Research Journal Reflection for unit 2

Research Journal Reflection for Unit Two:
My current job is to train Oral Proficiency Interview (OPI) testers and therefore I conduct multiple workshops for the instructors of the Defense Language Institute (DLI) to help them become government certified OPI testers. These testers have to be recertified yearly in order to refresh their testing skills. In addition to the yearly recertification thirty percent of all OPIs are being quality controlled by my division and we call the testers for test review. Since all these testers are teachers at the same time it is very difficult for them to spare time for this very crucial task of test review. Therefore my action research is going to be on benefits of online tutorial/Online Courses. In my specific case the advantages of online tutorials for OPI testers. This way the testers will have a chance to review testing skills at their own convenience online and email us with any questions and concerns. An online tutorial will give the testers a feeling of comfort and less pressure. Normally testers think of the test review session as a negative point in their testing and because all OPIs are conducted by tow certified testers we call both testers for the review sessions. Most testers feel pressured to have to review their own tests in front of a colleague. It makes it difficult for them to take feedback about an error in their testing performance and all this causes tension. I believe that the online tutorial is the solution. The testers will receive a private email inviting them to participate in the tutorial. The tutorial will be a combination of review and quizzes.



My research question is “What are the advantages and disadvantages of online courses?”

Education and Technology Topics of Interest:
• Distance Education/ online courses
Specific technology tools or technology teaching strategies to be explored for my action research
• Access to the internet
• The integration of audio/video materials
• Web space

Possible research questions:
• What are the advantages and disadvantages of teaching online course?
• How can I assess participants during and at the end of the course?
• How will the online familiarization course help with the budget?
• How much does it cost for mentoring and providing the software equipments used for the purpose of teaching?

Links to peer-reviewed journal:
• http://eric.ed.gov/
• http://www.ling.pdx.edu/links/course_descriptions.pdf
• http://www.garrettcollege.edu/coned/courses/personal.htm
• http://www.emeraldinsight.com/Insight/menuNavigation.do?hdAction=InsightHome
• http://www.xplanazine.com/
• http://historicus.us/
• https://www.itslearning.com/Eurovolt/prickett/portfolio/
• http://www.vpul.upenn.edu/osl/fluency.html
• http://www.ctu.unimi.it/pdf/Ed-Media_2004_letitroll.pdf


Link to research journal blog:
• http://www.geocities.com/vance_stevens/onlinejo.htm 
• http://www.jaltcall.org/journal/articles/1_1_Pinkman.pdf
• http://www.schackne.com/Languageteaching.htm#Link6
• http://internationalstudies.wordpress.com/2008/01/07/chinese-made-easy-capital-region-business-journal/
• http://www.intute.ac.uk/artsandhumanities/cgi-bin/browse.pl?id=200320
• http://www.au.af.mil/culture/usgov.htm
• http://jcmc.indiana.edu/vol10/issue2/huffaker.html
• http://www.web2weblog.com/50226711/try_mango_fabulous_online_language_courses.php

Links to websites:
• http://www.au.af.mil/culture/usgov.htm
• http://www.gmu.edu/departments/fld/SPANISH/sp-352a.htm
• http://peacecorpsonline.org/messages/messages/2629/5173.html
• http://www.jmir.org/2003/2/e13/
• http://www.comfsm.fm/~jgourlay/EN120aoutline.htm
• http://comppile.tamucc.edu/wiki/BasicWriting/BestPractices-UsingPeerReview

Unit 1 564 Journal Reflection

My experience registering for Google sites: I found it very helpful and user friendly. The steps to create your site were very clear and I could easily create my site.
When I examined the sample site I noticed how many options one can have to create the site as they wish. You are able to collect all your information in one place and you can decide who may view and edit your site.
My electronic portfolio address is https://sites.google.com/site/adebaseportfolio


I have produced several power point presentations in various classes of my MAE program related to curriculum and other education issues. I also created a weblog and a website for EDUU 563 which I will include under the appropriate standards.
All these products demonstrate my skills and proficiency in technology facilitation.

I am planning to use all my artifacts from all my classes and put them in the appropriate standards section in my portfolio. I might turn some of my documents into pdf.

The sample e portfolio was very helpful for me to get an idea on how to design my portfolio. I have already designed it and all I need is to upload my artifacts. I might bring some changes here and there in the process of the course.
All in all I had both fun and a hard time producing my e portfolio. The hardest part for me is uploading images. Some images just don�t work.

Blog entry # 10 Feb 8, 2010

Technology’s Value in Education. Teacher Survey Reveals the Importance of Student Access to Computers, Need for More Tech Training

By: Chris Rother

Summarized by Adeba Sultana

“Thus, feedback from classroom educators can be essential in helping communities make academic and technological choices that are in the best long-term interests of students and schools.” (Rother, 2003) This article discusses the result of a nationwide survey of K-12 teachers which was conducted to provide a broad, objective and nonpolitical picture of technology’s value in education.

606 teachers of elementary, middle and high school teachers were interviewed by the researchers. Majority of the respondents expressed that technology was beneficial both to the teachers and to the students not only in the classroom but also in outside the classroom.
Benefits of technology in the classroom among other were the respect that teachers get because of their ability of using technology. It also increases student attention.
Outside the classroom benefit that had the most supporters was the parent-teacher communication possibility through technology. This has made the job easier, and results in gains in teacher performances.
Most teachers expressed concerns about deficiencies in their ongoing training in technology.

Conclusion: While more research remains to be done, schools must continue to optimize technology funds and demonstrate the value of classroom technology. Teachers should be given the choice of software selection and more technology training.

