Unit (2) Journal Entry

Integrating Technology in Teaching and Learning a Foreign Language
Technology is an essential element in teaching and learning a foreign language. As an educator one can not avoid using technology in the classroom. Technology is used to enhance and reinforce teaching and learning. My research topic is going to be about integrating technology in teaching and learning a foreign language.
In my research, I would like to examine the effectiveness of some technology tools in education such as Podcasting in teaching listening skills, PowerPoint for presentation, technology as a means of communication, and the use of Blogs for journal writing etc…
Below are some ideas I would like to explore in my research:
Technology accessibility for both teachers and learners
Technology literacy (What should teachers and learners know about technology?)
What are the advantages and disadvantages of using technology in education?
What are the appropriate technology tools for teaching and learning a foreign language?
Professional development
Surveys and interviews about the popular technology tools used by teachers and learners
Links and Resources:
http://www.thejournal.com/articles/17296


http://www.education-world.com/a tech/columnists/poole/poole015.shtml
http://www.everythingesl.net/inservices/learningstyle.php
http://iteslj.org/Articles/Davis-ImpactOfTechnology.html
http://www.uvm.edu/~jmorris/hied.html
http://www.pace.edu/CTLT/newsletter/Volume%203%20Issue%201/articles/article4.htm
http://www.learning.com/resources/NAESP-Technology-and-Student-Achievement.pdf

Journal Response

I created my first website at the Google Sites. It was fun and a very useful experience to me. The site offers its members several free technology programs and services. As a member you can create your own website, e-portfolio, blog and wiki as well as e-mail. You can also upload videos and edit documents. My website address is:
http://sites.google.com/site/rashalisite/Home Nevertheless, I am planning to use Epsilen for my e-portfolio. I registered for Epsilen by following the link that Dr. Frese provided us, in EDUU (563). It was simple, fast and free. However, I encountered a problem after registering. The problem resulted from skipping the security questions step. I could not log into my account because I did not get the username for the account. It took me about fifteen minutes to find out where the problem was and how to fix it. My e-portfolio address is: http://huss6701.chapman.epsilen.com/
Epsilen is a virtual social network which allows its members to create and maintain a professional e-portfolio, develop and share resumes, showcase scholarly work and other documents. Members can also use Epsilen for e-mail, blog, wiki and other forms of communication. Epsilen offers free and commercial useful programs and memberships. An e-portfolio account is free for any registered student or faculty member in the United States if a school or university is registered as a licensed Epsilen institution, otherwise, the fee varies for student and staff.
In my previous courses and classroom setting I created many artifacts that demonstrate my proficiency according to the technology facilitation standards. Here are some examples:
Standard 11: Planning and Designing Learning Environments and Experiences
Curriculum Design (609), Webquest (551) Power point presentation, Our Trip to Yemen (Hyper studio-552) Cultural Presentation
Standard III: Teaching, Learning, and the Curriculum
Natural disasters (551) Power point presentation, Wedding in Sudan (552) Movie Maker, Blogs and Wikis (563)
Standard IV: Assessment and Evaluation
Evaluating Instructional Websites (551) Word document, Rubric (563)
Standard V: Productivity and Professional Practice
Technology Plan (563), My Website (552) Microsoft Publisher document, Stock Shares Analysis (551) Spreadsheet document
Standard VII: Procedures, Policies, Planning, and Budgeting for Technology Environments
Website Development Proposal (552) Microsoft Word document, Course Module (563), Technology Plan (563)
Standard VIII: Leadership and Vision
Technology Plan (563), Rubric (563), Curriculum Design (609)
In order to finalize my e-portfolio I already collected my artifacts and I saved them in separate files. I am planning to digitize all the collected texts, images from documents, emails, excel sheets, visual presentations , window applications and convert them into a professional PDF document. I can easily edit the PDF file either by controlling or modifying by moving the images or writing text.
I already completed the first step which is collecting the artifacts. The second step is to organize these artifacts according to the following outline:
Introduction, Table of Contents, My Philosophy of Education, My Resume, the Technology Facilitation Standards (1 through 8), Acknowledgement
I am looking forward to benefit from this new experience in order to improve my skills and grow professionally.

