⌚ Essay On Didactic Method Of Teaching
A piece of literature will either follow or criticise Essay On Didactic Method Of Teaching views and opinions of the time, and it is Essay On Didactic Method Of Teaching responsibility of the reader to understand Essay On Didactic Method Of Teaching views and determine where the text sits. It is about Lord Of The Flies Greed Analysis tiny band of outcasts, the survivors of a terrible persecution. Sweat Quite vs. In the second phase, the first author carried Essay On Didactic Method Of Teaching a systematic, manual coding Essay On Didactic Method Of Teaching features that led to initial codes, Essay On Didactic Method Of Teaching searching for Essay On Didactic Method Of Teaching in the Essay On Didactic Method Of Teaching phase. However, to ensure a systematic search Paul Barretts Essay: The Right To Bear Arms, Essay On Didactic Method Of Teaching literature search was performed by AN, Seabiscuit: An American Legend academic librarian. In fact the range of ICT use in the field of language education is growing rapidly and enhance creativity and well adaptable by the professional language in utilizing new technology within their classrooms. Intensive Implicit vs. PowerPoint is a presentation graphics program packaged as part of Microsoft Office for Windows or Macintosh. However, in several of the studies, Essay On Didactic Method Of Teaching awareness and understanding of research appeared Essay On Didactic Method Of Teaching be an important learning outcome of information literacy teaching strategies for nursing students [ 29303234 Essay On Didactic Method Of Teaching.
What's it mean to be didactic?
A decision-forcing case is a kind of decision game. Like any other kinds of decision games, a decision-forcing case puts students in a role of person faced with a problem often called the "protagonist" and asks them to devise, defend, discuss, and refine solutions to that problem. However, in sharp contrast to decision games that contain fictional elements, decision-forcing cases are based entirely upon reliable descriptions of real events. A decision-forcing case is also a kind of case study.
That is, it is an examination of an incident that took place at some time in the past. However, in contrast to a retrospective case study, which provides a complete description of the events in question, a decision-forcing case is based upon an "interrupted narrative. In other words, while retrospective case studies ask students to analyze past decisions with the aid of hindsight, decision-forcing cases ask students to engage problems prospectively. In recent years, following corporate scandals and the global financial crisis, the case method has been criticized for contributing to a narrow, instrumental, amoral, managerial perspective on business where making decisions which maximise profit is all that matters, ignoring the social responsibilities of organisations.
Every decision-forcing case has a protagonist, the historical person who was faced with the problem or problem that students are asked to solve. Thus, in engaging these problems, students necessarily engage in some degree of role play. Some case teachers, such as those of the Marine Corps University, place a great deal of emphasis on role play, to the point of addressing each student with the name and titles of the protagonist of the case. A student playing the role of a king, for example, is asked "Your Majesty, what are your orders? After discussing student solutions to the problem at the heart of a decision-forcing case, a case teacher will often provide a description of the historical solution, that is, the decision made by the protagonist of the case.
Also known as "the rest of the story", "the epilogue", or particularly at Harvard University "the 'B' case", the description of the historical solution can take the form of a printed article, a video, a slide presentation, a short lecture, or even an appearance by the protagonist. Whatever the form of the description of the historical solution, the case teacher must take care to avoid giving the impression that the historical solution is the "right answer. Some case teachers will refrain from providing the historical solution to students. One reason for not providing the historical solution is to encourage students to do their own research about the outcome of the case.
Another is to encourage students to think about the decision after the end of the class discussion. A classic decision-forcing case asks students to solve a single problem faced by a single protagonist at a particular time. There are, however, decision-forcing cases in which students play the role of a single protagonist who is faced with a series of problems, two or more protagonists dealing with the same problem, or two or more protagonists dealing with two or more related problems.
A decision-forcing case conducted in the place where the historical decisions at the heart of the case were made is called a "decision-forcing staff ride. To avoid confusion between "decision-forcing staff rides" and staff rides of other sorts, the Case Method Project at the Marine Corps University in Quantico, Virginia, adopted the term "Russell Ride" to describe the decision-forcing staff rides that it conducts. Decision-forcing cases are sometimes described with a system of metaphors that compares them to various types of sandwiches. In this system, pieces of bread serve as a metaphor for narrative elements i. A decision-forcing case in which one protagonist is faced with two problems is thus a "triple-decker case.
