Technologia

Abstract

The increasing availability of technologies in the classroom is promoting discussions among instructors & educators concerning the best way to teach students and how can instructors effectively utilize the available technologies to enhance learning. What instructors need to utilize such technologies? The research will demonstrate some technological tools and the effects of the use of each tool to enhance students’ learning experience. Currently, both instructors & students use different technologies in teaching and learning, starting from using computers, and surfing on internet, doing assignments on black boards, creating animations on smart boards and writing daily inputs in weblogs, then ending by Wikis & portable devices.
The importance of this topic is to find out the effects of using some technological tools to meet diverse learners’ styles and the ways to bridge the digital divide. The effects of using these technologies also should include: - Designing suitable curriculum for teaching and learning online, developing methods that help integrate these technologies into curriculum, competence in applying such technologies & equal distribution of technologies among schools, regardless of location, ethnicity, origin or socio-economic of students. Knowing that, it’s so hard to determine one technological tool is the best over other tools to be integrated into teaching/ learning. See experts’ arguments on this issue. http://www.education-world.com/a_tech/tech/tech234.shtml
Introduction:
The influence of technology on our daily life is increasing every minute. It has become very important and necessary to improve the quality of our performance, make our schools more sustainable learning environment & attractive for students and teachers to perform their duties and assignments. In general, the current generation is dealing with different technological tools, such as computer, Personal Digital Assistants (PDA), internet, blogs, emails, wikis, cell phones, Black boards, Thumb drives and smart boards, Since people are very familiar with such tools and they have become part of daily life for communication, why should not we use such technologies to help enhance students’ learning in schools and encourage them to explore knowledge & acquire more skills for their future life.
As accessibility to computer- based technology in schools and classrooms is to prepare teachers to use technology for instructional purpose, in Defense Language Institute (DLI), integrating technology plays an important role in delivering lessons in classrooms, especially in teaching/ learning Language and culture. DLI is teaching more 26 different languages for special purposes and missions. Arabic and Chinese are considered the most difficult languages. Technologies help teachers use hypermedia in delivering lessons, with some interactive combination of texts with pictures, animations, sound, and video. The majority of DLI students who have electronic devices, most likely use them primarily for educational purposes, secondarily for communication, classroom activities, presentation and surfing Internet for fun and pleasure. The popularity of using technologies has changed the way; we assume our tasks, activities and communicate with each other.
The influence of technologies has created a world that is much smaller in aspects, because ideas, information and knowledge through online classes can be shared easily across the globe. I think integrating technology into education and using it in the classroom helps close the digital divide and change the central role of teachers to be facilitators and providers of learning environment and knowledge for students, as well as the role of the students is changed to become proconsumers.
The use of technology in instruction improves students’ skills to be able to do research, assignments, getting online feedback from instructors’ interactive communication, such as chatting, email messaging and discussion to empower collaborative learning, in addition to sharing ideas and knowledge round the world and receives variety of ideas in one topic being under discussion. According to what is mentioned previously, technology can be used in many ways as an integral part of the curriculum to meet the needs of the diverse learners. It gives both teachers and students more opportunities for feedback, reflection, and revision. Technology can also help learners organize and re-organize their knowledge. Using technology helps learners save time, and improves the learning outcomes. According to what have been reviewed from online literature, most writers are putting great emphasis on technology integration in the classroom along with the standards laid down by the National Council for Accreditation of Teacher Education & the International Society for Technology in Education (NCATE & ISTE).
U.S Department of Education Program provides substantial funding to help American schools and Communities bridge the digital divide, reducing inequities in the access to information technology and the internet, most likely through Community Technology Centers.
Research questions:
1- what are the significant effects of using technologies in teaching/learning language?
2 - What do instructors and students need to use & apply technologies in teaching & learning language?
3- How does using some technologies address the diverse learners’ needs?
Objectives:
- Finding out the answers of the research questions.
- Demonstrating an understanding of the effects of using of some technologies in teaching/learning language.
- Reviewing researches on Digital equity & ways to bridge digital inequities
Section: 1: Educational Theories:
Dewey: Theory of Experience:
The theory based on the interaction of two principles:-
– Continuity: is that each experience a person has will influence the person’s future for better or worse.
– Interaction: refers to the situational influence on one's experience. One's present experience is a function of the interaction between one's past experience and the present situation, for example, my experience of lesson will depend on how the teacher arranges and facilitates the lesson, as well my past experience of similar lessons and teachers. Dewey says that “once we have a theory of experience, then as educators can set about progressively organizing our subject matter in a way that it takes accounts of students' past experiences, and then provides them with experiences which will help to open up, rather than shut down, a person's access to future growth experiences, thereby expanding the person's likely contribution to society. Learning by interaction with society in order to acquire main ideas and the experience is an important tool to unify mind and body. “Therefore, how instructor applies technologies on Dewey’s equation (Continuity+ experience+ interaction to prepare an exciting learning situation for students.
Piaget Theory of Collaborative Learning, 1928-1932:
The collaborative learning offers learners opportunities to cooperatively learn and work on assignments/ projects in groups, thus enhances the interactions among the group members to build a cooperative learning community. Every one as part of learning community is assigned to complete his/ her work. Piaget pointed out” collaborative learning has a major role in constructive cognitive development. His theory is consistent with the other popular learning theories Vygotsky 1978, Fox, & Karen; Thomas & Funaro 1990 all are emphasizing in the importance of collaboration. Piaget felt that interaction between peers is equally shared. This contrasts adult-child or a teacher-student interaction, where usually the former is in control and the latter characteristically follows what the former professes, thus not following his/her own natural learning process.” The theory also enhances the notion of student- centered. I concluded that collaborative learning will help build a virtual community, consequently promotes accessibility to online distance learning. Accordingly, digital service can be conveyed to a large number of students in remote areas. It could be also another way of bridging the digital divide.
