Teachers' Perceptions of Technology Integration in the United Arab Emirates School Classrooms
Almekhlafi, A. G., & Almeqdadi, F. A. (2010). Teachers' Perceptions of Technology Integration in the United Arab Emirates School Classrooms. Journal of Educational Technology & Society, 13(1), 165-75. Retrieved from Education Full Text database on July 17, 2010.
Researchers in this study investigated technology integration at United Arab Emirates (UAE) Model schools. The study aimed at teachers' perceptions of their technology integration competencies, obstacles and incentives related to successful classroom technology integration, and the difference in perception of male and female teachers in technology integration.
Participants consisted of 40 female and 60 male teachers from two schools in Abu Dhabi, UAE. All teachers had between 5 and 15 years of teaching experience. Study results showed that teachers at both schools are integrating variety of technology in their classes' activities to promote students' learning. However, methods of integration by male teachers differed in some cases compared to their female colleagues.
Results of this study were collected from a questionnaire focusing on teachers' perception of technology integration and focus group interviews with the teachers at both schools to collect detailed data on technology integration methods, problems hindering such integration, and incentives that increase this integration in the class.
Results indicated that teachers highly regard their competencies in technology integration. This high perception by teachers might be due to the fact that technology integration in classrooms is a part of teacher evaluation, particularly at model schools. Male teachers indicated that there is a lack of training on how to integrate technology effectively while female teachers pointed out that a large number of students, technical problems, and expensive tools are the common problems that negatively affect the effectiveness of technology. Teachers suggested that there should be collaboration between schools where teachers can exchange ideas and successful technology integration techniques.
Teachers reported high usage of technology for interaction and communication, engagement in learning, and understanding of academic subjects. The result of the study showed that student achievement has improved across all grades.
The study revealed that there are some actions needed to be taken in order to increase effective technology integration in the classroom. For example, regular professional development workshops, enhancing curriculum with technology-enhanced materials, and giving enough freedom for teachers in the selection and coverage of curriculum materials. Model schools at the UAE had advantages over typical schools, mostly in their infrastructure and teacher professional development activities.
Therefore, most public schools around the country started to follow their path. As a result, the gap between model schools and public schools is getting closer.
The researchers recommend providing teachers with incentives and awards for technology integration in their classrooms and to provide teachers with some release time so that they can plan effectively for technology integration in teaching and learning.
Personally, I like the researchers’ recommendations. Definitely teachers need time to develop lessons integrated with effective technology to enhance their teaching and to increase students’ achievements. Giving incentives will increase technology use, but it shouldn’t linked to “use of technology”, but if it is necessary, it should be linked to “effective use of technology and students’ achievements”.
Wednesday, July 28, 2010
Wednesday, July 21, 2010
Blog #9
Hands-On Learning with a Hands-Off Approach for Professional Development
Ahlfeld, K. (2010). Hands-On Learning with a Hands-Off Approach for Professional Development. School Library Monthly, 26(6), 16-18. Retrieved from Education Full Text database on July 16, 2010.
This research was conducted by Kelly Ahlfeld. She is a school librarian at the Mettawee Community School located in West Pawlet, Vermont. Researcher argues if the same strategies used to help students learn 21st century skills can also help teachers when they are adult learners. The article addresses some questions about how professional development was provided and what the role of school librarians is.
It was always a challenge to help teachers use technology to transform their teaching. One of the solutions used is peer training; the other solution is to offer teachers a self-directed, exploration approach to professional development related to technology.
The new approach was to have teachers explore and develop new ideas for their classrooms, then choose a technology tool to achieve them. The next step is to be trained on the technology tool needed and to share what they discovered, including success and failure. The school librarian collected those ideas and presented them.
This approach created some positive projects such as a wellness blog created by the school nurse where staff members could support each other's health goals; primary teachers explored an online book program, introduced it to students, got their feedback, and made a decision about whether to purchase a license.
