My Magz

This magazine created with joomag. it is to fulfil my final Project in ICT Class.

This is the url of the magazine My Magz please check this out

thank you

Regards

Dita Ayu Anggariani (2201413014)

my magz

This is link to my magizine.

this magezine created to fulfil the ict final project

 my magz

check this out

regards

Dita Ayu Anggariani (2201413014)

INSTRUCTIONS WITH TECHNOLOGIES FOR MIDDLE SCHOOL CLASSROOMS

In middle school classroom, the use of technology can be as a replacement of the whiteboards, so it will be an interactive whiteboards. It will allow the students to interact with material on the computer. For example, it shows the 3D virtual explanation given by the teachers, audio and also tactile. By serving the instruction in multimedia, digital art, music, and online discourse, it can increase the students’ enthusiasm for learning with technology and can stimulate student’s strategic thinking process because they can use a variety of communication media to express their ideas more clearly and powerfully.
There are several fun ways to use technology in the middle school classroom:

1.VIDEO STREAMING

Students in middle school are likely to watch the motion picture. Through the video streaming, the students can help them to create a clearer explanation. YouTube is one of the video streaming tools that can serve any lesson there.

2.Play Games

Give instruction by playing game using technology can keep students involved with all sorts of educational games for any subject. Students can keep track of their progress and work to complete with others to advance the next level.

3.Social Media

Students are already interested with social media outside of class, so as a teacher we can bring it into the classroom to grab the attention. We can use Facebook or Twitter to post a topic for discussion and get all students involved and interacting with one another.

4.Blogging

Prepare the middle to have their own blogs is the fun ways to give instruction in the class. Students can showcase all their hard work and help each other out by posting comments and suggestions.

5. Video Conferencing

In the age middle school’s students, they are still having no shy to speak with others. By using video conferencing, it allows students to interact their friends from overseas or even their classmate to increase their speaking abilities or communication skill.

Introducing the technology for middle school classroom is the effective way to prepare the students in the global competition. The 21st century workplace requires more skills for finding, selecting, analyzing, manipulating, modifying, and distributing information. Also create the new ways of leaning and thinking. So that, both student and teacher need more training and experience to face the global competition by learning through the technology.

Online Social Media Applications for Language Teaching & Learning

Social media is a mean of communication that allows us to participate, share, and socialize with the world, including blogs, wiki, etc. Social media can be used for business, entertainment even education. There are social media that can be used as education apps with many functions, for instance:

A.      For teaching students how to present, create and code.

This function can encourage students to improve students’ presentation skills, ability to perform the language. Those can also help them for example making videos from the website and make those into presentation. The apps are in the following:

·         TED-Ed

·         Haikudeck

·         Duolingo

·         Draw and Tell

·         Animoto

·         iMovie

·         Instructables

·         Hopscotch

·         Tinkercad

B.      For everyday classroom needs.

Classroom needs that are provided for students help them translate the target language, make it easier to make notes about the lesson without using handout, and so on. The apps are in the following:

·         Evernote

·         Explain Everything

·         Educreations

·         Oxford Dictionaries

C.       For collaborating on school projects.

These apps can help the student to communicate easily, sharing ideas, and discussing  the lesson between two or more English classes. The apps are in the following:

·         Slack
Google Apps for Education

·         Schoology

·         Mindmeister

·         Wikispaces

D.      For communicating with students (and their families).

This function will provide the opportunity to engage not only the students but also the parents. Moreover, when the parents know the improvement of their children, it will make them evaluate their children ability. Therefore, the teaching learning activity will be done as they expect. The apps are in the following

·         Remind

·         Edublogs

·         ClassDojo

E.        For giving (and receiving) student feedback.

This function makes the lesson and exercises that have been done easily scored or graded. Besides, the teacher can give advice to the student directly.

·         Edmodo
Socrative

·         Moodle

·         Google Forms

Those, the apps that has mentioned have a lot of advantages for teaching, especially English. Afterwards, it makes the teaching-learning more efficient, effective and fun.