Section: 2: Literature Review:
Huann +John+ Yuen, T+O+J (2005). Weblogs in Education. Blog Talk Doununder 2005 conference, Sydney, 0, Retrieved 07/2005, from http://www.edublog.net/files/papers/weblogs%20in%20education.pdf
The writers are trying to provide an overview of weblogs. The first section presents some definitions and key features of weblogs and the ease of creating and maintaining weblogs. The second section presents the potential using blogs for educational purpose, as well as some issues and concern. Weblogs can be defined as the writers stated, are an online journal with WebPages link to websites; allowing users to navigate round the websites. The weblogs are organized, categorized, updated and arranged in reverse chronological order, with the most recent entry at the top of the blog (Paquet, 2003; Ward, 2004). It’s easy to create and update blogs. After the blogger has created and updated his/ her blog, blogging platform automatically archives posts and replaces them with the latest content on the front page. This is done without the need for any user intervention. The writers summarized the potential of blogs for teaching and learning. They assumed that using blogs is offering students an opportunity to surface their ideas in a social plane. The ability to comment on these ideas enables individuals to participate in social construction of knowledge and meaning making. The blogging also can be used to positively enhance learning and teaching of language and music. The writers (Tan, Teo, Awe & Lim have proved their assumption in an experiment done in Chinese language. In the experiment students were asked to post and exchange ideas and reflection on their readings through their personal blogs; these reflection collectively formed a reading portfolio over time. Findings from the post- project survey indicated that students felt their writing improved as blogs allowed them to view how others wrote. The students encouraged when they saw the positive comments that were given to their posts. In addition they discovered that their proficiencies in Hanyu Pinyin had improved as a result of inputting Chinese characters using it. Also Chong & Soo (2005) examined the pedagogical efficacies of blogs in undergraduate music education. They found out that blogging allowed learning to extend beyond the classroom and students were encouraged to engage in critical reflection. They added, as evident in the students’ posts, blogging also facilitate the exchange of ideas between peers and process of students analyzing their peers’ posts. I think that using blogs in teaching & learning language can be effective if students have clear instructions and guide lines that teach them how to use blogs to post their work. Blogs offer students an opportunity to learn language from other users (native speaker s) of such blogs and the feedbacks from their instructors to improve their language skills. I concluded that blogs can be an acceptable discussion platform for shy students who most likely hesitate to participate in a classroom discussion in front of their classroom mates, consequently help them build up some kind of confidence in themselves.
Akbulut + Kiyici, Y+M (2007). Instructional use of weblogs. Turkish journal of Distance Education, 8, Retrieved 2007, from http://tojde.anadolu.edu.tr/tojde27/pdf/notes_for_editor.pdf
Akbulut and Kiyici are lecturers and PhD Candidates at the department of Computer Education and Instructional Technologies at Anadolu University, Turkey. Akbulut conducts research on ICT integration at tertiary education, language learning through hypermedia, cyber-plagiarism and academic obsolescence. Kiyici conducts research on web-based training, technology literacy, mobile learning technologies and ICT integration. They explained the instructional use of weblogs and agreed that the weblogs 2.0 can provide learners with increased interaction and online collaboration. They added that weblogs have gained an increasing popularity because they allow bloggers to voice their own ideas and opinions which can easily be delivered to large number of readers through the webs. Weblogs can be integrated into teaching process as they encourage learners to participate and freely voice their ideas and opinions. Thus, blogging enables individuals to practice the language and publish their thoughts on webs in a diary format without using programming or HTML knowledge. The lecturers added that weblogs allow users to:
- frequently update their logs
- publish items by time and date of publishing
- Attach to items facility for comments to be added and for postings elsewhere that have linked to that item to be tracked back. Technologies such as weblogs help students find authentic audiences for their work (Richardson, 2006). I think that blogs offer opportunity to learn language in different ways of communication than traditional web pages. They not only transmit the information to audience as traditional web pages do, but also allow that audience to comment on the content. This interaction creates an important online learning situation. The lecturers here mentioned three types of interactions, between learner-content, learner-instructor and learner - learner interaction. This kind of interaction makes learning happens because there is an exchange of knowledge and information between the audiences. Therefore, blogs will be considered sources of interaction on relevant topics and also as modes of online classroom interaction in the current review (Oravec 2002). In the Oravec study (2002) weblogs are considered as unique tools in developing students’ voices. I think that blogs can be used effectively as a method of teaching/ learning language & communication which serve competently in disseminating information and knowledge than traditional hard copy and reduce the cost of copying and printing assignments. Blogs now is aiming to empower reflective learning, communication and motivate students to generate reflective conversation which leads to improvement in learning. The lecturers summed up the effective use of blogs as follows:
- use of group projects, maintaining conversations on complex issues and allotting more time and grade on discussion might lead to increased interaction. Thus, these applications should be arranged with caution for effective applications of blogs in online classrooms.
- Clear criteria & strategies to get students into responding their peers’ comments should be determined so that the conversations do not exceed the boundaries of anticipated interaction.
- Students with insufficient reading/writing skills, analytical skills development or motivation to tackle with challenging tasks should be indentified and supported. I concluded that, Blogging as an online journal offers students an opportunity to interact with many peers, experts, teachers, and experienced educators from whom they can learn and enhance their skills in reading, listening and writing. Because they will continuously get a feedback from teachers and educators about the topics they have already written about. It’s the necessity to empower the use of blogging in education as an integrated tool of teaching and learning language, as well as to provide access of internet nationwide to assure equal opportunity to those who are living in the remote areas. Thereby, we might realize equities in using technologies and support the notion of distance learning for all learners.
Baber, Eric (2001/04/09). Language teaching in the Internet age.
Eltnewslwtter, 73, retrieved 04/09/2009, from http://www.eltnewsletter.com/back/September2001/art732001.htm
what is the internet?
It is necessary to know exactly what the internet is. According to many literatures I have reviewed to prepare this topic; the writer here defines the internet as an infrastructural network of computers which makes possible share of information between different computers in various ways. However, the common misconception is that the internet is the same as the World Wide Web (WWW, web or/ and e-mail). The writer also emphasizes that the internet is exactly an infrastructure which allowed information to be shared, sent or received in various ways; the World Wide Web and e-mail are actual uses of this infrastructure. He added,” in general, the internet offers some applications in teaching and considered advantages. The first one is the possibility for individual search with browsers before class: students gather information on the topic of their choice and come to class to share the results of their search, compare and discuss it with other students. A second application is making internet as a source of information. The third application of internet in language teaching is the use of forums and other chat rooms for communication and exchange across the net. However, the online educational technology is not only internet and there is also the use of email as a tool to develop communication. Indeed the email offers wide range of complementary applications”. We can use email for internal use by connecting teachers and students outside of the classroom and between session of a given course for advice, assignment, tutoring and information. The largest used internet delivery method for teaching language is the World Wide Web. The WWW allows teachers with some web design skills to put up a website containing contents related to language such as texts for language learners to read through, with tasks that they are encouraged to do in order to enhance their reading skills. Teachers who have better experience and good skills in web design can add self- correcting tasks to the website such as multiple choices and gap filling exercises. Teachers can develop pronunciation skills by recording model words, phrases or sentences, put them on the website, and learners can listen in their own time to improve their listening skills. Those teachers may encourage learners to read their own words or sentences and email the recordings to them for correction and evaluation, as well as giving feedback to students. There are many teaching websites with many advantages which are available 24 hours a day, seven days a week, work to offer help for students. I can say, these websites never sleep, unlike a human teacher, this means that any student who needs help with certain language area, can navigate on these websites to find the answer. Other advantage of these websites is free to get information or relatively inexpensive because many of them were made by teachers in their spare time. Teachers could use email to enhance and develop writing skills; they could set up an email discussion group which allows students to easily email all group participants. This way of communication allows teachers to set a group of students, a task that requires them to communicate with each other by email, thereby encouraging productive writing skills and collaborative group work. The teachers can monitor the ongoing email conversation and make necessary corrections. I think that, using email is more motivated than web- based learning as it offers the learners an opportunity to interact with other students and teachers while they are in different remote locations around the world and have different backgrounds and cultures. The course Eduu: 564 is a good example for what I have already mentioned, students use a discussion board to present their ideas and experiences in different topics; the professor gives feedback online in a way that builds up a virtual community among the participants. Online teaching is highly motivated for many reasons, for some students it may be the first contact with multi- cultural students of different language backgrounds which itself considers a reinforcement element of cultural awareness concept. With continuous improvement of internet connectivity round the globe, sending files with videos seems to be very good, thereby allowing teachers to work on all skills with the students in a complete learning environment and offers them time to solve problems and improve their weaknesses when they occur, thus might be valuable to students. Does the internet go further to replace a human- led teaching or does it take a second place in teaching. Of course financial considerations will always play a part, but like CD-ROMs, cassettes, internet-based self access course are likely to be supplements and not a replacement of teacher- led learning. I concluded that in Defense Language Institute (DLI), for example, Middle East School one; teachers basically depend on the internet in teaching and delivering lessons. Teachers must have to use different technological tools in a classroom such as computer, projector, smart board and blackboard because the whole curriculum is located online and classroom computers are connected with one big server. Therefore, internet is an important technological tool in teaching language at DLI, any interruption in networking might result in many classes and assignments of homework to be postponed, until the damage being repaired and thereby, further research on internet proved that the internet has become an integrated technological tool in teaching/ learning languages as we see in the next literature.

