Computers in The Classroom

ECS 512 COMPUTERSIN THE SECOND LANGUAGE CLASSROOM
Intan Nurbaizurra binti Mohd Rosmi ( E30103110097 )

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ECS 512 COMPUTERS IN THE SECOND LANGUAGE CLASSROOM
1

STUDENTS NAME

INTAN NURBAIZURRA BINTI MOHD ROSMI
MATRIC NO.

E 30103110097
ACADEMIC FACILITATOR

PUAN NOOR AZLINDA
LEARNING CENTRE KUANTAN

ASSIGNMENT
MAY 2013

COURSE CODE

ECS 512

COURSE TITLE

COMPUTERS IN THE SECOND LANGUAGE

PROGRAMME BACHELOR OF EDUCATION

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CONTENT PAGE

THE ESSAY OF 3 8
USE OF TECHNOLOGY IN TEACHING ENGLISH IN MY SCHOOL

THE LESSON PLAN 9 18

THE APPENDIX 19 - 26

REFERENCES 27 - 28

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1.0 THE ESSAY

Teaching of Listening and Speaking in the ESL Classroom is not given as Much Importance Compared to Reading and Writing
More and more primary teachers now have access to technology in their classroom. Same as the teachers at my school. Whether it
is a desktop or a laptop, a growing number of teachers is either being given access to this technology by The Ministry of Education
under eTems program or bringing their own devices to classroom to help students to learn English . Because of the multitude of
choices and opportunities that technology enables, it become a positive development in Malaysia classroom..
We have been concerned, though, by some of the ways that we see technology being used. Technology should not just allow us to
do things in a more engaging way; it should allow us to do an advance and new things that we thought were not possible. It is those
new things that are the value technology provides, today. It is not enough for teachers to use technology. Teachers must use it well.
Manage it well. Control it well and plan on how to use it well. Having access to books does not mean that the students in the
classroom will learn to read, speak, listen and write English. We need to make careful pedagogical choices and use those books in a
way that will gently and purposefully help those children to become independent English student. Very few students can make this
leap themselves. Most students need a thoughtful teacher to guide them.
The types of technology used in my school are flashcards, pictures, posters, audio clips and Information Technology (IT). The IT is
widest technology used in my school. The use of flash cards are a simple but interesting, versatile, yet often underexploited resource.
The reasons for using flash cards and a selection of activities for use in the primary classroom, although some of the activities could
also be used with fun-loving, lower level adult classes. Howard Gardner's multiple intelligence theory stated that that there are many
types of students within any one class. Gardner's research proved that teachers should aim to appeal to all the different student types at
some point during the lesson. It is particularly important to appeal to visual students, as most of students have this type of intelligence.
Flash cards can be bright, interesting and colourful and make a real impact on visual students. Many of the activities using flashcard
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will also appeal to kinesthetic students For students at reading age, flash cards can be used in conjunction with word cards. These are
simply cards that display the word. The cards should be introduced well after the pictorial cards so as not to interfere with correct
pronunciation.

Flash cards are a really handy tools to have and can be useful at every stage of the class. They are an interesting way to present,
practise and recycle vocabulary. When students become familiar with the activities used in classroom, they can be given out to early-
finishers to use in small groups. In my school, teacher sometimes get the students to make their own sets of mini flash cards that can
be taken home for them to play with, with parents and siblings. This activity highlights the impact of visual aids. It really proves that
the images 'stick' in students' minds.

