Final Technology project: Engaging ELL English proficiency in a technology-rich, investigative language task

   Within the ESL classroom when implemented wisely, technology can truly innovative students' learning experience and enhance their acquisition and practice of the English language. Different technological resources allow ELLs to discover the language to new extents as it exposes them to the aspects, usage, and lexicon of English through diverse approaches.  I constructed my ESL technology-rich lesson plan to involve the elements of online research, virtual environments, and peer collaboration.  I intend for this lesson to promote several fundamental learning criteria.  
   This lesson will grant my students the opportunity to learn how to operate the Google Maps web tool.  They will become familiar with how to customize and navigate a Google map.  The activity that the lesson is tied to requires the ELLs to explore New York City (mainly Manhattan) on Google Maps, in order to select three major sites of interest on which they will have to conduct a brief online research.  Their online research will be limited to the specific information that is needed to satisfactorily answer five listed objective questions.  Prior to the students initiating their virtual endeavor, I will first display the process of opening, managing, and sharing the Google Map on my personal laptop along with a projector and screen.  I will demonstrate the steps to operating the controls (zooming, rotating, moving) and to setting landmarks with commentary by inserting push pins.  Each group will be requested to confirm their three sites of interest, in order to avoid conflict.
   The presentation of this lesson on the Google spreadsheet was organized according to the scale of emphasis I have placed on the skills and knowledge that will be acquired throughout the lesson.  I began by introducing the component of student production.  I consider this to be one of the chief aspects of the lesson since it challenges the  the ELLs to apply their current English competence along with the new content they will learn through research (data of NYC touristic sites), in order to construct valid responses.  They are to develop their responses in a genuine and concise manner, articulating through their own language proficiency (copy and paste shall be rejected), the variety of researched information corresponding to their selected sites.  The research will be guided by the five objective questions that were designed to assure that relevant and sufficient information is obtained about each touristic site for it to be promoted.
   The next component that is displayed is the area of evaluation. The ELLs will be evaluated based on the several facets of participation, effort , and production that the lesson will demand of them.  The collective learning experience includes reflecting on which search engine and webpages to consult, reading various sources of data, and being exposed to new terms/uses of language related to New York City and the chosen sites of interest.  As a responsive teacher, I will be aware of which students are actively participating in the assigned activity and those that are not.  The third area of importance is communication.  The lesson activity establishes the environment for the students to interact, exchange ideas, and work in unison to achieve a common goal.  Each student will be working at his/her own computer (adjacent to each other).  Therefore in the time that the class period provides, they should be able to complete the lesson task. In order to accomplish this however, the students must delegate the research and work so that each individual is concentrating on a different touristic site to complete.  Nonetheless, since all the participation of this task revolves around the internet and the virtual setting of Google Maps, if any of the students do not complete the assignment before the end of class they can continue their work individually on their computer or the media center after school. 
   The following area of analysis concerns the underlying processing and distinguishing of legitimate information that the ELLs will have to do. From the multiple sources of data that the students will browse, they must be able to judge which information is accurate, relevant, and of reliable origin        (Official NYC website versus independent publisher, blog).  As previously mentioned, the students are not allowed to simply copy and paste the online information that addresses the objective question.  Therefore, they must analyze how to restate the information in a effective and concise way, using their own words.
   The last category shown in the spreadsheet is the factor of access to technology.  Despite the fact that this is the last section on the spreadsheet, the presence of the technological resources that are utilized are without question the backbone this lesson.  The element of technology is what practically allows this lesson to be carried out in the first place.  Through access to the technological services and devices offered in the media center, the students are able to discover and apply the potential of technology toward their learning experience.  The ELLs will learn to manage  technology in a multi-fuctional manner that facilites their research process, writing endeavors, and acquisition of new language and academic content. As the instructor, my access to technology is also fundamental for me to demonstrate the lesson instructions and evaluate the students' work. The presence of tools such as  my laptop, internet connection, plagiarism detection software, a Google account/Google maps, and the projector/screen all play a vital role in allowing this lesson to be imparted successfully.
   In conclusion, I am confident that if this lesson plan were to be conducted it would effectively engage the students in a dynamic learning experience in which technology will transform the knowledge and skills that are required by the curriculum. By implementing these technology-based strategies and activities into my instruction, I hope it has the lasting effect of awakening my students' awareness and curiosity for the potential of technology for exploring the English language and achieving everyday endeavors.

