Saludos desde San Antonio :)
Saturday, April 14, 2007
Monday, April 2, 2007
Software Evaluation # 2
Software Evaluation #2
Imagine Learning English
Title of Software: Imagine Learning English
Producer: 3210 North Canyon Road, Suite 300, Provo, Utah 84604 USA. This company has been creating K-12 Educational Software for 15 years.
Target students (e.g., age or grade-level of students): This learning resource is adaptable for young English language learners of ages 4-7
Proficiency level (e.g., beginning, intermediate, advanced): It is designed to suit all levels. The user can have no knowledge or some about the English language..
Description:
Imagine Learning English, is a computer based program that helps students learn English by expanding their oral development: vocabulary, listening, speaking, increasing their literacy skills and phonemic awareness with multiple fun activities. Some of activities like: everyday words in scenes, explore everyday words, let’s talk daily conversations, what should you say, story comprehension, letter sound songs, letter recognition, blend word parts, etc. Multisensory activities with graphic support, where the student is easily learning English by just the clicking of the word. Fun and cool activities like “ Karaoke” where the student is learning while singing and following the song.
Language skills targeted: English
Evaluation:
In this program students learn English in a fun, entrataining and easy way. Teacher can assess their students with the student’s reports that are available. Teachers will know in which area the students need reinforcing. I will try to use this program in my future classroom because it is very animated, students can interact while learning, working at their own pace and it is very user friendly.
Imagine Learning English
Title of Software: Imagine Learning English
Producer: 3210 North Canyon Road, Suite 300, Provo, Utah 84604 USA. This company has been creating K-12 Educational Software for 15 years.
Target students (e.g., age or grade-level of students): This learning resource is adaptable for young English language learners of ages 4-7
Proficiency level (e.g., beginning, intermediate, advanced): It is designed to suit all levels. The user can have no knowledge or some about the English language..
Description:
Imagine Learning English, is a computer based program that helps students learn English by expanding their oral development: vocabulary, listening, speaking, increasing their literacy skills and phonemic awareness with multiple fun activities. Some of activities like: everyday words in scenes, explore everyday words, let’s talk daily conversations, what should you say, story comprehension, letter sound songs, letter recognition, blend word parts, etc. Multisensory activities with graphic support, where the student is easily learning English by just the clicking of the word. Fun and cool activities like “ Karaoke” where the student is learning while singing and following the song.
Language skills targeted: English
Evaluation:
In this program students learn English in a fun, entrataining and easy way. Teacher can assess their students with the student’s reports that are available. Teachers will know in which area the students need reinforcing. I will try to use this program in my future classroom because it is very animated, students can interact while learning, working at their own pace and it is very user friendly.
Reading Prompt # 10
EGBERT Ch. 10. Teacher Development
RICHARDSON Ch. 7. Fun with Flickr: Creating, Publishing, and Using Images Online
We've talked a lot in class about how technology can be used to help ELLs learn English. The internet is also an excellent resource for teacher professional development. Describe ways you have used internet resources for your own professional development as a language teacher. If you haven't already done this, describe some of the resources in the Egbert chapter you would be interested in trying. Next, briefly describe how images such as those from Flickr and other free photo sharing sites can be used in ESL classrooms.
I can’t wait to start working in a classroom and to attend all professional development courses. Trainings that will facilitate and promote teachers in our development by bringing creative and fresh tools that will make us improve in our professional field. I just cant wait to start teaching!!.
Internet has great online resources for us teachers to engaged our students in learning, exploring, investigating, etc. Online tools that will support the learning in language for our students and also that will help us find multiple ideas, games, songs like “free ESL materials,” mentioned in the chapter. Where you can find lessons, short articles on how technology interacts with the classroom, learning with technology, etc.
In Richardson, Chapter 7, it talks about the benefits of using Flickr. It is a free tool so we can use it in our classrooms (no more than 20MB) pictures a month. Students can use images for multiples activities.
I do believe that sometimes barriers like lack of training, time, school funding for resources, Internet and computer access can be difficult for teachers. If we really try and find ways to promote technology, I believe that we will be empower younger generations to use it, benefit from it and learn with it. We will be creating a difference in our student’s life by teaching them about technology, because if they do not learn at school, where will they be learning if some students do not have access to it?
RICHARDSON Ch. 7. Fun with Flickr: Creating, Publishing, and Using Images Online
We've talked a lot in class about how technology can be used to help ELLs learn English. The internet is also an excellent resource for teacher professional development. Describe ways you have used internet resources for your own professional development as a language teacher. If you haven't already done this, describe some of the resources in the Egbert chapter you would be interested in trying. Next, briefly describe how images such as those from Flickr and other free photo sharing sites can be used in ESL classrooms.