Posters are tools that can be used in many ways to overcome challenges and problems in the English classroom; the particular way
they are used will depend on the teachers experience and the students needs. Using posters at timely junctures during class acts as a
great energizer for students, letting them know that its time to learn English. This is essential in contexts such as mine, where students
are immersed in their students while outside the class. As the poster is the focus of the task, teachers in my school often find that their
students become less inhibited in talking about it, as they are significantly less the center of attention. Posters can be used as a
springboard to authentic and creative language use. By taking advantage of students knowledge in the topics they have studied that
day, the poster acts as a way of getting the students to express that content in their own way.
As teachers, we should always aim to foster safe environments that encourage students to take risks. Dornyei (2001) stresses the
notion of a secure environment as being fundamental to L2 student motivation. In this sense, posters are non-threatening because
teachers and students have time to develop the final product together, yet with the teacher acting solely as consultant.
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Poster work is a great help to teenagers like those that I teach who can become easily distracted when dealing with traditional text-
based materials. Posters really seem to enable students to take a greater role in their learning because they can make choices about
which information to include and even how to work with their classmates. Errors and incorrect language are limited with poster use
because most posters focus on a single concept (in todays case, the uses and effects of pesticides).
Language students, particularly teenagers, have academic requirements which, when fulfilled, augment academic achievement and
diminish inappropriate behavior. Im always aiming to get my kids to understand the learning objective, to be actively engaged in a
meaningful task, and for me to offer feedback regularly. Because posters focus on particular language tasks, students can easily
understand the goal of the lesson and so engage with the activity. Students actively participate in small groups and receive feedback,
not only from me but also from their classmates. Therefore, students are less likely to seek attention inappropriately and so the
tendency, particularly towards the end of the day, to reach for the smart phone, is greatly decreased.
node 457

IT is the most type of technology used in my schools. Picture, video clips, audio clip etc. are included in IT. Besides, in my school,
having technology in the classroom does not mean that students will discover how to use it as a learning tool. Teachers have to
carefully select and structure what it is used for so that it becomes truly educational. Current technology and web developments
that some teachers may neglect or just simple ignore but could be valuable assets in their classes. Dudeney and Hockly's work
tends to be informative instead of only supporting the great benefits of including all the elements pointed in the previous section in
the language classroom. Of course, they support their use in the classroom but it seems that their goal is more offering a range of
possibilities to the teacher rather than directions for the implementation of Computer Assisted Language Learning (CALL).