The link to the Google spreadsheet is: https://docs.google.com/spreadsheet/ccc?key=0AuwMUFKQz3bNdFZNVzJNUlFKdkdraUV5TWhzM0ZELUE

Will e-readers/tablets soon replace physical books?

   When I first became aware of the invention of electronic reader's and tablets I was fascinated at how practical and versatile they were, especially when it came to storing reading content.  However, I assumed that these new devices were not going to pose a significant threat to traditional printed media immediately, since it would take widespread sales and time for people to adopt such a drastic change.  I was proved wrong when I realized that e-readers/tablets quickly became quite affordable and the public had rapidly embraced digital reading content over printed material.  This rapid turn of events has given  rise to the debate over whether printed literacy media (especially novels and textbooks) will soon be supplanted by digital literacy media.  My brother and I have had this debate several times as we continue to recognize the prevalence of e-readers/tablets in society and how digital versions of reading content have practically become second nature in the arena of publications. 
   Now day, readers have access to an ever-increasing variety of literacy media ranging from novels, newspapers, magazines, and recently even textbooks.  Large bookstore companies such as Barnes & Noble have suffered unprecedented losses in sales due to the common reader's  preference to now download new reading content on to their e-readers/tablets. Barnes & Noble in particular has even introduced its own tablet product to compensate for sales losses caused by other tablet brands.  As a college student, if I had the option of downloading all my textbooks onto my mobile reading device, I would absolutely choose this alternative over having to carry heavy loads of books to class.  Regarding the public school classroom, if all textbooks were made available in digital versions it would certainly alleviate the problem of students receiving or returning books in destitute conditions.
   What do you believe will occur to novels, textbooks, and other printed media in the years to come? 

Multiple uses for Google Earth in the classroom

   Recently in my READ-411 course, our instructor revealed how the functions of Google Maps/Earth can be employed into classroom learning.  The satellite transmitted virtual imaging of Google Earth allows one to view an accurate and detailed setting of any location of in our planet!  By adjusting the magnification controls, one can obtain a street view of any neighborhood/city and familiarize one's self with the street names and infrastructure, all from your computer screen.  A web resource like this is ideal for when someone wishes to orient his/herself beforehand with the landscape and surroundings of a future travel destination.
   In relation to classroom instruction, there are several potential uses that can be derived from such a dynamic tool.  In a history or geography course, the instructor can create a shared map for his/her class and set landmarks with embedded commentary (using the insert push-pin option), in order to virtually display the regions/sites of importance that are being discussed in the class lesson.  The same approach can be taken for an English, Music, or Art class in which authors, composers, or artists from distinct parts of the world are being studied and perhaps their place of origin has significantly influenced their work.  For ESL instruction, I would take advantage of the aspect that my students are likely from different nations that can be widely represented on a Google map.
To formulate a genuine learning experience involving language practice and exposure to technology, I would have each student revisit his/her former area of residence in their home country.  The students will have the opportunity to virtually revisit their city/village of origin, to explore sites that bring back lucid memories, and realize if any changes have taken place since they emigrated to this nation.  The assignment tied to this activity would require the ELLs to write a descriptive essay.  The guidelines of this writing task would request each student to provide a brief orientation of the geographical area (nation, province, city/village, natural landscape), to mention sites of historical/community importance, to share particular memories related to places they viewed, and to reflect on the usefulness of Google Maps/Earth in allowing them to virtually revisit their homeland. This is only one of potentially several strategies that can be generated using this versatile Google resource.    

