Chinnery, G. M. (2006). Going to the MALL: Mobile Assisted Language Learning. Language Learning & Technology, 10(1), 9-16.
Because I was not able to log in run run shaw library, I could not download the essential reading "Language Learner Behaviour in a Virtual Environment". But I read the above one instead.
It introduces how mobile learning (m-learning) work in language teaching and learning. It discusses about benefits of m-learning and challenges are reviewed. It also argues against "technology-driven pedagogy". It encourages us that we should have a thoughtful application of second language pedagogy first. Then, we consider how to effectively use of the technology tool.
The advantages and the limitations of using the portable media, such as cell phones, PDAs, iPods in language teaching and learning were introduced. Numbers of studies done by the scholars showed the practical uses of mobile technologies and supported that the tools could help learning effectively. The main limitation is that the costs to educational institutions of purchasing the tools are very high.
In HK, some schools are trying out m-learning for a particular subject and a particular class. The school was assisted by the government with a great amount of money to buy Palms for every student in that particular class. They have lessons and do projects outside the classroom with Palms. When the teachers upload the information to the Internet, all of the students can get it immediately by downloading from the Internet with their Palms. I think it s really a good idea to use a mobile media device to learn as it is fast, updated, convenient and learning is not limited by space. I can get the most updated news or information I want to learn wherever I am. But it is not common to use mobile technology in HK's classroom. The first limitation is the high cost. The second is that the teachers and students are not familiar with mobile learning.
2010年1月31日 星期日
2010年1月23日 星期六
Reading Reflection for session 3
Warschauer, M., Shetzer, H., & Meloni, C. F. (2000). Internet for English teaching: TESOL Alexandria, VA. [Chapter 7]
I'm responsible for the section on teaching guidelines.
Five teaching guidelines are introduced to help us organize our classes to achieve the goals of incorporating the Internet into teaching. They are "dual immersion", "integration", "project-based learning", "student-centred learning" and "learning with a purpose".
Dual immersion refers to students engage in learning language skills and technology skills at the same time with the teachers' help. The teacher may provide the necessary structure and support in the lesson. It is as same as an electronic literacy approach.
CALL(computer-assisted language learning) has gone through three stages: behavioristic, communicative, and integrative. Integrative CALL means using the computer naturally and regularly together with other tools and media "serving the creation of an enriched workplace for accessing resources and using language constructively" (Barson & Debski, 1996, p. 52). Internet-based activities should not be used in an isolated way. It should be involved in the entired curriculum.
Project-based learning is a kind of integrated teaching and learning. Students can solve problems and achieve their learning goals by using the Internet. The Internet activities they can learn must move beyond simple chatting or Web surfing. Teachers can require students do more on the Internet, such as on-line publication.
Student-centred learning does not mean that teacher is absent or passive but they become a guidance to lead students' learning. Curriculum should be designed according to students' needs and interests.
To use Internet with a meaningful purpose, student projects should be connected with a real-world purpose. That helps students access the important information and communicate with the real audience on Internet.
I think IT in language teaching is not new to us because the government promoted IT in teaching 10 years ago and it spent a great amount of money for schools to buy computers. That's why there is at least a computer room in every primary and secondary school. The students in teacher training programmes were required to achieve a certain level of IT skills. However, we seldom consider how to use IT to teach language in a better and efficient way. The most I consider is about project-based learning in general studies because primary students usually do at least one project for this subject every year.
I'm responsible for the section on teaching guidelines.
Five teaching guidelines are introduced to help us organize our classes to achieve the goals of incorporating the Internet into teaching. They are "dual immersion", "integration", "project-based learning", "student-centred learning" and "learning with a purpose".
Dual immersion refers to students engage in learning language skills and technology skills at the same time with the teachers' help. The teacher may provide the necessary structure and support in the lesson. It is as same as an electronic literacy approach.
CALL(computer-assisted language learning) has gone through three stages: behavioristic, communicative, and integrative. Integrative CALL means using the computer naturally and regularly together with other tools and media "serving the creation of an enriched workplace for accessing resources and using language constructively" (Barson & Debski, 1996, p. 52). Internet-based activities should not be used in an isolated way. It should be involved in the entired curriculum.
Project-based learning is a kind of integrated teaching and learning. Students can solve problems and achieve their learning goals by using the Internet. The Internet activities they can learn must move beyond simple chatting or Web surfing. Teachers can require students do more on the Internet, such as on-line publication.
Student-centred learning does not mean that teacher is absent or passive but they become a guidance to lead students' learning. Curriculum should be designed according to students' needs and interests.
To use Internet with a meaningful purpose, student projects should be connected with a real-world purpose. That helps students access the important information and communicate with the real audience on Internet.
I think IT in language teaching is not new to us because the government promoted IT in teaching 10 years ago and it spent a great amount of money for schools to buy computers. That's why there is at least a computer room in every primary and secondary school. The students in teacher training programmes were required to achieve a certain level of IT skills. However, we seldom consider how to use IT to teach language in a better and efficient way. The most I consider is about project-based learning in general studies because primary students usually do at least one project for this subject every year.
訂閱：
文章 (Atom)
