It was too big so I had to divide it ...
Part One
Part Two
Tuesday, May 6, 2008
Wednesday, April 30, 2008
Saturday, April 12, 2008
MP #3
THE VIDEO IS NOT WORKING!!! SO HERE IS THE URL! THE URL WORKS!
In today's world, technology is continuously expanding and continuously changing. In recent years, educators have started to research the potential uses of new technologies in education. One area that has taken a lot of interest in technology use is foreign language. New technology and especially the Internet have opened new doors and made authentic materials more easily attainable. There are many different ways to use technology in creating language learning activities like email, chat, blogs, wikis, podcasts, DVDs, cameras, videos, etc. The activity discussed in this post deals specifically with the use of digital video cameras and video-editing software.
The activity includes students at the collegiate level, either intermediate or advanced. The students will use digital video cameras and video-editing software. The students should be given at least 3 weeks to do the project to work out scheduling issues and in case there are editing issues. In my example I video-taped two different students, but in a classroom setting it would work best if each student had a partner and they took turns video-taping each other. Each student will be video-taped speaking in the target language. Their content for speaking is provided for them in the "Student Evaluation" handout (see Blank Handouts links below). It is important to remind the students that the length of the actual session is not crucial because they will be editing it later. There is not a specificed time limit, but students should be reminded that some video-editing software will not work properly if the file is too large.
The content for their speaking includes the use of present tense, past tense, and what they like about or would like to learn about an aspect of the culture of the TL. Each student will then download the clips of themselves to the computer. They will each watch themselves and fill out the "Self-Evaluation" form (see Blank Handouts links below). This form is to have them critique and analyze their own abilities in speaking in the TL. This includes how well they command the present and past tense, they might notice struggles in vocabulary, etc. The section about the culture is just another way to get the students to produce speech in the TL, as well as an evaluation by the teacher to see what the students know about the culture in general and what they are interested in.
Each student will then use a video-editing software (either Windows Movie Maker or one of their choice) to edit out any long pauses, etc. to "clean-up" the video. They will also be required to add a title, transitions, and credits. The final video will be saved to a CD or disk and given to the teacher along with the "Self-Evaluation" form and the name of their partner. The teacher will then watch and evaltuate the students (see Blank Handouts links below for the form). After a grade is given, the CD/disk and forms will be given back to the students since it is a record of their speech production. Hopefully the students will take this self-analysis to correct and improve their speech in the TL.
As a teacher you will need to:
1) Make sure that digital video-cameras are available for students to use/check-out
2) Make sure the computer lab has installed a free version of editing software like Windows Movie Maker for students who do not have access to this type of software outside of school
3) Include a copy of the grading rubric with the forms given to the students so they know what they will be graded on
4) Familarize yourself with the cameras and software in case questions arise
5) Spend a few minutes in class having students familarize themselves with the cameras and software as well
Reasons for creating this specific project:
1) The popularity of video-sharing sites such as YouTube might interest the students in this project because through doing the project they will learn the skills they need to participate in such sites.
2) I wanted to focus on the grammar of speech production to aid in the students' linguistic development. Through speaking, listening to themselves, and evaluating their success, students can work through their ZPD for lexical and syntactic negotiations of meaning.
3) Through this project the teacher becomes less of the sole "correcter" and allows the students to evaluate themselves.
4) Creating their own videos of themselves will help give them a feeling of self-ownership and thus put more time into the activity.
Blank Handouts:
Video Permission Form (I had to use this for my example, but the students' activity will not be posted online so this will not be needed. If as a teacher you decide to put them on the web you may use this permission form. But if each student is willingly posting videos of themselves, I do not think a permission form is needed)
Student Self-Evaluation of the Video
Teacher Evaluation of the Project
My Video Project Example:
Permission Forms
Student #1 Self-Evaluation
Student #2 Self-Evaluation
Monday, April 7, 2008
Tuesday, April 1, 2008
Second Life & Other Virtual Realities
I had never heard of Second Life or virtual realities until I took this course. Who would have thought that there is an entirely different world online?! Like with any new possibility, questions arise about the programs usefulness in education.
Some of the potentials of the use of these virtual worlds in language learning include having an actual virtual stimulus of real life in which students can practice their language communication skills. Also, the fact that the program is actually like a game makes it so that students are learning without really thinking that they are learning. So it makes it a little more interesting to them.