Teachers created video libraries of math mini-lessons taught by students; they used video to teach and model reading fluency and make educational movies of class field trips.
Also, there were some down side to this approach because some teachers explored some ideas then find out that it will not work for their students, for examples, fifth grade teachers used their time to explore an online blackboard tool and found that it wasn't suited to their needs, the music teacher found that learning to use music composition software was very time consuming.
Teachers were encouraged to try, fail and share, rather than produce a final product to be evaluated. This approach helped in reshaping the school culture in regards to technology.
The article concluded that there were two reasons for success for this approach, one is professional development was teacher-driven and supported by administration similar to the classroom of the 21st century where student center learning is supported with the guidance of the teacher. The second reason is that the principal worked with the school librarian to provide technology purchases.
The idea of this approach is wonderful. Teachers got to choose what they need to learn for the benefit of their students. This approach should save time and money. No one should purchase programs then try to figure out how to make it work for students or impose it on teachers.
Ahlfeld, K. (2010). Hands-On Learning with a Hands-Off Approach for Professional Development. School Library Monthly, 26(6), 16-18. Retrieved from Education Full Text database on July 16, 2010.
This research was conducted by Kelly Ahlfeld. She is a school librarian at the Mettawee Community School located in West Pawlet, Vermont. Researcher argues if the same strategies used to help students learn 21st century skills can also help teachers when they are adult learners. The article addresses some questions about how professional development was provided and what the role of school librarians is.
It was always a challenge to help teachers use technology to transform their teaching. One of the solutions used is peer training; the other solution is to offer teachers a self-directed, exploration approach to professional development related to technology.
The new approach was to have teachers explore and develop new ideas for their classrooms, then choose a technology tool to achieve them. The next step is to be trained on the technology tool needed and to share what they discovered, including success and failure. The school librarian collected those ideas and presented them.
This approach created some positive projects such as a wellness blog created by the school nurse where staff members could support each other's health goals; primary teachers explored an online book program, introduced it to students, got their feedback, and made a decision about whether to purchase a license.
Teachers created video libraries of math mini-lessons taught by students; they used video to teach and model reading fluency and make educational movies of class field trips.
Also, there were some down side to this approach because some teachers explored some ideas then find out that it will not work for their students, for examples, fifth grade teachers used their time to explore an online blackboard tool and found that it wasn't suited to their needs, the music teacher found that learning to use music composition software was very time consuming.
Teachers were encouraged to try, fail and share, rather than produce a final product to be evaluated. This approach helped in reshaping the school culture in regards to technology.
The article concluded that there were two reasons for success for this approach, one is professional development was teacher-driven and supported by administration similar to the classroom of the 21st century where student center learning is supported with the guidance of the teacher. The second reason is that the principal worked with the school librarian to provide technology purchases.
The idea of this approach is wonderful. Teachers got to choose what they need to learn for the benefit of their students. This approach should save time and money. No one should purchase programs then try to figure out how to make it work for students or impose it on teachers.
Friday, July 16, 2010
Week 6 Instructional outline
STANDARDS FOR FOREIGN LANGUAGE LEARNING
• Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
• Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
• Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Topic/ Context: Talk about obesity in the target language.
Objective: By the end of the class,
1. Students will be able to talk about obesity in the target language.
2. Give instruction on how to lose weight.
Lead-In: Brainstorming about vocabulary related to Obesity by watching the movie with no sound.
Tasks:
1- Students will use vocabulary related to obesity in some meaningful sentences.
2- Students will watch the movie about obesity.
3- Class will be divided into two groups, one group will discuss reasons for obesity, and the other group will discuss how to live a healthy life.
4- Exchange information with the other group.
Follow-up: Students will act a role play giving instruction on how to lose weight without getting sick.
Homework: Write one paragraph about the danger of obesity among children.
Materials used:
1. Smart board to show the movie.
2. Movie about obesity in Arab countries.
Link to movie:
http://www.youtube.com/watch?v=GYxdtWostVY
• Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
• Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
• Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Topic/ Context: Talk about obesity in the target language.