Technologies in the classroom at teacher's expense

      During the teacher interview on NETS that I conducted for the last interactivity, a eye-opening issue came to my attention.  As I was being informed of how in the school where the interview took place, there are scarcely sufficiently technological resources and initiatives being implemented, the teacher also mentioned how certain instructors have decided to purchase technology devices for their classroom from their own personal funds.       
     Moreover, he admitted how they surely will not be compensated for providing these resources at their own expense if the administration doesn't recognize the purchased element as crucial for instruction.
This insight I gained from the interview caused me to deeply contemplate this issue of purchasing class materials from one's own budget.  Despite, the fact that I was aware that teachers are occasionally requested to purchase some materials from their own pocket, the matter of possibly proceeding to buy a useful resource for my class and afterward not being compensated for it, is one of real concern for me.  I believe that these flaws in classroom funding and support are what discourage potentially effective teachers from pursuing a career in education.  Teachers who wish to provide their pupils with new materials and technological elements are faced with the situation of compromising their personal financial means in order to do so.  In certain cases, a teacher simply cannot afford to purchase an efficient resource even if he/she is willing to pay from his/her own funds and not be compensated for it.
     After pondering all this and reflecting how many teachers nonetheless, sacrifice part of their personal funds to grant their students access to modern technology, I couldn't help but to feel a tremendous sense of admiration for them.  Educators like them, set an example of selfless commitment to improving their students' learning experience.  Unfortunately, since lack of funding for innovative resources is becoming increasingly prevalent, these noble educators are being taken to the limit in what they can offer their students.  If I were in the position of these teachers, I cannot claim that I would also undertake such an act of generosity.  However, I would actively advocate the important benefits of implementing serviceable technology to enrich course content and instruction.  I also would definitely use the technologies that are at my disposition (Ex- TV, VCR, Media center) in innovative ways to captivate my students' interest and participation.  In doing this I hope to prove that proper application of technologies can indeed make a difference in student learning.   

Interactivity #5

   The school facility that I selected to conduct the necessary teacher interview regarding the NETS-S/T standards was my former high school in the North Bergen district.  There in North Bergen high school, I was able to contact an ESL teacher with whom I had carried out a previous class observation. This teacher has been teaching in the ESL field in North Bergen for a substantial number of years now, therefore has witnessed firsthand if technology has gained presence within the ESL curriculum & high school throughout the years.  A few days prior to our meeting I had provided him with a copy of both the NETS-S/T standards via e-mail.  The professor admitted to have been quite oblivious that national standards regarding the implementation of technology even existed!  He shared how he supports many of the initiatives that these standards request for schools to fulfill, however he honestly described how the high school and school district in general lack the technological resources and practices that the standards address. 
   Referring to questions 3 and 4, he stated that district-wise and within the high school itself he has noticed modest indications that some aspects of the NETS-S/T are progressively being acknowledged.  He conveyed how within the high school there is a media center which grants students' timed access to online & other computer-mediated resources.  Installed on all of these computers is a surveillance software which impedes access to inappropriate/disapproved websites. The media center is a formidable source of technology for the students.  Nonetheless, due to its limited size compared to the tremendous student population of over 2000 and as a result of constant system failure (I recall this first hand), students rarely can take full advantage of this mean.  At the elementary school level, he mentioned how a particular school recently had a determined number of smart boards installed as an experimental initiative. 
    Besides these sporadic examples of technological application, the presence of technology integration has not been consistent and uniform, according to the interviewed teacher.  He shared that most of the classrooms do not have installed projectors for teachers/students to display visual media such as power point presentations. Any projector that is in use in a given class was most likely purchased by the instructor from his/her own budget.  It was surprising to realize how teachers would be willing to resort to this course of action due to the absence of necessary technology.  Technological application such as an online student portal for peer-tutoring and youth counseling or academic software designed to enrich understanding and engagement  in each different subject area, is still not actively practiced at the high school or district level.
   Comparing this high school and district's integration of technology to the concepts presented in the NETS-S/T, there are only certain areas in which the two would be in agreement.  Addressing section 5 of the NETS-S and section 4 of the NETS-T, the high school's educators and administrators definitely do an exceptional job of promoting and reinforcing safe, legal, and ethical use of technology, digital information (copyright) and social interactions related to technology. As previously mentioned, the surveillance software that is installed on every computer accessible to students restricts usage of this technology to serve solely for academic research purposes.  Teachers for some time have employed computer-based tools that detect plagiarism on written assignments. Regarding section III of the NETS-S, the ESL teacher I interviewed as well as many of his colleagues in other subject areas do assign tasks and projects that require online involvement.  Research reports are only assigned in the superior  levels of the ESL program, but tasks that involve investigating specific online content for a class discussion/activity can be implemented in any of the levels.  
   Summarizing my teacher's responses for questions 6, 7, and 8 he believes that there must be a uniform application of technology along with education on the proper usage of it in order for the NETS-S/T to be genuinely implemented.  He views that along with the much needed technological equipment/initiatives, there must be a plan on how to make relevant use of the provided resources for the benefit of each student's learning experience.  He believes that the educators, administrators, and students must all  be trained to understand and operate  the functions and potential of technological resources in relation to their specific academic subject and endeavor.  As a prospective educator, I agree with this teacher's opinion.  I personally would address the issue to my fellow colleagues by first encouraging them to discover original ways in which we can utilize the technology resources that we do have available.  If successful in truly enhancing our student's engagement and performance through the innovation & integration of our current technologies, the results may validate requests for additional resources/ initiatives.  As my teacher stated in his answer for question 8, "There's still a long bridge to cross in order to reach an authentic integration of technology at our school. However, everybody should play their part in making sure that we do get there." 
 Link to modified spread sheet: 
https://docs.google.com/spreadsheet/ccc?key=0AuwMUFKQz3bNdHBpd1pHR3RZSXlZdWk1U2I3QWJJNWc#gid=0