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In this sense, the real examples provided all through the book, the huge webliography, the snapshots from websites, the
demonstrations and teaching tips facilitate its reading and quick integration into most school environments. Besides, students will
feel the potential of the book and self development because they will be able to go from the simpler ideas to "dip into the chapters
which seem most relevant to [their] teaching or training situation" (p. 5). In the negative sense, the book could have placed most
snapshots on the CD-Rom. Also, some students may get the feeling that the CD-Rom has been underused since many
demonstrations and classroom techniques could have been video recorded like some other books in the "How to" series have
done (Harmer, 2007). One other drawback would be that the book is too descriptive and although the activities lead to personal
reflexions, more possibilities for writer student debate and some directions to for and against forums would have been desirable for
the more experienced students. A major criticism would be the almost total lack of citations to mega websites that include many of
the desirable materials (exercises, journals and more) like onestopenglish.com, Dave's ESL Caf or isabelperez.com as well as
mentions to journals like TESL EJ, CALL EJ, Language Learning & Technology, Internet ESL journal and many more which are
open and free to be accessed by practitioner teachers.
From a content perspective, the book addresses issues that have currently attracted the interest of many teachers in any field and that
have proved their value in any classroom like the educational place of webquests (Ikpeze & Boyd,2007), the traditional use of
websites as a source of information and language input (Dalvit, Murray, Mini, Terzoli & Zhao, 2005), the positive attitudes of teachers
and students towards the integration of the Internet in language teaching (Yang, 2001), the use of video to provide language input and
correct the student's phonological realizations (Hada Ogata, & Yano, 2002), issues in synchronous and asynchronous communication
(Ingram, Hathorn & Evans, 2000), attitudes towards computer based oral (Kenyon & Malabonga, 2001) and writing (Sawaki, 2001).
assessment, projects in language learning as a teaching approach for classes with different competence level and students with
different teaching styles (Hollenbeck & Hollenbeck, 2004).
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In general, because it can be assumed that we live with and with reading books, should not our schools goal be to develop
independent students? Here are my suggestions of abuse and use lists for the handling of devices in the classroom.
Technology Abuses
Technology should not be used as simply a digital worksheet. There are many apps and Internet sites available that are simply a
technological version of a paper task, forcing students to practice over and over a skill that they may already have mastered. Dont
get me wrong. Skills do need to be practiced. I just happen to think that students should spend most of their time using technology
for more creative purposes.
Technology should not be used as a way to keep students occupied. A small number of computers or devices in a classroom can be
an inviting center, whether it is an assigned or a self-chosen one. If you use technology in this way, choose wisely when you
decide what the students will do with the technology. There are many, many creative options available. It should not be just to keep
students busy while you work with small groups of children. (Theyre working on mouse skills? Really?)
Technology should not be used to do what can be done without it. Drawing a picture on an app or a computer program and labeling
it is a worthwhile activity, but why bother if that activity is an end in itself? It may as well have been done on paper. Technology
should allow you to do something new with that picture, such as sharing/publishing it in some way. The good news is that there are
other, better options for using technology. My heart does a happy dance when I see these.
Technology Uses
Technology should be for accessing what was inaccessible. In the past, my teaching materials were limited to what was in my
classroom and in the schools library. Now there are a plethora of materials available online to fill any teaching need I have, limited
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only by my online search skills. From classroom-ready videos such as those of Mercer Mayer and Dr. Jean to sharing and learning
with other teachers on Pinterest or Twitter to accessing the creative common photos of thousands of photographerswell, lets just
say there is no longer an excuse for not having appropriate resources.
Technology should be for doing good things in better ways. For example, hearing books being read aloud is an important part of
primary literacy. Long ago, listening to books on a cassette tape became listening to books on a CD. Now, there are online books
and apps that do a much better job of this, highlighting the words as they are read aloud.
Technology should be for sharing with the world. The environment that our students are growing up in is wired for sharing. The
hardware and the software that is available make it easier every day for children to share what they are learning with the world.
Even young children can share their learning using drawings, images, blogs, video and digital portfolios. By sharing their
artefacts digitally, students invite the involvement and support of their parents, grandparents and anyone who sees their work.
Technology should be for connecting. Before the advent of the Internet, classrooms were forced to be isolated learning hives.
Now, those hives can all be interconnected as classrooms can easily link with other classrooms and experts to ask questions,
compare experiences and learn together. Tools such as Skype, Twitter and blogs make connecting and collaborating with
classrooms from anywhere a possibility.
Technology should give choices. We are blessed to have a lot of technology in my classroom and my favourite part of that is the
choice it gives my students in both their learning style and in sharing what they have learned. When allowed to choose, some
students prefer to read on iPads or computers. Others choose paper books. I think choice is important as we accommodate the
variety of needs our students have. Technology should not just allow us to do traditional in a different way; it should allow us to do
things that we thought were not possible.
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9 2.0 LESSON PLAN

Lesson Focus: Reading
Year : Year Two
Time : 7.45 8.45
No. of pupils : 30 pupils
Level of students: Mix abilities
Theme : World of story
Topic : Chad the milkman

Content Standard :
2.1 By the end of the Year 6 primary schooling, pupils will be able to apply knowledge of sounds of letters to recognize
words in linear and non linear texts.
2.2 By the end of the Year 6 primary schooling, pupils will be able to, listen and respond appropriately in formal and
informal situations for variety purposes.

Learning Standard :
2.1.2 able to recognize and articulate initial, medial and final sounds in single words within given context ch.
2.3.1 able to read simple texts with guidance :
a. fiction

Behavioural Objectives : By the end of the lesson, pupils are able to :
1. read and indentify the words with ch sounds initial, medial and final at least 4 out of 7 words correctly.
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2. read the sentences in correct stress, intonation and pronounciation.
3. sequence the sentences in order at least 4 out of 7 sentences.
4. complete the blank filling with the correct sentences at least 4 out of 7 sentences.

Previous Knowledge :
1. Pupils have familiar with some words learnt previously.