From personal hands-on experience with Second Life (which is not much), I am a bit hesitant to use these virtual realities in a classroom. The thing I do not like the most is that you have no control over the people that your students encounter. It also scares me that you can do ANYTHING in the virtual world that you can in real life ... and I mean anything. To combat these fears, one idea is to look into TEEN Second Life which might be more cautious, however I believe as we talked about in class that a small fee is required for background checks. Another idea is to have a well structured activity fully planned out for students like a SurReal Quest.
Like I said, I am not completely sure of the ins and outs of Second Life. But one SurReal quest could be having the students go to a Spanish speaking community or island. Each student would have certain pieces of information they are required to find out. They then will have to ask different residents questions in the target language to find out the information. They will record the answers and have a time limit so that they will not be tempted to venture off into other worlds or mess around with things like changing their appearance.
Some of the potentials of the use of these virtual worlds in language learning include having an actual virtual stimulus of real life in which students can practice their language communication skills. Also, the fact that the program is actually like a game makes it so that students are learning without really thinking that they are learning. So it makes it a little more interesting to them.
From personal hands-on experience with Second Life (which is not much), I am a bit hesitant to use these virtual realities in a classroom. The thing I do not like the most is that you have no control over the people that your students encounter. It also scares me that you can do ANYTHING in the virtual world that you can in real life ... and I mean anything. To combat these fears, one idea is to look into TEEN Second Life which might be more cautious, however I believe as we talked about in class that a small fee is required for background checks. Another idea is to have a well structured activity fully planned out for students like a SurReal Quest.
Like I said, I am not completely sure of the ins and outs of Second Life. But one SurReal quest could be having the students go to a Spanish speaking community or island. Each student would have certain pieces of information they are required to find out. They then will have to ask different residents questions in the target language to find out the information. They will record the answers and have a time limit so that they will not be tempted to venture off into other worlds or mess around with things like changing their appearance.
Monday, March 31, 2008
Wednesday, March 26, 2008
Intercultural Communication
I am a huge supporter of intercultural communication. I think that it is very important for learners to get a good understanding of other cultures and just a better world view in general. Studying abroad personally, I saw first hand that you never fully understand a culture until you are immersed in it or even exposed to it. Learning about a new culture can really change a person's belief system. It helps them to see outside the box and to really analyze not only the new culture but their own culture as well.
Intercultural communication I think is especially important for language learners. One of the best ways to help a student understand and better appreciate the language is to expose them to that language's culture. For example, finding out cultural customs or beliefs might make the language a little more interesting to the student who is simply in the class to get the credit. The only risk I believe in the success of intercultural communication is that it definitely relies on the effective participation of both sides. Like we have seen in our readings, sometimes intercultural communication does not always yield positive results when there is a lack of teacher preparation or misscommunication between partners. Successful intercultural communication also relies on the fact that participants are sensitive to and know the "socio-pragmatic" rules for communicating with the other culture.
But like I said, I am still a huge fan of the benefits of intercultural communication. A lot of these benefits are as Byram mentioned, being more curious and open, getting an understanding of different social groups and practices, learning skills of relating and interaction, and just developing better cultural awareness in general.
Intercultural communication I think is especially important for language learners. One of the best ways to help a student understand and better appreciate the language is to expose them to that language's culture. For example, finding out cultural customs or beliefs might make the language a little more interesting to the student who is simply in the class to get the credit. The only risk I believe in the success of intercultural communication is that it definitely relies on the effective participation of both sides. Like we have seen in our readings, sometimes intercultural communication does not always yield positive results when there is a lack of teacher preparation or misscommunication between partners. Successful intercultural communication also relies on the fact that participants are sensitive to and know the "socio-pragmatic" rules for communicating with the other culture.
But like I said, I am still a huge fan of the benefits of intercultural communication. A lot of these benefits are as Byram mentioned, being more curious and open, getting an understanding of different social groups and practices, learning skills of relating and interaction, and just developing better cultural awareness in general.
Wednesday, March 19, 2008
Video Activities
I'll admit, having my future students use video cameras hasn't really crossed my mind. I think that for using technology in the classroom, I tend to want to stay with things like blogs, wikis, podcasts, etc. Ya know, things that are easily accessible and most of the time convenient when the student has time for it. From practicing some with the Microsoft Movie Maker to do editing, I see that actually editing a movie and putting clips together is not as hard as it seems if you have to right tools. However, the actual process of getting and using the video cameras would be more complicated. One problem would definitely be if the school is not adequately stocked. Maybe they only have one or two cameras for the whole school to use or even worse not have any. Unless the students happen to have their own personal cameras, getting enough cameras could be costly and time consuming. If you wanted to just use the small number of available cameras, you would have to allow the students more time to complete the project. Another problem would be that the students checking out the cameras would have to work around the lab/school's schedule of when the cameras are available, and if they are doing an interview or something involving the participation of another person, they will also have to work around that person's schedule.