 

The ambivalent role of electronic tanslators on language instruction

     In the field of foreign language & ESL instruction there are varied opinions about the usage of direct translation resources & their actual impact on student learning. The most commonly sought translation resource is the bilingual dictionary, which technology has enhanced in the form of electronic translators.  These devices are increasingly replacing printed bilingual dictionaries to a large extent due to their convenient sizes, instant translation searches, & often even multilingual databases. In the language learning classroom however, there is much debate about how high dependence on these facilitating instruments actually hinders language processing & comprehension skills. This is the dilemma presented in an online article I read which was published by an ESL instructor.
     When a language learner encounters unknown vocabulary in written or oral discourse in the language being acquired, he/she has the option of merely resorting to direct translation to obtain the word's immediate meaning  or otherwise of resourcefully applying decoding strategies to decipher the contained meaning.  Language learners can attempt to infer the meaning of an unfamiliar word by examining the context in which it appears & relating it to words he/she does know.  In addition, word construction, which includes affixes and root forms, is also conducive to revealing word meaning. When a student learns a new word, he/she must not dismiss the importance of concurrently learning how the word is used in real discourse.  Only through associating new words with their particular function & significance in communication the student will authentically internalize a word's fundamental meaning.
   Unfortunately as stated in the article, having electronic translators at their disposition frequently causes students to heavily rely on instant translation for understanding unfamiliar words, therefore leading them away from developing essential decoding skills . Furthermore, during classroom interaction & when practice activities are being done, students' dependency on referring to translation can turn quite disruptive both for the students' focus on the lesson theme & for the instructor's goal to proceed with the lesson. A viable approach to the issue would involve the instructor teaching essential vocabulary decoding strategies & afterwards reasonably limiting the use of the electronic translators.
   On my behalf I believe that translation devices, when operated in the ideal circumstances & setting, can be fairly beneficial to learning certain aspects of a word's meaning.  I feel that mainly when a student is just beginning to learn a language, occasionally translation can assist in acquiring the meaning of abstract concepts. However, once the learner starts to establish an operable language register, reference to translation should become less & less frequent.  The students by then should be capable of managing his/her gained language competence to infer word meaning through context & usage. 
    