I can’t wait to start working in a classroom and to attend all professional development courses. Trainings that will facilitate and promote teachers in our development by bringing creative and fresh tools that will make us improve in our professional field. I just cant wait to start teaching!!.
Internet has great online resources for us teachers to engaged our students in learning, exploring, investigating, etc. Online tools that will support the learning in language for our students and also that will help us find multiple ideas, games, songs like “free ESL materials,” mentioned in the chapter. Where you can find lessons, short articles on how technology interacts with the classroom, learning with technology, etc.
In Richardson, Chapter 7, it talks about the benefits of using Flickr. It is a free tool so we can use it in our classrooms (no more than 20MB) pictures a month. Students can use images for multiples activities.
I do believe that sometimes barriers like lack of training, time, school funding for resources, Internet and computer access can be difficult for teachers. If we really try and find ways to promote technology, I believe that we will be empower younger generations to use it, benefit from it and learn with it. We will be creating a difference in our student’s life by teaching them about technology, because if they do not learn at school, where will they be learning if some students do not have access to it?
Tuesday, March 27, 2007
Reading Prompt # 9
EGBERT Ch. 9. Limitations, Caveats, and Challenge
Which of the limitations, caveats, and challenges with regards to computer assisted language learning apply to your current (or future) classrooms? How could these be overcome?
I think that technology helps achieve better results in student’s academic growth. We as teachers are responsible for introducing the skills necessary to address all of our student’s needs regarding technology (finding well designed programs and software that are easy to navigate and understand, with good graphics, reliable material in their language. That way the students will have a positive experience using and been introduced into the technological world. Also technology helps and assists students with disabilities to work independently with the computer (voice recognition software, screen enlargement, screen readers, adaptive keywords); but sometimes the lack of funding in schools and district makes it difficult for those students. Technological constraints and lack of funding in schools affect all of us in some way. There is a huge gap in that area: not enough computers in the classrooms, Internet access, software, etc. Technology is a great tool to embrace the incorporation linguistically and culturally in diverse students. (e.g. teachers can offer plenty of first language support by using native languages software, translations services and websites) but without funding it will be difficult.
Parents and teachers need to teach and monitored kids at an early aged how to overcome with the issues regarding the access to the Internet. Plagiarism, harassment, knowing how to differentiate reliable information on the web, etc. I like the rules for Online Safety and the kid’s pledge, it is a fun and responsible way to become responsible using the web. :)
Which of the limitations, caveats, and challenges with regards to computer assisted language learning apply to your current (or future) classrooms? How could these be overcome?
I think that technology helps achieve better results in student’s academic growth. We as teachers are responsible for introducing the skills necessary to address all of our student’s needs regarding technology (finding well designed programs and software that are easy to navigate and understand, with good graphics, reliable material in their language. That way the students will have a positive experience using and been introduced into the technological world. Also technology helps and assists students with disabilities to work independently with the computer (voice recognition software, screen enlargement, screen readers, adaptive keywords); but sometimes the lack of funding in schools and district makes it difficult for those students. Technological constraints and lack of funding in schools affect all of us in some way. There is a huge gap in that area: not enough computers in the classrooms, Internet access, software, etc. Technology is a great tool to embrace the incorporation linguistically and culturally in diverse students. (e.g. teachers can offer plenty of first language support by using native languages software, translations services and websites) but without funding it will be difficult.
Parents and teachers need to teach and monitored kids at an early aged how to overcome with the issues regarding the access to the Internet. Plagiarism, harassment, knowing how to differentiate reliable information on the web, etc. I like the rules for Online Safety and the kid’s pledge, it is a fun and responsible way to become responsible using the web. :)
Tuesday, March 20, 2007
Reading Prompt # 8
CUMMINS Ch. 3. Assessment
EGBERT Ch. 8. Assessment
What is the difference between traditional standardized testing and authentic assessment? Describe how computers can be used for both. Which do you feel is a better use of computers? Describe examples from the readings or from your own experiences how computers can be used effectively for assessment, and/or how to effectively assess the work students do via the computer.
Assessments are very important piece in teaching and learning. It is a form to make summative evaluations and to provide instructional feedback to track student’s areas of progress or their weakness. Assessments can be summative or formative and can be formal (standardized), or informal. Traditional assessment, is where the student recall or select an answer (multiple choice, true and false, fill in the blank, matching tests or quizzes). This assessments can be local or state standardized (THEA, TAKS, PPR) or creating by a teacher (teacher-centered). Authentic assessments, can be a task to perform (real scenario) and evaluated with a rubric. Is where the students analyze, and demonstrate meaningful application of their knowledge and skills learned.
