Computer-assisted Language Learning (CALL)

Computer-assisted Language Learning (CALL)

classroom.synonym.com

The world, nowadays starts to use technology in many aspects of life. In school, computer is a tool that is usually used in helping the teacher and the student in teaching and learning process or it is commonly called Computer-assisted Language Learning (CALL). Computer-Assisted Language Learning (CALL) is defined as "the search for and study of applications of the computer in language teaching and learning." (Levy, 1997: 1) The main aim of CALL is to find ways for using computers for the purpose of teaching and learning the language.

The reasons why ELT teachers use CALL:

• Computers can do some of the work of the teacher and provide great assistance to the learner even without the presence of the teacher (Pennington and Steven, 1992). 
• New technologies have seen computers become smaller, faster, and easier for the teacher to use (Evy, 1997). 
• At present, well-designed CALL software is readily available to the teacher. Technologies allow computers to do multimedia applications, incorporating video, sound, and text, and this capacity allows the learner to interact with both the program and other learners. (Felix, 1998). 
• The computer offers great flexibility for class scheduling and pacing of individual learning, choosing activities and content to suit individual learning styles. (Oxford and others, 1998) 
• The computer can provide a meaning-focused, communicative learning environment, which serves the purposes of communicative language teaching.
  

In CALL itself contain some types of programs that majorly used. Types of CALL Programs CALL programs/materials include (from ICT4LT Module 1.4):

• CALL-specific software: applications designed to develop and facilitate language learning, such as CD-ROMs, web-based interactive language learning exercises/quizzes (see CD-ROM examples for language learning)
• Generic software: applications designed for general purposes, such as word-processors (Word), presentation software (PowerPoint, see an e-book made by students "Many Moons"), and spreadsheet (Excel), that can be used to support language learning (see examples of usingExcel for language learning & teaching) *Also see Microsoft Office Online Templates)
• Web-based learning programs: online dictionaries, online encyclopedias, online concordancers, news/magazine sites, e-texts, web-quests, web publishing, blog, wiki, etc.
• Computer-mediated communication (CMC) programs: synchronous - online chat; asynchronous - email, discussion forum, message board

By using the CALL programs or softwares, we can conduct many activities that may help the students feel comfortable in learning the material given.
Types of CALL Activities

• multiple-choice & true/false quizzes 
• gap-filling exercise/cloze 
• matching re-ordering/sequencing 
• crossword puzzles games simulations 
• writing & word-processing 
• concordancing web quests/searching web publishing
• online communication (synchronous and asynchronous) 

In language learning and teaching, computer, however has useful role to accompany the teacher and also the students. Roles of the Computer in language learning and teaching:

• computer as tutor for language drills or skill practice
• computer as a tool for writing, presenting, and researching
• computer as a medium of global communication 

Moreoever, there are also the way how the teachers use the computer as effective as possible in Language Class by doing some of this ways:

1) Teaching with one computer in the class 

• delivery of content (PowerPoint, word-processor, Webpages, etc.)
• classroom activities/discussions mediated by the computer
• Interactive whiteboard 

2) Teaching in the computer network room (network-based language teaching)

• task-based group work /activities 
• computer-mediated communication (CMC): asynchronous/synchronous 
• tandem learning 

3) Self-access learning (independent learning)

• drills and exercises 
• word processing
• resource searching 

4) Distance learning (i.e. individual learners working by themselves, at a place and time of their choice and, to some extent, at a pace and in an order also chosen by themselves.)

• delivering online course content
• CMC activities: email, discussion forum, chat rooms
• tandem learning
• community building 

But first, we have to consider about the principles which should be complete in order to make all of the CALL activities conducted well.

Principles of Using and Designing CALL Programs in Language Learning and Teaching

1. student/learner-centeredness (to promote learner autonomy)
2. meaningful purpose 
3. comprehensive input
4. sufficient level of stimulation (cognitively and affectively)
5. multiple modalities (to support various learning styles and strategies)
6. high level of interaction (human-machine and human-human)

CALL can be the fun way to conduct class and deliver the material of language learner; and also can help the students understand more because the programs that CALL has been provided to support the language class activities. 