Audio-recording devices: A college student's ally

     Throughout my entire college coursework, I have known students who diligently record their class lectures on audio-recording devices.  I have always considered this to be a wise act of active dedication to mastering academic material.  In spite of this, I personally have yet to take the initiative of bringing an audio-recorder to class. However, since I am currently taking a class, in which after having taken the mid-term exam I realized that the most essential notes were actually delivered orally, I am compelled to start using a recording device. Audio-recording devices are truly a rather basic technology that has existed for several decades. Unlike earlier versions which were bulky apparatuses that required a cassette to store content, modern audio-recorders come in slim sizes and have a built-in storage space.  One does not have to necessarily sit right in front of the teacher for the recording to come out at a decent volume.
     The advantages these devices extend to students include being able to store the oral development of their class meetings, in order to then replay it at their own pace and availability. This resource is ideal for lectures in which large quantities of important content are covered at a unreasonably accelerated pace.  It grants you the privilege of being able to revisit the main points of a class discussion & take elaborate notes at your leisure. This unquestionably rids you of the stress of having to frantically copy down sloppy notes that may even need to be rewritten. I have heard accounts involving audio-recorders in which the instructor forbids his/her pupils to record his/her class lectures.  As a future educator I disagree with this type of policy, yet I do understand why these teachers would be unwilling to have their voice recorded. My belief is that if my students will significantly attend to the class material and learn more efficiently by recording the class's oral content, then it is an approach worth trying.  I am aware however, that there is a risk involved since trouble-making individuals can proceed to use someone's voice for pranks using voice editing/altering software.
    

Practicing a foreign language in an ESL webpage?!

A few days ago I was searching online for decent ESL excercises that I needed to present for another class.  I encountered several useful webpages which contained free grammar excercises, vocabulary tests, & basic readings for the ESL student.  There was one particular website that included a selection of bilingual excercises offered in a number of languages.  Being that I am in the process of learning Arabic, I decided to attempt a vocabulary exercise in Arabic/English.  To my appeal, there were several categories of topics to choose from, which allowed me to thoroughly practice my Arabic vocabulary.  Looking back at my endeavor that day, I find it ironic how a website designed to assist speakers of other languages to learn English can also have the reverse effect of guiding English speakers to learn another language!
   One of the underlying rewards of teaching an ESL class is the mutual language exchange that can occur between teacher & students.  As I will be imparting knowledge & competence of English to my ELLs, there is an inevitable potential that I too will get to learn certain words & aspects of my students' native languages, especially from students in the lower proficiency levels.  Bilingual instruction tools, such as the website I found, are an excellent method for beginner ESL students to bridge knowledge from their native language to English.  Likewise, these interlanguage resources can serve the purpose of orienting the instructor on some of the features of his/her students' native languages. With this knowledge at hand, an ESLinstructor can form a more accurate idea of how his/her students might be perceiving the English language material that is being taught.     

Technological unawareness

   It has boldly come to my attention that despite my daily involvement & exposure to contemporary technology, there are many technological innovations that I may currently be totally oblivious to.  The focus of this online course & mainly the nature of the last two interactivities have led me to this eye-opening realization.  Up until I was faced with the task of utilizing a google spreadsheet for interactivity #3, I was unaware that google even offerred such a service, which typically has to be purchased as software by Microsoft. I was quite out of sync with the extent in which google has expanded its domain, adding a variety of commonly used document tools.  I admit to have initially felt ignorant & unskilled in my attempt to utilize the google spreadsheet.  The video tutorial on how to operate the google documents services ( which I unfortunately decided to watch after I had submitted interactivity #3) fairly oriented me on how to function the google spreadsheet tool. It is certainly impressive how versatile & efficient many of the features are (Ex-embedding comments & shared access). 
     Although I still lack knowledge on how to operate most of the functions available on the google spreadsheet, my new familiarity with this dynamic form of technology has resulted in my acknowledgement of the importance of technological competence.  As a prospective teacher, I clearly understand how maintaining awareness of the innovations & uses of technology can have a significant impact on the extent to which I integrate relevant technology for the benefit of student learning.  As I mentioned in the beginning of this post, I could be totally oblivious to the dynamic power technology has to offer.     

