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.
Thursday, June 17, 2010
Blog #4
Instructional Quality Improvement in Science through the Implementation of Culture-Based Teaching Strategy
Pannen, Jamaludin, Yumiati. (2003). Issues on the Implementation of Culture-based Teaching Strategy. Paper presented at the SEAMEO-UNESCO Education Congress and Expo, 27-29 May, 2004. Bangkok, Thailand. Retrieved on June 15th, 2010 from
http://www.unescobkk.org/fileadmin/user_upload/apeid/Conference/papers/pannen_4B_01.doc
In this study, researchers from Department of Mathematics and Science Education examined the implementation of Culture-Based Teaching Strategy (CBTS) in the course of Materials and Instructional Science in Primary School. Low Scores in Science prompted the idea of this study. The over loaded curriculum forced teachers to be concerned only about covering the subject matter which lead to low achievement.
Participants of this study were undergraduate teachers. They first learned skills on how to design learning strategies to include the use of art and local culture as a learning media. The intent is to create a meaningful learning to motivate students. CBTS included songs, handcrafts, paintings, statues, and poems served as tools of learning. Data were gathered from pretest and posttest tests and from an interview with the tutors about their impression of implementing CBTS.
The result shows that 70% of participants agreed on using art and culture to create good learning environment, while 30% believed that science is only scientific matter. Moreover, 82% agreed on implementing CBTS needed more time and good planning. According to the tutors’ interview, CBTS forced them to know more about culture and it was difficult to find suitable media for each subject. Pretest and posttest test results show improvement in students’ achievement. The improvement could be due to increase of students’ motivation or because students relate Science to their real life and culture.
One of the interesting points to me in this study is the fact that implementing CBTS needed more time to teach the subject matter. From my experience, time always a challenge to implement any new strategy because teachers are required to teach certain curriculum in a predetermined time limit. Most teachers want to be creative but their hands are tied by teaching the subject matter, test preparation, homework, and grading. Teachers training and flexibility possibly will solve the problem.
Pannen, Jamaludin, Yumiati. (2003). Issues on the Implementation of Culture-based Teaching Strategy. Paper presented at the SEAMEO-UNESCO Education Congress and Expo, 27-29 May, 2004. Bangkok, Thailand. Retrieved on June 15th, 2010 from
http://www.unescobkk.org/fileadmin/user_upload/apeid/Conference/papers/pannen_4B_01.doc
In this study, researchers from Department of Mathematics and Science Education examined the implementation of Culture-Based Teaching Strategy (CBTS) in the course of Materials and Instructional Science in Primary School. Low Scores in Science prompted the idea of this study. The over loaded curriculum forced teachers to be concerned only about covering the subject matter which lead to low achievement.
Participants of this study were undergraduate teachers. They first learned skills on how to design learning strategies to include the use of art and local culture as a learning media. The intent is to create a meaningful learning to motivate students. CBTS included songs, handcrafts, paintings, statues, and poems served as tools of learning. Data were gathered from pretest and posttest tests and from an interview with the tutors about their impression of implementing CBTS.
The result shows that 70% of participants agreed on using art and culture to create good learning environment, while 30% believed that science is only scientific matter. Moreover, 82% agreed on implementing CBTS needed more time and good planning. According to the tutors’ interview, CBTS forced them to know more about culture and it was difficult to find suitable media for each subject. Pretest and posttest test results show improvement in students’ achievement. The improvement could be due to increase of students’ motivation or because students relate Science to their real life and culture.
One of the interesting points to me in this study is the fact that implementing CBTS needed more time to teach the subject matter. From my experience, time always a challenge to implement any new strategy because teachers are required to teach certain curriculum in a predetermined time limit. Most teachers want to be creative but their hands are tied by teaching the subject matter, test preparation, homework, and grading. Teachers training and flexibility possibly will solve the problem.
