新西蘭留學(xué) research paper范文模板

狀態(tài)與技術(shù)融合的反思
 

本研究的目的是為了對教育領(lǐng)域不同dissertation的教學(xué)和學(xué)習(xí)的整合技術(shù)的反思。由于我們這一組老師都是教授不同的課程，所以我們將從四個角度來解決這個主題。學(xué)前教育技術(shù)整合，技術(shù)與語言教學(xué)以及最終技術(shù)在特殊教育中的應(yīng)用。
 

對于在語言教育和專門用途英語中技術(shù)應(yīng)用的過去和當(dāng)前有效性進(jìn)行檢討，這個問題將會得到解決。
 

關(guān)鍵詞
 

信息和通信技術(shù)，互聯(lián)網(wǎng)，超媒體，班級管理
 

教學(xué)中的技術(shù)整合
 

本研究僅限于十五年來在參考期刊上發(fā)表的研究成果，從1995年以來解決語言教學(xué)與學(xué)習(xí)和技術(shù)的整合。薩拉Â貝利，2001年聲明語言學(xué)習(xí)中的技術(shù)整合，具有悠久的歷史。然而，我們所做的研究很少，因為我們的知識，是非常有限的，當(dāng)然，在語言學(xué)習(xí)中也有非正式的技術(shù)整合，但這不是專業(yè)的。

 

State and reflect on the integration of technology
 

The purpose of this research paper is to state and reflect on the integration of technology in teaching and learning as stated by different papers in the education field. As we are a group teachers who are teaching different subjects, we will tackle the topic from four angles. Technology integration in preschool, technology and language teaching and learning and finally technology application for special education.
 

A review of the effectiveness of past and current practices in technology application(TA) in language education and ESP will be addressed.
 

KEYWORDS
 

ICT, Internet, hypermedia, class management
 

Technology Integration in Teaching
 

This paper will only be limited to a selected researches published in referred journals during the last fifteen years, from 1995 tackling language teaching and learning and technology integration. SalaÂberry,2001claimed that technology integration in language learning has a long history. However, the number of researches we came across, as for our knowledge, is very limited， Of course there are informal technology integration in language learning but it is not a professional
 

Technology and second language teaching
 

Warschauer, M. and Meskill, C. 
 

The following are examples of technologies being used and used well in three different contexts: one foreign language, one English as a second language, and one dual language program. Where these three contexts are very different in terms of learner populations, goals, and processes, there is nonetheless a particular consistency across them in terms of how teachers are conceptualizing the role of technologies in their teaching. As you will see, the status quo has clearly been shaken up by the new possibilities technologies represent for language instruction. For example, pivotal to all three of these case studies is learner empowerment - the potential technologies represent for learner involvement in shaping the learning process and constructing their own understandings through access to rich electronic tools and resources. Technology appears to be allowing both teachers and students to think differently, to consider possibilities for action and engagement otherwise not possible. In the field of instruction, this could be considered a conceptual revolution.#p#分頁標(biāo)題#e#
 

Technology and technology literacy
 

CEO Forum. (1999). Professional development: A link to better learning. Retrieved March 1, 1999, from http:// www.ceoforum.org/reports.cfm?RID=2

This association believes that much can be done to support students in developing the new literacies that will be required in their future. They also believe that students have the right to teachers who are skilled in the effective use of ICT for teaching and learning; a literacy curriculum that integrates the new literacy of ICT into instructional programs; instruction that develops the critical literacies essential to effective information use; assessment practices in literacy that include reading on the Internet and writing using word-processing software;
 

opportunities to learn safe and responsible use of information and communication technologies;

equal access to ICT.

 

Technology and reading
 

International Reading Association Electronic Classroom http://www.readingonline.org/electronic/ elec_index.asp> (cited 14, Jan. 2004)
 

This report is intended to provide background information that will help reading specialists, education technology specialists, classroom teachers, and special education teachers work together to understand, evaluate, and implement effective uses of technology within K-6 reading programs. It brings together the research-based guidelines for teaching children to read from the National Reading Panel report (NRP, 2000) with information about the potential uses of multimedia digital technology to enhance reading instruction. It provides background about effective reading instruction and potential uses of technology, and summarizes the currently
 

available research evidence on ways in which technology can successfully enhance reading instruction in the elementary grades.
 

In order to make best use of the information presented in this report, technology and reading specialists might want to consider the following set of questions together in preparation for making decisions about technology in reading instruction.
 

Technology and writing
 

Kulik, James A. 2003. Computer Use Helps Students to Develop Better Writing Skills Technology Assessment in Education and Training, pp. 9-33. Hillsdale, NJ: Lawrence Erlbaum Associates.
 

The researcher stated that Researchers have modified standard word processing programs to give students writing prompts while the students are composing. The prompts may focus on writing mechanics, or they may provide guidance in development of new ideas.
 