References:

http://www2.nkfust.edu.tw/~emchen/CALL/unit1.htm
http://constructivisminelt.wikispaces.com/Constructivism+and+CALL
http://web.warwick.ac.uk/CELTE/tr/ovCALL/booklet1.htm
https://www.llas.ac.uk/resources/gpg/61
http://www.ict4lt.org/en/en_mod1-4.htm

ICT Tools, Roles, and Applications

ICT Tools, Roles, and Applications

(http://www.careeroptionsmagazine.com/articles/programming-a-career-in-ict/)

ICT in Education

Education is one of the important aspect in our life, especially in modern life nowadays. It holds the key to the continued growth and prosperity. Well educated people are equipped with knowledge and skill that will run the world well. Modernity force the people to use technology in almost all of domains, including education. Hence, many schools have used the ICT (Information, Communication, and technology) as a very helpful tool to conduct education for students or the teachers to face the world.

Many research shown that ICT can improve the students learning and also the way the teachers teach, especially in terms of "Knowledge-Comprehension", "Practical skill", and "Presentation skill". It has the potential to meet the needs of individual student by providing opportunities to direct their learning, to pursue information, or complete tasks. Moreover, ICT is becoming the new way of teaching in school so the students are not bored with the traditional way of teaching.

Using ICT as a classroom tool has many other benefits because ICT:

• provides highly motivational activities for students. Computer-based activities can make the students curious in following the lesson
• makes complex tasks more manageable
• makes repetitive tasks more interesting
• illustrates complex processes or concepts
• provides access to many online resources for learning
• can make the class more interactive and enjoyable.

The use of well-designed ICT environments can help students grasp abstract concepts such as imagery, literary relations, and morphology.

Educational ICT tools can be divided into three categories, input source, output source, and others.

http://www.elmoglobal.com/en/html/ict/01.aspx

In teaching language, especially English, ICT will help much the students in getting the learning materials. It will also improve and develop their writing, reading, speaking, and listening skills, because ICT provide many software or hardware that support them. Furthermore, ICT also support collaboration, creativity, independent learning and reflection. (Becta,2003a, Becta2003b, VTC,2003) (cited in Becta 2005).

As an interactive and collaborative medium, ICT allows responding, composing, and publication to be shared easily, and also offers the opportunity for students to explore the information creatively. ICT can enable the students to:

• access information and respond to a widening range of texts
• organise and present information in a variety of forms
• broaden the range of audiences for their work
• compose a widening range of texts for a broad range of purposes
• compose for real audiences. ICT can support them in their choice of genre for audience and purpose
• identify key characteristics and features of text
• develop understanding of language and critical literacy (Becta,2006,ICT in the Curriculum)
• 
  

ICT can also be applied in assessment. Teachers who use the ICT in assessment would be easily, for example score the students work massively. It will help to reach authentic results. An assessment schedule could for example include the following:

Basic Technical skills

• Composing: a checklist of basic technical skills such as the ability to use certain hardware, such as a digital camera; or software such as word processing, email, publishing packages, Powerpoint, Photostory, or Moviemaker. 
• Responding: a checklist of basic "reading" skills / cyberspace navigation skills for examples hyperlinks, icons, site maps, etc.
• Research / cyberexploration skills: for example using a searchengine, locating specific information on the web. 

Literacy skills

• Responding: A knowledge and understanding of the distinctive features of multimedia texts like the relationship between visual text, written text, and design layout.
• Composing: The application of this knowledge and understanding of the distinctive features of multimedia texts to the composition of such texts for a range of audiences and purposes.

Critical Literacy skills

• An understanding of how the composer's choices of representational medium (text, image, sound, multimedia), transitional mode (print, electronic, spoken), position the reader, gives the text authority, conveys values and meaning

Many tools/programs/applications that may help the teachers and students in conducting the interactive and enjoyable atmosphere in classroom for example Wallwisher, Prezi, Animoto, Wordle, Storybird and etc (http://www.pcpro.co.uk/features/372979/10-free-online-tools-for-teaching-and-learning)

(http://www.pcpro.co.uk/features/372979/10-free-online-tools-for-teaching-and-learning)

Wallwisher allows users to build virtual classroom Walls, in the sense you might be familiar with from Facebook, onto which 160-character messages, web links, images, videos and audio may be posted. Individuals can use it to mind-map, keep notes, or bookmark useful websites - but the real power of Wallwisher is in its potential for collaborative activities.

By sharing your wall URL with a class, whole year group, or even an entire school, anybody you choose is able to view and contribute to it. 

(http://www.pcpro.co.uk/features/372979/10-free-online-tools-for-teaching-and-learning)

Prezi is an online presentation tool such as powerpoint but have more interactive presentation features. Prezi is a sure-fire way to cure your classroom of PowerPoint fatigue. The finished product is leaps and bounds ahead of PowerPoint in terms of style, engaging the attention of pupils who groan with over-familiarity at seeing cheesy slide transitions on the whiteboard. it's one example of a free on line tool where novelty adds value.