Objective: By the end of the class,
1. Students will be able to talk about obesity in the target language.
2. Give instruction on how to lose weight.
Lead-In: Brainstorming about vocabulary related to Obesity by watching the movie with no sound.
Tasks:
1- Students will use vocabulary related to obesity in some meaningful sentences.
2- Students will watch the movie about obesity.
3- Class will be divided into two groups, one group will discuss reasons for obesity, and the other group will discuss how to live a healthy life.
4- Exchange information with the other group.
Follow-up: Students will act a role play giving instruction on how to lose weight without getting sick.
Homework: Write one paragraph about the danger of obesity among children.
Materials used:
1. Smart board to show the movie.
2. Movie about obesity in Arab countries.
Link to movie:
http://www.youtube.com/watch?v=GYxdtWostVY
Thursday, July 15, 2010
Blog #8
Beyond Behavior: Goals of Cultural Learning in the Second Language Classroom
Tang, Y. (2006). Beyond Behavior: Goals of Cultural Learning in the Second Language Classroom. Modern Language Journal, 90(1), 86-99. Retrieved from ERIC database on July11th, 2010.
The definition of culture is still not agreed-upon. In foreign language (FL) education where culture has been increasingly promoted as an important part of the curriculum, discussions over the meanings of the term is often centered on the question of what component of a foreign culture should be taught in the FL classroom. “Behavioral culture” has replaced “achievement culture” as the center of instruction in many foreign language programs. This article argues for going beyond behavior in the instruction of culture to identify the values and beliefs that shaped a given behavior in a second culture in the first place.
In 1996, the National Standards incorporated the latest concept of culture in the field of FL education. Approach to culture were divided into three parts: (1) cultural perspectives include the popular beliefs, commonly upheld values, shared attitudes, and widely maintained assumptions of the members of a culture, the products of a culture are both tangible (e.g., paintings) and intangible (e.g., rituals), (2) Cultural practices include the patterns of behavior accepted by a society and, (3) procedural aspects of culture such as use of the forms of discourse.
The National Standards re-examined the goals of cultural learning in FL programs.
As an example, in the literature class, the emphasis in teaching the literature of a foreign culture seems to shift from the text to the cultural, social, and historical setting that has produced the text. The goal of literary study in the foreign literature classroom is to understand the underlying values, beliefs, and worldviews that have shaped the literary product. Language and literature are both derived from the same culture; therefore, learning a FL should go hand in hand with learning the literature produced by that culture.
The article concluded that cultural perspectives are very important in training FL students to perform meaningfully in a second culture. To linguistically perform efficiently in the second language, students must have a concrete understanding of the culture. An in-depth knowledge of the cultural perspectives of a target culture helps in reducing misunderstandings.
Teaching cultural perspectives represents the most challenging task because it requires teachers to be proficient in the culture in which the studied language is spoken.
Also apparent is the fact that we need proper teaching materials to facilitate the instruction of culture in the FL classroom, materials that help deliver language instruction in the context of cultural perspectives. Such materials will make it more meaningful, informative, and fruitful for our students.
Tang, Y. (2006). Beyond Behavior: Goals of Cultural Learning in the Second Language Classroom. Modern Language Journal, 90(1), 86-99. Retrieved from ERIC database on July11th, 2010.
The definition of culture is still not agreed-upon. In foreign language (FL) education where culture has been increasingly promoted as an important part of the curriculum, discussions over the meanings of the term is often centered on the question of what component of a foreign culture should be taught in the FL classroom. “Behavioral culture” has replaced “achievement culture” as the center of instruction in many foreign language programs. This article argues for going beyond behavior in the instruction of culture to identify the values and beliefs that shaped a given behavior in a second culture in the first place.
