Week 2_How Slow Learner I Am_Trying to Improve

Hello everyone,

I am so anxious in week two because I am not able to follow submitted all tasks and assignments. How very slow learner I am. I am not active to complete the tasks in time. In week one, I also postponed many tasks. I try to improve myself. I have to work hard than this. I really feel nervous that I completed assignments too late but I still feel interested in this course. In week two, there are four attractive assignments including, Discussion: Web searching, Task: ABCD Objective, Project Task 1: Describe your class as it is now, and Blog: Weekly Reflection. All of these, I just finished in week three. Besides, in week three, I have to keep forward. According to discussion on search site, I really involve to try a new site as web searching. It is not just ‘Google’ as I always use. There are lots of benefit sites and I will use in for my appropriate need as slogan of Noodletools states that “Choose the Best Search for Your Information Need,” Moreover, ABCD Objectives task helps me more understand how to set objectives for my lesson. I enable sharing objectives with my pupils that they agree or disagree. I am more aware in ABCD model. Each objective concluded all ABCD looks excellent. In Project Task 1 describing my class, it engaged me to plan the project. After I have known my class both students and class setting. It is quite helpful to prepare a lesson and materials that be appropriate to them. Lastly, for Blog weekly reflection, this blog is quite great tool to reflect what I have done each week. I can evaluate myself that how well I learn, what I have to quickly improve. Furthermore, discussions and sharing are absolutely perfect tasks because I enable to learn many from other’s idea. All tasks and assignments challenge me to develop my abilities. It is also useful to apply in the class.

I hope all of my coursemates are doing great job!
Cheer,

Sunan Fathet

Week 1_Reflecting a Blogger

Hello all Webskills colleagues,

Creating a blog is not new for me. Since I was an undergrad students, I had to create it in order to share my work performances, teaching plans, certificates, activities, etc. that useful for applying a job after graduate a bachelor degree. I rarely update it. I think it has disappeared. Luckily, when I have been selected to enroll this course, I search my last blog. It is still available to display. Here is it; http://www.nickoro.webs.com/.

However, participating the course is so fantastic to me. I am so excited because I will be able to practice both English community learning and technology using. It is very benefit to adapt this technique in my class. It is not hard to create a new blog. Technology is interesting. My students are very interested in learning through computer. So am I. I enjoy spending time with technology. It is always attractive. I will do my best to follow and submit all assignments and tasks provided to be succeed.

Cheer!

Sunan Fathet

Sample_English Class and Multimedia Technology

Taking advantage of multimedia technology is one important option to integrate this technology in English class. Many researchers have investigated that multimedia technology can associate with some difficulties of the EFL situation, such as large class sizes and mixed-ability classrooms. Moreover, if multimedia technology has been used for EFL instruction, the results of training students to be autonomous learners have been better achieved. In addition, number of schools with facilities for students to access computers and audiovisual equipment is rapidly growing (Mayora, 2006). According to Mayer and Anderson’s study (1992), an instructional implication is that pictures and words are most effective when they occur contiguously in time or space. This study reveals that pictures, a type of multimedia are efficient students to learn the words. Referring Kim and Gilman (2008) identify previous studies on multimedia that Web-based learning in computer technology has become a common choice in education institutions (Bauer, 2002, p. 31, cite in Kim & Gilman, 2008). Moreover, Ali (2003, cite in Kim & Gilman, 2008) states that for distance education, the variety of media such as text, graphics, audio, and video for providing content has attracted many students and instructors to surf the Internet. Besides, many researchers believe that teaching the video generation is important; multimedia components get and hold learners’ interest (Jonassen, 2000, p. 208, cite in Kim & Gilman, 2008). In addition, Newby, et. al (1996, p. 103 cite in Kim & Gilman, 2008) mention that graphics and visual text are some of the most popular instruments in on-line learning. In several cases, graphics can be used to signify important information and are frequently used for supporting text.

References:

Kim, D., & Gilman, D. A. (2008). Effects of Text, Audio, and Graphic Aids in Multimedia
          Instruction for Vocabulary Learning. Educational Technology & Society, 11 (3), 114-
          126.

Mayer, R. E., & Anderson, R. B. (1992). The instructive animation: Helping students build
          connections between words and pictures in multimedia learning. Journal of
          Educational Psychology, Vol 84(4), 444-452.

Mayora, C. A. (2006). English Teaching Forum. Venezuela.