Senin, 30 Maret 2015
Selasa, 24 Maret 2015
What is CALL?
Definitions of CALL: - Computer-assisted language learning (CALL) was the expression agreed upon at the 1983 TESOL convention in a meeting of all interested participants. This term is widely used to refer to the area of technology and second language teaching and learning despite the fact that revisions for the term are suggested regularly (Chapelle, 2001, p. 3).
- Computer Assisted Language Learning (CALL) may be defined as the search for and study of applications of the computer in language teaching and learning (Levy, 1997, p.1).
- Given the breadth of what may go on in computer-assisted language learning (CALL), a definition of CALL that accommodates its changing nature is any process in which a learner uses a computer and, as a result, improves his or her language (Beatty, 2003, p. 7).
- CALL has come to encompass issues of materials design, technologies, pedagogical theories and modes of instruction. Materials for CALL can include those which are purpose-made for language learning and those which adapt existing computer-based materials, video and other materials (Beatty, 2003, pp. 7-8).
( http://www2.nkfust.edu.tw/~emchen/CALL/unit1.htm )
Why CALL?
The reasons why ELT teachers use CALL:
1. Computers can do some of the work of the teacher and provide great assistance to the learner even without the presence of the teacher (Pennington and Steven, 1992).
2. New technologies have seen computers become smaller, faster, and easier for the teacher to use (Evy, 1997). At present, well-designed CALL software is readily available to the teacher.
3. Technologies allow computers to do multimedia applications, incorporating video, sound, and text, and this capacity allows the learner to interact with both the program and other learners. (Felix, 1998).
4. The computer offers great flexibility for class scheduling and pacing of individual learning, choosing activities and content to suit individual learning styles. (Oxford and others, 1998)
5. The computer can provide a meaning-focused, communicative learning environment, which serves the purposes of communicative language teaching.
HISTORY OF CALL DEVELOPMENT
This section gives a brief history of CALL development. The review aims at showing, chronologically, the development of CALL over the last 30 years by linking to important technological developments, theories of learning and language teaching approaches. Some key examples of CALL programs and projects developed in this period are also shown.
Warschauer (1996) divides CALL into phases of development as follows: Behavioristic CALL, Communicative CALL, Integrative CALL (Multimedia CD-ROM), and Integrative CALL (Internet). The beginning of a new phase does not necessary mean the end of programs and methods of the previous phase, rather the old is included within the new (Warschauer, 1996).
Types of CALL Activities
- multiple-choice & true/false quizzes
- gap-filling exercise/cloze
- matching
- re-ordering/sequencing
- crossword puzzles
- games
- simulations
- writing & word-processing
- concordancing
- web quests/searching
- web publishing
- online communication (synchronous and asynchronous)
Roles of the Computer in language learning and teaching:
- computer as tutor for language drills or skill practice
- computer as a tool for writing, presenting, and researching
- computer as a medium of global communication
Examples of CALL tutorial programs are:
- Grammar : Longman Grammar Software; Grammar Expert Plus; Tense Buster (Clarity Software); Grammar Mastery (ALA); Grammar Rom (Addison Wesley Longman); Grammar 3D: Contextualized Practice for Learners of English (Heinle & Heinle).
- Reading : Read It! Study Skills (Clarity Language Consultants) (EAP reading); RocketReader (1998) (a speed reading program); ReadFlex (Speed Reading); Reading for English (Athelstan) (Reading Comprehension); SEEN: Tutorials for Critical Reading (KenCD Software) (tutorials designed to develop analytical thinking and critical reading skills); Accelerated Reader (Advantage Learning Systems).
- Writing : Paragraph Punch (a writing tutor for effective paragraph); WriteExpress Easy Letters (effective business letters); Power Editing (an interactive tutorial on how to edit and revise sentences); Report Writer for Science and Engineering Reports (Clarity Language Consultants) (EFL/ESL report science and engineer writing).
- Speaking, Pronunciation & Listening: Learn to Speak (The Learning Company); English Pronunciation (1997-98) (Okanagan University College); Dragon, Naturally Speaking (A voice recognition program); See It, Hear It, Say It! (Courseware Publishing International); Accent Improvement (SpeakWare); Real English (Wiser Software).
- Integrated Skills / Courseware: Ellis (CALI), Dynamic English (DynEd); English Discoveries (Berlitz); English Language Development (Jostens); Rosetta Stone (Fairfield Language Technologies); Planet English (Unisearch Ltd and the University of New South Wales); Issues in English (Protea Software); Active English (Courseware Publishing International).
TIPS IN USING CALL
The following are tips for ELT teachers in using CALL:
- Use CALL to serve educational purposes. Teachers should not jump in the bandwagon just because other people do. Many teachers use CALL because it is a new technology (like the language lab used to be about 30 years ago) without considering whether it serve or gives true value to educational objectives.