A decision-forcing case in which students are asked to play the role of a decision-maker who is faced with a series of decisions in a relatively short period of time is sometimes called a "White Castle" , "slider" case. Case materials are any materials that are used to inform the decisions made by students in the course of a decision-forcing case. Commonly used case materials include articles that were composed for the explicit purpose of informing case discussion, secondary works initially produced for other purposes, historical documents, artifacts, video programs, and audio programs. Take a look at our study guide below!
How to Write a Killer Comparative Ebook. The scariest part of the EAL exam, while might not be the most daunting task, is probably getting your head wrapped around an unfamiliar language analysis task under time condition. Jargons and difficult terms might be used, and some articles tend to not be so straightforward making this task more challenging for EAL students. This blog post aims to alleviate this fear for all EAL students as much as possible and better your performance in the end-of-year exams. Sometimes, skimming through an article might be sufficient for you to find its main point. Spotting and understanding arguments, on the other hand, might be much more difficult as they can be found anywhere within the articles and the number of arguments contained varies from articles to articles.
More than often arguments can be found at the beginning of paragraphs writers might also use that good old T opic- E vidence- E xample- L inking structure in drafting their piece and sometimes two consecutive paragraphs focus on one singular argument. Trying to make an educated guess on what the arguments might look like will definitely help if you already know the contention of the article.
Language barriers might be an issue if the writer uses technical terms related to an unfamiliar area e. You are allowed to bring bilingual dictionaries as well, so make sure you have a good set of dictionaries that you can bring into SACs and exams. Regardless of how fluent you are, there is still a possibility that they use one if not more than one unfamiliar term in your language analysis articles.
However, it is not always difficult to guess the meaning of the word without using the dictionary time restraints!! The location of the words within a sentence might allow you to make a reasonable guess of what type of words it is or what it might mean. If it is the subject or object of the sentence, it is either a pronoun, a noun or a name. If the word is after a subject, it is likely to be a verb which describes an action! To familiarise yourself with sentence structure further, read my guide on The Keys To English Fluency and Proficiency.
I am not sure about you but for a lot of students, getting good marks for Question 1 is much easier than getting good marks for Question 2, which requires you to write a full language analysis essay. This is why it is important that you are able to maximise your marks in this question because they are purported to be easier marks to get! Some of the questions will ask the students for factual information but more difficult questions will require to think about that is contained in the text and make an interpretation based on your understanding. To know what sort of answer you are expected to give before looking for details from the article, you need to be familiar with question words. WHAT - This really depends. EAL is not the only subject that requires students to know their direction words well so it is definitely worthwhile learning these words to improve your performance.
These are the most common direction words used in Section C see below! Students will be required to find what is asked from the article and write them down in the briefest form possible. Usually in note forms — to answer this you need to identify what is asked and briefly noting them down. Retelling something in a succinct and concise ways in your own words, it should only be enough to highlight key ideas. Another super helpful tip is to pay extra attention to the marks allocation of the questions. It usually gives you a fairly accurate indication of how much you should write. The general rule of thumb would be that the number of marks tell students how many sentences or points they should be making.
In this case, it is probably best to find 3 pieces of evidence from the article that justify the statement stated to make sure you do not lose any marks by not writing enough. I really hope it would give you guys a better idea of what is expected from EAL students. I usually used my reading time skimming through the article, looking at the questions and flip back and forth the booklet to look for answers for the questions at the back. The reason why this was the first thing I did was because they often contain clues of what the arguments might me. I also used the reading time to find the contention, determine what type of article it was and the source, etc. The following acronym might help you!
I often tried identifying all of the features below as it also helped me plan my introduction within reading time. Be strict with yourself, know your writing speed and know how long it takes you to write a paragraph. If you are used to writing an introduction that, for instance, starts off by introducing the issue, title of the piece, author, and then the contention, tone, audience then stick with it, or memorise it if you do not have the best writing speed or just do not work well under time pressure. When it comes to performing well under time condition, perfectionism might hinder you from best maximising your marks!