In recent years, student access to computers has increased dramatically, and writing experts have taken a new look at computer effects on writing. Instead of focusing exclusively on efficiency of writing with word processors, writing experts are now looking at the degree to which computers increase the amount of written communication in schools. They note that in a computer-rich environment, students have more opportunities for authentic writing. They may communicate more in writing with peers and teachers at their schools, and they may also communicate more in writing with those in other schools. Some experts believe that the ultimate payoff from this enhanced experience of writing in the real world will be an improvement in the quality of student writing.#p#分頁標(biāo)題#e#
 

The most widely publicized program of computer enrichment is the Anytime Anywhere Learning (AAL) program of the Microsoft Corporation and Toshiba.9 This program supports schools in their efforts to provide students and teachers with laptop computers that can be used at any location and at any hour of the day. Inspired by an Australian program in which many schools provided laptop computers for teachers and students, the AAL program was set up with
 

Evaluation studies for two decades have examined effects of word processor use on student writing skills. Evaluation studies from the 1980s usually found that students who practiced composing on word processors were able to write better compositions afterwards. Evaluation studies from the last decade found similar results. Effects of word processing on student writing skills were not large in size, but they were large enough to be considered educationally meaningful.
 

Two studies from the 1980s found that word processing programs that contain writing prompts produce better results than ordinary word processing programs do, and two studies of writing prompts from the 1990s served to clarify this finding. Together, the four studies suggest that the value of writing prompts depends on the way in which the word processor presents the prompts. Unsolicited writing prompts seem to help students develop better writing skills, but prompts seem to be less effective when students must ask the computer for the prompts. However, more research is needed on this topic.
 

Evaluation studies of the 1980s found that programs of computer enrichment did not have positive effects on student learning. The failure to find positive effects may have been due to the limited enrichment the programs provided. Enrichment programs of the 1980s did not give students Web access, e-mail, or continuous access to computer resources from laptops. But the poor showing for these programs during the 1980s may also have been due to failures in evaluation design. Evaluators examined effects of computer enrichment on mathematics and reading tests rather than on student writing skills. Whatever the reason for the poor findings in the 1980s, the failure did not recur during the last decade. Studies from the last decade found that
 

computer enrichment programs have favorable effects on student writing skills. Like studies of word processing, effects were sometimes small, but the typical result was large enough to be considered educationally meaningful.
 

Technology and Oral skills
 

Chan, M. Technology and the Teaching of Oral Skills
 

Mission College and Sunburst Media
 

The researcher used different means of technology to use in oral communication classes for both receptive and productive language learning, along with some specific ways that each technology has affected teaching and learning. H e answered question like How has technology affected my teaching? I am always on the lookout for technology that has pedagogical applications. I accept the challenge of learning to use new technology, to create learning materials using new technology, and to use new technology to further student learning objectives. What are the downsides of using technology? For the teacher, it requires a commitment of time and psychic energy to learn new things. In some cases, the learning curve is steep. And technology changes often. Just when I become brave enough to try one new thing, and even learn to use it, another generation or product is released and I have to relearn! Also, during class, when the electrical equipment malfunctions, when the software has a glitch, when the computer crashes, a loss of valuable instructional time occurs. In these cases, the technology detracts from the learning goals. It can create stress and frustration.#p#分頁標(biāo)題#e#
 

How has technology improved the lives of my students?
 

Technology has provided richer resources, greater access to resources, greater interactivity, and greater opportunities for students to manipulate and use language. I think adding the sound of my voice to text, especially when students can access it outside of my physical presence in, gives a personalized touch to the learning experience. Having students use technology also contributes to their overall technical literacy, which has obvious benefits in the workplace. Although there are some occasions when a return to the simplicity of pencils, books, chalkboards and mirrors is attractive, that feeling is fleeting. I accept the challenges of turning technology into rewards for students.
 

Levy, M. (1997). Computer-assisted language learning: Context and conceptualization. New York: Oxford University Press.
 

A summary of CALL research that attempts to explain why CALL is where it is today as well as where it is headed in the future. Examination from an interdisciplinary perspective, an instructional theory approach, and in terms of software and hardware issues.
 

Levy also includes a CALL survey designed by him and administered to higher education language instructors from over 23 countries. The purpose of this survey was to better define CALL, understand how it is currently used, determine how it is viewed as a methodology/approach, and ascertain where the methodological and developmental problems exist in order to alleviate them
 

Pennington, M. (1996). (Ed.) The power of CALL. Houston: Athelstan Publishers.
 

Pennington's book is divided into 3 sections treating CALL research, different types of technology associated with CALL, and language skills areas that CALL can be of benefit to. Each chapter is written by a researcher or practitioner that specializes in that particular area. The collection emphasizes the benefits of CALL and how it can be used to improve the field of language learning.
 

Sperling, D. (1998). (2nd Ed.). Dave Sperlings's Internet Guide. Upper Saddle River, NJ: Prentice Hall.

Dave Sperling of the famed "Dave's ESL Cafe" on the world wide web has put together a practical, hands-on guide to the Internet for ESL/EFL professionals. The book is intended for use by beginners to the Internet as well as a resource guide for professionals seeking everything from lesson plans to job-hunting.

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