Diberdayakan oleh Blogger.

Biography of Lecturer

05:44 |

          Dra.Hj.Gaya Tridinanti, M.Ed, he was a lecturer at the faculty of teacher training and education science majors English. He was often on call Mom Gaya. He was born in Palembang, January 19, 1962. Her husband named Prof.Ir.H.Hazairin Samaulah, M.Eng.Ph.D. Her husband works as a lecturer at the University of Tridinanti. He has two children
          He attended elementry school at Xaverius 1 graduated in 1973, junior high school at Xaverius 1 graduated in 1976 and his vocational high school at Palembang graduated in 1980. Then he went to college at the University of Sriwijaya S1 majoring in English and S2 at Niigata University, Japan majoring in English education. He not only in formal education but also in non-formal early childhood there as manager training, short courses Language Center Management, leadership courses, Japanese language courses and secretarial courses.
        Mom Gaya not only as a lecturer, he also is opening a business in the field of education. Businesses in the effort to develop early childhood whose name PAUD Happy Kids from playgroup to kindergarden from 2008 till now which are in Jl.R.E.Martadinata No. 124 Sei Buah Palembang. In 2001 till now Mom Gaya served as Chairman of branches of universal education courses megabrain  center.

  • Digg
  • Del.icio.us
  • StumbleUpon
  • Reddit
  • RSS
(0)
Diposting oleh dedex

Use of Mobile Phone In English Classroom

03:13 |



Use of Mobile Phone In English Classroom
          These  days  it  seems  mobile phones  are  used  everywhere by  everyone,  which  leads  to the obvious question: How can mobile phone  technology  support  learning in  the  second  language  classroom? The answer is “in a number of ways” because  mobile  phones  come  with ever-increasing  functions  that  most students  are  adept  at  using.  In  this article I describe 20 practical ways to use mobile phones to support second language  learning,  both  inside  and outside  the  classroom.  Most  of  the activities will work with most mobile phones  and  do  not  require specialknowledge  or  additional  software  or hardware. I will also discuss drawbacks such as cost, increased workload, and other problems that might impact the use  of  phones  in  the  classroom,  and will suggest ways of mitigating them
a.       Mobile-assisted language learning.
           Recent  interest  in  the  potential for mobile phones and other portable devices to support learning and teaching  has  been  driven  by  the  fact  that mobile  phones  are  relatively  cheap and increasingly powerful (Chinnery 2006;  Kukulska-Hulme  and  Traxler 2005). Another benefit is that learners  are  used  to  working  with  them,  often  more  so  than  with  computers. 
b.      Preparation.
           Before asking students to pull out their cell phones in class, you need to have a plan. As with any other teaching activity, ask yourself what you are trying to achieve. Are you focusing  on  speaking,  listening,  reading,  writing, or some combination of the four skills? Or do you  simply  want  students  to  reflect  on  their language use outside the classroom? Start by identifying  a  specific  teaching  objective  and then structure a mobile phone activity around that.  Ask  yourself  if  there  is  an  added  value to using a phone for the activity you have in mind. If there is none, perhaps it is better to find an alternative.
c.       Twenty practical ideas for using mobile phones in the language classroom.
1.  Use the Notes feature to collect everyday language.
2.   Use  the  Camera  feature  to  take  pictures of text
3.  Use  free  programs  to  organize  language samples.
4. Use the Voice Memo Recorder feature to record language from media outlets.
5. Use the Voice Memo Recorder feature to record conversations outside the classroom.
6.  Use  the  Text  Messaging  feature  to reinforce vocabulary learning.
7. Use free programs to make flashcards for mobile phones.
8.  Use  the  Text  Messaging  feature  for circular writing.
9.  Use  the  Text  Messaging  feature  for tandem learning.
10. Use the mobile phone to keep a blog.
11. Use the mobile phone for microblogging on Twitter
12.  Use  the  mobile  phone  for  social networking.
13.  Use the mobile phone for a language exchange.
14.  Use the mobile phone for “phlogging”.
15.  Use  mobile  phone  memory  to  distribute listening material.
16.  Use  mobile  phone  memory  to  distribute reading material.
17. Use the mobile phone to play games.
18. Use the Voice Memo Recorder, Notes, and Calendar features to keep a portfolio.
19.  Use the mobile phone to check student comprehension and get feedback.
20.  Use  mobile  phone  memory  for research and data collection.

d.      Potential problems and solutions when using mobile phones in the classroom.
           Following  are  some  potential  problems associated  with  using  mobile  phones  in  the classroom, along with some possible solutions and suggestions
1.      Lack of access to mobile phones.
2.      Cost of mobile phones and wireless services.
3.      Noise and disruption in class.
4.      Privacy considerations.
5.      Increased teacher workload.

References
Chen,  N.  S.,  S.  W.  Hsieh,  and  Kinshuk.  2008. Effects  of  short-term  memory  and  content representation  type  on  mobile  language  learning. Language  Learning  and Technology 12  (3): 93–113.
Chinnery, G. 2006. Going to the MALL: Mobile language  learning. Language  Learning and Technology10 (1): 9–16Kukulska-Hulme,  A.,  and  J.  Traxler,  eds.  2005. Mobile  learning:  A  handbook  for  educators  and trainers. London: Routledge.
HayoreinDersis Head of Language and Learning Support at Middlesex University in London and editor of the journal Innovation in Language Learning and Teaching. His webpage is www.innovationinteaching.or

  • Digg
  • Del.icio.us
  • StumbleUpon
  • Reddit
  • RSS
(0)
Diposting oleh dedex
Langganan: Postingan (Atom)