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Sunday, July 26, 2009
Teach me to think
Technology makes changes.Please use technology to teach me to think then will learn te skills that I need.Watch the video below to see who is the factor of change?
We live in a world of instant informtion defined by technical change and social challenge. Teachers are asked to prepare students for a future world whose citizens will have to combine old and new skills and old and new knowledge in ways we cannot fully imagine.Using technologies in teaching and learning is a way towards making changes happens in our organization (society or school). As Gwen and others said in P.177,” technology supports individualization of instruction, enhances group learning, nurtures distance collaboration and promotes avenues for community building.”
Technology can make this change happen as for its ability to meet different learning styles in a classroom setting and engage students in activities to explore new knowledge.The influence of technology on teaching and learning is increasing every minute. It has become an inherent part of instruction, the administrators, instructors, employers and also parents at homes recognize the importance of technology in our life. For example, Business men and Employers are seeking workers who have skills in computer, communication, problem solving, high order thinking and production.
DLI's teachers are preparing soldiers-students to language proficiency to perform special mission for special puropses, teachers integrate different technological tools to realize this goal.
Teachers & students have access to computer and internet connectivity in classrooms, offices,labs, homes or in the barracks. I think that the agent for change is a computer Whenever technology is mentioned, what comes to a mind is a computer.
Instructors can use the computer in class in many ways. A projector used to display the instructor’s computer screen is very useful for showing electronic classroom materials. Display demonstrations of computer software by the instructor in class are also very useful. Course websites are a powerful tool for both the instructor’s use and student’s use of the computer for class and in class.There is one disadvantage on depending on displaying the materials on computer screen, thus might convert students from active note taking to passive watching.DLI is trying to make equal access to technology by providing teachers & students with computers/PDAs and internet in classrooms and technology labs. There are technology teachers offering tech- support and training for both teachers and students.
I can say DLI is a institute that is making bridging digital devide to happen.Please watch th changes tecnology makes to education and students.
Two viddeos:
Watch Video: I
watch Video: II
We live in a world of instant informtion defined by technical change and social challenge. Teachers are asked to prepare students for a future world whose citizens will have to combine old and new skills and old and new knowledge in ways we cannot fully imagine.Using technologies in teaching and learning is a way towards making changes happens in our organization (society or school). As Gwen and others said in P.177,” technology supports individualization of instruction, enhances group learning, nurtures distance collaboration and promotes avenues for community building.”
Technology can make this change happen as for its ability to meet different learning styles in a classroom setting and engage students in activities to explore new knowledge.The influence of technology on teaching and learning is increasing every minute. It has become an inherent part of instruction, the administrators, instructors, employers and also parents at homes recognize the importance of technology in our life. For example, Business men and Employers are seeking workers who have skills in computer, communication, problem solving, high order thinking and production.
DLI's teachers are preparing soldiers-students to language proficiency to perform special mission for special puropses, teachers integrate different technological tools to realize this goal.
Teachers & students have access to computer and internet connectivity in classrooms, offices,labs, homes or in the barracks. I think that the agent for change is a computer Whenever technology is mentioned, what comes to a mind is a computer.
Instructors can use the computer in class in many ways. A projector used to display the instructor’s computer screen is very useful for showing electronic classroom materials. Display demonstrations of computer software by the instructor in class are also very useful. Course websites are a powerful tool for both the instructor’s use and student’s use of the computer for class and in class.There is one disadvantage on depending on displaying the materials on computer screen, thus might convert students from active note taking to passive watching.DLI is trying to make equal access to technology by providing teachers & students with computers/PDAs and internet in classrooms and technology labs. There are technology teachers offering tech- support and training for both teachers and students.
I can say DLI is a institute that is making bridging digital devide to happen.Please watch th changes tecnology makes to education and students.
Two viddeos:
Watch Video: I
watch Video: II
Thursday, July 23, 2009
Digital inequity starts from kindergarten
As computer technology becomes increasingly available throughout society, Concerns have been raised about reducing the digital divide among children who are benefiting and those who are being left behind? (Light, 2001), the term digital divide is now generally defined as the difference in information technology use based on ethnicity and socioeconomic status. An extract from a long Study done by University of Tennessee, Knoxville, written by Sharon Judge and others (summer 2004) examined young children’s differential access to computers in school and home and the different conditions that affect how children use computers. The sample consists of 10,000 public school children who attended kindergarten and first grade. Lower and higher poverty schools are about equally likely to have computers available for children when they start their formal schooling. The study results suggest that the digital gap starts to widen as children move into first grade. Even though children’s access to most computer resources at school increased from kindergarten to first grade, children attending higher poverty schools had significantly fewer computers and software programs available. Young children’s use of computers in their classrooms differed by school poverty status. The study findings provide evidence that American public schools are making progress towards digital equity for all groups of students. However, the average student-to-computer ratio of 8.4 to 1 in kindergarten and 7.4 to 1 in first grades is still much higher than the recommended ratio. More effort is needed to reduce the gap. Teacher can start reducing the gap through integrating more than one tool in a classroom lesson. I think PowerPoint can do that as it has the ability to combine picture, sound, animation and text. Therefore, all students can a way to acquire new skills.
