I learned a lot about various tools that I can used for my class. Especially, my perspective on the use of technology in the classroom has been changed since I took this course. I realized that i used technology in very passive ways before. I used technology for simple information delivery before I took this class. I did not know how to integrate technology for the interactive literacy instruction so I have been little skeptical about the use of technology for language classrooms. Now, I learned that there were unlimited possibilities that technology can provide for more interactive literacy instruction. Among various things we learned in this course, I will definitely use Wiki for collaborative writing and Voice Thread for presentation in my classroom.
If I were to have students create portfolios, I would ask them to write about what they have learned from each project and how it would help their life in the future. I would like to encourage them to think about the usefulness of our lessons and try to apply the lessons in other areas of their life. I don't want them to think what they learn is only for the grade and forget the lessons after the class.
Tuesday, December 2, 2008
Monday, November 17, 2008
Interactive presentation
Creating a video seemed fun and somehow rewarding experience.
For the video shooting activity last week, I planned to make a video regarding my baby from her birth to now. However, the Imoive did not read my video file. So I spent most of my time to convert my files to different form. I could not use all the videos I prepared. I thought it would be challenging if every student in my class brought different files and had problem with uploading.
I can see lots of possbilities and benefits of cerating a video in classes.
By giving students opportunities to create a story, students will understand how a story is structured. Traditionally, students learn about the concept of a story by reading a story and examining the story through listing the chain of events, characters, problems, solutions, etc.
However, for the video creation activities, they have to create the chain of events, characters, problems, and solutions. I think by doing this, students will learn the concept of a good story more actively than reading a story.
Also, by learning the different angles in video, students will learn not only the effect of video but also juxtapose the concept of "view points" in the story.
Here is my interactive presentation slides.
I created slides with the powerpoint and exported with Voice Thread.
It was an easy process but I don't know why my ponts and lines have changed in Voice Thread.
For the video shooting activity last week, I planned to make a video regarding my baby from her birth to now. However, the Imoive did not read my video file. So I spent most of my time to convert my files to different form. I could not use all the videos I prepared. I thought it would be challenging if every student in my class brought different files and had problem with uploading.
I can see lots of possbilities and benefits of cerating a video in classes.
By giving students opportunities to create a story, students will understand how a story is structured. Traditionally, students learn about the concept of a story by reading a story and examining the story through listing the chain of events, characters, problems, solutions, etc.
However, for the video creation activities, they have to create the chain of events, characters, problems, and solutions. I think by doing this, students will learn the concept of a good story more actively than reading a story.
Also, by learning the different angles in video, students will learn not only the effect of video but also juxtapose the concept of "view points" in the story.
Here is my interactive presentation slides.
I created slides with the powerpoint and exported with Voice Thread.
It was an easy process but I don't know why my ponts and lines have changed in Voice Thread.
Tuesday, November 11, 2008
joy of my life
I learned how to use i-movie in the class.
My computer in the classroom could not read my video files.
So I had to convert it into different files.
Because of converting problems, I could not use my video files that I have prepared for this project. However, I created a video.
My daughter is dancing on the Korean song 'dance and freeze.'
I haven't taught her this song before.
However, suddenly, she danced as if she knew it.
I was so surprised so I began to record it.
My computer in the classroom could not read my video files.
So I had to convert it into different files.
Because of converting problems, I could not use my video files that I have prepared for this project. However, I created a video.
My daughter is dancing on the Korean song 'dance and freeze.'
I haven't taught her this song before.
However, suddenly, she danced as if she knew it.
I was so surprised so I began to record it.
Tuesday, November 4, 2008
Pansori
The spoken poetry reminds me of a Korean traditional music genre, Pansori.
"A prominent expression of Korea’s rich stage arts tradition, Pansori is a genre of musical story-telling performed by a vocalist with drum accompaniment. This popular tradition, characterized by expressive singing, stylized speech, a repertory of narratives and mimetic gesture, embraces both elite and folk culture. During performances lasting up to eight hours, a male or female singer, accompanied by a single barrel drum, improvises on texts that combine rural Korean dialect with erudite literary expressions.
The term pansori is derived from the Korean words pan, meaning “a place where many people gather”, and sori for “song”. Pansori originated in southwest Korea in the seventeenth century, probably as a new expression of the narrative songs of shamans. It remained an oral tradition among the common people until the late nineteenth century, by which time it acquired more sophisticated literary content and enjoyed considerable popularity among the urban elite. The settings, characters and situations that make up the Pansori universe are rooted in the Korea of the Joseon period (1392-1910). Among the themes explored are family loyalty, bereavement and love. Pansori singers undergo long and rigorous training to master the wide range of distinct vocal timbres and to memorize the complex repertories. Many virtuosos have developed personal interpretive styles and are renowned for their particular manner of performing specific episodes.
Risk of disappearance :
Threatened by Korea’s rapid modernization, Pansori was designated a National Intangible Cultural Property in 1964. This measure spurred generous institutional support, which in turn fostered the revival of this cherished tradition. Pansori continues to provide inspiration for new works in various media such as film, ballet and puppet theatre. These productions, as well as Pansori itself, are performed regularly in Korea and at festivals abroad. Although Pansori remains one of the best-loved genres within the increasingly marginalized sphere of traditional stage arts, it has lost much of its original spontaneous character.