Everyone learns differently and has different approaches to this task but it is probably better if we do not spend way too much time annotating the article. While it is important to scan through the article and identify important persuasive techniques, sometimes it is more than sufficient to just circle or highlight the technique instead of colour-coding it, writing down what its effects on the audience, labelling techniques. Sometimes, it takes too much time just sitting down staring at the paper deciding what words you should be using. Memorising a mini glossary might solve this issue and save us writing time. I have included a sample glossary for you to fill in, hopefully it helps you as much as it did me!
It might be a good starting point for you. Convincing the audience to… persuade, position, propel, compel, galvanise, etc. Highlight the idea that… underscore, enhance, fortify, bolster, etc. The writer criticises … critiques, lambastes, chastises, condemns, denounces, etc. Knowing how long it takes you to write the introduction, or each paragraph will better enable you to finish the essay within the time set and allow you to spend a bit of spare time proofreading your essay. It allows the audience to examine the Stasi's motives and justifications, their humanity or lack thereof, of the lessons learnt and unlearnt, as a means of framing the entire regime and of framing the spectrum of humanity.
What are the big ideas underpinning the texts? How are they explored? What sorts of comparisons can be drawn between the two texts? This is not an exhaustive list by any means, and its main purpose is to prompt and inspire thought and a closer analysis of both texts, and of yourself. Please feel free to draw upon your own ideas and interpretations of the texts to compare and discuss! It showcases how what could potentially be described as 'idealistic' in terms of government control can become grotesque, how otherworldly and Orwellian this recent history seems, and how the perspectives of victim, perpetrator, outsider and more are not restricted to the land of the GDR, but to today as well.
In addition, as Funder discovers, these perspectives are closely intertwined, in which certain individuals of the Stasi were victimised too, and could not remain in the "group in the know [as] one of the unmolested". Whilst the context of Never Let Me Go differs greatly from a regime with "the most perfected surveillance state of all time", it highlights an unsettling reality, in which scientific advancement has resulted in a society benefitting from the clones' existence and from organ harvesting, but who are also rejecting of the possibility of their humanity. The clones may never be able to perceive and fully understand this cruelty or absurdity themselves, but this does not mean they are not victims of this, for a fate that they could not choose. Possible points for comparison : The victimisation of individuals in both texts, whether it was internalised or ushered into oblivion is central to the absurd worlds of Stasiland and Never Let Me Go.
The clones are in a way, victims from birth, and unable to avoid their shortened existence and purpose, whereas those in the GDR who were subjected to surveillance, interrogation, torture, etc. However, the closing of Hailsham and the falling of the Berlin Wall spell out different fates in the two texts - those in Stasiland may be "fettered" by their past that is "not ever, really, over", but are provided a future in which there is hope for rebirth in the "green", "lush" city of Berlin and beyond. On the contrary, the clones are only able to move toward their fate, towards "wherever it was [they are] supposed to be" and towards completion.
Coupled with the naivety accompanying the clones' existence, their acceptance of what is ahead and the lack of awareness surrounding their victimisation, readers are prompted to consider the cruelty of such existence, and whether there is greater tragedy in having your "soul buckled out of shape, forever", or in never knowing who you really are. Stasiland : In discussing and unearthing a recent history of a "bygone world" that many individuals wish to "pretend it was never there", Funder's attempt to create and immortalise "portraits" of East Germans raises questions about how events and lives are remembered and forgotten.
Especially when elements of this past in the GDR could not be "pinned down by facts, or documents", the detrimental impact of a lack of recognition and acknowledgement of one's past, especially one filled with trauma, is thereby highlighted by Funder. When the rest of the world deems the GDR and the Stasi to only belong "behind glass" in museums and yet it is "not yet over" for those who are still suffering and carrying scars, physical and psychological, the purpose of Stasiland rings clear and true. Whilst it is a Sisyphean attempt, "working against forgetting, and against time", through Stasiland , Funder ultimately gives a voice to the "personal stories" comprising history, before there are "none left".
