMC western colonization also said that we can use CALL to find a middle ground where there is a "global connectivity" finding "local cultural identities".
I believe CALL is a very wonderful tool, really, for teaching ESL. It is always changing and growing, and it's uses are endless.
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