- Educational Uses of Second Life
- http://tw.youtube.com/watch?v=qOFU9oUF2HA&feature=related
- Computer Assisted Debate (CAD)
- http://tw.youtube.com/watch?v=uCQnJOHMeks
2008/06/27
How can technology help learning
Language learning website Evaluation
Lang-8
http://www.lang-8.com
Fit for all level learners
This website is designed for learners who want to practice their writing skills. It provides six languages for you to choose - English, Japanese, Simplified Chinese, Traditional Chinese, Spanish and Korean. For example, if you are a traditional Chinese native speaker, you can choose traditional Chinese interface so that all instruction will be presented in traditional Chinese.
This website itself doesn’t provide a very clear introduction. However, once you register for the lang-8 members, they will receive a greeting letter and which contains a brief introduction of Lang-8. Besides, you can also get the access to watch a video about error correction. http://lang-8.com/instruction/correction_en.htm (Error correction)
Lang-8 is a community website where you can communicate and
find friends from all over the world.
In the process, you can better your language abilities by getting your
posts corrected by native speakers, and by correcting the posts of other
users that are in your native language. It is a unique, fun, give and take
community that will knock your socks off when it comes to language learning.
Here’s another Lang-8 introductory film created by one of Lang-8 members. http://tw.youtube.com/watch?v=aitMjybzcYU
Lang-8 provides a free space for language learners to learn from each other. There were two major characteristics of this website. First of all, it provides interaction for language learners and real audiences. It is especially benefits for EFL learners who don’t have the chance to interact with native speakers after school. Second, it provides a low-anxiety and friendly learning environment. Learners can easily accept error correction without embarrassing, because no one knows who you are in the real life. In addition, there is no due-day, or specific topic, learners can write whenever and whatever they like. They have much freedom.
This website is a non-profit language learning website, so all kinds of people can be members. People master in different languages can contribute their expertise to help different language learners. There is no practice or assessment. All you can do is post your journal articles and then people will give you feedbacks and help correct the grammatical errors. It is much like a self-service community. As a new member of this website, I will say it is a little difficult for me to get acquainted with the user interface. I think it will be better to categorize different language journals so that new users can choose the articles according to the different language catalogues.
Overall, it is a great website for learners who want to improve their writing skills.
http://www.lang-8.com
Fit for all level learners
This website is designed for learners who want to practice their writing skills. It provides six languages for you to choose - English, Japanese, Simplified Chinese, Traditional Chinese, Spanish and Korean. For example, if you are a traditional Chinese native speaker, you can choose traditional Chinese interface so that all instruction will be presented in traditional Chinese.
This website itself doesn’t provide a very clear introduction. However, once you register for the lang-8 members, they will receive a greeting letter and which contains a brief introduction of Lang-8. Besides, you can also get the access to watch a video about error correction. http://lang-8.com/instruction/correction_en.htm (Error correction)
Lang-8 is a community website where you can communicate and
find friends from all over the world.
In the process, you can better your language abilities by getting your
posts corrected by native speakers, and by correcting the posts of other
users that are in your native language. It is a unique, fun, give and take
community that will knock your socks off when it comes to language learning.
Here’s another Lang-8 introductory film created by one of Lang-8 members. http://tw.youtube.com/watch?v=aitMjybzcYU
Lang-8 provides a free space for language learners to learn from each other. There were two major characteristics of this website. First of all, it provides interaction for language learners and real audiences. It is especially benefits for EFL learners who don’t have the chance to interact with native speakers after school. Second, it provides a low-anxiety and friendly learning environment. Learners can easily accept error correction without embarrassing, because no one knows who you are in the real life. In addition, there is no due-day, or specific topic, learners can write whenever and whatever they like. They have much freedom.
This website is a non-profit language learning website, so all kinds of people can be members. People master in different languages can contribute their expertise to help different language learners. There is no practice or assessment. All you can do is post your journal articles and then people will give you feedbacks and help correct the grammatical errors. It is much like a self-service community. As a new member of this website, I will say it is a little difficult for me to get acquainted with the user interface. I think it will be better to categorize different language journals so that new users can choose the articles according to the different language catalogues.