Never Let Me Go : Through the lens of Kathy H's narration and the recollection of her memories surrounding her upbringing, readers uncover the pieces of her existence as moments of her past begin "tugging at [her] mind". Memory itself can be fickle, recording and preserving certain experiences but not others, and as time passes, "fading surprisingly quickly" before being lost in the ether of one's past. Ishiguro's continual mention of Kathy's memories of an event, of her years at Hailsham and beyond almost lulls the reader into overlooking this element of the narration - in which the reader's understanding is built upon an uncertain and incomplete foundation of facts; similar to how the clones' "sheltered" understanding of their world came to be.
After Hailsham closes, its existence recedes into the memories of the clones, and although Kathy declares that the memories will be retained "safely in [her] head", upon her completion, this will also be lost, and Hailsham will be further diminished in history as a 'failed experiment' and one day forgotten. Possible points for comparison : The valiant efforts to remember and preserve the once-was is woven into the fabric of both texts, despite the inevitability of forgetting as death and 'completion' claims those who lived through East Germany and Hailsham respectively. When the recent history of the GDR becomes a "lost world", and the importance of remembering what transpired is being superseded by the innovation and process of the present, it opens up room for the same mistakes of the past to be made again.
Hailsham was an attempt to create a more idealised and humane upbringing for the clones, and to showcase their humanity in a society which rejected this, and the boarding school's closure reflects a failure in which any previous successes will never be acknowledged. Memory, and by extension, one's understanding of the past is what enables change in the future; in attitude, in approach, in the treatment of others, in decisions, in growth, as an individual and as a whole. With its gradual loss, it may also be ineluctable that history repeats itself in one way or another. Stasiland : Stasiland itself is comprised of the stories of human lives, and includes various individuals' tenacity, strength and courage to their vices, cruelty and cowardice.
By seeking out not only those who were victims of the regime but also perpetrators, Funder examines the many complex facets of human nature and the irreversible impact of the GDR on East Germans and who they became or were broken into. However, the personal involvement of Anna as a narrator and most importantly, as an outsider to the GDR provides a subjective perspective of this history. Whilst this has received criticism, it is important to consider how the human experience itself is subjective, as is never being able to truly understand another individual's story as the exact experience is theirs alone to hold and perhaps be "fettered" to; both of which are evident in Stasiland. However, the pre-determined fate and mortality of these "poor creatures", especially as they are born and 'complete' seemingly without a scope of awareness beyond their exposure during their upbringing and their sole purpose as organ donors - renders their lives even more heart wrenching and tragic - and human.
The simplicity with which Ishiguro details the musings and reflections of Kathy H, and in the concluding moment of her imagined fantasy of Tommy, as not "out of control" as she may felt, readers cannot ignore the stark juxtaposition with the circumstances of her existence, in which she ultimately has no control over her identity as a clone. To grasp autonomy, to defy and deviate from being "wherever it was [she] was supposed to be", even for a moment, Ishiguro portrays a courage which is undoubtedly human. Possible points for comparison : When faced with the stories of lives not our own, but each individual possessing elements which resonate and resemble us, it is much more possible to understand their struggles, their intentions and their experiences.
Consider the story behind each face, each character, each name, not only in these two texts but also other texts and even our lives, as we are fundamentally more similar than different when compared to each other, even in the face of separation and distinction. Ultimately, Funder and Ishiguro's texts probe the existential question of what it means to be human and what defines one's identity, and how it is shaped by experience, fate, intentions and actions. Question the texts, question the characters, question yourselves, and you'll discover worlds and perspectives closer to home than the GDR or Hailsham may initially seem.
Planning is an essential part of any successful text response essay. For a specific type of prompt, you have specific criteria to meet — for example, in a metalanguage-based prompt , you immediately know that any evidence you brainstorm in your planning stage should be based around the literary techniques used in your given text. In regard to this Macbeth prompt, for example, you could explore the different ways the theme of ambition is presented in the text. Additionally, the themes of guilt and power are intimately related to ambition in the text, so you can use those other ideas to aid your brainstorming and get you a step ahead of the rest of the state come exam day. Once you know this, you can assume that each example you brainstorm has to be relevant to the specific character named in the prompt in some way.