In 1996, the National Standards incorporated the latest concept of culture in the field of FL education. Approach to culture were divided into three parts: (1) cultural perspectives include the popular beliefs, commonly upheld values, shared attitudes, and widely maintained assumptions of the members of a culture, the products of a culture are both tangible (e.g., paintings) and intangible (e.g., rituals), (2) Cultural practices include the patterns of behavior accepted by a society and, (3) procedural aspects of culture such as use of the forms of discourse.
The National Standards re-examined the goals of cultural learning in FL programs.
As an example, in the literature class, the emphasis in teaching the literature of a foreign culture seems to shift from the text to the cultural, social, and historical setting that has produced the text. The goal of literary study in the foreign literature classroom is to understand the underlying values, beliefs, and worldviews that have shaped the literary product. Language and literature are both derived from the same culture; therefore, learning a FL should go hand in hand with learning the literature produced by that culture.
The article concluded that cultural perspectives are very important in training FL students to perform meaningfully in a second culture. To linguistically perform efficiently in the second language, students must have a concrete understanding of the culture. An in-depth knowledge of the cultural perspectives of a target culture helps in reducing misunderstandings.
Teaching cultural perspectives represents the most challenging task because it requires teachers to be proficient in the culture in which the studied language is spoken.
Also apparent is the fact that we need proper teaching materials to facilitate the instruction of culture in the FL classroom, materials that help deliver language instruction in the context of cultural perspectives. Such materials will make it more meaningful, informative, and fruitful for our students.
Saturday, July 10, 2010
Blog #7
Learning in an Online Distance Education Course:
Experiences of Three International Students
Zhang, Z., & Kenny, R. (2010). Learning in an Online Distance Education Course: Experiences of Three International Students. International Review of Research in Open and Distance Learning, 11(1), 17-36. Retrieved July 06, from ERIC database.
In this research, two researchers from Canadian universities examined the effect of language proficiency on the international students’ experiences with the online learning environment or long distance learning. Previous studies have shown that there are many advantages for non-native speakers to learn on line. Biesenbach-Lucas (2003) observes that while non-native and less verbal students tend to keep silent in face-to-face class, they “felt more comfortable participating more fully in electronic discussions” (p. 36).
Participants of this study are twelve international students enrolled in an online master’s program offered by a large university in Canada. They voluntarily enrolled in this study. The purpose is to understand their perspectives and to discover the biggest challenges they had to face in the online learning environment. Researchers used both qualitative and quantitative research methods in an exploratory case study to develop ideas for further studies. Data were collected through the use of an online survey to collect demographic data, online observation, email interviews, and telephone interviews.
The result of the study showed that English language proficiency was one of the most important cultural conditions related to the participants’ learning Experience. Language proficiency affected their participation and communication in course discussions. Because non-native speakers of English are not very confident about their English proficiency, they spent more time than their native speakers reading, writing, and proofread their messages before they were posted. For some non-native English speakers, if their posting did not get a response, they assumed that it might mean they did not express themselves clearly or in a meaningful way. Other participants think that other course members were more knowledgeable.
This research is very interesting and very relevant to me as a non-native English speaker and as an online student. When I started reading it, I found myself where those participants were. Sometimes I feel the same feelings. Reading and composing a message take long time, in addition to the time of revision and spelling check. I am glad that I read this research because now I know that what I am going through is normal for non-native English speaker and also for first experience in online courses.
Experiences of Three International Students
Zhang, Z., & Kenny, R. (2010). Learning in an Online Distance Education Course: Experiences of Three International Students. International Review of Research in Open and Distance Learning, 11(1), 17-36. Retrieved July 06, from ERIC database.
In this research, two researchers from Canadian universities examined the effect of language proficiency on the international students’ experiences with the online learning environment or long distance learning. Previous studies have shown that there are many advantages for non-native speakers to learn on line. Biesenbach-Lucas (2003) observes that while non-native and less verbal students tend to keep silent in face-to-face class, they “felt more comfortable participating more fully in electronic discussions” (p. 36).