Singhal, M (1997). The Internet and Foreign Language Education: Benefits and Challenges. The Internet TESL Journal, 111, Retrieved 04/26/09, from http://iteslj.org/Articles/Singhal-Internet.html
Internet has become an important new technological tool. The influence of the internet has covered all the aspects of the educational, business and economic sectors of our world. Since the internet is wide spread in many fields and domains, without any doubt, it also carries great potential for educational use, especially languages. Although it is most likely available to all people, only recently have educators been realizing the benefits the internet can have in teaching and learning languages. Language teachers have been using the internet in the creative ways; one these ways is email, a specific feature for the internet. Email can encourage students to use computers in realistic authentic situation to develop communication and critical thinking skills. Both teachers and students can easily build a virtual communication and then can benefit from the meaning full interaction and communication email makes possible. Thereby, email can be used to a communicative long- distance with language learners in different school or even other country for the same purpose. In addition to the communication benefit or advantage on the internet, the internet can also be used to retrieve and access information. The World Wide Web is a very big virtual library at one’s finger tips with huge information for language learners. I believe that the language is not only a subject, such as physics or Geography, it is more than that, and it is a world where learner immerses him /herself into another culture and tongue. Therefore, the essential pedagogical principle of language teaching is one that emphasizes the study of language in cultural context. Understanding the culture of the target language enhances understanding the language. To this end the internet is an important resource to both learners and teachers. The internet will allow the language learner to communicate with the native speaker. In this way the internet facilitate the use of the specific language in an authentic setting. Learner can use the internet to gather information from language resources for variety of purposes. For example, learners can access information from countries round the world and obtain cultural, social and historical information from the countries where the target language is spoken. As Mike (1996) describes, “the use of the internet has been also shown to promote higher order thinking skills. A language teacher, for example, may instruct the learners to search for specific information. Searching the Web requires logic skills. Once information has been obtained, the result must be reviewed which requires scanning, discarding and evaluative judgment on part of the learner. Such an effort permits learner to practice reading skills and strategies”. Thus, might allow the learner to practice certain skills such as negotiating, persuading, clarifying meaning, requesting information and engaging in true life, authentic discussion. Finally, using internet can improve computer skills. In the Defense Language Institute (DLI) Middle East School One, integrating technology plays an important role in delivering language lessons to students in classroom, especially in teaching cultural notes, cultural presentation, and teaching vocabulary through activities, using the smart board, computers, projectors and sound media. These devices help teachers to use hypermedia in delivering lessons with some interactive combination of text with pictures, sound and video. The most reliable website for language teaching is (http://gloss.lingnet.org) which provides students with proficiency level from levels 1, 1+, 2, 2+, 3 and 3+ and also skills that are listening, reading, and writing or topic domain. Challenges: The Internet has potential benefits in learning teaching language. However; there are many disadvantages related to the nature of using the internet itself, when lines are busy due to many users, or cut off the power, it may take sometimes to access information. Lack of training and familiarity on part of the teachers can make it difficult to use the internet in language classroom. Letting the learners surfing on the internet might prone them to unsuitable information for their age. Equity and justice issues also may promote difficulties, when trying to use such a technology in the classroom. These disadvantages might discourage both teachers and students to use the internet to teach or learn second or foreign language. I concluded that despite these disadvantages, it should be known that the internet has great potential benefits in education, one of them, for example, our current Courses of technology Eduu: 563, 564 & 566 which is being taken now online. Therefore, the internet is a technology that has significant implications for teachers and students. The teachers of languages should be familiar with the use of the internet. And also they must learn how to transfer files from net sites to their computers, download and upload sound, videos, software….etc. Schools also should allot some money (budget) to train all teachers to become capable to use computer and search on the internet. Such a situation is challenging the educators, and they must rise up to make a decision about how the internet can be successfully integrated into language classroom.