Mashing Literacy

Mcpherson, K (2008,Jan). Mashing literacy. 35 no5, 73-5.

Mr. Mcpherson describes the term mashing as the practice of combining or mashing two pieces of music together (usually hip hop) to create a new song. He also defines it as web-based applications by combining and integrating information from two or more sources into one new information form. He mentions the challenge that faces teacher-librarians trying to develop their students’ technology literacy, especially when working on online applications with auditory and visual learners. Thus, online mashup tools help in filling the gap for such learners.
Animoto Mashing:
The process of combining images and music in a video montage presentation style is called Animoto Mashing.
Advantages of Using Animoto:
It enables visual, aural, and textual learners to quickly create and communicate complex new and powerful stories and messages of a multimodal nature.
The Animoto presentation has the potential to reach larger audiences.
Teacher-librarians can use Animoto to expand students’ literacy concepts and communication practices beyond the reading and writing.
It attracts and engages the learners over long period of time.
Teacher-librarians can use Animoto to develop students’ online social skills.
Animoto provides students with both the information and the tools required to easily access creative common audio and images.
Disadvantages of Using Animoto:
· Animoto is a web-based application. It relies on the high speed internet connection. If you do not have access to the internet connection, you will not benefit from it.
· Licensing cost $30.00 per computer a year. Schools with low budget might not afford the service.
· Relative newness. (Still educators do not know how to fold this technology in the curriculum).
· The application does not provide users with tools for fine tuning their presentations.
Animoto helps students develop critical and communication skills. Students may record their own voices, and music. As a teacher of a foreign language I can apply this technology in teaching listening, use digital images in presenting new vocabulary items, and assigning listening material for homework etc...

How to Use Digital Images and Video

,Lindroth, L. K. How to use digital images and video. Technology in your classroom, Retrieved Dec. 16, 2009, from http://www.teachingk-8.com/archives/how_to/how_touse_digital_images_and_video.html



Mrs. Lindroth states that using video projects is an engaging way to incorporate technology in the core content. She thinks that the availability of free video editing software tools like Movie Maker and iPhotos makes it easy for every classroom to afford.
The article lists the reasons for embracing video and all its benefits to the curricular. Some of these reasons and benefits are:
The cost digital cameras (still images& video) has dropped and affordable for every classroom.
The wide range of choices and options provide easier access to digital still and video cameras that will fit the curricular needs.
The range of possibilities for video production in the classroom such as:
Electronic students’ portfolios for assessment and teacher portfolios for professional development.
Tutorials for management such as class rules and procedures.
Students’ projects.
Video for online classes.
I think that the use of video in teaching and learning brings life to the classroom and enhance the learning process, especially for visual learners.We can use digital cameras and video in all subjects such as language arts, science, math etc.. I used video images in teaching Arabic language. It is easy to use for both the teacher and the students.
Linda K. Lindroth is a technology editor and Web coordinator for teaching K-8. She is also a technology resource teacher in a K-5 computer lab in Lexington, KY.

Multimedia-casting Syndication for Educational Purposes Considerations of a Podcast for Use in Higher Education

O’ Toole, Gregory (2007). Multimedia- casting syndication for educational purposes considerations of a Podcst for use in higher education. British Journal of Educational Technology 38 no 5, 939-41

Gregory O’ Toole defines Quantumedia (communication theory) as the philosophical pursuit of fundamental unit of electromagnetic energy. He uses the term multi/new media documentation to describe his theory. He refers to his media theory work as cultural documentation which is created and transmitted through media.
Mr. O’ Toole agrees with Marshall McLuhan in his theory that says “media are an extension of ourselves”. Therefore, he believes that the self can be a medium and thus called the ongoing process of life (documented) through various new media “The Quantumedia Experiment”. Mr. O’ Toole stated his views about the Site created by the staff of Educational Technology department at the University of Denver. He described the Podcast technology and the different technology tools and software used such as the audio and video-cast, Microsoft Access Database etc…
http://law.du.edu/podcast/podcast_signin.cfm; http://www.law.du.edu/podcast/).
Students can use the URL to subscribe to a particular course’s Podcast where all the files are audio. Each professor is assigned to one Microsoft Access Database table ( A Coldfusion) which is a form used to collect information for each Podcast such as the title, description, file etc…Students can also access recorded lectures and class material created by the Audio/Visual department.
Podcasting technology is growing rapidly and its use in teaching and learning environment is expanding especially in higher educational levels. I think the program created by the University of Denver is a good example of utilizing technology to enhance the teaching and learning processes.