In spite of these disadvantages, I can see how the video cameras could possibly be useful when used in a language classroom. The most obvious ways I see are to expand cultural understandings. The following are some possible video camera activity ideas:
1) Interview with a native speaker (about a cultural topic or even to analyze grammatical points)
2) Documentation of a local cultural event
3) Interview of other language learners to get their view of a topic or event
4)Pretend fashion show with narration in the target language
5)Pretend news update given in target language
6)Pretend travel commercial advertising a country or place of the target language
I think any one of these ideas could be helpful in FLA, especially if they edit the movies because it gives them a feeling of self-ownership. I do think that it should be maybe a semester or month long process to allow enough time for the students to do a good job and be able to work around all scheduling kinks. I would definitely say, I think this is for upper level learners maybe middle school and up.
In spite of these disadvantages, I can see how the video cameras could possibly be useful when used in a language classroom. The most obvious ways I see are to expand cultural understandings. The following are some possible video camera activity ideas:
1) Interview with a native speaker (about a cultural topic or even to analyze grammatical points)
2) Documentation of a local cultural event
3) Interview of other language learners to get their view of a topic or event
4)Pretend fashion show with narration in the target language
5)Pretend news update given in target language
6)Pretend travel commercial advertising a country or place of the target language
I think any one of these ideas could be helpful in FLA, especially if they edit the movies because it gives them a feeling of self-ownership. I do think that it should be maybe a semester or month long process to allow enough time for the students to do a good job and be able to work around all scheduling kinks. I would definitely say, I think this is for upper level learners maybe middle school and up.
Wednesday, March 5, 2008
del.icio.us
So, I'm a little frustrated with del.icio.us . I wanted to check it out because honestly in the article we read about it, it had this really cool picture of all of a person's links in blue, different sizes, scattered, etc. I was like oh man that would be awesome if I could get all my links together on an attractive page like that and make it my homepage, I would be set!
Well, first I tried to register on a computer on campus but one of the steps is to download browser buttons, so I had to cancel and wait till I got home. I registered very easily and began to tag websites. I did my email first and that worked fine. Then every other website I tried to tag after that did not work with the simple "tag" button you have to download. I had to go back in the site and add the URL manually. And what made me REALLY mad is I can't figure out how to get to that cool link page that I saw in the article! I played around with the site for about half an hour and still can't figure it out!
The benefits I can see from the ideas we discussed in class, are that the tags allow you to link to other people with similar interests/sites, it is easy to register, and it is free, it is a good way to organize your favorite links (and would be even better if I could figure out how to not log in everytime I wanted my links). It also had a privacy setting about how much you wanted people to see of your network.
Of course the disadvantages include all the problems I mentioned before. I wish I could figure it out because I would love to use it now even for my personal homepage.
Anybody familiar with it and able to help me out??
Well, first I tried to register on a computer on campus but one of the steps is to download browser buttons, so I had to cancel and wait till I got home. I registered very easily and began to tag websites. I did my email first and that worked fine. Then every other website I tried to tag after that did not work with the simple "tag" button you have to download. I had to go back in the site and add the URL manually. And what made me REALLY mad is I can't figure out how to get to that cool link page that I saw in the article! I played around with the site for about half an hour and still can't figure it out!
The benefits I can see from the ideas we discussed in class, are that the tags allow you to link to other people with similar interests/sites, it is easy to register, and it is free, it is a good way to organize your favorite links (and would be even better if I could figure out how to not log in everytime I wanted my links). It also had a privacy setting about how much you wanted people to see of your network.
Of course the disadvantages include all the problems I mentioned before. I wish I could figure it out because I would love to use it now even for my personal homepage.
Anybody familiar with it and able to help me out??
Sunday, March 2, 2008
Wednesday, February 27, 2008
CMC Tools
The CMC tool I am most interested in is actually the blog. As I talked about in a previous post, I think it is great tool to not only keep in touch with students outside of the classroom, but also to keep in contact with the parents. I am interested in blogs for possible research as well. My first mini-project will involve the use of a blog to enhance cultural understanding between American students and students from Spain.