J+ Kiernan+, Patrick +Kazumi + Aizawa (2004). Cell phones in task based learning - Are cell phones useful language learning tools? Cambridge University Press New York, NY, USA, 16, Retrieved 04/30/09, from http://portal.acm.org/citation.cfm?id=1008784

Authors :
Patrick J: Faculty of Engineering, Department of English, Tokyo Denki University, 2-2 Kanda-nishiki-cho, Chiyoda-ku, Tokyo
Kiernan: 101-8457, Japan patrick@cck.dendai.ac.jp
Kazumi: Faculty of Engineering, Department of English, Tokyo Denki University, 2-2 Kanda-nishiki-cho, Chiyoda-ku, Tokyo
Aizawa: 101-8457, Japan aizawa@cck.dendai.ac.jp

The above writers at Japanese Universities are supporting the use of Cell phones in teaching language and there are new initiatives and researches conducted on Cell phones usefulness in teaching and learning language. It can be said that such initiatives are early attempts of investigation to set up steps of how educators and teachers integrate these handheld tools into classroom learning, since it is known that cell phones are wide spread all over many countries among students in different educational cycles. Indeed, Cell phones as handheld devices are now wide spread in many countries including the USA where we teach Language, are now particularly popular among university and college students, even in public schools. Although they can make distraction in the classroom, functions such internet access and email capability have transformed them into useful communication tools. Cell phones have the ability in building virtual community, such a community will be helpful in teaching language, as learners can have an opportunity to talk and discuss in the target language with the native speakers. The research started from placing the following question. Are cell phones potentially useful in language learning? While task-based approaches (Nunan, 1989) adapted to desktop email are now a growing area of research in CALL (Greenfield, 2003; Gonzalez-LIoret, 2003), cell phones have not yet received much attention. The research was done in a classroom aimed at evaluating the use of mobile phones as tools for classroom learning. The experiment was done on students from two Elementary classes and two lower Intermediate, were first surveyed regarding their cell phones use and pre-tested to assess their knowledge of certain target learning structures. The students were divided into three small groups as follows:-Ø Group A, using cell phones text messages. Ø Group B, using computer email. Ø Group C, speaking. The students were paired, trained with warm-up tasks and assigned to more tasks to complete in a classroom and the other at home. The target vocabulary appeared in the initial narrative task. All messages sent while doing the task was saved for analysis. The speaking task pairs were recorded and a few samples were transcribed for comparison. At the end of the experiment, the students took a post test in order to assess their learning gains. The experiment results drew the attention to some of potential benefits of mobile phones as well as highlighting some limitations, but in general, suggested that mobile phones represent a Language learning resource worthy of further investigations. I think that such a study will excite, stimulate and encourage many educators and teachers who concern about the integration of technologies into education, to conduct many researches and studies about the future use of cell phones in teaching and learning language. Also new application software may be needed to overcome the distraction that might happen to the teacher while receiving feedback from students. I suggested that, teachers can set up time for receiving feedback, answering questions and giving instructions for new assignment. Thus might not make any distraction in the classroom as every day new techtools become available, such as podcast & podcasting. The latest development about the usefulness of Cell phones in 2009 about teaching English language in china is quoted from BBC.
BBC “to provide English language teaching in China via mobile telephones BBC Worldwide and BBC World Service have joined forces to provide educational content for an English language teaching service via mobile telephones in China, following a historic contract signed in London today (Friday 14 March). BBC Worldwide and BBC World Service have joined forces to provide educational content for an English language teaching service via mobile telephones in China, following a historic contract signed in London today (Friday 14 March). The contract, between BBC Worldwide and Sina.com, China's largest website, will enable the 200 million mobile telephone users in China to learn English via their mobile telephones. It is the first time that an international educational content supplier has used mobile technology in this way. Users will receive a daily text message on their mobile containing a phrase in English together with the Chinese translation; they can then log onto Sina.com to listen to and read the phrase as part of a longer dialogue, and to read explanations about the language.” See: http://www.bbc.co.uk/pressoffice/bbcworldwide/worldwidestories/pressreleases/2003/03_march/elt_sms.shtml
Kelly, G (2008). Podcasting: Just the Basics. Kappa Delta Pi Record, 44, retrieved 05/03/2009, from http://vnweb.hwwilsonweb.com.libproxy.chapman.edu:2048/hww/results/getResults.jhtml?_DARGS=/hww/results/results_common.jhtml.21
Podcasting can be thought of as an online, audio broadcast that you can listen to on your PC or your MP3 player. Podcasts can be created for any purpose-entertainment, education- and can run from as little as a few seconds in length to an hour or more, although for educational purposes most people agree that it is best to keep them between 5-10 minutes. The word podcasting is derived from two words I-Pod and broadcast. The EDUCAUSE learning initiative 2005 described podcasting as a “software & hardware combination that permits automatic downloading of audio files (most commonly in MP3 format) for listening at the user’s convenience.” Though used overwhelmingly for music, podcasting is a method of publishing both audio and video using the internet (Clyde 2005, 54). When people subscribe to a podcast, files are delivered to their computers whenever new information or “feeds” became available. They can listen to recorded material on their computers; it can be downloaded to mobile devices such as iPod or MP3 Players. How does podcasting work? Software programs, known as podcast aggregators or pod catchers should be downloaded to facilitate listening to a podcast. This software enables subscription to or management of any podcasts. According to the News Week (2005) the most popular software includes iPodder, iTunes & Doppler Radio. These programs are tools used to subscribe what’s known as RSS feeds which supplies downloadable files. RSS stands for Real Simple Syndication. The pod catchers or aggregators retrieve files in the RSS and automatically add these files to each user’s computer or mobile device. How can teachers use podcasts? It is very easy, podcasts can be used for many educational purposes, and it can be used for: - Curriculum augmentation. - Professional Development- Material presentation by both teachers and students- And effective communication with community and parents.
Using podcast as Curriculum
Podcast can supply an almost endless variety of content in audio & video form. The technology gives teachers one more instructional device that can be used to communicate effectively with their students. Such a communication will be very useful to address the needs of the students who prefer audio or visual learning. Podcasts can deliver educational content for listening or viewing on your computer & I pod, freeing learning & teaching from constraints of the classroom and its clock”, Apple education 2007. They can be used to introduce new material, support current lessons or review material covered in class. Using Podcasts for Professional Development Podcasts can offer teachers a convenient professional development. Many teachers are living very busy lives. There is limited time for staying carried an instructional technology skills or essential issue in education. Podcasts can offer teachers the freedom to select what, when & where they learn. If a teacher wants to learn more about effective communication with parents, she/he can subscribe on an educational podcast with parents. The teacher can listen to podcast from his/ her desk directly from the computer, I pod, while driving or any mobile device at home. The content is available anytime anywhere. Technologies now are opening the door to a way of learning that was not available until recently.
Creating podcast Presentation
Another educational use for podcasts is custom information sharing. The technology offers “a unique opportunity to provide on-demand content in an easily accessible and cost effective format” (Eash 006, 16). Teachers can record lectures, lab directions, project overviews & review material and make it all available for students to download to their computers or any portable devices. Students also can prepare their own podcasts to demonstrate their understanding of content, for digital storytelling, to learn to speak effectively and for presentation among many other users. Podcasts enable students to assume a meaningful role in their own learning, one in which they take pride because they feel ownership (Anderson 2005, 42). Podcasts allow students one more way to express themselves using the language they learned.
Communication with Podcasts:
Podcasts offer opportunity to communicate effectively with community & parents. They supply parents with information provided by their child’s district, School or teacher. A weekly report on the on-goings on of schools interviews with teachers and students involved in a project, extracts from debates & concerts and reviews of sports reports can bring parents more effectively into school community " (jelly cast 2006). Podcasts offer an additional way to keep parents informed. Podcasts have great potentials to engage students in learning situation to practice different language skills as well as meeting the needs of diverse learners. The links below give some examples of how to use podcasts in teaching and learning.