Interactivity #4

   I found this lesson plan to be appealing primarily because of the various forms of language stimulation & the authentic application of technology it contains.  This lesson on learning about the regions of Washington D.C & Washington state entails multiple procedures that require the students to practice their oral, reading, & writing proficiency in English.  The lesson involves orally evaluating student knowledge before & after the information sources are offerred. The ELLs are exposed to maps, documentary films, & websites which altogether allow them to answer the initial questions & explore beyond these points.
    I modified the orginal lesson plan in several manners, in order to more effectively direct the materials & activities to the curriculum goals specified in the NJ standards I obtained. In the effort to incorporate diverse technological media, I changed the assessment task & included exposure to documentary films within the lesson.  Instead  of having the students produce a written letter to a friend (original assessment), I modeled the scenario of them having won a travel sweepstakes.  The students have been granted the opportunity to travel to either one of the two researched destinations (Washington DC or Washington state).  The task requires for them to compose a formal e-mail (using an e-mail account) confirming which destination they selected & what appealing aspects of the location influenced them in their decision.  The students must discuss which sites/activities they are looking forward to & how this travel experience will expand their perception of American society.
   The diverse selection of technologies that are integrated into this lesson indeed can formidably achieve the defined curricular goals for this intermediate ESL class (proficiency level suggested by  original lesson plan author).  They strategies/technologies included in the original lesson plan or that I implemented address several of the curricular goals. For instance, the W 9-10.1 strand which requires students to be proficient at introducing/developing precise claims in an organized & evidence-supported manner is forged by the different sources of language use & topic information (online, film, class discussion, printed maps, consistent teacher assistance).  The RI 9-10.4 strand which expects ELLs to determine the meaning of words/phrases as they are used in a text, is satisfied by access to online bilingual or ELL dictionaries & the visual/audio components of the films & websites.  In general, the features of each technology integrated into this lesson, serves the purpose of enriching the learning experience while addressing the overall curricular goals.    
Link to spreadsheet:
https://docs.google.com/spreadsheet/ccc?key=0AuwMUFKQz3bNdHBpd1pHR3RZSXlZdWk1U2I3QWJJNWc

Technologies that enhance the field of language learning.

This research that my group & I conducted on technologies for language leaning proved to be a quite valuable experience, which enabled me to connect with the ideas of my fellow prospective language teachers.  Keeping in mind the purpose of this endeavor, which was to expand our knowledge of different technologies that can be applied to the field of language learning, I was amazed to discover the diverse resources that exist.  The initial technologies that I automatically thought of, even before my research began, were language instruction websites & the electronic translator.  I knew this from experience with language learning (ESL students, Foreign exchange students) who I would see frequently resorting to these means.  As I worked towards constructing my list of technologies, I tried my best to find a variety of options that were not all linked to computer/internet usage.  There are a decent number of non-computer related devices that can effectively be used to enhance language learning.  Resources such as film/vhs videos, international calling, the audio recorder, TV channels, and an electronic translator are all useful if a person does not have access to a computer/internet.  My group members' work also exposed my to many other language learning technologies that I myself was not aware of.  The virtual environment (2nd life) is a excellent domain for exposing one's self to a language community & practicing one's target language!

I'm aware that the next interactivity is a group task. This message is for those in my subject group, let me know how I can help & how we are going to complete this assignment.  : )

Computer software has revolutionized the field of language learning!

 Rosetta Stone immerses the language learner in real-life communication scenarios where the target language is interactively discovered and applied. 