Gregory O’ Toole is an adjunct professor and media investigator.

http://www.quantumedia.org or http://www.radio-qmx.org.
http://www.gregory-otoole.com

Teaching Languages to the Blind and Visually Impaired

Donely, Philip Redwine. "Teaching languages to the blind and visually impaired". Canadian Modern Language Review 2002: 302-305.

This article states the difficulties that visually impaired students face in learning a foreign language and how to overcome these difficulties. Donely mentions that students with impaired vision may miss the non-verbal context in learning languages such as body language and gestures. He compares the input that visually impaired students receive in language courses as less comprehensible than to the sighted students. In addition, the visually impaired students will find it difficult to receive linguistic input by reading the print materials that are traditionally offered in language courses. He thinks that class activities are not designed for visually impaired students, as well as teachers and students are not used to work with students who are visually impaired. Students with visual problems will find themselves left out of the class activities or they might feel being marginalized and isolated from the class community.
Donely suggests that using technology will solve some of the problems that visually impaired students face in learning a foreign language. Here are some of his suggestions in detail:
Accommodating every individual with visual problem in special learning environment according to their needs.
Using types of listening support such advance organizers.
Using certain types of photocopiers to create larger versions of text book materials.
Seek out printed materials designed for blind or visually impaired.
Tape-record class sessions for review purposes.
Tape- record text books in order to be used as audio books.
Use computer programs that convert printed pages, web pages and CD-ROMs into synthesized speech.
Prepare written assignments in which students could use a Braille key board.
Pencil-and-paper tests are not practical; assess students’ progress by analyzing a portfolio of tape-recorded work and periodically interview students in the target language.
Students with disabilities such as visually impaired students are in need of technology tools and methods that will help them access the content of the subject matter. Technology will expand the opportunities for those individuals. I do support Mr. Donely in his practical suggestions to assist visually impaired students in learning a foreign language.


Philip Redwine Donley (PhD, University of Texas, 1997) is the co-author of three introductory college Spanish texts and has taught Spanish at the University of Texas, Southwestern University, and Austin Community College.

iPods and Cellphones

Greifner, L (2007).iPods and cellphones. Education Week's Digital Directions.

Laura Greifner states that college professors started using podcasts in teaching and learning before K-12 teachers. She also claims that the use of iPods and cellphones in K-12 classroom is sporadic. In addition, she says foreign- language instruction uses iPods more often than any other school subject.
The author gave some examples of using iPods and cellphones in teaching and learning:
Students can use iPods to listen to the teacher speak in the target language ,as well as recording themselves speaking.
Students can listen to stories recorded by their teacher.
Students hear test questions, spoken to them as they read questions on paper.
Students hook up their iPods to speakers and project the lyrics of favorite songs onto screen during a unit on poetry.
Teachers use podcasts to offer students audio study guides for tests that students can listen to at home.
The article raises educators’ concerns and worries about the use of cellphones to cheat on tests. Prensky describes “open- phone tests” as open-book tests. In open- phone tests, students use resources available to them on the cellphones to answer test questions.
Laura concludes that the use of iPods and cellphones in classrooms is limited. She thinks that some educators do not know how to use iPods and cellphones effectively.
As a foreign language teacher I used iPod in my lessons. Our school provided all faculty members and students with iPods. I recorded listening materials from different sources for class and homework. However, I did not try to use cellphones in the classroom. I think one of the difficulties that public school teachers’ face is that; not every student has a cellphone. Even the ones who have cellphones their phones do not have the required technical features. Schools need to train teachers in using iPods and cellphones. They also need to work on solving the problem of cheating by using cellphones. They also need to include cellphones and iPods in their technology plan budget.
Laura Greifner is a reporter-researcher for Education Week.