Week 7 Reflection

Mobile Learning

 

 

The articles “Mobile apps for language learning” and “Going to the MALL: Mobile Assisted Language Learning” suggest a number of language learning apps and many of them seem very interesting and motivating.   It so happened that this week the Center I work in purchased iPads for class use.  Though the number is just enough for one class, teachers are all very excited about it. Teachers can borrow them for class use but then a lot of questions arise.  What apps should we install?  How can we use them effectively in teaching English?  Whose responsibility is that if it is damaged? There are a lot more questions which we haven’t figured out the answers yet.  I am just afraid that uses of those iPads will be similar to what Kukukska-Hulm and Shield (Godwin-Jones, 2011) stated in their review, that is, “uncreative, and repetitive and did not take advantage of the mobility, peer connectivity, or advanced communication features of mobile devices”.

 

I think students are so used to apps that they expect things to be done by a simple click on the screen of their smart phone.  For example, my students seldom check their school email because they think it is not convenient. They claim that it is too troublesome to first access the university website, then log in to read their emails.  Therefore, bearing that in mind, I will try to use websites where they offer mobile apps as well, such as Quizlet.

 

I watched the webinar, titled “Small Wonder: Cellular Phones and Language Learning”, and I am very interested in “Dragon Dictation” which is a speech-to-text recognition software. However, it is unavailable in my country. I am a little bit disappointed. I believe there are other alternatives, so I have to keep searching.



 

Week 6 Reflection

 

The semester began this Wednesday and I am able to try out what I have learned in this course into practice.  I created an interactive PowerPoint.  I added hyperlinks, action buttons, images and videos, and also used high contrast colour (black and white) as suggested in the article “Creating Interactive PowerPoint Presentations for Teachers and Students” instead of the fancy backgrounds that I found online.  I think it is better because it is less distracting.  Another new thing that I learned is to press the ‘B’ key to blank a screen when I want to draw students’ attention or keep them focus on their discussion. Before reading the articles about creating interactive PowerPoint, I have no idea that PowerPoint can be used in such a creative way.  However, one of the problems I encountered is that if I insert a hyperlink to an external source, e.g. a Youtube video, then it may take a very long time to load the video. 

 

 

For my project, I will use Voxopop to engage students in speaking and listening.  I will create a TalkGroup in Voxopop.  Students will read a passage on ethics, then they share their opinions about the topic and comment on other students’ opinions.  I have this idea because when I reflect upon the reason why students were passive and not very responsive in discussion, I think it might be due to their lack of vocabulary and knowledge of that subject or discussion topic. I hope that with Voxopop, even quiet and shy students will gradually become more confident in using English to express themselves.

I had the first lesson with my students on Thursday so I was not able to implement the change this week.   I will use my interactive PowerPoint next week, though, and will introduce Voxopop to my students by the end of next week.

Week 5 Reflection

Problem-based learning is promising and offers an alternative way to assess students’ skills and capabilities. By coincidence, my cousin asked me to complete a questionnaire for his Geography project. Out of curiosity, I asked him the details of his project.  They worked in small groups and decided on a topic related to a societal issue in Macau.  They chose traffic problem in Macau.  With the guidance of the teacher, they created a questionnaire and completed the survey.  Then they did a presentation about their results.  It sounds like an interesting project. It is related to students’ life and students choose their own topic, but, to my surprise, my cousin commented that it is a boring project.  That night I went home and read Gaer’s article on “Less Teaching and More Learning” again.  I tried to understand and figured out what went wrong with that project. Then I called my cousin to ask for further details.

Here are my guesses:

• Though students are given the freedom to choose a topic, the topic chosen by my cousin is not meaningful to him and his group.  I think if the teacher could describe the project in more details and explain the motive for doing this project, students will see the purpose of it.
• The final step of this project is a presentation of the findings to the students’ own classmates, so they don’t see value in it.  I think if they can use the data and write a proposal to the relevant department about the issue, it will make the project more meaningful.
• The topic chosen is too easy.  Even before doing the survey, students already know the results. 
• There is no rubric so students do not know how they will be evaluated, and thus losing direction and motivation.

I searched on the Internet for more information about problem-based learning and I found this diagram on the cycle of problem-based learning from Virginia Commonwealth University.

After reviewing, I think, if the assessment parts (class reflection, evaluate peers/self, synthesis learning, moderated discussion, evaluate learning) of my cousin’s project can be reinforced, it will become more meaningful.

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I was tempted to create a WebQuest for my final project. Indeed, I started to work on one, then I realized the difficulty in implementing it, so I dropped this idea.  The class that I will implement the change has a very structured curriculum with set standards so there is not much flexibility.  Therefore, I decided to start with something small --- a class blog.  Since it is my first time to create and use a personal blog, I have no idea how to create a class blog.  Classes will start next Thursday, so I have to work faster and have my class blog set up as soon as possible.

Week 4 Reflection

 

There is a vast amount of educational webpages and technological tools available online that can enhance teaching and learning, and they all look exciting and interesting.  However, after this week’s experience, I think finding an appropriate webpage that suits the class may not be that easy.   One has to put in a lot of considerations before adopting a certain technological element into his or her lessons.

The reading “Tips and Advice from your Webskills Team: How to Write a Technology Enhanced Lesson Plan” reminds me of a case study I did before on how multimedia was used in a primary school, and the result was that technology was used more like a “gimmick” than an educational tool to enhance teaching and learning. 

In fact, every now and then, I will question myself why I am using a particular software or website for class.  Is it just for fun or to make the class seems more interesting?  According to the article, technology used in class should aid in achieving the language objective, but not letting the technology drive the lesson.    I totally agree with that.  However, sometimes when I find interesting websites and activities I will just plug them in the lesson without thinking carefully how learning can be enhanced with the use of technology.  When I started to write the ABCD objective for my technology-enhanced lesson plan, I realized that the learning objectives I had before were not clear and some were not met.  I started to understand why some students did not find the technology-enhanced activity useful though they claimed that they liked and enjoyed it very much.

The other issue that I overlooked in the past is evaluation of the success of the technology being incorporated in class.  It is possible to do an informal evaluation, but we may be subjective.  How can we evaluate the success in a more formal way?