Teaching aids : Computer, The internet, Power Point, Youtube nursery rhymes, sentences strips.

Skills integrated : Multiple intelligence and co-operation

Values : Appreciate and humble

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Pedagogical Activities :

Stage/Duration

Content/skills

Teacher activities

Student activities

Teaching aids

Set I nduction
( 3 minutes )

Whole-class activities

1. Teacher asks the pupils to
look at the screen.
2. Teacher shows the youtube
of the milkman nursery
rhymes.
3. Teacher asks what they can
see with the video.
4. Teacher relates the video
with the topic

1. Pupils look at the screen.

2. Pupils listen and look at
the youtube shown.

3. Pupils answer the
questions.

Youtube :

The Milkman
Nursery Rhymes
Stage 1

Presentation

( 15 minutes )

Whole-class activities 1. Teacher recalls the words
they learnt yesterday.
2. Teacher shows the power
point the story of Chad the
Milkman.

3. Teacher reads aloud the
story.
1. Pupils read the words with
the sound ch .
2. Pupils listen and look at
the power point of the
story of Chad the
Milkman.
3. Pupils read after the
teacher.
Power point

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4. Teacher divides the pupils
into group and asks them to
read the storyline.

4. Pupils form into groups
and read the storyline
aloud with correct
pronounciation and
manner.
Stage 2

Practices

( 10 minutes )

( 15 minutes )


1. Teacher displays the power
point again.
identify the ch sound
words in the story.
3. Teacher calls the pupils to
do the activities.

write out the words on
board.

1. Teacher shows the blank
storyline on board.
2. Teacher explains to the
pupils that the pupils need
1. Pupils look out at the
power point again.
2. Pupils identify the words.

3. The volunteer comes in
front and say out the
words.
4. The volunteer write out
the words on board.
e.g churn, Chad

1. Pupils look at the blank
storyline.
2. Pupils listen and
understand the
Power point

Power point
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to read the sentences and
fill in the blank with the
correct pictures.

3. Teacher calls pupils
randomly to read out the
text..
4. Teacher and pupils discuss
about the blank filling
activities.
instructions. Pupils read
and complete the blank
filling with the sentences
given.
3. Pupils read out again the
text that have been done
previously.

Stage 3

Production

( 10 minutes )

Individual activities

1. Teacher jumbles out the
pictures and sentences on
the board.
2. Teacher explains to the
pupils what they have to
do.
3. Teacher calls out the pupils
to sequences the pictures in
order.
1. Pupils look carefully.

2. Pupils listen carefully the
instructions.

3. Pupils sequence the
pictures in order
according to the story.
4. Pupils pick correct
Picture card and
sentences strips

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( 10 minutes )

Individual activities
pick the correct sentences
strips according to the
picture pasted.

1. Teacher distributes the
handouts.
2. Teacher explains the
activities.
3. In the sequencing the story,
pupils have to sequence the
sentences in order.
4. Teacher discuses the
correct answers.
sentences strips and paste
into correct pictures.

1. Pupils get the handouts.

2. Pupils listen to the teacher
explanation.
3. Pupils do the activities.

4. Pupils check the correct
answers.

The handout

Closure
( 2 minutes )

Whole class
activities

1. Teacher play the nursery
rhymes again.
2. Teacher sings along with
the pupils.
3. Teacher concludes the
lesson.

1. Pupils listen to the song.

2. Pupils sing along with the
teacher.

Youtube :

The Milkman Nursery
Rhymes

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2.1 THE EVALUATION & REFLECTION

