Reflection on week 11 reading: Learner Autonomy and Tandem Learning

In this paper, the author, Schwienhorst, discusses about the relationship between pedagogy and technology. There are three different perspectives that he mentions: an individual-cognitive, a social-interactive, and an experimental-participatory perspective.

"Individual-cognitive" perspective is that reflection and awareness are paramount to learner's learning progress. "Social-interactive" perspective is that students learn through meaningful interactions with native speakers and peers. The interactions are involved scaffolding and feedback which can help learners develop linguistics awareness. "Experimental-participartory" perspective is that learners are supervised and control during their learning process. In this case, learners' awareness of language will be raised.

Tandem learning means that there are two learners' of complementary L1-L2 combinations. These two learners can learn from each other.

In my personal experience, I believe that technology definitely can benefit students' learning, no matter how old you are or what nationality you are. Frankly technology becomes more advance and convenient. People get information whenever and wherever they want. That means learning through technology is liked a trend in today society and I assume that this trend is never passed. It would only become better. Therefore, according to those three perspectives of learning from Schwienhorst, they can absolutely help students learning better in different occasions.

Reflection on week 1: The web as a vehicle for constructivist approaches in language teaching.

This article is about the advantages and disadvantages on Web-based learning. It mentioned that the best versions of Web-based learning are goal-based problem-solving activities which involve learning bydoing They allow learners to make mistakes in a safe environment. Furthermore, it is even better if intelligent tutors are provided and they provide guidance to learners. However, Web-based learning is not a time saving approach. In contrast, it is a time-consuming approarch. But it is worthwhile to invest in because the research has shown that both adult or younger learners like working with computer. They agree technology can help in their learning and stimulate their interests. From a report did by 164 older and younger students, it showed that there are 133 advantahes and only 90 disadvantages. Although it seems that Web-based learning has many advantages. But it still has disadvantages. For example, Web-based learning requires certain level of computer skills. Therefore, learners might have pressure if they don not familiar with using computers. In this case, it might affect learners' learning.

Reflection on week 10: Technology in testing: the present and the future.

This paper is about the advantages and disadvantages of computer-based language tests (CBTs). For advantages, for example, firstly, CBTs is different to the traditional pencil and paper tests. It helps saving paper because people only need a computer and an internet to do the test. Secondly, there is no restriction of time. It means people have choice of doing it anytime and anywhere they prefer. Thirdly, people do not need to force staying in an area such as a big room to do the test and not need to do it in front of others. For disadvantages, for example, firstly, CBTs limit in item type such as multiple choice questions are the most convenient test item type for CBTs. Secondly, a degree of computer literacy is required because test takers need to follow instructions in order to take a test. Knowing how to use a mouse or knowing some keyboard features is essential.

I had an experience of taking CBTs when I was taking my bachelor degree in Australia. I forgot which course was it about. But I needed to finish a 30 questions test in a period of time. I did it at home as I remember. However, not only me, my colleagues took the same course could cheat easily. The reason is that I needed to press "submit" when I finished the test. I could just press "cancel" if I was not quite ready after I started the CBTs. Or I could ask tips from people who just finished the test earlier. Then I could get more information about the test. Therefore, although CBTs are convenient, it is not that "valid" in my point of view.

Reflection on week 8: Hong Kong's amended copyright law: a guide for teachers and students.

This is a leaflet showing the information which teachers and students can use and not breaking the law. That is copyright. Publishers or writers have their rights on their works and people might break the law if they use others' works without authorization. So copyright is use for protecting the origional works' producer.

However, sometimes it is hard for teachers or students by using others' works "with" authorization, especially for my primary students. They are still too young to understand what is copyright about and they do not know how to reference the resources. Maybe it is not too harsh for language course. But it is extremely hard for General Studies course. For example, primary four to five students in my school need to do newspaper cutting every two weeks. They might be able to find a source. But maybe they are too lazy or they do not even know how to analyze a newspaper article. Most of them only copy a whole paragraph from the article. They do not care about "copyright" even teachers keep telling them not copy the whole thing from newspapers. Therefore, I think it is essential for schools to organize an introduction course of copyright in the beginning of a turn. And also teachers should guide students how to make a good use of resources by avoiding copy the whole paragraph.
Recently in this school year, I've informed that my school purchased copyrights from two newspaper companies. Therefore, teachers can copy some articles for their students for teaching purpose of course. However, there is a limit of copies for each article.

My reflection on Liou's paper (week 7)

Liou's paper is about using movies as a teaching aid to stimulate students attention and interest in learning English. It calls interactive videodisc (IVD). The feature of this coursewave is that beside watching movies, students can click the icons on the screen to get information such as the Help icon. After students ask for help, there are eight levels of help which avaliable for them such as Word Search and turn on or off the English/Chinese script.

By using films, IVD also provides excellent work in target language (TL) input, linguistic features such as stress and intonation. It also provides the culture playground and it allows students to understand the language speaking as well.

Frankly I am quite happy with IVD because I am definitely sure students can motivate by it. It is true to say that movies can give students certain extend of different culture. Students can also learn from the tone from the movies' characters. However, there are many slangs in a normal speech that might be difficult for students to understand even though there are Chinese script in the movie.

Also, if the computer system is not yet mature in a school, IVD might not be able to work smoothly and it might stuck during the lesson. Therefore, teachers need to make sure the computer systems at schools are good enough to use IVD before decide using it.

Reflection on week 3 reading - Teaching Guidelines

After reading this article, it inspired me that teachers only promote using technology is not good enough for students. Because it is easy for students to surf on the net and there are many attractive topics and information for them. However, which part of information is useful for them and appropriate for them? This is a very important issue for teachers ensure that their students get what information they need to. So, teachers play an important role in the classroom.

Reflection on week 4 reading - Language Learner Behaviour in a Virtual Environment

After I read this paper, I absolutely agree the result of the project. According to my experiences (just a few years ^0^), I found that students do feel anxiety when having face to face communication. They do feel more relax when doing tasks with computers. Especially for L2 students. Seriously, many of my students have MSN accounts and they seem talk more when they are talking to me though MSN. They like asking me questions through MSN. However, when I talk to them face to face, they feel shy and sometimes I don't even hear what they say because of their soft voices. Therefore, I really think that communicating via a virtual environment is a way for L2 students to have a good start and build up their comfident.

Hong Kong choking on food waste

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Hey everybody,

I've just updated my blog and added my photos...........*O*

Longman E-book

I don't teach English in this school year but I can share my experience in teaching English by using Longman e-books with my primary one students.

Actually e-book is a software and it comes with the teacher's edition textbook. I normally use it when I teach reading and grammar in each unit because it has good animations and gragphs to capture students' attention.

A wonderful wesite for teaching phonics in primary junior level

I found the following website is good for teaching phonics in primary junior level because the animations are attractive. My students love watching it in their phonics lessons.

www.starfall.com

Oh..............forgot to tell...............

This is my first time writing the blog ^0^

My experiences of technology in the language learning context

I am not good in using technology in language teaching actually................

Umm.......I usually use e-books in my English lesson because it's quite useful I found............especially the pronounication of the vocabulary in the text......

Beside the language course, umm.......... I also like using e-books in my Mathematics lessons and using powerpoint in my General Studies class because I can capture my students' attebtion when there are animations or sounds!!!