BLENDED LEARNING

           The modern area, there are many approaches, methods, strategies, and techniques of English language teaching and learning. Some of them have been used by many teachers in teaching their students. One of several new methods introduced by many experts of teaching methodology is Blended Learning. There is no reliable definition of blended learning or even a universal agreement on the term itself, but many experts or even people try to give the explanation of Blended Learning itself. If you think about traditional classroom environment in one of the spectrum and in the other spectrum is a student learning computer at home, blended learning is somewhere in the middle. The students can attend the face to face learning sessions with their teacher and they also can do in online learning session. Traditional education tends to place an emphasis on delivering material by way of a lecture, while in a blended learning model teachers can be videotaped ahead of time so the student can watch on their own time and students are not engaged in lecture style instruction. An individual semester of blended learning may emphasize classroom time at the beginning, then gradually increase the amount of work that students do online or during independent study.

          Blended learning is a term increasingly used to describe the way e-learning is being combined with traditional classroom methods and independent study to create a new, hybrid teaching methodology. The Blended Learning has some models that can be used in teaching the students:

•               Face to face driver
  Face to face teachers deliver most of the curriculum. The teacher also guides the students in e-learning in lab or in the class to supplement.

•          Rotation
  The students have their schedule in online-learning by themselves and attending classroom for face to face learning with their teacher.

•          Flex
  Most of the curriculum is online learning, but the teacher is provided a small group in the class for tutoring the students so they will not misunderstand the difficult material that they read by themselves.

•          Online Lab
  The teacher brings the students to the computer lab to learn from the internet.

•          Self-Blended
  The students themselves take the remote online-learning to supplement their traditional classroom learning.

•          Online Driver
  An online platform and teacher deliver all the curriculum. Students work remotely and, and face to face check-ins are either available and mandatory.

          Blended learning is a complete package for the students, because it combined two thing which is online learning and traditional classroom learning. By the online learning, the students can learn by themselves about the subject with unlimited sources. But then, the student will also get the feedback from the teacher about the subject they learn by themselves so that they will not misunderstand the lesson/subject, even, they will have better understanding about it.

GLOBAL EDUCATION NETWORK

          I made an essay from five sources that have same topic. It is about GET or Global Education Technology. Rapid technological improvements, heightened interest and increased affordability have created a bridge to for information access and worldwide transparent communication among the people of the world (World Bank, 1998/99). These developments represent a watershed of opportunity. Access to information, and therefore knowledge, is becoming increasingly available to citizens in many countries where access was formerly enjoyed only by a privileged few. They also present challenges in many forms (Hallberg and Bond, 1996).

          Most observers acknowledge that there are barriers associated with technology acquisition and use. Cultural conventions often do not value outside information. A lack of knowledge of the possibilities associated with technology often prevents acquisition. Many of the world's economic systems are deeply steeped in a principle of tradition that discourages access to technology. Those political, cultural and economic institutions that do seek access to information generally do so in pursuit of economic development. Individuals who seek access may do so for personal, professional or educational growth.

          The Milken Foundation identifies five criteria that characterize a scenario for technology acquisition, informed use, productive output, and contributions to development. Those considering acquiring new or additional technology should consider these questions as a framework.

• First, what is it that technology will do for students and educators that is compelling enough to make all the effort worthwhile? (The Incentives)
• Second, what is it that communities need in order to make informed decisions and wise use of technology and telecommunications for improvements in learning? (Capacity building)
• Third, what is getting in the way of educators and students effectively using technology and how can we fix the system to get rid of these barriers? (System Changing)
• Fourth, what is it that we need in order to ensure that all students have the opportunity to learn in a technology-enriched learning environment? (Mandates)
• Fifth, how will we know it when we see it? What does success look like in terms of student performance? What indicators will we be using? How will the data be collected? What evidence will be analyzed and evaluated against which benchmarks? (Benchmarking) (Milken Foundation, 1998.)