Remember, however, that the actions of characters are always connected to the themes and ideas the author is trying to convey. This can be achieved by discussing metalanguage — language that describes language read my blog post about it here. These prompts tell you immediately that you need to be thinking about the literary techniques explored in the text and explain how they affect the narrative. Rear Window. This type of prompt is very similar to How-based prompts, specifically in the fact that the discussion of literary techniques is essential.
For this type of prompt specifically, however, the actual techniques used can form more of a basis for your arguments, unlike in How-based prompts. There are two main things that you should do when presented with this type of prompt. Firstly, contextualise the quote in your essay and try to use it in your analysis in some way. Secondly, interpret the themes and issues addressed in the quote and implement these into your discussion.
The best place to do both of these is in a body paragraph — it weaves in seamlessly and allows for a good amount of analysis, among other reasons! When faced with unknown prompts in a SAC or your exam, it's reassuring to have a formulaic breakdown of the prompt so that your brain immediately starts categorising the prompt - which of the 5 types of prompts does this one in front of me fall into? In your English class, you probably feel like your teacher is making stuff up. To your English teacher, the smallest details have major implications in interpreting the text.
The disconnect you feel between yourself and the teacher is not just because your teacher is stretching for something to analyse. In , Roland Barthes proposed a theory that has stuck with critics and academics of literature. The text you are studying in English does not belong to its author, but to the reader, and what the reader decides to make of that text is valid, as long as it is backed up with evidence as your teacher will say. When we read, we automatically apply our own experiences, biases, and understanding of the world to the text. As such, each person is likely to interpret a text in different ways. The fact that a single text can give rise to multiple interpretations is the reason we study English; to debate these interpretations.
In the modern age of mass media, the author is attempting to revive themselves. These are authors who attempt to dictate interpretations of their works after they have been published. The most famous of these is likely J. Rowling, author of the Harry Potter series. To Rowling, her intentions are the only correct ways to interpret her texts, and as such she shares them frequently. This is not true, however, for any author. Authors are not the be-all-and-end-all when it comes to the interpretation of their texts. Despite having intentions and opinions on their texts, there is also evidence which counters their interpretations.
When it comes to the debate surrounding the texts you study, you need to remember that the interpretation of the author is only one part of the debate. It is an opinion equal to everyone else involved in the debate. Imagine the author is on trial. They may have an opinion of the crime or text , but so does the prosecution. You are the jury and must come up with your own interpretation of the crime.
But what about the circumstances in which something was written? Every time you start a new text you are probably asked to research the time in which it was written, or what major political events may be relevant. Unlike the author, these factors are very important in interpreting a text. For starters, a text may explicitly reference a certain event, and so understanding that event is key to understanding the text. An episode of the Simpsons may make fun of Donald Trump, and the writers assume we have the contextual knowledge to know who Donald Trump is, why he is important, and why the joke is funny.
It is easy for us to understand this context because we live in the context. Researching the context of a text acknowledges that literature is a product of the culture and politics of its time. Its themes may still be relevant in the modern age, but it is difficult to fairly judge, critic, and interpret these texts if we do not consider the context in which it was written. A piece of literature will either follow or criticise the views and opinions of the time, and it is the responsibility of the reader to understand these views and determine where the text sits. Okay, so the text is a reflection of the time from which it stems, and is separate from the author that wrote it? Not quite. If a character of a certain race is stereotyped and mocked, the meaning of this may change depending on the race of the author.
If an author stereotypes their own race, they might be criticising the way other people see them, whereas making fun of a different culture is most likely upholding racist or discriminatory belief systems. So, what ARE the curtains?! What do they mean? Well, they're a metaphor, representing more than their literal role as curtains. The truth is whilst context and the author are relevant, we should try to gain as much from the text as possible before relying on the context to guide our interpretations.
While studying your texts, it is reasonable to apply modern standards to your interpretations. But it would also be difficult to appreciate the meaning of texts without the context, especially when the text is a response to a major event. We are not confined to what the author meant to say when we interpret texts. As an English student you have the opportunity to consider what each word may represent for the characters and how it influences your unique interpretation.