Reference:
Rother, C. (2003). Technology’s value in education. Teacher survey reveals the importance of student access to computers, need for more tech training. THE Journal, Retrieved from http://thejournal.com/the/printarticle/?id=16525

Blog entry # 9 Feb 8, 2010

The Great Debate: Effectiveness of Technology in Education

By Patricia Deubel

Summarized by Adeba Sultana

“If we view new technologies and media as potential tools of the trade for education and if we are to progress, they are essential.” (Deubel, 2007) The author says that the undefined terms and contexts make the debate even more difficult. On the other hand the effectiveness of the technology depends on the appropriate selection and implementation of the tools in order to achieve teaching and learning goals.

This article is in four parts and it discusses various questions such as: What do we mean by effectiveness? Effective for whom? How are we defining technology? Shall we limit the debate to hardware and software innovations in the information age?

The debate shows that for every advantage that a new technology introduces, there is a subsequent disadvantage, because new technology makes war against old technology. A new technology normally does not add any thing new but changes everything. As a result we educators need to also consider how changed technology changes the way we think.

Conclusion:
We need to consider that for every probable implementation of technology in education, consideration should be given in a debate on usefulness to academic, emotional, political, sensory, social, and content biases that come with the change.

Reference:
Deubel, P. (2007). The Great debate: effectiveness of technology in education. THE Journal, Retrieved from http://www.thejournal.com/articles/21544-1

Blog entry # 8 Jan 29, 2010

Designing Instructional Technology for Language Learning

By: Jonita Stepp-Greany

Summarized by: Adeba Sultana

Focus: This article promotes the variety of options in designing technology enhanced instruction for foreign language. It is reflecting on a number of learning issues, theories and questions that need to be considered when designing instructions for second language learning via computers.

Current issues of learning that may affect the planning of instruction through computers:
• Sequencing of instruction: “Proficiency is more likely to result when instruction proceeds from structured input to communicative output …” (Van Patten,1995 through Stepp-Greany, 2003).
• Constructivism: “In the constructivist framework, learning occurs by exposing students to primary sources within a situated context, and encouraging them to see relationships.” (Brooks & Brooks, 1993 through Stepp-Greany, 2003)
• Affective issues: including but not limited to students feelings about learning, degree of confidence and knowledge about how he/she learns best.
• Metacognition: The process by which the learner thinks about his/her learning.
• Schema Theory: Student will be better able to break down complex material if they are given schemata.

Decision making in Design: Several factors play a role while making decisions on how to design. This article explains each one in details. Some examples are:
1. Learner discovery v. tutored instruction
2. Task-based, real world learning v. learning for its own sake.
3. Generating multiple answers v. one right response.
4. Interactive v. passive learning.
5. Holistic v. building block learning.

Conclusion: A wider variety of learners can be reached in the technology enhanced language learning when in addition to the traditional positive models, a more holistic model based on current theories and practices are developed.

Stepp-Greany, J. (2003). Designing instructional technology for language learning. Academic Exchange Quarterly, 7(4), Retrieved from http://www.rapidintellect.com/AEQweb/dec2595.htm

Blog entry # 7 Jan 29, 2010

Selecting Media For Distance Education

By: Ely, Donald P

Summarized by

Adeba Sultana

Introduction:
Distance education is a learning method in which learners are not together in one location. Connection between the learners is possible through interactive telecommunication systems and through resources, and instructors.
This article discusses the kind of Medias used for distance learning.
Online Learning is not the only type of distance learning:
In an online learning teacher does not meet the students face-to-face. All teaching and learning occurs by using the computers and the contemporary technological tools to enhance the process.

Print:
This kind of learning is called correspondence learning which is conducted largely by mail. Paper – books were being used in addition to eBooks.

Radio and Telephone:
In a radio learning all learners listen to the radio at the same time. This was later replaced by phone conferences.

Audiotapes and Television:
Disc recordings and recorded tapes was another way of distance learning.

Traditional versus distance education:
Traditional possibilities of distance learning has been changed by computers. Technology is now more integrated than the traditional learning. Today emails, chats, telephone conferences ---etc are being used. Media and its selection depends on the objectives of the course.

Conclusions: For distance learning one has to determine the primary delivery approach,
review the course outline and determine what media can be used to facilitate learning and make sure students have access to the selected media and resources.

References:
Ely, Donald P (2003). Selecting Media for Distance Education. Eric Digest.

Blog entry # 6 Jan 25, 2010

Reflection as a Critical Component of the Technology Adoption Process

By: Koszalka, Tiffany A

Summarized by

Adeba Sultana

Introduction:
The focus of educational technology training today is only on teaching students how to operate the equipment. Educators need to reflect more on the component that adds to the professional development program and attend to the cases beyond skills development and more toward educational technology adoption.

Adoption of Innovation:
When individuals learn about the innovation they begin to develop an attitude to either reject or pursue the innovation. A good base for adopting technology is to have interaction, successful practice with an innovation, and careful reflection of new situations and outcomes.

An Approach to Prompting Reflection:
A successful strategy to help educators move through the stages of adoption is to form structured, short, open-ended questions. “Educators pay more attention to strategies of inquiring about their reasoning and develop greater abilities to enhance teaching and learning through the innovation” Koszalka (2003).

Conclusion:
Educators need to be able to specify for themselves the relationship between the theoretical benefits of an innovation and successful practice.
Reflections help educators integrate technology strategies that lend themselves to the arrangement of the classroom.

Reference:
Koszalka, Tiffany A (2003). Reflection as a Critical Component of the Technology Adoption Process