Along with blogs, I believe discussion boards are just as important. After all of our readings, I tend to believe that asynchronous communication is better used in a school setting because the benefits to be me are worth the delayed response. Studies have shown that because students have time in acmc to think about the responses and think about what they want to say, they have a better understanding of what is going on as well as decreased stress levels and apprehension. Also, with blogs and discussion boards, students can log on from any computer at any time to participate in the discussion.
Text chat is another cmc tool, but being synchronous it can be stressful and confusing. Text chat, if it worked well, would be great for "off - the cuff" communication helping the students fluency and communication thinking time. However, for me the complexity of the chat, the disconnected nature, lack of non-verbal cues, and rapid progression is not worth the frustration. I believe the more overwhelming text-chat is to the students, the less useful it is.
Now voice-chat, on the other hand could be a better option. The disconnected nature would not be as bad, non-verbal cues in the voice would be more obvious, and students would be able to practice their speaking skills. I believe the only nerve-wracking experience with voice-chat would be the pronunication and correct way of speaking, especially if they were talking to natives.
I believe that in my future classroom or future research, I will lean more towards asynchronous modes of cmc.
Along with blogs, I believe discussion boards are just as important. After all of our readings, I tend to believe that asynchronous communication is better used in a school setting because the benefits to be me are worth the delayed response. Studies have shown that because students have time in acmc to think about the responses and think about what they want to say, they have a better understanding of what is going on as well as decreased stress levels and apprehension. Also, with blogs and discussion boards, students can log on from any computer at any time to participate in the discussion.
Text chat is another cmc tool, but being synchronous it can be stressful and confusing. Text chat, if it worked well, would be great for "off - the cuff" communication helping the students fluency and communication thinking time. However, for me the complexity of the chat, the disconnected nature, lack of non-verbal cues, and rapid progression is not worth the frustration. I believe the more overwhelming text-chat is to the students, the less useful it is.
Now voice-chat, on the other hand could be a better option. The disconnected nature would not be as bad, non-verbal cues in the voice would be more obvious, and students would be able to practice their speaking skills. I believe the only nerve-wracking experience with voice-chat would be the pronunication and correct way of speaking, especially if they were talking to natives.
I believe that in my future classroom or future research, I will lean more towards asynchronous modes of cmc.
Tuesday, February 19, 2008
Final Project Ideas ...
Through all of our readings and discussions, one thing that has interested me is the "speaking skills" part of L2 Learning. I have found it very odd that one of the most crucial aspects of FLA is oral communication yet studies in CALL on speaking are very few. I imagine it is because written and listening skills are more easily researched and studied.
I decided for my final project to furthur explore this issue. I think furthur study in the "speaking skills" area of FLA would be very useful because like I said oral production of the target language is indeed a very crucial skill needed. In the real world, that is how people communicate. It's not very common to go to a vendor on the street and write them a message to tell them what you want.
I am currently still fine-tuning my research questions but here are the rough examples of two:
1) To what extent does the use of podcasts improve accentedness in L2 learners?
****My 1st plan in this research question is that through podcasts students will record themselves speaking at the beginning of the semester and then again at the end to analyze and review their accents. Between these two sessions students can DL podcasts of native speakers to hear their accent and then record a podcast themselves doing an imitation of what they have heard. Or something to that nature.
2) What effects do voice-chats offer to FLA that written-based chat does not?
****I'm still working on this one because the 1st question is the one I will more likely use.
I really hope to discover that there are very effective ways to promote speaking skills in L2 learning and hopefully that podcasts/voice-chats are great ways to do so!
I decided for my final project to furthur explore this issue. I think furthur study in the "speaking skills" area of FLA would be very useful because like I said oral production of the target language is indeed a very crucial skill needed. In the real world, that is how people communicate. It's not very common to go to a vendor on the street and write them a message to tell them what you want.
I am currently still fine-tuning my research questions but here are the rough examples of two:
1) To what extent does the use of podcasts improve accentedness in L2 learners?
****My 1st plan in this research question is that through podcasts students will record themselves speaking at the beginning of the semester and then again at the end to analyze and review their accents. Between these two sessions students can DL podcasts of native speakers to hear their accent and then record a podcast themselves doing an imitation of what they have heard. Or something to that nature.
2) What effects do voice-chats offer to FLA that written-based chat does not?
****I'm still working on this one because the 1st question is the one I will more likely use.
I really hope to discover that there are very effective ways to promote speaking skills in L2 learning and hopefully that podcasts/voice-chats are great ways to do so!