I - http://mabryonline.org
II- http://www.howbase.com/video/gBBsmPlgDR8/Java-Programming-Time-lapsed.html
III- www.ahisd.net/campuses/cambridge/radio/radio.htm
IV -http://thejournal.com/articles/17607
V- www.mpsomaha.org/willow/radio
VI- www.apple.com/itunes/store/podcasts.html
VIII- www.podcastingnews.com/details/
I concluded that Podcasts are really changing the way we teach/ learn, and communicate. Podcasts provide one more method to help teachers build better curriculum, provide students with differentiated instruction, increase their knowledge of educational topics through ongoing professional development, and remain in touch with communities and parents. Podcast allow teachers to more effectively assimilate “chunks” of learning over time versus an all-day session “(Pollack 2005, 2). Joining the revolution is easy. Simply download the required software, select a podcast, and sit back. Get ready to join the growing number of educators "casting the net" for changes in teaching and learning. Generally, the recent studies on podcasts have proved the effectiveness of using video in teaching & learning. Since podcasting is combining sound, pictures, Video tape recording, & animations; it’s considered an appropriate device for teaching/learning languages, for example, British Broadcasting Corporation (BBC) offers English classes through TV, Radio and currently Cell phones as mentioned above.
Kpanja, Edward (2001). A study o f the effects of video tape recording. British Journal of Educational Technology,
32, Retrieved 05/10/2009, From http://www3.interscience.wiley.com.libproxy.chapman.edu:2048/cgi-bin/fulltext/118969473/PDFSTA RT
The study aimed at, to investigate the effective method in teaching pre-service teachers. The study took place in Nigeria setting. The study conducted on two groups of student- teachers; the first group practiced skills through micro-teaching with the help of video recording device. The second group of teachers practiced skills through micro-teaching without the help of video recording device. Each group of teachers was twenty and the length of the lesson was 10-14 minutes. During the course of micro-teaching only a supervisor was allowed to sit and watch the performance of participating teachers, the supervisor did not interrupt the lesson but recorded the mistakes which were used to instruct and correct the teacher at the end of the lesson. The participating student-teachers were allowed to give critical analysis of the lesson through questionnaire to help the participating teachers to improve their teaching skills by correcting any weak points. The device used for improving the performance of teachers through micro-teaching was the use of video recording to record the lesson delivery. The teacher with the guidance of the supervisor listens to the recorded tape and discusses any grammar, structure , pronunciation and pedagogical mistakes, what was supposed to be added, omitted or done. Method/ sample, the writer said,” every year a large number of student- teachers from various background and different states in the country are admitted into the Department of Curriculum & Educational Technology. These numbers formed the experimental population for the study.” The sample was selected on the following criteria:- The student must offer education as a major course in the university- The student must be studying at least one teaching subject outside the faculty of education - The student must not have gone out his/her final teaching practice. The Study: The Department of Curriculum Studies is well equipped with necessary technologies and micro-teaching is one of the basic compulsory course taken by the students and sessions are conducted mainly in the micro-teaching laboratory where students are assigned to role play the part of pupils and teachers. The role playing activities were accompanied by video recording guided by discussion and analysis by both teachers and lecturers in charge of micro-teaching course. A total of 40 students were used for the sample of two groups. The first group is twenty students carryout micro-teaching without any video recordings where as the second group of twenty students aided with video recordings. The author was trying to control the study to evaluate the final findings but the following variables are beyond the author control: -The difference in temperament of the university students who were selected as teachers or pupils -The difference in the textbooks which students read in the past on micro-teaching -The difference in the socio-economic status of the students. Procedures: The sampled students were not told that they were being used for any experimental study. Students also were taught by the same teacher. I think using video recordings in Nigerian setting where traditional education was dominating, had few effects on improving the teacher’s teaching skills because the use of video recording was more surprising to both teachers and pupils. They concentrated to record the teacher’s weak points, instead of reinforcing the strong points Thus might draw their attention to focusing on the video as a machine than a tool helps to make the lesson more interesting and engaging them to more interaction. Joshi in 1976 was of opinion that micro-teaching is important in training teachers and the integration of video recordings help to improve the learning of basic teaching skills. Critiques: There are huge literatures that supported the effectiveness of using the video recordings to improve teacher’s performance. However; Linman in 1980 indicated that the use of video recordings may have cosmetic effects on entire training scheme that is the students-teacher who is aware of that the lesson is being recorded by video will behave artificially. Dass in 1976 micro-teaching without video recordings would still be as effective as micro teaching which video tape was used. The reason was that many successful teachers have been able to improve their skills over the years in the absence of video equipment. He added,” the video appeared only recently in the educational scene and that a lot of successful practical teaching had been done before the invention of the video.” They concluded that the result of the Study showed that the group which used the video recordings had significant improvement over the group that did not use the video recordings. Currently, video recording is playing an important role in teaching and learning process. It has changed the ways; teachers prepare and deliver their lessons in classrooms. It has become an integral part of the instructional process, especially online distance learning.
Boulware, J (2005). An Online Learning Assignment Integrating Literacy, Science, and Technology. Journal of Reading Education, 31, Retrieved 04/04/2007, from http://vnweb.hwwilsonweb.com.libproxy.chapman.edu:2048/hww/results/results_single.jhtml;
hwwilsonid=DENK051BVQTJHQA3DIMCFF4ADUNGIIV0
The writer was reviewing the challenge faces the undergraduate pre-service teachers in weaving technology assignment into undergraduate literacy and science course without losing content. The pre-service teachers need to creatively incorporate technology in their lesson plan and delivery in their field placements. The writer selected a web quest format to meet this need as the web quest integrates research supported theories and effective use of the internet in a way that increases students achievement. He went further to say that, using this format, teacher preparation faculty will find creative ideas for integrating literacy, science and technology which can be adapted and used by their pre-service teacher in their school placements. The writer described web quest as inquiry oriented activity in which students use communication technologies including the internet to find all information they need, web quest combines authentic learning across subject areas( reading , writing , social studies and science) with internet resources. In the traditional reading approach which consists of teaching vocabulary, a re-reading activity, a during reading activity and a post reading activity, the faculty worked with pre-service student in developing web quests using children’s literature designed to involve and engage primary students in meaningful reading activity with informational science trade books. The writer assured that by developing web quests, using non- fiction trade books, the undergraduate students have online tools to teach their students to make connections across subject areas. Pre-service teachers can use the materials being put on the web quests to enhance literacy teaching and acquire basic science concepts. I think that, using web quests in teaching/ learning is helpful to both students and teachers. Teachers can plan lessons design with tasks, activities, homework and assignment embedded with specific instructions on each page, additional links for student’s assignment and more online resources. Web quest also helps students work individually or in groups to present their assignments using one of the technological tools, such as power point to enhance speaking skills, Publisher, Windows movie maker or blogs to enhance reading, listening and writing skills. In a real life experience at defense Language Institute (DLI), I used web quest to teach grammar and structures and give my students some assignments, using web quest to search online about Arabic common terminologies. And present their finding in a ten- minute presentation, using power point. The purpose for this web quest is to: - Teach our students how to search online to get information- Talk about the topic in the target language - Enhance language skills. I conclude that using web quest as an educational technological tool for teaching/ learning is a helpful tool, especially in teaching language. It offers students an opportunity to integrate all the language skills in one project assignment, consequently helps students to go towards language proficiency. As the topic is giving an overview of the effects of using technologies in teaching language; it’s necessary to review and evaluate the best websites for instructional use to know which criteria are considered educational use and appropriate to bring it into a classroom lesson as many websites found on Internet can be of low educational value and shouldn't be used in a classroom setting.