Ironically, this recent evolution results directly from the preservation process itself, for improvisation tends to be stifled by the increasing number of written repertoires. Indeed, nowadays few singers can successfully improvise, and contemporary audiences are less receptive to the impromptu creativity and the archaic language of traditional Pansori."
Quoted from 'National Heritage' website
"A prominent expression of Korea’s rich stage arts tradition, Pansori is a genre of musical story-telling performed by a vocalist with drum accompaniment. This popular tradition, characterized by expressive singing, stylized speech, a repertory of narratives and mimetic gesture, embraces both elite and folk culture. During performances lasting up to eight hours, a male or female singer, accompanied by a single barrel drum, improvises on texts that combine rural Korean dialect with erudite literary expressions.
The term pansori is derived from the Korean words pan, meaning “a place where many people gather”, and sori for “song”. Pansori originated in southwest Korea in the seventeenth century, probably as a new expression of the narrative songs of shamans. It remained an oral tradition among the common people until the late nineteenth century, by which time it acquired more sophisticated literary content and enjoyed considerable popularity among the urban elite. The settings, characters and situations that make up the Pansori universe are rooted in the Korea of the Joseon period (1392-1910). Among the themes explored are family loyalty, bereavement and love. Pansori singers undergo long and rigorous training to master the wide range of distinct vocal timbres and to memorize the complex repertories. Many virtuosos have developed personal interpretive styles and are renowned for their particular manner of performing specific episodes.
Risk of disappearance :
Threatened by Korea’s rapid modernization, Pansori was designated a National Intangible Cultural Property in 1964. This measure spurred generous institutional support, which in turn fostered the revival of this cherished tradition. Pansori continues to provide inspiration for new works in various media such as film, ballet and puppet theatre. These productions, as well as Pansori itself, are performed regularly in Korea and at festivals abroad. Although Pansori remains one of the best-loved genres within the increasingly marginalized sphere of traditional stage arts, it has lost much of its original spontaneous character.
Ironically, this recent evolution results directly from the preservation process itself, for improvisation tends to be stifled by the increasing number of written repertoires. Indeed, nowadays few singers can successfully improvise, and contemporary audiences are less receptive to the impromptu creativity and the archaic language of traditional Pansori."
Quoted from 'National Heritage' website
Election
Without a question, the United States of America is one of the most powerful country in the world. Its every move impacts other contries.
Maybe the rest of the world are paying attention to this election more than any previous election because what Bush's politics have brought to the world including wars and economic crisis.
Well..I do not have the right to vote in this country.
But I hope American would pick someone who really can make this country a better country for ALL (for ALL the citizens of America and last of the world).
I thought this clip was so funny.
Maybe the rest of the world are paying attention to this election more than any previous election because what Bush's politics have brought to the world including wars and economic crisis.
Well..I do not have the right to vote in this country.
But I hope American would pick someone who really can make this country a better country for ALL (for ALL the citizens of America and last of the world).
I thought this clip was so funny.
podcast and skype
I can use Skpe for the interview activity and role play activity. Students can play certain characters such as a movie star, president,a reporter, etc. Using Skype, they can interview these peoples. The interview will be recorded and be watched in the classroom together. It would be very exciting and motivating activity because they also can see the interview on the screen.
About podcasts, I thought it was easy when I learned it in the classroom. However, when I tried to make it again at home, it was different. It was challenging not only because I had different computer settings at home but also because I did not organize my ideas for the recording.
I realized that contents are essential for any kinds of activities using technology including podcasting activity. We need to plan ahead and have a completed script to make a good podcast. It seems very basic knowledge. However, when we learn a new technology, we are often obsessed with learning it and trying out using the different tools.
Last time,I planned the news shows in the classroom using podcasts. After I learn about the podcast program in the class, I found several concerns. Most of all, I realized, to do the activity in my classroom, I need to carefully guide students to focus on developing their literacy than learning only technology. For the fairness, I will also need to give enough time and information for all students to learn the tool.
While I am concerned about guiding students to plan well before using a podcast, I also think we can use it without planning ahead for the purpose of checking their common errors in their speech. Because when we say things in a second language, we often make lots of errors in our statement. Then, we listen to what we have recorded, we can find errors in our speech. I think we can use a podcast for the purpose of feedback to oneself and maybe to others. For the same purpose, I think recording Skype also seems useful tool. I can record conversations between two students to give feedback on their language.
About podcasts, I thought it was easy when I learned it in the classroom. However, when I tried to make it again at home, it was different. It was challenging not only because I had different computer settings at home but also because I did not organize my ideas for the recording.
I realized that contents are essential for any kinds of activities using technology including podcasting activity. We need to plan ahead and have a completed script to make a good podcast. It seems very basic knowledge. However, when we learn a new technology, we are often obsessed with learning it and trying out using the different tools.
Last time,I planned the news shows in the classroom using podcasts. After I learn about the podcast program in the class, I found several concerns. Most of all, I realized, to do the activity in my classroom, I need to carefully guide students to focus on developing their literacy than learning only technology. For the fairness, I will also need to give enough time and information for all students to learn the tool.
While I am concerned about guiding students to plan well before using a podcast, I also think we can use it without planning ahead for the purpose of checking their common errors in their speech. Because when we say things in a second language, we often make lots of errors in our statement. Then, we listen to what we have recorded, we can find errors in our speech. I think we can use a podcast for the purpose of feedback to oneself and maybe to others. For the same purpose, I think recording Skype also seems useful tool. I can record conversations between two students to give feedback on their language.
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