California State University San Bernadino

Teaching language Art trough Technology

An Action Recherché Paper Submitted To Professor Back

The action research project

Instructional Technology

By

Amal Alsubki

December,2009
 TABLE OF CONTENTS

ABSTRACT

INTRODUCTION

LITRERATURE REVIEW

METHODOLOGY

RESULTS

CONCLUTIONS AND RECOMMENDATION

RFERENCES

APPENDICX
ABSTRACT

Teaching preschool student Trough Picture will motivated student’s passion for learning

language Art. Interview items give a clear idea of the dynamic of picture reflection in

education environment. this research show the benefit of using picture to develop student

skills in learning language art that could affect student knowledge toward learning

process. The objective in this research is to emphasis the important of using picture in

language Art.
 Introduction:

Teaching pre-school students language art are challenges to many teachers

because it is required several learning strategy in order to make student capable to

understand the material of the course. One of the important elements that teachers prefer

to use is pictures trough several types of technology that match subject such as digital

pictures. This research confirms the role of picture of enrich the subject for preschool

students .Also, this research include some teachers views that deals with picture in

language Art classes. This research has covered many questions that support the whole

research and ,added a lot of useful information about the important of using picture in

language art in classroom in order to make student successful in learning a new

information through t the research steps are:

1. What are the effective ways to use pictures for young children’s in language
learning?
2. How does the use of picture will affect student knowledge towards learning?
3. What impact will learning by picture have on the quality of student writing,
reading ,listening and understanding ?
 Literature Review

INTRODUCTION:

In learning environments, most teachers try to use different kinds of technologies

to make their lesson successful by using pictures through of a combination of visual and

verbal instruction describing these characteristics and examples and best evaluated using

words and visuals not used during instruction. Moreover, pictures that we use in class are

based on students way of thinking . Teachers should choose pictures to go over a

definite area of vocabulary. Teachers can base choices on a certain kind of activity. For

example, reading stories can enrich learning information if picture are related to their

daily lives so students take enjoyment from the pictures in the course. Pictures make

class more dynamic and active as well as stimulate students imaginations. This strategy

of learning is useful especially if students cannot use their imagination very well. The

picture in any lesson support particular ideas that teachers wanted to impassive it through

this picture, which the students can then build on more easily. The benefit of using

pictures makes learning easy. Teachers using different context to improve the quality of

educated students that include deferent types of technique , which are digital photography

,phone cams, photo manipulation software image scanning and image management

software.
 Choosing right picture that match student brain:

The teachers should implement high quality images while developing learning

materials for teaching. Because teaching as professional job is try improve their since

especially student brain is become strong when teacher connected to the sense of

vision. “Teacher should adopt a good picture that match students brain with concrete

experiences that are replete with information-rich visual explanations, such as images,

diagrams, graphs, video clips, animations, anthropomorphic images, cartoons, samples,

demonstrations, experiments, and performances of our subject matter, rather than relying

on word-only explanations.”(Schmidt, 2009). (p68.72). Visual picture is like a food for

student to develop their brain and it encourage students to learn more and develop visual

details that related to subject that they are interested with. Teachers that used pictures

with students try to simplify need to agree with teachers point for example, when teacher

read a story about friendship, that mean this teacher can show children different kind of

picture like to person hug each other ,so student can be active with picture. The teacher

should be concern of used of distracted and not clear images as decoration because it

could add extra unimportant information that confuse students communicates with their

teacher.

Using picture as technology in class room:

Using picture in class room lead student experimental learning language and

encourages student taking part, agreement understanding, and is successful with large

range of learners, including English language, by make design on screen with art
software, or paints or draws pictures to scan ,Into the computer. Using computers and

pictures help all teachers to improve student learning or better student course evaluations,

creating more organized classroom presentations, utilizing class time better, and

emphasizing important points more effectively. (Davies &lavin,2009).Software that

makes student merges pictures with their recorded voices by telling stories and reading it

makes them positive with class room learning prosess. Reading stories make students

feel more confident .” Language arts curriculum include several things such as

acceleration, depth, complexity, challenge, and creativity”(Baska,2003)(p.4).