Overall, it is a great website for learners who want to improve their writing skills.
2008/06/26
Reading Reflection_CALL Essentials: Principles and Practice in CALL (Egbert, J.2005)
Generally speaking, Egbert tried to give his readers a clear definition of CALL (computer assisted language learning), and then extended his idea to explain how can technology provide a better learning environment. According to Egbert, J (2005), there are many definition of CALL. From a very basic idea, CALL means using computers to assist language learning; however, there is a more specific way to define CALL. “CALL is software tool designed to promote language learning” (ICT4LT, 2001). Although there are diverse definitions, three themes emerge:
1. Instead of focusing on technology learning, CALL put more focus on language learning. In other words, technology is only a facilitator during learning process.
2. CALL has no boundaries. Diverse learners can participate so that parishioners have to take care of different needs.
3. CALL pedagogy should build on solid theory and also be practical.
However, in the end the page 4, the author inferred that the diverse definitions of CALL are due to the unfamiliar with the new technology; once teachers and learners see technology as kind of learning tools, there’s no need to argue about the definition.
Later the author provided us three examples of CALL application, and also brought many ideas of using CALL. I briefly conclude them here.
1. CALL provides interaction. In traditional classroom, the interaction mainly exists between teachers and students in the classroom. However, by using technology, students can interact with people outside the classroom.
2. CALL eliminates time limitation and which reduce students’ learning anxiety. Students may not need to reply one’s opinion immediately which allow them to prepare themselves and more willing participate.
3. CALL is more flexible. By using learning software, individual learners might set up different goals and choose different learning materials which meet their current level. Besides, different from traditional classroom where there’s a unified textbook, CALL provides students opportunities to explore their own learning materials.
After reviewing this chapter, I have a better idea about what’s CALL. It’s not merely using PowerPoint slides to deliver the lecture, but using technology as a tool to make learning more effectively. Although CALL is not necessary good, it compensates what traditional pedagogy can’t achieve. However, as the author mentions, CALL must grounded in theory. It’s not just use it, but how and when to use it. In addition, from the “teachers’ voice” paragraph, I learned two things. One, I should always have a back-up plan beforehand. Two, as a teacher, I should know better, or at least more familiar with technology before use it and don’t take it for grant that all my students can handle the technology stuff.
1. Instead of focusing on technology learning, CALL put more focus on language learning. In other words, technology is only a facilitator during learning process.
2. CALL has no boundaries. Diverse learners can participate so that parishioners have to take care of different needs.
3. CALL pedagogy should build on solid theory and also be practical.
However, in the end the page 4, the author inferred that the diverse definitions of CALL are due to the unfamiliar with the new technology; once teachers and learners see technology as kind of learning tools, there’s no need to argue about the definition.
Later the author provided us three examples of CALL application, and also brought many ideas of using CALL. I briefly conclude them here.
1. CALL provides interaction. In traditional classroom, the interaction mainly exists between teachers and students in the classroom. However, by using technology, students can interact with people outside the classroom.
2. CALL eliminates time limitation and which reduce students’ learning anxiety. Students may not need to reply one’s opinion immediately which allow them to prepare themselves and more willing participate.
3. CALL is more flexible. By using learning software, individual learners might set up different goals and choose different learning materials which meet their current level. Besides, different from traditional classroom where there’s a unified textbook, CALL provides students opportunities to explore their own learning materials.
After reviewing this chapter, I have a better idea about what’s CALL. It’s not merely using PowerPoint slides to deliver the lecture, but using technology as a tool to make learning more effectively. Although CALL is not necessary good, it compensates what traditional pedagogy can’t achieve. However, as the author mentions, CALL must grounded in theory. It’s not just use it, but how and when to use it. In addition, from the “teachers’ voice” paragraph, I learned two things. One, I should always have a back-up plan beforehand. Two, as a teacher, I should know better, or at least more familiar with technology before use it and don’t take it for grant that all my students can handle the technology stuff.
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