Saturday, June 12, 2010
Blog #3
Salsbury, D. (2008). A Strategy for Pre-service Teachers to Integrate Cultural Elements within Planning and Instruction: Cultural L.I.V.E.S. Journal of Social Studies Research, 32(2), 31-9. Retrieved June 12, 2010 from Education Full Text database.
http://vnweb.hwwilsonweb.com.libproxy.chapman.edu/hww/results/getResults.jhtml?_DARGS=/hww/results/results_common.jhtml.33
In this study, researchers examined teachers understanding of their own culture. It is important for teachers to identify cultural elements and to understand the culture of their students but first they need to identify cultural elements of their own culture. Once they understand those elements, they can integrate it into the classroom instructions. Researchers used pre-service teachers and helped them to identify five cultural elements using acronym L.I.V.E.S. Strategy. Each letter represents one cultural element, L for language, I for institution; V for value systems, E for equipment, and S for survival. In addition, researchers provided definition and examples for each element. This easy to remember acronym helped participants to isolate various cultural characteristics from standards-based social studies concepts.
Those teacher candidates were all white. They attended classes over 3 semesters; the course consists of practicum experiences in an elementary social studies classroom and peer observation. The intention of the study is to examine whether L.I.V.E.S. would help pre-service teachers to identify elements to integrate into instructions or not.
However researchers found that there is a clear difference in participants’ definition of culture after the use of L.I.V.E.S. strategy, more practice was needed for teachers to ensure that they learned how to integrate culture in lessons.
In my opinion, this training will be helpful for all teachers to understand their students’ culture especially in USA because most of our schools consist of multi-cultural classrooms. In my experience, integrating cultural aspects into second language learning classes enrich the learning environment particularly when we compare and contrast students’ cultural characteristics and those of the target language.
http://vnweb.hwwilsonweb.com.libproxy.chapman.edu/hww/results/getResults.jhtml?_DARGS=/hww/results/results_common.jhtml.33
In this study, researchers examined teachers understanding of their own culture. It is important for teachers to identify cultural elements and to understand the culture of their students but first they need to identify cultural elements of their own culture. Once they understand those elements, they can integrate it into the classroom instructions. Researchers used pre-service teachers and helped them to identify five cultural elements using acronym L.I.V.E.S. Strategy. Each letter represents one cultural element, L for language, I for institution; V for value systems, E for equipment, and S for survival. In addition, researchers provided definition and examples for each element. This easy to remember acronym helped participants to isolate various cultural characteristics from standards-based social studies concepts.
Those teacher candidates were all white. They attended classes over 3 semesters; the course consists of practicum experiences in an elementary social studies classroom and peer observation. The intention of the study is to examine whether L.I.V.E.S. would help pre-service teachers to identify elements to integrate into instructions or not.
However researchers found that there is a clear difference in participants’ definition of culture after the use of L.I.V.E.S. strategy, more practice was needed for teachers to ensure that they learned how to integrate culture in lessons.
In my opinion, this training will be helpful for all teachers to understand their students’ culture especially in USA because most of our schools consist of multi-cultural classrooms. In my experience, integrating cultural aspects into second language learning classes enrich the learning environment particularly when we compare and contrast students’ cultural characteristics and those of the target language.
Blog #2
Shiang-Kwei Wang and Hui-Yin Hsua Reflections on Using Blogs to Expand In-class Discussion. TechTrends v. 52 no. 3 (June 2008) p. 81-5. Retrieved June 11, 2010 from
http://vnweb.hwwilsonweb.com.libproxy.chapman.edu/hww/results/getResults.jhtml?_DARGS=/hww/advancedsearch/advanced_search.jhtml.4
In this research, researchers at New York Institute of Technology examined the use of blogs as an interactive tool to expand classroom discussions. The author discussed several advantages for blogs over other discussion tools such as blackboard. One of the features that distinguish blogs is its accessibility to students after the end of the class.
Using blogs allow students to write to other readers from another class or another school. Unlike classroom discussion, blogs allow participants to think thoroughly before they respond. “Knowing that their writing is available to the public, students might have stronger motivation to write well so that the quality of their writing might shine” (Gary, 2003; Repman, Zinskie, & Carlson, 2005, as cited in Wang, 2008, P.2).Another interesting point about blogs is the fact that every participant has equal opportunity to freely express him/herself without being dominated by few participants as what usually happens during normal classroom discussions.