Thursday, February 14, 2008
My thoughts so far ...
In the few weeks that we have been in this course, I feel like I have already learned some very useful skills/tools in regards to technology. Just this blog itself has given me some great ideas for my furture classroom. I would like to create a blog which includes cultural videos and pictures, and links to websites for exercises and fun activities so that my students can continue their language learning outside of the classroom. On the blog I would also like to include links for parents to websites that they can use to help their children in their FLA. If I create other web pages or blogs that demonstrate what the students are doing in class, the parents will be able to link to them and see what their children are doing.
So, in my blog I would definitely take advantage of image, video, and link-list elements. I could also use a poll to either poll the parents or the students about an idea to be implemented into the classroom. I tried last class period to upload a document link but "Goggle Docs" just basically copied and pasted the document into my blog. I would like to learn how to link it because I think that could be a useful tool as well to keep parents updated with newsletters in case their hard copy gets lost in the "child-to-parent" process. Another element I looked at last class was the news reel. The options didn't look that great but I would like to possibly get a news reel with news from a spanish-speaking country. I don't know if that's possible so I'd like to learn!
The readings for this course have helped a lot too. I feel like by reading them and the different studies, I am more aware and more knowledgable about how technology can be integrated effectively into foreign language education. I had never heard of CALL or CMC before this class. I feel like the more studies I read, the more prepared I will be to advocate technology in FL teaching in my future school. The readings have also helped me to start thinking about what I might like to do for my project. The first idea I have involves the use of speech recognition software and other means to enhance the speaking skills in FLA. The second idea involves more research done at the K through 12 levels. Both of these ideas interest me because there is not a lot of research done on them. Also, I believe speaking is a crucial skill to FLA and should not be overlooked, and I think the sooner we can implent CALL into the lower levels the better!
So, in my blog I would definitely take advantage of image, video, and link-list elements. I could also use a poll to either poll the parents or the students about an idea to be implemented into the classroom. I tried last class period to upload a document link but "Goggle Docs" just basically copied and pasted the document into my blog. I would like to learn how to link it because I think that could be a useful tool as well to keep parents updated with newsletters in case their hard copy gets lost in the "child-to-parent" process. Another element I looked at last class was the news reel. The options didn't look that great but I would like to possibly get a news reel with news from a spanish-speaking country. I don't know if that's possible so I'd like to learn!
The readings for this course have helped a lot too. I feel like by reading them and the different studies, I am more aware and more knowledgable about how technology can be integrated effectively into foreign language education. I had never heard of CALL or CMC before this class. I feel like the more studies I read, the more prepared I will be to advocate technology in FL teaching in my future school. The readings have also helped me to start thinking about what I might like to do for my project. The first idea I have involves the use of speech recognition software and other means to enhance the speaking skills in FLA. The second idea involves more research done at the K through 12 levels. Both of these ideas interest me because there is not a lot of research done on them. Also, I believe speaking is a crucial skill to FLA and should not be overlooked, and I think the sooner we can implent CALL into the lower levels the better!
Monday, February 11, 2008
Feb. 11, 2008
Here is my new kitty Stevie! Isn't she cute?! I got her from the local Animal Shelter last Tuesday! In this picture she was trying to help me study lol.She's pretty crazy! I wish I had her on video but I don't yet. Here are some other crazy kitties! It's pretty funny!
Friday, February 8, 2008
PowerPoint
I think PowerPoint is a great tool to use in the classroom! If my future classroom has a smartboard, I would love to use PowerPoint to create an everyday routine of slides we begin the class with. I can include sound and games, etc. I think it is a great tool to show images and link to websites.
It is useful when it is used as a tool to enhance what you are teaching. It is NOT useful when it is the only method you use for instruction. Students need some hands-on instruction as well (especially at the younger levels).
So, overall I think it is a great educational tool when used in moderation and used to enhance instruction with images, important facts, sounds, internet links, etc.
Here is a PowerPoint I created! ...
It is useful when it is used as a tool to enhance what you are teaching. It is NOT useful when it is the only method you use for instruction. Students need some hands-on instruction as well (especially at the younger levels).
So, overall I think it is a great educational tool when used in moderation and used to enhance instruction with images, important facts, sounds, internet links, etc.
Here is a PowerPoint I created! ...
Saturday, February 2, 2008
My Internet Use...
This past week I have definitely noticed that I use the internet for more social purposes like email or facebook or instant messenger. However, I do use it occasionally for more practical purposes when I want to find out information.