The goal of using pictures in teaching

When Teacher using pictured as models and arranged to more complex examples

that has many details therefore if teacher want to develop student skills. A few

infrequently confusing picture that is not clear should be presented to avert any kind of

worry and harm feeling . Third, teachers should present new and update examples and

noncomplicated pictures to students so that children can understand the material of the

subject clearly. And fourth, teachers should create test questions deepens on pictures

rather than complicated question exams . Each teacher should provide students with any

information that interested them in order to enrich their information without having any

conflict between her and the students. students must be active participants in their own

education in order for knowledge .Teacher should provide information that must with that

way they think and their age too. The teacher should beware to use pictures that have

discrimination or insulting to any student in the classroom. “Students who are viewing a

series of still visuals may mentally animate the pictures themselves. They may be
experiencing greater psychological engagement with a more promote cognitive a activity

during learning while involving overt behavioral activity “.(Clark & Mayer 2008).( p.8,9)

Method of using picture technology:

Evidence of engagement:

Describing, recording and using pictures in classroom as information guide to

other students in learning. Pictures that teachers provide will focus on students behavior,

engagement in work as group that make student feel pride of themselves. Active teachers

make students more capable to know about new information. “Active learning teaching

style engage student interest and encourage collaborative learning style.” (Snyder,2001).(

p.4-9)

Analyses picture to provide information:

Through picture students can modify information that they have and ask a lot of

questions, because this type of picture has an open-ended answer give student freedom of

talking about their expression. For example, teacher in any subject want to know if

students understand lesson or not, so this teacher will separate her class in to groups so

that she can get a lot of answers , each group that depend on understanding the lesson

effectively . “Using picture with children is so useful because children writing skill is not

very advanced. In early grades, teachers' language interactions stimulate active student

language participation“.(Morgan,1993).( p.13)

Evaluating the content :

Teachers that use easy pictures to evaluate each students information in an

effective style. Addition of photographs in surveys, interviews or using project

participants to describe what they see in photographs. Picture descriptions can add

validity to evaluate declarations about what is being point up what is important in the

picture . “One factor that may influence the degree to which parent–child joint picture-

book reading is associated with successful development relates to the parental style of

story reading”. (Leonard, Lorch, Milich& Hagans.2009).(p.3). Students that reads picture

books feel more comfortable mainly when children are recommended by teacher to talk

about the story and pictures. Read pictures is improves language and reading skills.

Summary :

Technology has become common thing in our life. One important technology is

using pictures in the classroom. That for teachers should use right pictures that match the

course information effectively, teachers should enrich their courses by adding visual

reading and writing tools in order to educate their students. Teachers have to encourage

children skills and create mental images while reading text. Also, help children to do a lot

of activities such as describe, estimate, and value both diagrams and written statements.

To teach children based on visual items skills even before they can read anything that

picture must come from their interests. Also, have children evaluate their power, mood,

and emotion. At the end of the lesson, teachers should evaluate the lesson, content and

students in course time in order to deal with any problems that could interrupt student

understanding.
 DATA COLLECTION AND ANALYSIS PLAN METHODOLOGY

Participants

This research will be interview five females’ teachers whom teach language art

for preschool student in Saudi Arabia. These elementary school teachers were teaching

for four years. All of these teachers have bachelors’ degree in education and they took a

lot of training courses of how to develop their teaching skills to communicate with their

student very well. These teachers were so motivated and have faith in their student.

Research Design & Data collection:

This research will be a qualitative study. The aim of this plan is to use interview

ten items that I create with four elementary school teachers to know there aspect of using

picture in class room. The first part of analysis my data. I will ask varies teachers that

using picture in class room by using Skype. In the second part of the study I will go over

the result of the analyzing the outcome of interview information that teacher provide to

me. I will used sample bar graph to analyzed my data in numbers.

Instruments of Collection

By Interview Questions items

 Results

Correction Rates

Finding will be presents by interview items

• Their use of picture in their language teaching & reasons.

All five teachers (100%) said that they use picture all the time in their class room

because it is easy to use and give clear idea about any topic that they provide in

classroom and give student space to interact about topic all picture make student

ask a lot of question to know every about the picture they see. Using picture will

develop student skills in reading, speaking, writing, gestures, and visual

representation strategically in their inquiry research and to share what they learn.

Also make student do a lot of activity in speaking, writing and drawing shows

their ability and skill in choosing their motor skills and developing their

understandings.