Beatty + Ulasewicz, Brian+ Connie (July/August 2006).Online Teaching and Learning in Transition: Faculty Perspectives on Moving from Blackboard to the Noodle Learning Management. TechTrends, 50, 36-45. http://vnweb.hwwilsonweb.com.libproxy.chapman.edu:2048/hww/results/external_link_maincontentframe.jhtml;hwwilsonid=FZ2XH42XCQUG3QA3DILCFGOADUNGIIV
The two writers are assistant professors: Brian Beatty and Connie Ulasewicz, at San Francisco State University started their discussions with the definition of the Moodle and Black board. Moodle is a course management system (CMS) - a free, Open Source software package designed using sound pedagogical principles, to help educators create effective online learning communities. "The Blackboard Learning System (LMS) is a world-class software application for institutions dedicated to teaching and learning. Intuitive and easy-to-use, this product has powerful capabilities in three key areas: Instruction, communication and Assessment. Connie and Brian were discussing the importance of using Black board and Moodle. Connie as an educator in the discipline of apparel design and merchandising, teaches students who are visual learners, who must communicate via words, drawings, colors and fabrications. His pedagogical style is to create an environment where open and active participation in discussions and projects leads to self-discovery and learning. His desire in using an online tool was to further facilitate interaction and create a venue for the one hundred students in his Social Psychology of Clothing class to connect and continue to dialog outside of the classroom. Connie’s experience with other online tools such as Blackboard for online discussions is limited Connie participated in two Blackboard seminars but found the tool was not intuitive, interactive or creative enough to grab his attention. A one-week Moodle workshop inspired him. What initially attracted him to Moodle was the visual presentation of the screen with the three columns of information that could easily be manipulated and updated throughout a semester. Brian has been teaching and using online tools to support face to face instruction since 1990. The growing availability and ease of use of online collaborative tools was a major influence in his career progression from high school science and math teacher to professor of instructional design and technology. At SFSU, he taught graduate courses in instructional design, project management, distance education and e-learning development and he mentored students working on culminating instructional projects in a Masters Degree program. Brian reported comment on Connie. It is interesting that Connie decided to avoid using Blackboard for asynchronous class discussions and collecting assignments, since Blackboard and Moodle provide similar forum tools (with group features) and both provide a way to collect students’ assignments. Interface matters. My input will be focusing only on the effects of using the black board in teaching / learning language at the Defense Institute language. The Black board is widely used web-based content management system. It’s used by millions of teachers and students everyday round the world. Blackboard can make a course available on world web, giving a framework for online teaching / learning community. It also can be used as daily classroom lessons. Black board can be used as a bank of course documents, announcements, syllabi, web links, assignments, assessment and instructions about the syllabi and assignments requirements (organized into content areas). Defense language Institute (DLI) has recently introduced this important technological tool for lessons delivery. It has become an essential tool for teaching different language syllabi, assignments, test, grade book to track students’ learning progress, and communication between teachers and students. It has un-limit storage capacity. The black board also offers an opportunity for teachers to set up an action for diverse learning styles to meet the needs of all learners, prepare assignment for each student according to his/ her needs. It considers a follow-up tool to track when students log in, to work on their assignments whereas teachers have an access to display the dates; the assignments will be available and disappear after that date. Finally, the blackboard includes a discussion board for asynchronous class communication through which students/teachers can share information and discuss class issues.
Section: 3: Students’ Engagement and Digital Divide:
Let’s break the ice and say, when any school or college decides to implement education technology into curriculum, the main goal should be to create a plan and policy for all learners to be engaged & have equitable access and use of such a technology. Technology has become an important tool in teaching and learning process. Technology makes teaching and learning fun and more exciting. It also makes the learners more involved and engaged in lesson activities. It can be said that technology is living within the people as parents at homes recognize the importance of technology. Educators are more enthusiastic in integrating technologies into education. Employers seek workers who have skills in communication, problem solving and production. Therefore, the policy makers, educators, teacher and administrators should be aware of critical need for wider technology access to help make learning and teaching environment more convenient and interesting for both teachers and diverse students. Since the technology has become an integral part in learning process, it must be equally provided for all learners, though making this to happen needs big budget allotment, as buying one computer or software might need many hundreds of dollars. Learners should have equal opportunities, for example, access to internet and use the other educational technologies. None existing of such equities might result in the information gap amongst students. Technology integrated into curriculum can help remove the inequities between inner-city schools and suburbs, rich and poor area schools, thus it becomes a means that equalizes the educational opportunities for all learners regardless of their ethnicity or socio-economic status. Thereby, digital equity will become a way to identify and eliminate all kind of inequities and injustices that negatively impact our schools and society. The main target of digital equity is an instructor and student for their important roles in learning process. Digital equity allows those who have access to the internet more opportunities to be engaged in social and civic issues. On the other hand, non- existing of access to technological resources due to factors such as cost , poverty, living in remote area and infrastructure hinder the people ability to participate in a social institutions (Moss, 2002).. In America, democracy is threatened when certain groups cannot participate in online voting or express their preferences (Wilhelm and Thierer, 2000). Also in communication between Department of education/school districts and remote area schools to announce or convey an urgent message needed a quick response to take an action on an important issue. Social impact is very exciting topic, believe or not only 6% of the world population is online, most of them in North America and Europe. Where are the big continents in this equation Asia & Africa? It’s considered a digital inequity across the globe.