- Do not isolate CALL from the rest of the curriculum. Try to integrate CALL with other subjects or disciplines in the curriculum. Using CALL across the curriculum will make it more integrative.
- Consider CALL as one of many learning resources. Teachers should try to incorporate other learning resources and materials such as books, magazines, video, audio tape, with their teaching.
- Choosing appropriate CALL software for the learner, such as age, need, and interest is important. Software evaluation guides are important tools for the teachers in choosing suitable software.
- Using CALL is not the end in itself. Follow-up activities are also important. A lot of lessons end when CALL finishes in class. In fact, follow up activities such as group discussion, writing assignments, searching for more data from other learning sources e.g. interviews, and surveys are also important.
- Do not expect that all students in class would enjoy working on the computer. A lot of students prefer human interaction (such as student – teacher or student – student ) than with the computer. Teachers should provide alternative activities for those students who prefer traditional learning approaches.
- Do not expect that all students can work easily with the computer. Many students take much longer to learn certain skills such as using the keyboard, the mouse, etc., while other students pick up these skills easily. Teachers must be patient and willing to help the slow groups.
- Try to incorporate a variety of activities on CALL such as desktop publishing (e.g. word processing), e-mail correspondence, web publishing (e.g. home pages, newspapers), chats and moos, and web based assessment.
- Do not expect that teaching with computers would be easy for all teachers. It can be exhausting or may require a lot of preparation such as setting up the computer lab, preparing suitable software and materials (printed and online), including follow up activities. Team work seems to be the best solution for implementing CALL in school.
( http://web.warwick.ac.uk/CELTE/tr/ovCALL/booklet1.htm )
Senin, 23 Maret 2015
Role, Tools and Applications of ICT in Education
Role, Tools and Applications of ICT in Education
We are living in a constantly evolving digital world. ICT has an impact on nearly every aspect of our lives - from working to socialising, learning to playing. The digital age has transformed the way young people communicate, network, seek help, access information and learn. We must recognise that young people are now an online population and access is through a variety of means such as computers, TV and mobile phones.
As technology becomes more and more embedded in our culture, we must provide our learners with relevant and contemporary experiences that allow them to successfully engage with technology and prepare them for life after school.
It is widely recognised that learners are motivated and purposefully engaged in the learning process when concepts and skills are underpinned with technology and sound pedagogy. Learning and Teaching Scotland aims to provide resources for practitioners, parents and pupils to engage with these technologies in order to inform and enhance the learning experience.
- Through ICT, images can
easily be used in teaching and improving the retentive memory of the students.
- Through ICT, teachers
can easily explain complex instructions and ensure students’ comprehension.
- Through ICT, teachers
are able to create interactive classes and make the lessons more enjoyable,
which could improve student attendance and concretation.
Some disadvantages of ICT in Education
- Setting up the devices can be very troublesome
- Too expensive to afford
- Hard for teachers to use with a lack of experience in ICT tools
- Setting up the devices can be very troublesome
- Too expensive to afford
- Hard for teachers to use with a lack of experience in ICT tools
These are some specific tools and the function of ICT that are used in learning process, hopefully these equipment can be used to improve students' interest.
·
The Internet is not
widely available in most LDCs; radio and TV are Broadcast
technologies such as radio and television have a much greater penetration than
the Internet throughout much of the developing world, and the substantial gap
is not expected to be closed soon.
·
Radio and TV can have
high start-up costs, and reinforce existing pedagogical styles Educational
initiatives that utilize radio and television typically have quite high initial
start-up/capital costs, but once they are up and running, on-going maintenance
and upgrade costs are much lower (making initiatives utilizing radio and TV for
distance learning in the educations sector particularly appealing for donor
support in many cases). One-to-many broadcast technologies like radio and
television (as well as satellite distribution of electronic content) are seen
as less ‘revolutionary’ ICTs in education, as their usage is seen as
reinforcing of traditional instructor-centric learning models, unlike
computers, which many see as important tools in fostering more learner-centric
instructional models.
·
Radio instruction has
been used widely and is reasonably well studied Radio
instruction in formal education has been well studied, especially the links
between the use of radio in combination with school-based educational resources
and a variety of pedagogical practices.
·
TV has been used with
success in a few places Television has been utilized successfully as a
mechanism for reaching out-of-school youth in a number of countries, especially
in Latin America and China, and the results of such projects have been widely
disseminated.
Nowadays, technology (ICT) become more easily to get and buy by almost everyone, so using this for teaching learning process will be good for everyone,
These are some online tools that can be used by the teachers to teach their students
Wallfisher
Wallwisher allows users to build virtual classroom Walls, in the sense you might be familiar with from Facebook, onto which 160-character messages, web links, images, videos and audio may be posted. Individuals can use it to mind-map, keep notes, or bookmark useful websites - but the real power of Wallwisher is in its potential for collaborative activities.