Assessments also help language learning by creating them interactive, formative, and authentic. Computers can be very helpful for teachers for creating assessments and for rubrics. There are many formats in the Internet that teachers can used in their classroom. According to Egbert, computer assessment is used to perform actual assessments and carry them out and for posting their results on the Internet. That way the feedback and progress will be send immediately and it will it is adaptable for students with disabilities.
In my future classrooms, I will like for my students to have computer skills in order to maintain a open door policy via Internet (student – parents). They will send me their homework or test and ask me questions and concerns about it. It will be fun and easy for the teacher to grade.
EGBERT Ch. 8. Assessment
What is the difference between traditional standardized testing and authentic assessment? Describe how computers can be used for both. Which do you feel is a better use of computers? Describe examples from the readings or from your own experiences how computers can be used effectively for assessment, and/or how to effectively assess the work students do via the computer.
Assessments are very important piece in teaching and learning. It is a form to make summative evaluations and to provide instructional feedback to track student’s areas of progress or their weakness. Assessments can be summative or formative and can be formal (standardized), or informal. Traditional assessment, is where the student recall or select an answer (multiple choice, true and false, fill in the blank, matching tests or quizzes). This assessments can be local or state standardized (THEA, TAKS, PPR) or creating by a teacher (teacher-centered). Authentic assessments, can be a task to perform (real scenario) and evaluated with a rubric. Is where the students analyze, and demonstrate meaningful application of their knowledge and skills learned.
Assessments also help language learning by creating them interactive, formative, and authentic. Computers can be very helpful for teachers for creating assessments and for rubrics. There are many formats in the Internet that teachers can used in their classroom. According to Egbert, computer assessment is used to perform actual assessments and carry them out and for posting their results on the Internet. That way the feedback and progress will be send immediately and it will it is adaptable for students with disabilities.
In my future classrooms, I will like for my students to have computer skills in order to maintain a open door policy via Internet (student – parents). They will send me their homework or test and ask me questions and concerns about it. It will be fun and easy for the teacher to grade.
Tuesday, March 6, 2007
Flowchart for the Podcast - Healthy Choices
This is our flowchart for our Podcast about Healthy Choices. This information will be available in English and Spanish.
Group Members: Rosa, Adrianne and Marysol.
Reading Prompt # 7
EGBERT Ch. 7. Content-Based Instruction
What are some important techniques for designing content instruction that supports both language and content learning? Egbert gives several examples of ways content and language objectives can be combined with technology objectives. Share some of your own experiences or ideas for combining these. In other words, give a specific exmple of how you could teach a content-area lesson with integrates technology and supports language learning for ELLs.
According to Egbert, using content with technology helps support content and language learning. The content language instruction meet the student’s needs in content and language while using their L1 or L2. We as bilingual teachers need to focus in content that are meaningful then language will develop by itself, the earlier the better. That way having content and language together; students will develop their academic concepts.
Egbert suggests techniques that will support a better understanding of content-based language instruction for our students. For example, teach content in a cultural manner, it always helpful to teach students in their first language for a better understanding.
I do believe that using software and digital technology can increase the culturally comprehension. Also, digital technology is provide communication, awareness, and
knowledge to learn, understands, and even experience culture. Another example, is adapting materials and instructions for the learners: using audiotapes outline and rewrite the text. If we as teacher meet our content objectives, both language and content learning will develop.
What are some important techniques for designing content instruction that supports both language and content learning? Egbert gives several examples of ways content and language objectives can be combined with technology objectives. Share some of your own experiences or ideas for combining these. In other words, give a specific exmple of how you could teach a content-area lesson with integrates technology and supports language learning for ELLs.
According to Egbert, using content with technology helps support content and language learning. The content language instruction meet the student’s needs in content and language while using their L1 or L2. We as bilingual teachers need to focus in content that are meaningful then language will develop by itself, the earlier the better. That way having content and language together; students will develop their academic concepts.
Egbert suggests techniques that will support a better understanding of content-based language instruction for our students. For example, teach content in a cultural manner, it always helpful to teach students in their first language for a better understanding.
I do believe that using software and digital technology can increase the culturally comprehension. Also, digital technology is provide communication, awareness, and
knowledge to learn, understands, and even experience culture. Another example, is adapting materials and instructions for the learners: using audiotapes outline and rewrite the text. If we as teacher meet our content objectives, both language and content learning will develop.
Subscribe to:
Posts (Atom)