Section: 4: Professional Development:
Both instructors and students should get the required training that enables them to use and apply school technologies, as well as a well designed electronic classroom that equipped with reliable set of teaching tools. Let’s start saying, the power of technology as a learning tool/aid will not be effective unless educators have the training and sufficient skills to use computers and the Internet to improve students' achievement. I have come over many recent studies underscore the need for developing educators’ skills and knowledge in using technology to support higher- order thinking and problem- solving skills. The educators should be more comfortable and effective with technology to use it at all, at the same times; educators who are competent with technology are more likely to use it effectively. Thus, will occur when all schools provide educators with reasonable opportunities for training to become capable in using technology in classroom to improve instruction and help students to develop higher-order thinking and problem solving skills. Educators must be trained and have time to practice what they have learned through teaching- based technology. I think it's not sufficient to learn technology rather than how to use and teach others what had been learned, and be capable to integrate it in the classroom, give students opportunity to engage and involve in a thoughtful discussion while they are doing their activities. Now as technology continues to evolve and students become savvier, the computer is an even more powerful and effective learning tool that enhances collaboration and communication in the classroom. Educators should take the advantage of this tool and start using it in classroom to enhance students' achievement during the lesson. Therefore, technology is changing the way students learn, get knowledge, interact with peers and acquire information. A classroom integrated with technology is an environment where students and educators collaborate, interact and communicate. However, teaching strategies that engage and involve students were effective in accomplishing technology integration, such as using technology as an instructional tool applicable to classroom setting, educators facilitation and management of learning environment in the classroom, for example, Internet technology as a tool for instruction , like discussion board and chat rooms allow students an equal environment in which to participate in class discussion, and also extend learning outside the classroom, this tool is a free resource of knowledge that many educators are using to communicate with students to discuss syllabus topics for their classes. According to what have been reviewed on line, most writers are putting great emphasis on technology integration in the classroom along with the standards laid down by The National Council for Accreditation of Teacher Education and The International Society for Technology in Education (NCATE and ISTE), I disagree with above statement that educators are not using technology to create classroom strategies. Educators are trying their best to integrate different technological tools to enhance students' achievement in the classroom, such technologies have already mentioned in the previous pages, knowing that old graduate educators need more development in using technologies than the new graduates. Since the Government (Educational Departments) are spending lot of money to supply schools with necessary technologies to improve students' skills to meet the ISTE standards and to overcome the challenges of 21st century.
Conclusion:
As stated previously, Technologies have become an integral part of today’s teaching and learning process. Regardless of the growing expectation of integrating technology in education, many barriers however, have been indentified by the literature hindering teachers from teaching with technology. These barriers can be limited availability of equipment, Lack of training, lack of funds and lack of time for teachers to familiarize themselves with the use of equipment and software and lack of technical support. There are few teachers used computer-based technologies for instructional purpose, especially in the low level task such as drills and word processing are the major contribution of technology in the classroom. There are many software packages and web-based applications that successfully bring interactive multimedia technology to learning environment, such as Microsoft PowerPoint, Photoshop, Hyper studio. Common web-based programs include HTML, Microsoft FrontPage. Choosing the right software to meet the educational needs is a key element in integrating any technologies into classroom. Picciano (2002) states six factors to be considered when selecting software. These six factors include: * Efficiency: How well are the programs written? * Ease of use: How easy is the software to use? * Documentation: What are the quality and the quantity of the documentation * Hardware requirements: What hardware is needed to run the software? * Vendor: What is the reputation of the developer in terms of support, maintenance and industry position? * Cost: How much does it cost? The most essential software to meet all the students’ learning styles when integrating technology into classroom is PowerPoint. As the need of third graders are different than the needs of eleventh graders. In third grade setting, PowerPoint could be used to help students indentify bugs for an insect collection, or create stories to enhance their literacy. The eleventh graders could use PowerPoint for cultural presentation. The ability to integrate sound and video into PowerPoint slides offers opportunity to teach language and culture to help students overcome the boundaries. Using PowerPoint could help students learn other languages by using pictures and their own language translated from native teacher or from translation sites on worldwide Web. In addition, PowerPoint can insert complex computer graphics, animations and video clips, can be printed in any format that the presenters wish to use and have hyperlinks for certain website. PowerPoint offers opportunity to meet the needs of students with different learning styles. Therefore, there are different classifications of learners. They include the print, aural, interactive, visual, haptic and kinesthetic learner (Dunn& Dunn 1999). According to Dunn & Dunn classification PowerPoint offers a way for teachers to individually address the needs of individual learner in the classification. For example, the print learner prefers to read books and reads for understanding, with PowerPoint direction can be written to help those learners to enhance reading skill. PowerPoint also offers a way to meet the needs of aural learner; the teacher can insert sound from the clip gallery, compact disc or record his own voice, giving students the guidance for the required activities. Interactive learner is well served by PowerPoint as teacher can prepare activities that required manipulation or games that interact with the learner to focus on students and on exact needs. The haptic learner enjoys doodling, is hands on, likes to create and manipulate, PowerPoint can help such a learner to create objects with drawing tools or create his own stories complete with pictures and animations. Kinesthetic learners are the most difficult for teacher to address and are most often those students indentified as having problem of attention. PowerPoint can combine sound, music, voice and picture to captivate learners’ attention and give a learner the sense of control over the learning process that makes it more interesting. PowerPoint also offers a way for students with disabilities to make the material presentable to their needs. A student with low vision could have graphics and text enlarged for more clear visibility. Therefore, the purpose of technologies is to help educators make their materials more interactive and more effective. Interactive multimedia software packages such as PowerPoint can allow teachers to gather the attention of their students and make them more engaged in the lesson activities.
Resources:
http://www.education-world.com/a_tech/tech/tech234.shtml
http://www.nsba.org/sbot/toolkit/teie.htmlhttp://www.siu.edu/~deweyctr/
http://www.davidsonfilmsstore.com/Giants.htm#DEW
www.insidehighered.com/news
www.mewhorizons.org
www.macinstruct.edu
www.ecause.edu
Educause Connect
Journal of Teacher Education, Vol. 54, No. 4, 2003
http://www.siu.edu/~deweyctr/
http://www.davidsonfilmsstore.com/Giants.htm#DEW
Democracy and Education, 1966
Experience and Education, 1963
Experience and Nature, 1958
http://www.cs.usask.ca/grads/vsk719/academic/890/project2/node2.html http://teachnet.edb.utexas.edu/~Dongjoo_Lee/IRD/
http://webpages.cs.luc.edu/~laufer/papers/msec03.pdf
Baber, Eric (2001/04/09). Language teahttp://www.education-world.com/a_tech/tech/tech234.shtml
http://www.nsba.org/sbot/toolkit/teie.htmlhttp://www.siu.edu/~deweyctr/
http://www.davidsonfilmsstore.com/Giants.htm#DEW
www.insidehighered.com/news
www.mewhorizons.org
www.macinstruct.edu
www.ecause.edu
Educause Connect
Journal of Teacher Education, Vol. 54, No. 4, 2003
http://www.siu.edu/~deweyctr/
http://www.davidsonfilmsstore.com/Giants.htm#DEW
Democracy and Education, 1966
Experience and Education, 1963
Experience and Nature, 1958
http://www.cs.usask.ca/grads/vsk719/academic/890/project2/node2.html http://teachnet.edb.utexas.edu/~Dongjoo_Lee/IRD/
http://webpages.cs.luc.edu/~laufer/papers/msec03.pdf
Baber, Eric (2001/04/09). Language teaching in the Internet age.