By sharing your wall URL with a class, whole year group, or even an entire school, anybody you choose is able to view and contribute to it.
Wordle
Wordle is another of those tools that may have begun life as an online novelty, but which canny teachers have since co-opted for use in the classroom. You'll no doubt have encountered Wordle clouds before; those intriguing little bundles of various-sized words visually showing which terms are the most frequently used in a section of text.
Wordle can also be used to carry out snapshot classroom polls, making lists of useful terms, or as an icebreaking activity for new pupils: they can make Wordles from lists of their favourite things.
Popplet
Popplet has three main functions, two of which (digital bulletin board and presentation tool) overlap with the uses we've already discussed for Wallwisher and Prezi. As a result, we'll focus on its primary application: mind-mapping. Popplet's usability is its major trump card. Its interface couldn't be more intuitive, so it's adaptable for use with a range of age groups. Mind-maps featuring video clips and images can be constructed as a whole class on an interactive whiteboard, or students can work on their own, in pairs or in small groups.
Storify
Storify is a content aggregator that pulls in social media elements from sites such as Rickr, You Tube and Twitter, to create illustrated multimedia "stories" about current and world events. Because of its use of social network, Storify is best used with Key Stage 4 and 5 pupils - and only then if your school's internet security options allow access to the sites from which it draws material.
It's remarkably user-friendly, with easy-to-use search options producing lists of relevant tweets, photos and video clips relating to your topic.
Those are some role and function of ICT that are used in class because of nowadays which everyday we may contact with our gadget, this things become an ordinary activities and also some online tools to support teaching and learning process.
Senin, 16 Maret 2015
Hypertext, Hypermedia and Multimedia
Hypertext refers to links with textual items often indicated by underlined blue type that when we click on it a new page is open. The links are usually defined in terms of their activity as hotlinks or hyperlinks. According to Bolter (1991) explains the significance of hypertext as “the electronic text is the first text in which the elements of meaning of structure and of visual display are fundamentally unstable.”
Hypermedia is linked not only with a text but also involves linking various media such as sound, images, animation or video. By the other hand multimedia is the use of variety of media because it also involves different tools including text, images, sound, video and animations. An example of multimedia is a storybook because learners must start on the first page and continue reading and only use extra media to provide the sound and images.
There are some advantages of the hypertext are that it can be traced backwards and forwards to the referent. Also can be referenced in several places within the text reducing the need for paraphrasing ideas that are use repetitively and it can be visible at the same time as the text to which it refers
Other advantages of hypertext and multimedia are that promote the autonomy language learning and developed search skills. There are some studies by Montali and Lewandowski that mentions students from the secondary school prefer the multimedia resources to improve their reading skills because the computer promote interest about the topic.
HYPERTEXT
- Hypertext consists of nodes or chunks of information and links between them, is any text which references another and it can beseen as two nodes of information with the reference forming the link.
- Is any text which uses footnotes can be seen as containing nodes of information the text and the footnote with the footnote marker providing the link or pointer from one node to the other. When the reader selects a hypertext link, the movement between the two nodes takes place automatically.
- There are two basic routes to creating hypertext: conversion of anexisting text and direct origination of a new hypertext.
- Hypertext can exist on the web as either static or dynamic content.
HYPERMEDIA
- Hypermedia is the use of text, data, graphics, audio and videoas elements of an extended hypertext system in which allelements are linked, where content is accessible viahyperlinks.
- Text, audio, graphics, and video are interconnected to eachother creating a compilation of information, which is generally considered as a non-linear system.
- Therefore the term hypermedia is a more general term than hypertext and suggests that links exist to information held on different media.
MULTIMEDIA
- Multimedia uses computers to present text, audio, video,animation, interactive features, and still images in various ways and combinations made possible through the advancement of technology.
- By combining media and content, those interested in multimedia can take on and work with a variety of media forms to get their content across.
- The user controls which component wants to visit, but that component can be dynamic, that is, varies without user intervention characterized by a temporal notion and talk audioor video.
MAIN DIFFERENCES
- Hypertext is the electronic text format where, content isinterconnected using hyperlinks, while hypermedia refers to media such as text, audio, graphics and video interconnected using hyperlinks.
- Hypertext is a subset of hypermedia.
- In hypertext, the user moves from one document toanother via links and a visit to a document ends when the application terminates or you move on to another component through the link.
MAIN DIFFERENCES
- Hypermedia structure is the same as that of a hypertextare formed by nodes connected by links but the difference is that the nodes contain different media elements or morphologies.
- The structure of a hypermedia is therefore more complex than that of a hypertext.
- In conclusion the hypermedia combines both hypertext and multimedia. If the multimedia provides a wealth of data types, hypertext provides a structure that allows data to be presented and explored following different sequences, according to the needs and preferences of the user.
REFERENCES
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