          These questions have been developed for western-oriented consumption and represent a conceptual framework for policy-makers as they consider the role of technology in providing educational services to a community of learners.

           The rapid development of global technological capacity and abilities create opportunities for students worldwide. Where institutions and individuals recognize the importance of education to national economic development, available opportunities are plentiful.

A very brief scan of available resources reveals that public and private agencies in industrialized and in developing countries are moving in a direction that is at least partially consistent with Milken criteria.

          World Links for Development program links students and teachers in secondary schools in developing countries with students and teachers in industrialized countries for collaborative research, teaching and learning programs via the Internet.

          Over a four-year period (1997-2000), the WorLD Program will link 1200 secondary schools in 40 developing countries in South American, Africa, Eastern Europe and the Middle East with partner schools in Australia, Canada, Europe, Japan and the United States. Currently, there are 150 pilot schools connected in 14 developing countries, partnered with schools in 22 other countries. 780 Teachers have been trained to date. The program is active in Brazil, Chile, Colombia, Ghana, Lebanon, Mauritania, Mozambique, Paraguay, Peru, Senegal, South Africa, Turkey, Uganda, and Zimbabwe (World Bank, 1999). As a result, World has linked with two organizations, Schools Online and I*Learn to form the Alliance for Global Learning (AGL), which creates sustainable school networking models in developing countries by providing technology, training and support for collaborative educational projects with peers around the world. AGL enhances teaching and learning, promotes equity of access to communication and information technologies, and fosters global citizenship and understanding. So demanding has been the response to the program that capacity of the World Bank has been exceeded (McGinnis, 1999). As a result, World has linked with two organizations, Schools Online and I*Learn to form the Alliance for Global Learning (AGL), which creates sustainable school networking models in developing countries by providing technology, training and support for collaborative educational projects with peers around the world.

          The Associated Educational Institutions for Distance Education is located in Sofia, Bulgaria. Members include the University of Twente in Holland; The University of Exeter in the United Kingdom; Kaunas University of Technology in Lithuania; and Glushkov Institute of Cybernetics in the Ukraine (AIDE, 1999.)

          American public institutions of higher education are also beginning to address means by which to accommodate increasing domestic and worldwide demand for distance education. For high school students, several "cyber-schools" provide educational opportunities for students that transcend American soil. CyberSchools.NET is a global network that exists to fulfill the two-fold mission of strengthening school and global communities while developing real life experiences that teach children vital technological skills (CyberSchools NET, 1998).

          There are unquestionably endless possibilities associated with technology. Many initiatives, as noted above, exist and will ultimately provide educational opportunities to tens of millions of people. The resulting information, knowledge and economic development are positive benefits. These initiatives reflect a political, cultural and economic will on the part of participating institutions and individuals.

          Where individual students and local populations desire an education, but where governmental or educational institutions are unable or unwilling to provide that service, individual success nonetheless remains possible. There is little that prevents an individual from online access to the resources noted here. For a practicing school administrator in an established foreign school in a developed or developing country--there is little that prevents the development of online courses offered by that school. In this way, local students who wish to experience an American or international curriculum, or elements thereof, may well constitute a population of learners for these schools that is as yet untapped.

          In addition, both students and teacher may have Easier access to read online journal. For example, The Journal of Technology Education is a fruitful starting point (JTE, 1999). The Agency for Instructional Technology Quarterly publishes Technos, the which examines the policies and pedagogical implications of the electronic revolution (AIT, 1998). Review Educom monitors computer and communications developments (Educause, 1999). The Journal of Information Technology for Teacher Education is a refereed international journal concerned with the implications of teacher education of all aspects of information technology (JIT, 1999). The University of Wisconsin's Center for Materials and Computing offers a free database of educational journal annotations, many of the which are available online (CIMC, 1996), and many more.

          Technology can ease and give new and interesting experience of learning activities for both students and teachers. As a teacher I think incorporate the technology into the learning process is important because students can understand more about the material and students will be better prepared to face future globalization