Eltnewslwtter, 73, retrieved 04/09/2009, from http://www.eltnewsletter.com/back/September2001/art732001.htm
http://greco.dit.upm.es/~leverage/conf1/gauthier.htm
Singhal, M (1997). The Internet and Foreign Language Education: Benefits and Challenges. The Internet TESL Journal, 111, Retrieved 04/26/09, from http://iteslj.org/Articles/Singhal-Internet.html
www.insidehighered.com/news
www.maninstruct.edu
J+ Kiernan+, Patrick +Kazumi + Aizawa (2004). Cell phones in task based learning - Are cell phones useful language learning tools? Cambridge University Press New York, NY, USA, 16, Retrieved 04/30/09, from http://portal.acm.org/citation.cfm?id=1008784
Huann +John+ Yuen, T+O+J (2005). Weblogs in Education. Blog Talk Doununder 2005 conference, Sydney, 0, Retrieved 07/2005, from http://www.edublog.net/files/papers/weblogs%20in%20education.pdf
Ø http://www.edublog.net/files/papers/weblogs%20in%20education.pdf
Ø http://chapman-online.org/ec/crs/default.learn?CourseID=3353566&CPURL=chapman-online.org&Survey=1&47=5689605&ClientNodeID=835325&coursenav=0&bhcp=1
Akbulut + Kiyicic, Y+M (2007). Instructional use of weblogs. Turkish journal of Distance Education, 8, Retrieved 2007, from http://tojde.anadolu.edu.tr/tojde27/pdf/notes_for_editor.pdf
v http://tojde.anadolu.edu.tr/tojde27/pdf/notes_for_editor.pdf
v http://chapman-online.org/ec/crs/default.learn?CourseID=3353566&CPURL=chapman-online.org&Survey=1&47=5689605&ClientNodeID=835325&coursenav=0&bhcp=1
Kelly, G (2008). Podcasting: Just the Basics. Kappa Delta Pi Record, 44, retrieved 05/03/2009, from http://vnweb.hwwilsonweb.com.libproxy.chapman.edu:2048/hww/results/getResults.jhtml?_DARGS=/hww/results/results_common.jhtml.21
http://volkerh.public.iastate.edu/projects/podcasting/01about_podcasting.html
http://www.powertolearn.com/articles/teaching_with_technology/podcast.shtml
Kpanja, Edward (2001). A study of the effects of video tape recording. British Journal of Educational Technology,
32, Retrieved 05/10/2009, from
http://www3.interscience.wiley.com.libproxy.chapman.edu:2048/cgi-bin/fulltext/118969473/PDFSTA RT
Http://www.funschool.com
Http://www.edchange.org
Http://www.education.gov
Http://www.memebers.fortune.com
Http://www.usask.ca/education/coursework
Http:// www.nsdc.org/library
Http:// www.iste.org/content
Http:// www.kn.pacbell.com/
wire Http:// www.web54.sd54.k12
Yu+Smith, C+M (2008). PowerPoint: Is it an answer to interactive classrooms. International Journal of instructional media, 35, Retrieved 04/121/09, from http://vnweb.hwwilsonweb.com.libproxy.chapman.edu:2048/hww/results/getResults.jhtml?_DARGS=/hww/results/results_common.jhtml.21
http://www.education-world.com/a_tech/tech/tech234.shtml
Gorski, Paul (1999). Towards a multicultural approach for evaluating educational websites. Multicultural Perspectives, 19, Retrieved 04/12/09, from http://www.edchange.org/multicultural/net/comps/eval.html
ching in the Internet age.
Eltnewslwtter, 73, retrieved 04/09/2009, from http://www.eltnewsletter.com/back/September2001/art732001.htm
http://greco.dit.upm.es/~leverage/conf1/gauthier.htm
Singhal, M (1997). The Internet and Foreign Language Education: Benefits and Challenges. The Internet TESL Journal, 111, Retrieved 04/26/09, from http://iteslj.org/Articles/Singhal-Internet.html
www.insidehighered.com/news
www.maninstruct.edu
J+ Kiernan+, Patrick +Kazumi + Aizawa (2004). Cell phones in task based learning - Are cell phones useful language learning tools? Cambridge University Press New York, NY, USA, 16, Retrieved 04/30/09, from http://portal.acm.org/citation.cfm?id=1008784
Huann +John+ Yuen, T+O+J (2005). Weblogs in Education. Blog Talk Doununder 2005 conference, Sydney, 0, Retrieved 07/2005, from http://www.edublog.net/files/papers/weblogs%20in%20education.pdf
Ø http://www.edublog.net/files/papers/weblogs%20in%20education.pdf
Ø http://chapman-online.org/ec/crs/default.learn?CourseID=3353566&CPURL=chapman-online.org&Survey=1&47=5689605&ClientNodeID=835325&coursenav=0&bhcp=1
Akbulut + Kiyicic, Y+M (2007). Instructional use of weblogs. Turkish journal of Distance Education, 8, Retrieved 2007, from http://tojde.anadolu.edu.tr/tojde27/pdf/notes_for_editor.pdf
v http://tojde.anadolu.edu.tr/tojde27/pdf/notes_for_editor.pdf
v http://chapman-online.org/ec/crs/default.learn?CourseID=3353566&CPURL=chapman-online.org&Survey=1&47=5689605&ClientNodeID=835325&coursenav=0&bhcp=1
Kelly, G (2008). Podcasting: Just the Basics. Kappa Delta Pi Record, 44, retrieved 05/03/2009, from http://vnweb.hwwilsonweb.com.libproxy.chapman.edu:2048/hww/results/getResults.jhtml?_DARGS=/hww/results/results_common.jhtml.21
http://volkerh.public.iastate.edu/projects/podcasting/01about_podcasting.html
http://www.powertolearn.com/articles/teaching_with_technology/podcast.shtml
Kpanja, Edward (2001). A study of the effects of video tape recording. British Journal of Educational Technology,
32, Retrieved 05/10/2009, from
http://www3.interscience.wiley.com.libproxy.chapman.edu:2048/cgi-bin/fulltext/118969473/PDFSTA RT
Http://www.funschool.com
Http://www.edchange.org
Http://www.education.gov
Http://www.memebers.fortune.com
Http://www.usask.ca/education/coursework
Http:// www.nsdc.org/library
Http:// www.iste.org/content
Http:// www.kn.pacbell.com/
wire Http:// www.web54.sd54.k12
Yu+Smith, C+M (2008). PowerPoint: Is it an answer to interactive classrooms. International Journal of instructional media, 35, Retrieved 04/121/09, from http://vnweb.hwwilsonweb.com.libproxy.chapman.edu:2048/hww/results/getResults.jhtml?_DARGS=/hww/results/results_common.jhtml.21
http://www.education-world.com/a_tech/tech/tech234.shtml
Gorski, Paul (1999). Towards a multicultural approach for evaluating educational websites. Multicultural Perspectives, 19, Retrieved 04/12/09, from http://www.edchange.org/multicultural/net/comps/eval.html
http://vnweb.hwwilsonweb.com.libproxy.chapman.edu:2048/hww/results/external_link_maincontentframe.jhtml;hwwilsonid=FZ2XH42XCQUG3QA3DILCFGOADUNGIIVhttp://www.techlearning.com/article/13966