Monday 01/28/08:
Monday night after class I actually didn’t get back on the computer!
Tuesday 01/29/08:
1)webmail - to check my email
2)facebook
3)google - to look for family clipart for the little boy I tutor (about 10 mins)
4)webmail - to attach the clipart images to email to myself
5)webmail - to get the images and print them off
6)facebook
Wednesday 01/30/08:
1)webmail - to check email
2)facebook
3)Pets Inc. website - to look for kittens! :-D (about 20-30 mins.)
4)Petfinder - to look for kittens! :-D (about 1 hour)
5)mapquest - to look up directions (about 10 mins.)
6)facebook
Thursday 01/31/08:
1)webmail - to check email
2)facebook
3)webmail - to check email
4)facebook
5)AOL instant messenger - to chat (about 3 hours)
6)Pets Inc. website - to look for kittens! :-D (about 20-30 mins.)
7)Petfinder - to look for kittens! :-D (about 2 hour)
8)webmail - to email pictures of kittens! :-D
9)facebook
Friday 02/01/08
1)webmail - to check email
2)facebook
3)the astronomy center website - to take practice tests (about 4 - 5 hours :-( boo)
4)webmail - to check email
5)facebook
6)webmail - to send a couple of pictures
7)AOL instant messenger - to chat (about 2 hours)
8)facebook
I noticed that in my email, I really just check my messges. I might send a quick reply if I need to but I do not usually compose emails to people for fun. Each time I am on webmail it is for about 5 to 10 mins. max. Facebook, on the other hand, gets a LOT of my time! I spend about 30 mins. to 1 hour (or more haha) each time I am on facebook. I reply to messages, write messages, update my pictures, look at my friends pictures, write on walls, take quizzes, etc. So, I guess I am a very social internet user and I stay pretty connected to all my friends through the internet (especially on facebook). I also noticed that I have a little routine: 1) I check my email ... and then 2) facebook. haha
Monday 01/28/08:
Monday night after class I actually didn’t get back on the computer!
Tuesday 01/29/08:
1)webmail - to check my email
2)facebook
3)google - to look for family clipart for the little boy I tutor (about 10 mins)
4)webmail - to attach the clipart images to email to myself
5)webmail - to get the images and print them off
6)facebook
Wednesday 01/30/08:
1)webmail - to check email
2)facebook
3)Pets Inc. website - to look for kittens! :-D (about 20-30 mins.)
4)Petfinder - to look for kittens! :-D (about 1 hour)
5)mapquest - to look up directions (about 10 mins.)
6)facebook
Thursday 01/31/08:
1)webmail - to check email
2)facebook
3)webmail - to check email
4)facebook
5)AOL instant messenger - to chat (about 3 hours)
6)Pets Inc. website - to look for kittens! :-D (about 20-30 mins.)
7)Petfinder - to look for kittens! :-D (about 2 hour)
8)webmail - to email pictures of kittens! :-D
9)facebook
Friday 02/01/08
1)webmail - to check email
2)facebook
3)the astronomy center website - to take practice tests (about 4 - 5 hours :-( boo)
4)webmail - to check email
5)facebook
6)webmail - to send a couple of pictures
7)AOL instant messenger - to chat (about 2 hours)
8)facebook
I noticed that in my email, I really just check my messges. I might send a quick reply if I need to but I do not usually compose emails to people for fun. Each time I am on webmail it is for about 5 to 10 mins. max. Facebook, on the other hand, gets a LOT of my time! I spend about 30 mins. to 1 hour (or more haha) each time I am on facebook. I reply to messages, write messages, update my pictures, look at my friends pictures, write on walls, take quizzes, etc. So, I guess I am a very social internet user and I stay pretty connected to all my friends through the internet (especially on facebook). I also noticed that I have a little routine: 1) I check my email ... and then 2) facebook. haha
Monday, January 28, 2008
Tips for searching the web ...
I am currently in a FORL class in which we are learning how to use technology in teaching foreign language education.
Here is a picture of my class:
The first thing we discussed is tips for searching the web. The following are my favorite/most helpful tips ... (My favorite search engine is GOOGLE )
1) Use quotations around set phrases; for example "rock and roll"
2) Use main/ key words
3) Put the most important word at the beginning
4) Some search engines are case sensitive; for example "john smith" will show results for both "john" and "smith" while "John Smith" will only match that
5) If you are searching for a scholarly journal, google has an advanced search called Google Scholar
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