An interview

Podcasting: Using New Technologies in Classroom

My Interview

Technology in testing: the present and the future

Computers are being used to deliver language tests. A computer-based version of TOEFL was introduced in the summer of 1998. Also, both the Intranet and the Internet are beginning to be used to deliver tests to users who are at a distance.

There are some disadvantages. Computer-based tests (CBTs) are limited in the item types, it only allows multiple-choice, gap-filling techniques and cloze. Also, reading text from screen is not the same thing as reading from print. Although Kirsch and Taylor's study found no difference between those who were familiar with computers and those who were not, all CBT TOEFL takers must undergo a tutorial to remove any possible suggestion of bias against computer illiterates.

Though there are disadvantages, there are advantages of CBT. It removes the need for fixed delivery dates and locations normally required by traditional paper-and-pencil-based testing. Results can be available immediately after the test. This has potential pedagogic advantages. CBTs, especially Internet-delivered tests, can access large databases of items. This means that test security can be greatly enhanced.

Computer-adaptive testing estimates the user's ability level on the fly. once it has reached a rough estimate of the candidate's ability, the computer can then select the next item to be presented to the user to match that emerging ability level. User are presented with items as close as possible to their ability level. However, it requires a large bank of precalibrated items. It is more user-friendly and avoid s users being presented with frustratingly difficult or easy items.

Having read the advantages and disadvanges of CBTs, I am wondering if I am a candidate of TOFEL and I can take the test whatever and whenever I am. Can others take the test for me instead of I take the test?

Learning Management System: The Wrong Place to Start Learning

Learning Management Systems (LMS) are often seen as the starting point of any e-learning program, it provides a means to sequence content and create a manageable structure for instructors or administration staff.

There are some weaknesses of LMS
1. Using a structured tool like an LMS dictates the nature of interation.
2. The interface confuses many learners, such as how the interface works and where to get the information she/he needs.
3. LMS vendors started extending tools and offerings beyond simple content sequencing and discussion forums recently.
4. Large, centralized, mono-culture tools limit options.

There are some principles of LMS
1. A tool that is modularized in nature and allows for expansion of functinality based on the learners/instructors needs.
2. Simple, social tools that start with a learner's ability for self-expression.
3. Open starndards and a high level of connectivity are important.
4. A tool that fosters a learning garden is one that places a user at the center and allows him/her to explore in various areas and directions of personal interest.
5. An integration of blogs, wikis, content management systems, simple social tools, networking tools, collaborative spaces and the use of emerging "connection-making" protocols.

Image Challenge

Learner Autonomy and Tandem Learning: Putting Principles Into Practice in Synchronous and Asynchronous Telecommunications Environments

This paper gives me very detailed information about what tandem learning is by stating two examples. The first one is tandem email as a form of asynchronous communication. With this project, I realized that in order to have a better outcome and work effectively, learners in both classes need to share a similar age or subject areas so that they have common topics to talk about. Besides, the classes should be compulsory language courses and they have the opportunity to select their partners themselves. However, there are still problems with recent projects, problems like teachers need to create meaningful tasks in collaboration with the learners. The email exchanges are difficult to monitor and evaluate. As time goes by, the learning partnership might turn into a keypalship, neglecting the billingual and reciprocal aspects. Also, learners find it difficult to revise their L2 output.

The second example is tandem MOO as a form of synchronous communication. It provides a contextually rich and permanent environment, where learner has more opportunities for control and participation. It is more difficult to set up as there are time zone differences, however, it is more easier to manage, monitor and evaluate then email exchanges. Moo sessions took place during scheduled class sessions and learners used the MOO notebook as a learner diary to record after each session what they had discussed. There are some difficulties, such as the tasks did not lead to a collaborative goal. The number of learners did not exactly match the number of partners. The notebook was not used by all learners. There was an imbalance in bilingualism in favour of the more proficient L2 group.

Reflection of the action research project

This reflection is about an action research project done in my current Primary school. The subject is 30 primary four students with 22 boys and 8 girls. In the project, I took them to the school computer room to have lessons about adjectives and adverb with the help of an online resources called BBC Bitesize Primary. Students were also introduced the Microsoft clip art search engine to find suitable pictures. At the end of the three lessons, students had to design a poster with appropriate use of adjectives, adverbs and pictures.

I like this action research project as I found that my students really learnt from the online resources and showed me they understood the grammar rules. Also, they liked the lessons a lot which motivated me to introduce more online resources to them. The project also helps me to learn more about how to integrate online resources into an English lesson.

Practical Considerations for Multimedia Courseware Development: An EFL IVD Experience

When I read this paper, there are a few lines which I agree totally.

IVD can provided an authentic and adaptive learning environment by incorporating video into a personal computer and displaying a vivid scenario, which is far more enchanting than text, graphics, or animation generated on a computer montior....Solid instructional design, like good lesson plans, leads to successful courseware as well as to gains in learning.

When PowerPoint was first used into the classroom, students were facinated by the animation and pictures put in the PowerPoint. Now, as most teachers is using this software in the lessons and morning assembly, the students in my school are fed up with it and seems that teachers has to look for something more interesting. I do agree that IVD provideds an authentic learning environment to the classroom if we find appropriate video which suits our student's need. Also, our students like to watch TV, sometimes it is a good suggestion to switch from just talking to playing a video in a double lesson.

I had an experience in implementing IVD in my classroom. I played a Mr. Bean in a Library video to my students when I was teaching the module of A Visit to the Library. The video acted as a motivation and students liked it so much that they always ask me to play more videos.