Because there is a down side for everything, the researcher pointed out some of negative aspects for using blogs such as unfamiliarity to some students or the amount of time needed to read, think, and respond which considered extra load of homework from students point of view. In addition to the fear of expressing strong opinions because blogs are accessible to the public.
I believe that good preparation for teachers and students and clear instructions could make blogs very successful in motivating students to participate effectively regardless of any differences among them.
http://vnweb.hwwilsonweb.com.libproxy.chapman.edu/hww/results/getResults.jhtml?_DARGS=/hww/advancedsearch/advanced_search.jhtml.4
In this research, researchers at New York Institute of Technology examined the use of blogs as an interactive tool to expand classroom discussions. The author discussed several advantages for blogs over other discussion tools such as blackboard. One of the features that distinguish blogs is its accessibility to students after the end of the class.
Using blogs allow students to write to other readers from another class or another school. Unlike classroom discussion, blogs allow participants to think thoroughly before they respond. “Knowing that their writing is available to the public, students might have stronger motivation to write well so that the quality of their writing might shine” (Gary, 2003; Repman, Zinskie, & Carlson, 2005, as cited in Wang, 2008, P.2).Another interesting point about blogs is the fact that every participant has equal opportunity to freely express him/herself without being dominated by few participants as what usually happens during normal classroom discussions.
Because there is a down side for everything, the researcher pointed out some of negative aspects for using blogs such as unfamiliarity to some students or the amount of time needed to read, think, and respond which considered extra load of homework from students point of view. In addition to the fear of expressing strong opinions because blogs are accessible to the public.
I believe that good preparation for teachers and students and clear instructions could make blogs very successful in motivating students to participate effectively regardless of any differences among them.
Blog #1
Huang, Y. M., et. al., An Educational Mobile Blogging System for Supporting Collaborative Learning. Journal of Educational Technology & Society v. 12 no. 2 (April 2009) p. 163-75. Retrieved June 10, 2010 from http://vnweb.hwwilsonweb.com.libproxy.chapman.edu/hww/results/getResults.jhtml?_DARGS=/hww/advancedsearch/advanced_search.jhtml.4
In this article, the researchers are investigating the effectiveness of using wireless handheld devices (W/H) such as laptops and cell phones in the learning process and also they are evaluating students’ emotions and outcome regarding using mobile blogging system in collaborative learning. The researchers suggested that W/H devices allow students to respond to discussions or to be involved in group projects anywhere and at anytime.
After implementing the use of mobile blogging for two month using 40 college students who major in engineering science of National Cheng Kung University in Taiwan, students evaluate the process and expressed their feelings about using mobile blogging in an online questionnaire. Students expressed their appreciation to mobile blogging because it brings enthusiasm and positive impact on collaborative learning. According to students mobile blogging provide more authentic context learning examples. For instance, when investigating certain phenomenon, or reporting an event, students can take pictures or videos and send it to other group members.
After reading this article, I really do not see the advantage of using mobile blogging system over regular blogging except in very limited occasions. At least, I cannot think of any activity for my students using mobile blogging instead of regular blogging. I think it is not practical in k-12 education at all.
In this article, the researchers are investigating the effectiveness of using wireless handheld devices (W/H) such as laptops and cell phones in the learning process and also they are evaluating students’ emotions and outcome regarding using mobile blogging system in collaborative learning. The researchers suggested that W/H devices allow students to respond to discussions or to be involved in group projects anywhere and at anytime.
After implementing the use of mobile blogging for two month using 40 college students who major in engineering science of National Cheng Kung University in Taiwan, students evaluate the process and expressed their feelings about using mobile blogging in an online questionnaire. Students expressed their appreciation to mobile blogging because it brings enthusiasm and positive impact on collaborative learning. According to students mobile blogging provide more authentic context learning examples. For instance, when investigating certain phenomenon, or reporting an event, students can take pictures or videos and send it to other group members.
After reading this article, I really do not see the advantage of using mobile blogging system over regular blogging except in very limited occasions. At least, I cannot think of any activity for my students using mobile blogging instead of regular blogging. I think it is not practical in k-12 education at all.
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