To assure a complete coherence among theories and concepts in order to carry out this research project, it is necessary to have a theoretical support on the following constructs: collaborative writing, the computer - assisted language learning (CALL) which deals with constructivism theory and collaborative work. Also, the use of chat in language teaching, and teaching English with technology to adult learners. These constructs will give a clear justification of what it is expected to demonstrate through the action research project. The main purpose of this project is to put into evidence the effectiveness of applying and implementing technology “chat” in the English classroom. Collaborative Writing: Good writing skills are essential for effective communication. Learning to write well takes time and practice. For that reason, an appropriate strategy to improve writing is collaborative writing and the different tools that can be put into action during this process. Specifically, using skype text chat to this process. According to Good (2007) collaborative writing can be a tool to be applied through the use of technology to facilitate the processes of editing and reviewing of a text or document by working cooperatively in real-time or asynchronously. The different collaborative writing tools offer great flexibility and usefulness in learning. The students can improve, reinforce and learn form each others’ feedback while this strategy provides an easy mean to generate writing exercises, reports and other assignments in a full collaborative educational environment. To summarize, collaborative writing tools can vary a great deal and can range from the simplicity of systems. Basic features include the typical ... ... middle of paper ... .... Teaching and researching computer-assisted language learning. Pearson Education, Edinburgh Gate Harlow. England. Brown, D. (1994). Teaching by principles, an interactive approach to language pedagogy. Upper Saddle River, NJ: Prentice Hall Regents. Brown, D. (2007). Principles of language learning and teaching. Pearson Education, White Plains, New York. Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press. Good, R. (2007). Collaborative Writing Tools And Technology: A Mini-Guide Retrieved, September 12th, from: http://www.kolabora.com/news/2007/03/01/collaborative_writing_tools_and_technology.htm Harmer, J. (2007). How to teach English. Pearson Education, Edinburgh Gate Harlow. England. Harmer, J. (2007). How to teach English with technology. Pearson Education, Edinburgh Gate Harlow. England.
Teaching and Learning in a Networked Composition Classroom In her essay “Technology and Literacy: A Story about the Perils of Not Paying Attention,” Cynthia L. Selfe notes that “technology is either boring or frightening to most humanists; many teachers of English composition feel it antithetical to their primary concerns and many believe it should not be allowed to take up valuable scholarly time or the attention that could be best put to use in teaching or the study of literacy” (Self 412).
Outline Topic: Impact of Technology on Student Achievement I. Introduction II. Ensuring Equitable Use of Technology for Educational Excellence III. Theorists Views on Technology as it relates to Student Achievement IV. Using Technology as a means of Meaningful Learning V. Summary, implications, and discussions Impact of Technology on Student Achievement There are several ways a teacher can measures student achievement. Teachers can use grades
The development of technology in this country has been significant to the daily lives of Americans today. In the twenty-first century, one of the greatest accomplishments of technology is the use of laptops. People, such as students, are facing the fact that laptops have made their lives easier. Some colleges and universities have allowed that each student bring their personal laptops with internet connectivity to class while others believe they easily weaken the learning abilities of students instead
Tomorrow’s future is in the hands of today’s students. As a society, we have blindly allowed computers into our educational system in hopes of making learning fun. When in reality, learning takes hard work, discipline, and responsibility; by incorporating these do-it-all machines into our school system, we are hindering our students and our future. Hence, the making of an intellectually handicapped society. Computers are negatively impacting our students in countless ways; the internet has conveniently
(Pailliotet & Semali 4). It is my belief that the learning experience as a whole becomes more meaningful when multiple types of texts are incorporated into the curriculum. Although works of the canon certainly have an undeniable place in the English classroom, the benefits of more modern and up to date learning tools simply cannot be ignored. For those reasons, I have chosen to utilize a wide variety of textual sources. The first type of text is the aforementioned classic novel. For this unit
Introduction This essay aims to discuss the impact of Web Based Technology (WBT) on assessment practices in mathematics. WBT refers to and promotes what is known as Web Based Learning (WBL) where the learning is in hypertext format providing the learner with more exploration and interactivity capabilities. Studies in Hong Kong by Khalifa(2002) suggests that this is the most superior form of WBL in comparison to Distributive Passive Learning (DPL) which is used to deliver linear material such as