The very hungry carterpillar

Levels of Technology Integration (LoTI)

This is a great resources. LoTI is better than I thought.
I think that I'm level4a . it was difficult to decide. but I know how to do these web tools
After I read the article about LoTI framework, I decided to keep learning this web technologies to level up to 6 with an year because There are many computers in our English teaching classroom.
LoTI allow us to monitor our learning and Style.

Jobs song

Advice for Future Webskills Course Pa

Hi all
I have enjoyed to learn this web skill course.
I could have received very useful comments from my honorable instructor and good webmates who have various experiences with teaching.
Even though I had difficulties to complete my task, I have learned how to use webskill technologies very well.
I have been lucky to be learned by Donna.
If I have chance to like this online course, I want to participate again.
There are many useful tasks, discussions, recommendable articles, websites in this 10weeks course.
we can directly apply these web skill tools in our classroom .
I have plan to communicate in my blog with my students to improve my students English abilities.
If new participants are looking for the right one, you can find this.
This is a lotto!

Cordially yours
Choi

Willy the dreamer(Stoy telling)

Final project

University of Oregon

American English Institute

Building Teaching Skills through the Interactive Web

Project Report

KYEONGHWAN CHOI

English Teacher,

Chopyeong Elementary School, Republic of Korea.

Summer 2011

Building Teaching Skills through the Interactive Web Project Plan

I. Background

In Korea, most English teachers do not teach writing activities, concentrating instead on

reading and relevant grammar activities. As teachers put great emphasis on the grammatical correctness of written expressions, students not only have few opportunities to write but also hesitate to express what they think in English. The purpose of this study is to analyze the effects of writing competence and affective domain via an experimental research method through web-based free writing for Elementary School student. Through the project writing activities, students can interact with each other with authentic materials, working cooperatively as well as individually. The tasks in the project lead students to improve their writing ability. In order to fully demonstrate this resource, a real project web page has been designed, following a familiar topic, adopted

from a Elementary school textbook. Other online projects are also suggested such as videojug,

online newspaper, and story book project. These suggestions for using online projects to

supplement current textbooks and curricula are further explained through implementation of one project activity with 35 students in a Elementary school.

The research results shows that the students were very satisfied with their project work and their writing was also improved. Aside from that, project work gave the students the chances to use English more than the traditional teaching method. Yet, it should be admitted that there are limitations for project work in the Korean Elementary English classrooms.

First, all English school English students’ English proficiency is not good enough to write in English for project work. Second, teachers will find it difficult to implement these types of project work as almost all the Elementary schools are preferring college entrance exam-oriented class. Therefore, it may be rash to apply project work to the English class in full scale for the present, but if teachers try project work once or twice a week or at least twice a month among five one-hour English classes a week, teachers and students are all getting used to the teaching method. As time passes by, in addition, teachers will be able to find time to

prepare for project work, so both teachers and students will be happy with such classroom teaching. Accordingly, project work that is more effective than the traditional

teaching method in the overcrowded Korean Elementary English classrooms will bring

about not only students’ enthusiasm of English but also enhancement of students’ English by a student-centered learning in the whole educational process.

I I. Issue or problem to be addressed that technology can help with

The poorer a writer is at writing, the more difficult he/she feels in planning a situation of writing, sincerely seeking writing’s subject matter, and creating various contents due to his/her lack of understanding on writing material. The problem is that such a difficulty causes a tendency that they avoid writing itself. In the Korean Elementary and Secondary school curriculum, the learning and teaching of writing in English has taken a minor role among the four skills in English. Although some regular high school English curricula include composition, writing is rarely taught nationwide because it is challenging for both the students and teachers. A main reason for little writing instruction appears to be the exam-based educational system. Great attention has been paid to listening, reading, and grammar because the English section of The College Scholastic Ability Test(CSAT) requires competence in only those skills. Many teachers do not even teach the writing sections in textbooks because they do not have enough time. They also complain that the level of the textbooks is not suitable for each grade, and that the proficiency level of English varies considerably among students in the same grade.

For EFL writers in particular, they have been taught to complete sentences through translation in Korea and there is little opportunity to write in English. Nevertheless, teachers should not neglect the importance of writing,because their students will be confronted with English writing situations in the future. Changes in communication methods have also encouraged more English writing. As communication through computer technologies is greatly increasing, it is more important for English learners to have an ability to write in English

III. Possible solution(s) to try

The research aims at teaching students to create plentiful and various contents by applying ‘a content generation program linked with web.’ Also, the research has an aim to improve students’ writing ability and writing behavior by overcoming the limit of time and space in the writing education which is mainly carried out in classroom.

To find answers for these research questions, twenty 5th graders who went to Chopyeong elementary school in Jincheon is taught for one semester(from September 2011 to December 2011) by the method of reading and listening web contents which were chosen carefully in consideration of learner's level, competence, interest, and curriculum, and then writing journals.

IV. Expected student response

1) the program was effective in the improvement of students’ writing ability in the area of writing content. In terms of correctness, plentifulness, and creativity, the program presented a positive effect.

2) the consciousness of students for writing increased positively.

3)  students’ interest and concern in writing enhanced and also their confidence grew

4) the difficulty of students incontent generation became lower, time to invest for content generation became longer, and strategies used in the content generation process became more various.

5) interest in web-used writing increased, a consciousness that using a medium is helpful for content generation enhanced, and a consciousness that using the web is helpful for writing improved.

V. Resources

Dodge, B. (1995). Some thoughts about WebQuests. Retrieved March 10 2007, from the World Wide Web: http://webquest.sdsu.edu/about_webquests.html.

Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.

Tribble, C. (1996). Writing. Oxford, UK: Oxford University Press.

 Murray,D.E.(2000). Protean communication: The language of computer – mediated communication.TESOL Quaterly,34(3), 395-425.

VI.  Timeline

Week 1:     

I will make community in my school homepage and Students will join.

Topic : Country Mouse& City Mouse, http://ebse.co.kr

Week 2:     

I will check their joining and introduce learning site.

Topic :  MyWeek, http://www.kizclub.com/

Weeks 3    

I will let my student to take a pre test for checking their writing ability.

Topic : Monsters, http://www.kizclub.com/

Week 4

 Students will study contents of VOD list, and write essay.

Topic : My neighborhood’  http://www.kizclub.com/

Week5,6,7,8

1.      After reading ‘Country Mouse & City Mouse’,”My week’, ‘My neighborhood’, ‘feelings’  students post comments.

2.      Review words, adjectives, feeling about these stories.

3.      They learn repeated pattern drills.

4.      They will write essay using pattern drills and their experience

Week 9:      

After students read stories which they want in web contents, they will write essay for them. 

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