(http://www.pcpro.co.uk/features/372979/10-free-online-tools-for-teaching-and-learning)

Animoto is a video-creation tool that teachers and pupils can use to make dynamic videos, either for the classroom, VLE or for special school events such as parents' evenings and open days. Upload images, text, video and music, and Animoto will automatically composite your ingredients, creating a fluid video presentation in minutes.

(http://www.pcpro.co.uk/features/372979/10-free-online-tools-for-teaching-and-learning)

Wordle is another of those tools that may have begun life as an online novelty, but which canny teachers have since co-opted for use in the classroom. You'll no doubt have encountered Wordle clouds before; those intriguing little bundles of various-sized words visually showing which terms are the most frequently used in a section of text.

(http://www.pcpro.co.uk/features/372979/10-free-online-tools-for-teaching-and-learning)

Storybird is a gorgeous tool, with a range of practical applications from Key Stage 1 and 2 Literacy, to Key Stage 3 lCT, Key Stage 5 Modem Foreign Languages and beyond. lt makes available hundreds of high-quality artist illustrations in a range of styles, which pupils can use to illustrate their own ebook.

Creative, descriptive, and persuasive writing activities can be set for pupils, who can work collaboratively or individually, then "publish" their finished work to a small group, the whole class, or even to the on line public. It's the teacher's choice.

Technology is a great invention in the world. We should use it well to make our life better by applying it in almost all of our life domains. The combination of technology and education will make another enjoyable variation of teaching and learning process so that it won't be monotonous. Hence, it is very important for us to know and use ICT for our betterment.



Sourches :

http://www.elmoglobal.com/en/html/ict/01.aspx

http://www.infodev.org/articles/use-specific-ict-tools-education

http://www.pcpro.co.uk/features/372979/10-free-online-tools-for-teaching-and-learning

http://ictpost.com/role-of-ict-is-multi-faceted-in-education/

http://www.englishteacher.com.au/AboutUs/OfficialStatements/ICTsinEnglish.aspx

Management Information System (MIS), Hypertext, and Hypermedia

Management Information System (MIS), Hypertext, and Hypermedia

www.braatheenterprises.com

We live in the global era which technology rules almost all of our life. By using technology, we can do many things such as reading, listening to music, typing, watching videos, and many others. We, willy nilly should use it well if we don't want to miss anything. In technology field, especially internet, there are so many terms that refer to something important. Here, there are MIS, hypertext, hypermedia, and multimedia that I am focusing on.    

Management Information System (MIS) is the study of people, technology, organizations, and the relationships among them (Mays Business School) which is commonly used in business schools to generate information in order to improve efficiency and the effectiveness of decision making, including systems termed decision support systems, expert systems, and executive information systems.
(http://en.wikipedia.org/wiki/Management_information_system)

(http://www.sjsu.edu/isystems/)

Nowadays, almost all of the domain in real life can not be separated with technology, including in business and economy domain. In the 21st century, information as the lifeblood of organizations came and go through technology such as computer. The MIS is focused on preparing students to excel professionally and contribute meaningfully to the knowledge/information economy so that they can face the world well. As the managers of information and technology within the organizations, MIS professionals bring technology and business together to deliver information solutions that help organizations meet their goals.
(http://www.sjsu.edu/isystems/)

Hypertext is basically the same as regular text that can be read, edited, or searched. Unlike the printed book, hypertext is non linear which can be read sequentially from the beginning to the end. More than that, hypertext is connected to other texts which still have relation with the source text. When you click the word/phrase which has connection/link to other text/source, it will lead you to other website that have the relation with the word you have clicked. For more understanding, you can see the picture bellow.

(http://www.iicm.tugraz.at/0x811bc82b_0x0005f59f)

Hypermedia is a superset of hypertext. Hypermedia documents contain links not only to other pieces of text, but also to other forms of media - sounds, images, and videos. Images themselves can be selected to link to sounds or documents. This means that browsers might not display a text file, but might display images or sound or animations. Hypermedia simply combines hypertext and multimedia.

Multimedia means that computer information can be represented through audio, video, and animation in addition to traditional media where every type of information can be represented, stored, transmitted and processed digitally.

(http://www.iicm.tugraz.at/0x811bc82b_0x0005f59f)
(http://www.rc.au.net/papers/www-0595/wwwhype2.html)
(http://www.cs.cf.ac.uk/Dave/ISE_Multimedia/node10.html)