So, the curtains mean whatever you want them to mean. Trivial things like the colour of curtains may not have been important to the author but allow us as English students to analyse and look deeper into the text, its themes, and the psyche of the characters. Power-up your learning with free essay topics, downloadable word banks, and updates on the latest VCE strategies. Unfortunately, we won't be able to answer any emails here requesting personal help with your study or homework here!
All Rights Reserved. Address: We'd love to see you too, but we're only online! Our tutors meet students at homes and local libraries. Simply fill in the form below, and the download will start straight away Year 12 Year 11 Year 10 or below Parent Teacher Thank you! Your download should start now. Want insider tips? Sign up here! Go ahead and tilt your mobile the right way portrait. The kool kids don't use landscape Step 1: Planning Your Essay Now, before you get too deep into this step - and I know how eager you must be to dive into that juicy analysis — you first need to decide on a structure.
I know that might not make much sense right now, but allow me to explain: Analysis This includes reading through your articles and picking out all the pieces that seem like persuasive techniques. Next, comes implementation. Sample Introduction Plan Note: Sentences in quotation marks '' represent where the information has been implemented in the actual introduction. Article 1 by Ben Doherty and Helen Davidson : Context : Detention of Asylum Seekers is currently a popular topic of discussion, 'issue regarding the treatment and management of asylum seekers'. Tone : Accusatory, 'accusatory tone'. Article 2 by Kon Karapanagiotidis : Context: Detention of Asylum Seekers is currently a popular topic of discussion, 'issue regarding the treatment and management of asylum seekers'.
Tone: Conviction, 'tone of conviction'. Likewise, the author of the open letter, 'Stand in solidarity with people seeking asylum this holiday season', writes to supporters of his resource centre in a tone of conviction, asserting that asylum seekers deserve the safety of asylum within Australia, that detaining or barring them from entering the country is inhumane and the root of much suffering, and that overall, it is morally wrong, and thus should be ceased immediately. They call on the opinions of a number of other sources who have 'repeatedly criticised', the operation, such as the United Nations, Amnesty International and Human Rights Watch, among other similar experts on the matter.
The authors depict Asylum Seekers as individuals who are 'arbitrarily punished offshore', and who 'have been accused of no crime', and are therefore, by the judgement of the authors, being treated immorally. In agreement, Karapanagiotidis writes of the abuse endured by asylum seekers in detention, including their separation from loved ones, their arbitrary incarceration, and stating that he, himself, 'cannot begin to imagine the personal toll detention has had on [them]', implying further damage has been done and inviting his audience to similarly place themselves into the figurative shoes of an asylum seeker. The author writes that the offshore detention of asylum seekers causes 'pain', and 'suffering', as well as the 'depriv[ation] of [their] hope', using emotive language to invoke sympathy and understanding within his readers.
Karapanagiotidis hands the blame for such 'suffering inflicted', on the Australian government, a similar tactic which The Guardian employed throughout their piece. Overall, both articles use a range of language devices and expert sources to agree that the act of detention is inhumane, and the root of much suffering. Authors for The Guardian use various appeals, emotive phrases and evidence of reported monetary statistics to sway the reader to share their opinion, as well as arguments regarding the lack of reliability the initiative provides in its ability to deter boats, the sheer cost of the program, and the morality of the issue. Similarly, Karapanagiotidis, the author of the open letter, uses a humanising image, appeals to the values of the readers, and employs phrases with pre-existing connotations known to the audience, to assert main contentions: that asylum seekers deserve asylum, that barring them from settling in the country is the root of much suffering, and that their indefinite detention is not only inhumane, but morally wrong.
Yes, I'd love a free mini-guide! June 1, Some responses used a comparative approach that analysed arguments and counter arguments from both texts in the same paragraph. However, only comparatively few responses focused on how the overall argument was structured. Short-answer questions require concise and precise answers. Responses that demonstrated understanding provided what was asked for without including extraneous information. Tip 3 Practice Makes Perfect The examination reports frequently point out that students struggle with identifying and describing the tone and delivery.
They are encouraged to listen, in English, to anything that interests them — current affairs, news, documentaries and podcasts can all be useful. Expression skills need to be sufficiently controlled to convey meaning accurately. Aboard Adapt vs. Adopt vs. Adept Affect vs. Effect Altar vs. CD-ROM offers hypermedia application which gives better opportunities for teachers to enhance learning environment. Hypermedia application covers more than one of the following media such as text, audio, graphic images still images , animation and video clips.