• Their provider picture in class room in order to make student think creativity.

Three teacher (60%) of teacher agree with this statement and they think

picture not just make student think creative but also picture guide student to solve

any problem that may face it with the topic by comparing picture to their

environment. Tow teacher (40%) don’t agree because they consider that every

student has Special abilities for receive information and student IQ are not similar

in the same class because when student think creative that mean students IQ are

high. Not all students are smart or motivated because most of students are

interesting in learning new information.

• They think using picture will support their subject that they give to student.

All five teacher (100%) agree that using picture is so helpful and give student

more idea about the subject.

• They use picture to support student read and writes in classroom.

All five teacher (100%) agree that reading through picture help student to read

and write by them self some time without teacher help and picture built higher

self stem and give them since of responsibility when they try to read and write

like their teacher.

• There are many teacher are welling in using picture and technology in

classroom.

Two teachers (40%) agree with this question because they emphasize that all

teacher must be educated and creative in order to be successful in teaching and get

students attention.

Three teachers (60%) don’t agree that all teacher are welling to use technology

and picture because most of teachers are not interesting in learning how to use

new technology especially not educated teacher that they think they are expert in

their field their excuse is all new technology cost a lot of money and waste of

time.

• They agree that picture make student expands learning new vocabulary in

learning environments.
 All five teachers (100%) agree that picture will help student to add new words in

their knowledge. Also, good picture will encourage student to ask a lot of

question to know everything that they see. When student learn new vocabulary

will help them to improve their reading vocabulary instruction should derive from

an understanding of the picture characterized by deductive rather than inductive

reasoning. Students are motivated to read and understand picture content that has

attractive characteristic.

• Their views about students are more likely to demonstrate picture recognition of

sight words.

Four teachers (80%) agree that these picture make student interesting in

combining picture with words that make learning process flexible to student and

make practice sight words in engaging contexts. Teachers try to training students

on common sight words to help them learn the basics of reading.

One teacher (20%) don’t agree, because some of students don’t have the

ability of comparing only if they are in high quality learning environment. It is

difficult for teachers to use the picture by picture function to compare all a picture

with a live image and have the same practice over in their classroom.

• Their agree picture make student interact in discussions at classroom.

Four teachers (80%) agree that picture make student active with environment, feel

interesting about subject, charring their idea, find solution of problem, express

support of idea and check for clarification of the theme of the topic.

One teacher (20%) don’t agree because most of yang student don’t have a lot of

vocabulary and they feel shay to cheer their thought with other .
• Their use picture and content that lead student to build their knowledge at school.

All teacher(100%) agree that picture and content are the best a tools of learning

process that help student to acknowledged them self in perfect way.

• Their ways of deal with picture in class room support all the information in

textbook.

Three teacher(60%) agree that picture is support all the information in textbook

according to the subject and make student to use their magi nation to answer all

question and recognized it.

Two teacher(40%) don’t agree because some time picture cannot support all the

information in the book especially if the picture is not organized ,clear and not

match student need to develop their knowledge.

• They consider picture help student identifies the topic and main idea in there

textbook.

All five teaches (100%) agree that picture give student clear idea about the subject

topic because picture make information clear to understand and recognized

without straggle with it.

• Their like to apply picture that include voice will make student feel interesting

with subject.

All five teaches (100%) agree that picture make student feel interesting to learn

especially young children because they like to combine voice and picture

together. Teacher that use this strategy their student are hyperactive with new

lesson and more able to repeat words many time in order to memorize it and know

how to pronunciation without mistake. The third categories there are some of
 yang student don’t have a lot of vocabulary and they feel shay to cheer their

information and idea with other student .

Action plan

Conclusions :

The finding of the research leads the researcher to three categories which are to

• pictures make student think creative especially when they straggle with text book

content .

• pictures that include voice is capture students attentions in classroom time.

• Pictures make student active in class room dictation about particular subject.

The first categories make student creative because this process demand hard work from

student to acknowledge them self with their environment, also picture guide student to

solve any problem that may face it with the textbook topic make student comparing

picture to their environment. The second category picture that include voice make

student feel interesting to learn especially young children because they like to

combine voice and picture together. Teacher that use this strategy their student are

hyperactive with new lesson and more able to repeat words many time in order to

memorize it and know how to pronunciation without mistake.