Participants of this study are twelve international students enrolled in an online master’s program offered by a large university in Canada. They voluntarily enrolled in this study. The purpose is to understand their perspectives and to discover the biggest challenges they had to face in the online learning environment. Researchers used both qualitative and quantitative research methods in an exploratory case study to develop ideas for further studies. Data were collected through the use of an online survey to collect demographic data, online observation, email interviews, and telephone interviews.
The result of the study showed that English language proficiency was one of the most important cultural conditions related to the participants’ learning Experience. Language proficiency affected their participation and communication in course discussions. Because non-native speakers of English are not very confident about their English proficiency, they spent more time than their native speakers reading, writing, and proofread their messages before they were posted. For some non-native English speakers, if their posting did not get a response, they assumed that it might mean they did not express themselves clearly or in a meaningful way. Other participants think that other course members were more knowledgeable.
This research is very interesting and very relevant to me as a non-native English speaker and as an online student. When I started reading it, I found myself where those participants were. Sometimes I feel the same feelings. Reading and composing a message take long time, in addition to the time of revision and spelling check. I am glad that I read this research because now I know that what I am going through is normal for non-native English speaker and also for first experience in online courses.
Friday, July 2, 2010
Blog # 6
Using Web Quests to Teach Content: Comparing Instructional Strategies
Strickland, J. (2005). Using web quests to teach content: Comparing instructional strategies. Contemporary Issues in Technology and Teacher Education, 5(2), 138-148. Retrieved On July 28th, 2010 from http://www.editlib.org/?fuseaction=Reader.ViewFullText&paper_id=6042
Janet Strickland, a researcher from State University of West Georgia, investigated the relation between using technology to foster innovative teaching and learning, or Type II technology application such as web quest and the end of unit exam scores.
Participants were 86 seventh-grade students which completed the web quest activity consisted of 48 students, 24 males and 24 females. The control group, which completed traditional instructional activities, consisted of 38 students, 18 males and 20 females. Both groups selected from one teacher’s list of Texas History courses. All students were homogeneous in terms of academic ability and they completed a unit about Texas Revolution.
The end-of-unit test results used to collect data about the enormous amount of content included in the unit. This test looked only at the content learned by both groups and not on the skills. In addition to the objective tests, the experimental group was evaluated on newscast presentations using a rubric. The control group was evaluated on a poster activity, also using a rubric.
The newscast presentations were a group task. All students participated in online research using web quest to prepare broadcasts with background slide show. The control group individually prepared a poster that used road signs to symbolizing the major events in the Texas revolution.
The end-of-unit test results were compared and the control group scored higher on it than the experimental group. The teachers indicated that the control group scored higher on the rubrics than the experimental group.
The results show that traditional activities are more effective for teaching units with large amount of contents similar to dates and events. Web quest is designed to make learning interesting but in this study, students didn’t seem much exited.
I consider these results very reasonable. Teachers need to discover the appropriate technology for each unit according to the subject matter taught and the nature of the content. It is also important for administrators to understand this fact, because sometimes they put a lot of emphasize on using technology but they don’t evaluate how effective it is.
Strickland, J. (2005). Using web quests to teach content: Comparing instructional strategies. Contemporary Issues in Technology and Teacher Education, 5(2), 138-148. Retrieved On July 28th, 2010 from http://www.editlib.org/?fuseaction=Reader.ViewFullText&paper_id=6042
Janet Strickland, a researcher from State University of West Georgia, investigated the relation between using technology to foster innovative teaching and learning, or Type II technology application such as web quest and the end of unit exam scores.
Participants were 86 seventh-grade students which completed the web quest activity consisted of 48 students, 24 males and 24 females. The control group, which completed traditional instructional activities, consisted of 38 students, 18 males and 20 females. Both groups selected from one teacher’s list of Texas History courses. All students were homogeneous in terms of academic ability and they completed a unit about Texas Revolution.
The end-of-unit test results used to collect data about the enormous amount of content included in the unit. This test looked only at the content learned by both groups and not on the skills. In addition to the objective tests, the experimental group was evaluated on newscast presentations using a rubric. The control group was evaluated on a poster activity, also using a rubric.