Technology is transforming in Malaysias education, whether for good and for bad. The good comes from the ingenious ways
that teachers encourage their students to engage in science projects, learn about history by seeing the events for themselves
and explore their own ideas on the internet. There are literally thousands of Internet-savvy teachers who regularly exchange
ideas about enlivening classrooms to heighten student engagement in learning. The use of technology in schools is a very
controversial topic. Some think technology will ruin the school environment. Others think technology will improve education
and make learning more enjoyable. Although distractions may be a side effect of technology, I believe technology can provide
copious amounts of new learning. Learning can go places it has never been before. Students can interact with other students
and teachers locally and around the world, decrease the amount of papers used and lighten the load of the backpack if both
teachers and students are committed to learning and using new technology. To start things off, I think teachers need to take a
step back and evaluate where they stand at present. The point is simple. Teachers need to be able to understand how to embed
technology into what they do. But you cant do this unless youre already a good teacher. The technological side of it only
comes into to play if you already knew how to balance pedagogical knowledge with content knowledge. Only then can you
understand how best to integrate an iPad or a laptop into a classroom. The biggest problem with Educational Technology to
date is that the people that signs off these projects, or design education apps didnt have Pedagogical Content Knowledge in
the first place. They just guessed at what we needed and threw something our way expecting us to figure it out. Which is why
theres so much to read about on the internet and slowly but surely there is a great team of people around the world who are
beginning to make sense of all of this and eventually, the people who make the decisions about these things are going to have
to listen and look at the models that work? These are almost always going to come from the people who have been or are at the
coalface of education.
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It is difficult to be in a classroom where there are students at very different levels and needs to a degree where it's impossible
for one teacher to cater to each student as they deserve. Studies found that a technology rich classroom is the perfect place for
that level of specialized learning. When teachers and students are trained to use the technology, there are many tools to help
track growth, give extra resources, and accelerate learning based on each student's unique pace. Thats why Ive implementing
technology in my teaching focusing the reading skills. Even though there are not much integrated technology used but I found
it really helping my lesson working out. Some of the benefits that I encounter when handling the lesson are based on several
factors. One of the major benefits of introducing technology into the classroom is the effect it has on the students. In
traditional teaching (lecturing, working from a textbook, and taking notes, for example), it's easy for students to fall into a
passive role. Even the best students who have a natural passion for learning can have trouble paying attention to a teacher's
lecture. But when technology is involved, students are more likely to be engaged in learning. Students need to press buttons,
think out problems, and manipulate the tools they have to achieve a goal. Educational technology can improve focus among
students and it caters to students who learn independently and to those who are more collaborative. Including technology in the
classroom gives teachers more options and tools to cater to each student individually. Technology can improve focus and boost
students' self-esteem, not to mention teach them valuable skills like fast, accurate typing and using online search engines to
find trustworthy sources for research.

Technology also changes the way I teach, offering educators effective ways to reach different types of learners and assess
student understanding through multiple means. It also enhances the relationship between me and my student. When technology
is effectively integrated into subject areas, teachers grow into roles of adviser, content expert, and coach. It helps make
teaching and learning more meaningful and fun. Despite of interesting and motivating learning using different kinds of text,
graphics and video, my students also learn to use authentic language from blogs, wikis and yet students can learn independent
learning. Learning stories with fun materials and variation create more enjoyable thus helping to strengthen students reading
skills. While computers do not guarantee that every child will learn, they do provide students with the opportunity to do
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research and create products that they could not do without the technological tool. Many school districts want to increase
computer usage in the classroom to meet the technological needs and demands of students, but this can be difficult to
accomplish because computers are expensive and technology changes at a rapid pace. Adding more computers to every school
would be useful for teachers who have the technological skill and motivation to use them in the classroom daily. These
teachers would be able to adapt their lessons to incorporate computers. On the other hand, many teachers have not been trained
in all of the capabilities of computers and might be nervous about having to use computers on a regular basis for their
instruction. Students may also be distracted by online games or chatting with their friends. Most students interact with
computers on a daily basis. Adding more computers to every school would allow them to stay connected to a digital
environment that they typically interact with comfortably. On the other hand, students display varying levels of abilities when
it comes to computers and this may increase the knowledge divide in the classroom if certain students are not able to acquire
content because of the means used for instructional delivery. Despite of all the benefits that the students get, there are slightly
some problems occur. Some of the advantages are I found that there could be technical problem and slack of IT skills from
both teachers and students. With the students of mix ability level, some students are advanced while some of them are
having difficulties in handling the technologies. I do found that might be hard to control with the classroom management
when the students were over excited to use the computer and difficult to draw students attention. Moreover, the biggest and
major problems to face for the rural school are the internet connection which I discover were very slow and yet distract the
teaching process. Thats why to solve the problems, teacher need to be more creative to cater the problems faced. Some
schools can collect fund from the PIBG and parents to solve the internet connection to fastest network. They also can co-
operate to buy more computers and parents with the IT skills can also help teachers how to improve the students IT skills.