The third categories picture make student active with environment, feel interesting about

subject, charring their idea, find solution of problem, express support of idea and check

for clarification of the theme of the topic.

There is some problem in using picture in teaching language.

The first category could not been seen in some student because every student has Special

abilities for receive information and student IQ are not similar in the same class because

when student think creative that mean students IQ are high. Not all students are smart or

motivated because most of students are interesting in learning new information.

Recommendation:

Teachers have the power of develops students weakness in classroom environments. A

smart teacher is the one how looks after student success not just in class but also in their

life. The student should take a part in class room environments in order to increase their

vocabulary and knowledge about the whole world .This research take apart in language

art that implement picture that match their way of thinking . The teacher should provide

picture that match students skills level. Teacher should provide her student with good

quality picture and open discussion with her student to know what her student wants to

establish in language art class. The educated teacher is the one who respect the back

ground. The researcher should be prepare to collect his/her data before begging the

actual class. researches is the one who can select a problem that related to the

community that he lives in. Time mange was a huge problem that may researcher can

deal with collecting data. The hard worker researcher should collect the data from many

resources in order to build a good research. The researcher that like to make online
intervieo should be alert with ranging computer material and look over wireless

connection before beginning to interview people to avoided any interruption.

For future Implementation

I recommended researcher to collected data from the same city that researcher lives in .

Also, try to chose a teaching technique that you think it I useful to use in your class room.

Try to focus on one of teaching problem that could may affect student skills. The good

researcher is know what to do if there is a problem aper in his plan that way researcher

should have backup plan to go through the research prosess.

References

Clark, R & Mayer, R .(2008). Learning by viewing versus learning by doing: Evidence-

based guidelines for principled learning environments. International Society for

Performance Improvement . 47(9), 13.

Davies, T., Lavin, A., & Korte , L. (2008). Student perceptions of how technology

impacts quality of instruction and learning. Computers and Education. 9(15).5

Leonard, M. E., Lorch, R., Milich, & Hagans, N. (2009). Parent Child Joint Picture-Book
Reading Among Children With ADHD. Attention Disorders, 12(4), 364-371.
 Morgan. H.(1993). Language in Early Child hood Education: Behavior and

Trough in Teaching . Clearinghouse on Disabilities and Gifted Education .6(30).

Ed389437.

Schmidt, S.(2009). Development and Use of Visual Explanations: Harnessing the

Power of the "Seeing" Brain to Enhance Student learning. food science education. 8(68).

ISSN 1541-4329

Snyder,K.(2001). An Assessment of the Role Technology in the class room.

51(9). Ed453727.

Shaughnessy ,K .(2001). Everything I Know About Teaching Language Arts I Learned at

the Office Supply Store. The Quarterly. 23(2).

Van Tessel_Baska,J.(2003). Differentiating the language Arts for high Ability

learner. Development Team.12(7 ).4 Ed 474306.

 Appendix

1-do you use pictures in classroom?

Yes no

2-Do you think gives student a clear picture makes them think creativity?

Yes no

3- Do you think using picture will support your subject ?

Yes no

4-Do you think using picture support student to read and writes in classroom?

Explain.

Yes no

5-do you think there are many teacher are welling in using picture and

technology for their own classroom?

Yes no

6-Does picture make student expands learning new vocabulary? Explain.

 7-Are student more likely to demonstrates using of picture recognition of sight

words?

Yes no

8-Does picture make student Participates in discussions in classroom? Explain.

9-Does picture and content lead student to build their knowledge?

Yes no

8-Do you think using picture in class room support all the information in

textbook?

Yes no

10-Do you think picture help student identifies the topic and main idea in there

textbook?

Yes no

11- Does Using picture for instruction make lesson more organized to student?

Explain.

Yes no

Data Analyses

The data interview will be analyzed in tow different style.

The first thing I will use yes and no question and I will analyses the information

that I have from the interview .all the information that I have from the interview will be

analyses in percentage. The second part I will use open ended question that will led me to

the key ward of my plan.

 The way of analysis this chart depend on how many teachers are answering yes

and no questions:

One teacher = 20% ,two teacher =40%, three teacher =60%,four teacher=80%,

fiveteacher=100%

70

60

50

40
yes
30
no

20

10

0
picture support information in textbook.