The newscast presentations were a group task. All students participated in online research using web quest to prepare broadcasts with background slide show. The control group individually prepared a poster that used road signs to symbolizing the major events in the Texas revolution.
The end-of-unit test results were compared and the control group scored higher on it than the experimental group. The teachers indicated that the control group scored higher on the rubrics than the experimental group.
The results show that traditional activities are more effective for teaching units with large amount of contents similar to dates and events. Web quest is designed to make learning interesting but in this study, students didn’t seem much exited.
I consider these results very reasonable. Teachers need to discover the appropriate technology for each unit according to the subject matter taught and the nature of the content. It is also important for administrators to understand this fact, because sometimes they put a lot of emphasize on using technology but they don’t evaluate how effective it is.
Thursday, June 24, 2010
Blog #5
Arts-Integration in Cross-Cultural Enviroments
Wootton, K. (2008). A Constant Search: Arts-Integration in Cross-Cultural Environments. Teaching Artist Journal, 6(3), 185-196. Retrieved from ERIC database, June 20th, 2010-06-23.
Kurt Wootton, the director of Arts Literacy Project at Brown University, conducted a study in Brazil using 180 students and twenty-five teachers and artists from Brazil and United States. Teachers taught both Portuguese and English languages using arts as a fundamental tool for literacy for three-week summer lab. They worked with students on reading and writing on both first and second languages. Students learned how to bridge the gap between their native language and culture and their new language and culture to become fully bicultural.
After the summer lab experience, the researcher interviewed teachers and students. The result of the interview showed that both teachers and students have some common points. For instance: the school for them was a community or a family because everybody was learning with others and leaning from others. Students have the freedom to express themselves; the classroom was connected to students’ lives, Students created texts and poems expressing their personalities, and one important conclusion is learning can happen where happiness is present.
On the following years, teachers from many countries around the world joined the three-week summer lab. They share their experiences and their teaching practices with each other. Teachers used creative approaches such as dance, photography, puppetry, and visual art instead of the traditional curriculum.
I totally agree with the findings of this study. It is impossible to separate language from its culture. For me as a language instructor, I have to explain some culture aspects first before teaching some topics. Culture and language are inseparable, some vocabulary words don’t have equivalent in another language because of the culture behind it.This is the reason why I want to focus my final project on integrating culture in teaching language especially for intermediate and advanced students.
Wootton, K. (2008). A Constant Search: Arts-Integration in Cross-Cultural Environments. Teaching Artist Journal, 6(3), 185-196. Retrieved from ERIC database, June 20th, 2010-06-23.
Kurt Wootton, the director of Arts Literacy Project at Brown University, conducted a study in Brazil using 180 students and twenty-five teachers and artists from Brazil and United States. Teachers taught both Portuguese and English languages using arts as a fundamental tool for literacy for three-week summer lab. They worked with students on reading and writing on both first and second languages. Students learned how to bridge the gap between their native language and culture and their new language and culture to become fully bicultural.
After the summer lab experience, the researcher interviewed teachers and students. The result of the interview showed that both teachers and students have some common points. For instance: the school for them was a community or a family because everybody was learning with others and leaning from others. Students have the freedom to express themselves; the classroom was connected to students’ lives, Students created texts and poems expressing their personalities, and one important conclusion is learning can happen where happiness is present.
On the following years, teachers from many countries around the world joined the three-week summer lab. They share their experiences and their teaching practices with each other. Teachers used creative approaches such as dance, photography, puppetry, and visual art instead of the traditional curriculum.
I totally agree with the findings of this study. It is impossible to separate language from its culture. For me as a language instructor, I have to explain some culture aspects first before teaching some topics. Culture and language are inseparable, some vocabulary words don’t have equivalent in another language because of the culture behind it.This is the reason why I want to focus my final project on integrating culture in teaching language especially for intermediate and advanced students.
Subscribe to:
Posts (Atom)