To concluded that the impact of technology in schools is somewhere between its the only way to make a positive change in
schools to its a new fad. They see technology as a strong tool for positive change but it must be presented in the right ways.
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Steps must be taken for technology to make a difference. Leaders of the schools must include everyone at the beginning of the
plan, not after technology arrives. Leadership in the school system must plan for technology. Find a model, such as the Project
PICT Training Model and use it. Hire a full time technology director, involve the school in the changes, and provide the
services that are needed for technology to succeed in the schools. Teachers must change the way they teach. Classrooms must
take on the student-centered learning methods. Teachers need to become facilitators. Students need to be allowed to use
technology as a tool, which will enable them to collect, analyze, and create major projects. When schools are prepared for
technology, the entire school benefits.The quality of the time for technology to be integrated into the curriculum is the key to
student learning, not the quantity of time with technology. Technology is not the entire solution for keeping at-risk students in
the classroom, but it is a start in the right direction

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2.1 THE APPENDIX
THE POWER POINT .. CHAD THE MILKMAN

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STORYLINES WITH BLANK

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SENTENCES STRIPES.
I am Chad the milkman.
I want to go to the market.
I want to sell a churn of milk.
If I sell this milk, I will get money.
I will buy more cows.
I will get more milk.
I will buy a farm.
I will buy a big house.
Ooops! My milk!
It is spilled.
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PICTURE CARDS.

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THE YOUTUBE ..NURSERY RHYMES.
www.youtube.com/watch?v=YWIYf5KvZns
The Milkman English by Pari

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3.0 REFLECTION

Dalvit, L., Murray, S., Mini, B., Terzoli, A., & Zhao, X. (2005). Computers and african languages in education: An ICT tool
for the promotion of multilingualism at a south African university. Perspectives in Education, 23(4), 123- 131.

Dornyei, Z. (2001) Teaching and researching motivation, Pearson Education

Hada, Y., Ogata, H., & Yano, Y. (2002). Supporting online video-based correction for language learning through
markup-based video. Paper presented at the Ed Media Conference, June 24-29, 2002, Denver, Colorado, USA.

Harmer, J. (2007). How to teach English, Harlow, Essex: Pearson-Longman.

Hollenbeck, J. E., & Hollenbeck, D. Z. (2004). Technology to enhance learning in the multi-lingual classroom, East
Lansing, Mi, Eric document ED490629, Retrieved June 7, 2007, from
http://eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED490629.

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Kenyon, D. M., & Malabonga, V. (2001). Comparing examinee attitudes toward computer-assisted and other oral proficiency
assessments. Language Learning & Technology, 5(2), 60-83.

Ingram, A. L., Hathorn, L. G., & Evans, A. (2000). Beyond chat on the internet. Computers & Education, 35(1), 21-35.

Ikpeze, C. H., & Boyd, F. B. (2007). Web-based inquiry learning: Facilitating thoughtful literacy with WebQuests.
Reading Teacher, 60(7), 644-654.

Sawaki, Y. (2001). Comparability of conventional and computerized tests of reading in a second language. Language Learning
& Technology, 5(2), 38-59.

Yang, S. C. (2001). Language learning on the World Wide Web: An investigation of EFL learners' attitudes and perceptions,
Journal of Educational Computing Research, 24(2), 155-181.

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ECS 512 COMPUTERSIN THE SECOND LANGUAGE CLASSROOM

Intan Nurbaizurra binti Mohd Rosmi ( E30103110097 )

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