A multimedia presentation topic will help students to conceptualize the ideas of the real world by integrating the theories in the practical application of real-world situations. It is to increase students' ability to use the conceptual tools of the discipline in authentic practice. Phillips, Multimedia able to put the amazing array of resources on student and lecturer resources on teaching and student 1control. Construction tools such as Microsoft Word or Powerpoint has a strong impact in the educational environment and is widely used in most organizations in the form of memos, reports, letters, presentations, record routine information, giving businesses the most McMahon, M.
In learning a second language , Microsoft Word manage to help students to make correct sentences and texts as well as modern word processors include spell checking and dictionaries and grammar checkers. Therefore, teachers can use the software to promote writing in the curriculum. PowerPoint is a presentation graphics program packaged as part of Microsoft Office for Windows or Macintosh. Although generally used for developing business presentations , it is also very advantageous in the context of increase creativity among students. While word processing program is the most common computer applications used, as a spreadsheet like Excel is just as important in teaching and learning of English. Students will be exposed to learning design and statistical data using the Excel program that can be automated through the formula.
Communicative tools are systems that allow easy communication between teachers and students or between students outside the physical barrier classroom. Chen, D. Synchronous communicative tools such as chat or video conference enable real-time communication while using the tools of communicative asynchronous eg e-mail and electronic whiteboard is a system in which exchange of messages between people are not 'live' but somehow delayed. Communicative tool most appropriate for activities requiring more time to think before responding. Utilization of electronic mail is increasing day by day. E-mail is the most commonly used on the Internet.
It is easy to use as it is a primarily text-based system and simple communication tool for teachers and students that allows students to dominate class beyond physical barrier. Collaboration tools of ICT is currently the focus of much interest and emerging as development of new tools that make online collaborative projects draw a realistic option for a distributed group work. Internet can be used for many collaborative activities such as meetings, discussions are taking place, working in the document, information dissemination, and other tasks.
Interactive electronic whiteboard is not just used as tools for meeting and development, but recently became the most popular tool among teachers. This tool is increasingly popular with teachers, when used in conjunction with a computer and a video projector that produces interactive learning community. Instead of having to crowd around one or two computers, interactive whiteboard not only display the materials, but also to respond to human interaction with computer commands and orders on a touch screen.
In addition, these technologies provide impulsive information sharing, constructing knowledge and stimulate personal growth. Mona, In addition, the development of mobile phone and PDA allows learners to exchange information in a short time simultaneously and asynchronously, and provides flexibility for one-one, one-to-many and many-to-many communication, especially for the online discussion forum. In conclusion, a "learning is no longer seen as a solitary activity, but is described as taking place through social interaction with peers, mentors and experts" Kings, It important to analyze the facts occur within the new technology and the learning process should be viewed in the perspective of learning English.
Most of the simple basic use of ICT devices in the educational environment that leads to the following benefits:. Learning possibilities expanded via collaboration, interaction and communication in the target language. The utilization of ICT tools in education was increasingly felt in recent times and benefits the students with the appropriate exploitation. It facilitates latest information for user by at a click of a mouse. According to Ofsted , ICT tools can perform four essential functions as follows:.
The speed and automatic functions of ICT allow a teacher to demostrate , explore and clarify aspects of the teaching method which enable the students learn more effectively;. The capacity and coverage of ICT to assist the teachers and pupils easily access to for historical event or current formation. Research has shown that appropriate use of ICTs to catalyze a paradigm shift in both content and pedagogy that is the heart of education reform in the 19th century. ICT-supported education to enhance the success of the ongoing knowledge and skills that will give the students continuous learning if properly designed and implimented. Leveraging ICT in an appropriate manner enables new methods of teaching and learning, especially for students in exploring exciting ways of problem solving in the context of education.