My new insight on technology use for educating ELLs

I recently just finished reading an article on how an ESL instructor implemented a blogging component to his class curriculum, which gave extraordinary results.  This teacher's goal was to incorporate computer literacy alongside English proficiency.  Many newcomers to this nation do not possess the same computer awareness or skills that are commonly learned in our American society. These individuals in certain cases, lived with limited access to computers and other forms of technology in their countries of origin (as stated in the article).  Therefore they often are reluctant to use computers for academic endeavors,  intellectual inquiry, or even for socialization purposes.  In order to overcome this technological barrier, this instructor required his students to create their own blog, with designs and images that they identify with best. Class assignments were posted on the blogs with  links to  relevant videos and websites. The students were asked to share comments and have online discussions on their blogs.  This innovative strategy proved to be ideal for exposing ESL students to English and have them practice their language skills in a interactive manner. The dynamic resources that blogging and the internet have to offer allowed the students discover new instances of language use and registers of English ranging from highly academic to colloquial.  The students were very enthused about expressing their perspectives and conducting internet searches on diverse topics.  Integrating this form of technology in the classroom is a effective way of engaging students to learn new aspects of the class content and actively share insights on it.          

The 3 forms of technology that I consider to have the greatest influence on my life are the Internet, cell phones, & Microsoft Multimedia programs.  The invention of the internet, unquestionably has become a major part of my living experience.  The World Wide Web literally has granted me access to anything imaginable in the world, from factual information to potential employment, all in a single click! I recall that in my childhood years whenever I was in need of a source of factual information I would have to refer to the encyclopedia volumes, which often contained outdated content.  Once my family purchased a computer with internet connection (around the year 2000), obtaining all forms of information became a simple task, with countless articles & search engines I would find on the web.  With such a wide variety of sources at my disposition, the legitimacy & appropriateness of the information I was learning online certainly became an issue. Similar to Olivia's story in the video, I soon realized that my young generation had quickly surpassed many adults in our knowledge of how to maneuver a computer & in our awareness about the world, which we would acquire online!  My uses for the internet are quite parallel to those described by the youth in both videos. Like the young lady who learns Japanese online, I also find the web quite resourceful in my endeavor to learn Arabic.
The 2nd technology that has significantly influenced my life, chiefly involving academic matters, is the Microsoft Office programs. The functions of programs like Microsoft Word, Power Point, & Excel have dynamically enhanced the way I produce & present academic work.  The features of Microsoft Word allow me to idealize my work by adjusting fonts & margins, adding bullet-points & headers, along with spell check & dictionary / thesaurus reference. Microsoft Power Point likewise has proven to be a vital tool for displaying class presentations & for summarizing class lectures in the case of some professors. Just as Olivia chooses to personalize her MySpace page in the video, I find it useful that Power Point has several configuration options for one to customize the display of the slides according to the occasion.  However regarding professors who deliver class lectures via Power Point, I feel that class lessons should not be entirely read off the slides. The instructor should use the slides as a guide in combination with other engaging teaching methods. Adding video links & images to the slides is one way of making Power Point more interactive.  I have had some exposure to Microsoft Excel, which I consider a key resource for organizing data & doing calculations.  No doubt, I know this program will be practical me in my future teaching profession when I am composing rosters & calculating grades.
Lastly, my cell phone is an important technology that affects my daily living. Despite the fact that I have only owned a cell phone since the age of 18 (always a jaw-dropper!), it has served as a primary mean of instant communication with those important to me. I don't view myself as a cell phone addict, but I have developed the finger speed for texting & the habit of checking my phone every couple of seconds! I remember how during all the years in which I didn't own a cell phone, I would have to write phone numbers down & ask other people to allow me to use their phone. In this aspect I can relate to Olivia's story, being that she did not have her own computer, yet would constantly seek access to a public/school computer. Having a cell phone at hand, is a potential distraction when I am working on a school assignment. Nonetheless, like with most things in life I make an effort to place my priorities first, knowing that they ultimately will have the greatest impact on my life.             Technology is awesome, don't text & drive!

Hey just wondering if it'll be a while til this class begins.  Someone sent me an e-mail about a 1st assignment or something. I went 2 engrade 2 check it out but saw nothing. This will b a new experience 4 me. I'm concerned about being able 2 find the work that is posted online. 

JTorres posting

I am creating my 1st post 4 my Curr316 course!! :D