Watch video about E- Teaching & equity
Watch video about E- Teaching & equity
Tuesday, July 14, 2009
Virtual Community
Second life word is a virtual community people can resort to when the real life is getting harder and harder to communicate with other people through online connection. The current generation is using different tech tools to make this world happens; starting from using text messaging on their mobile phones to chatting rooms online. Meantime, the possibilities are seemingly endless. That's what creators of Second Life and other sites expect will draw the generations that grew up on video games: The chance to create their own alternative identity in a virtual world. Therefore, Second Life is completely user-generated 3D environment that comes with relatively easy-to-use building and scripting tools that anyone can learn. This makes it an ideal environment for engaging students in creating their own learning activities, experiences and skills, and not just be inactive consumers of learning. Second Life offers a range of new and exciting possibilities for educators and their students. Already, there are many outstanding educational institutions and colleges exploring the use of virtual worlds for the delivery of a wide range of courses and educational events including distance and flexible Education, Presentations, Discussions, Multimedia and Games Design and Language Learning practices. Our course Eduu 564 is one of the virtual worlds that use different means of communication with students and professor. Watch this video for more information about the second world: We need some regulation to organize such world, especially for users under 18 years. As avatar allows users from the age of 13, those by law are considered minors. Every minute software designers and developers bring something new into effect. I think this might carry negative impacts on family bonds, ties and kinship. Teens will be no longer taking care to weave such bonds that old generations used to take care (cartoons). Watch this video:-
http://vodpod.com/watch/194671-awesome-second-life-introduction-video
http://vodpod.com/watch/194671-awesome-second-life-introduction-video
Thursday, July 9, 2009
The Effects of Using some Technological Tools in Teaching & Learning Language
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). Also 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- Why do instructors use technologies in teaching & leaning language?
2- How do instructors use and apply technologies in teaching & learning language?
3 – What is required to use & apply technologies in teaching & learning language?
4 - How does distribution of technologies help bridge the digital divide?
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). Also 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- Why do instructors use technologies in teaching & leaning language?
2- How do instructors use and apply technologies in teaching & learning language?
3 – What is required to use & apply technologies in teaching & learning language?
4 - How does distribution of technologies help bridge the digital divide?
Wednesday, July 8, 2009
Gender Gap in the use of Technology
Gender is both similar to and different from cultural differences. Certainly these are physiological difference between the sexes, but these do not extend to inherent difference in the ability to succeed at school or work. The effect of gender on learning and achievement is constructed by culture. In Western societies, girls are expected to behave more passively than boys. Boys are expected to be active and curious, often to the point of getting into trouble, which is considered normal and acceptable (Schrum & Geisler, 2003). At the same time our culture describes the males’ behavior as assertive and competitive. Females’ behavior is described as collaborative and supportive. The Eastern culture, especially Middle East discourages the males’ ambition to freedom; many things need to be done to free women from oppressed traditions. The issue is the boys are encouraged to develop skills in fields like engineering and computer science whereas girls are often discouraged in these fields. From these differences come disparate approaches to technology. Research conducted by Honey et al. (1991) suggests that males envision technology as a means to gain power and control over the physical universe, while females envision technology as a means to improve communication and collaboration. Girls use computing technology as to accomplish task and boys use computing technology as toys. The situation has changed; girls compete the boys in all fields of education. Many universities have large numbers of girls enrolled in science technology, mathematic, physics and chemistry which considered the most difficult sciences even for boys.See the video below
Monday, July 6, 2009
Gender Gap in Technology across the Globe
A study carried by the International Association for the Evaluation of Educational Achievement (IEA), published by the University of Twente, P.O. Box 217, 7500 AE, Enschede, The Netherlands. The study is about the use of computers in 21 countries to examine the involvement of women in the implementation and use of computers in the educational practice of elementary, lower secondary and upper secondary education in participating countries. The results showed that in many countries computer use in schools is dominated by men. The study only mentioned the reason is that Female teachers have less regard for their skills and knowledge than their male colleagues have for their own skills and knowledge. In all countries (except for the French-speaking countries) less than half of the schools had a special policy for the promotion of equal opportunities for boys and girls with regard to computer use. This policy consists of retraining female teachers to become computer science teachers. Accordingly, the technology gap is not only spreading among gender but there is a gap among Countries ( most developed X least developed), race ( minority X majority), social economic status ( rich X poor) and locations( Urban X Rural). In addition to that the culture and traditions as you will see in this link about Africa, exactly, Northern Ghana. The girls are left behind in education due to cultural barriers and traditions. The main jobs and responsibilities of females are to do home duties, such as taking care of young children, washing, cleaning and cooking. Please watch this video; it is very interesting and gives you more information about inequities in education. http://www.youtube.com/watch?v=Z-qHpx2qRso&feature=related . University of Michigan relates the gender gap in technology to preferences in learning styles and formats, to attitudes towards a computer. Read more about gender equity Fromm this link: http://sitemaker.umich.edu/356.dovzan/home.
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object width="425" height="344">
Sunday, July 5, 2009
The Usefulness of Cell phones in Teaching & Learning Language, the latest study
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
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
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About Me
- Teaching-Learning
- I am working with Defense Language Institute at Monterey Bay. I have received my education in Sudan, Yemen and America. I have got MA in educational technology, 2010 at Chapman university, Monterey City California and Post master at the University of North Carolina at Greensboro. (UNCG). in 2004and MBA in Sudan in 1998. I got American citizenship in August 2008. I am married; I have five children , two in college and one in high school.Suheil still early grade one and Suheib is a baby of three years old, playing at home. My email address is assiraiwoo@yahoo.com. Phone number is 8312246829.