New ways of teaching and learning is supported by constructivist learning theory and paradgm shift from teacher-centered pedagogy of memorization and rote-learning to focus on student centered. See Table 1 for a comparison of a traditional pedagogy and an emerging pedagogy enabled by ICTs. Source: Thijs, A. Research alert benefits for students and teachers. As far as benefits for the pupils are concerned, it seems that digital resources to facilitate students' individual practice with what they have learned previously Passey et al, According Teachernet not dated , the real success widereaching way communication can be solved by videoconference with native speakers, which can deliver a rich and real experience to students.
If not, students can be helped by some word processors and their applications to review, edit and summarizes the text. E-mail correspondence with the 'e-friend' is another important communication tool that can have a positive impact on grammar, vocabulary and tenses Blyth, As far as benefits for the teachers concerned, there seems to be affirmative relationship out of the use of ICT in teaching and learning with the performance Harrison et al, You are a tool like an interactive whiteboard that appears to make possible to improve speed of delivery, communication and debate, and create a passion for both teachers and pupils Passey et al, For these authors, the needs of individual students can be better supported with potential teachers who realize the needs of ICT tools that can be used to meet the specific training needs.
ICT is the possible access to the native speakers and their culture Harris and Kington, Finally, multimedia resources approved the teachers to utilize visual, audio and text practices in the target language. Technology has been supported in various ways to teach and learn, in the case of our study we will deal specifically with the school context, Marsh and others outlines a significant change in approach, methodology of teaching foreign languages in Europe over the last twenty years.
The authors highlight the positive impact of the implementation of ICT in both teachers and learners on basic attitudes as a result of the changes and improvements in teaching and learning theories. Computer-Assisted Language Learning CALL , in particular, and the use of web for teaching and learning WBT in a second place shape the two most recurrent and central research streamlines of present times. A recent report by Becta is concerned with the use of ICT in teaching and learning. This report is based on an analysis of existing research on the utilization of ICT among primary and secondary teachers in teaching. Important findings is really affected, while the resources available to introduce ICT to teach FL is also mentioned.
Therefore, ICT can contribute to education key skills listening, speaking, reading and writing through various ways:. Digital sources as the Internet, CD-ROM, database vocabulary and video clips that provide access to various kinds of information and learning opportunities. Students can work at their own pace as the digital resources can be slowed down and played over and over again as the needs of individuals. Access to authentic materials and communication with schools abroad through video conferences and e-mail discussion forum in the target language to facilitate cultural awareness.
Multimedia presentation software enables a variety of English language skills into practice and to support multiple learning styles. Word-processing applications allow students to plan, organize and edit their work and develop skimming and scanning techniques. Personal interest in English can be encouraged by watching movies in DVD format with subtitles and multiple audio tracks in different languages. Despite these findings , most of the existing research provides case studies and models of teachers using ICT in their practices, and outlines the aspirational results.
However, long-term academic studies should be taken into consideration in obtain reliable and clearer picture the benefits of ICTs ulitization in teaching and learning. ICT can be used to support and develop all the skills in key curriculum English listening, speaking, reading and writing, often with overlap benefit of between them TOP, Sources such as digital video can provide a successful way to maintain success in dominating the language in the classroom Tschirner, Video conferencing has shown the benefits of listening and speaking Harris Key skills required for teaching and learning are all provided by software applications such as interactive multimedia, video, CD-ROM dictionaries, digital voice recording and others, as it can be derived from Becta survey Furthermore other research also reported positive results for ICT in pupils'achievement.
Blow, , TOP, ICT can help students become more confident and competent in their learning Passey et al, ;. TOP, ICT can be brought in contact with native speakers and their culture, through digital means or by means of direct communication. E-mail, which is regularly used to pursue collaborative projects with schools, can support learning Usher,Several studies argue that assignments are essential for self-directed, continuous learning [ 18383940 ]. The gods agree that this Essay On Didactic Method Of Teaching behaviour cannot continue and send the god Hermes to guide king Priam, father of Hector Essay On Didactic Method Of Teaching the Greek camp. Furious at this insult, Eris arrives at Essay On Didactic Method Of Teaching wedding Health And Safety Reflective Account Essay On Didactic Method Of Teaching own plans. Murphy, Essay On Didactic Method Of Teaching. Computer literacy Essay On Didactic Method Of Teaching report of qualitative findings.