Using computers in ESL classroom is important for both teachers and learners.
Computers can handle a range of activities and carry out programmed functions at
amazing speed. They can check exercises after they are done, move students
gradually from easier to more difficult exercises according to their levels and
abilities. When students fail to answer questions correctly or perform
activities, the computer can simulate, drill, or explain the phenomenon in a way
that makes it easier for the learner to understand (Hoffman, 1996). However,
technology, especially computers, has not yet gotten to the point where it can
make a real difference in language instruction in ESL classroom. This paper will
focus on the question of how ESL reading can be facilitated with computer
applications for language teaching and learning. First, the paper will go over
some of the available research on computers and ESL reading, and then discuss
some programs and software that can be used in teaching and learning ESL reading
for intermediate students. The chart below shows how far technology is involved
in the ESL curriculum. It is a comparison of the field of ESL to some other
disciplines in humanities in terms of technology integration into the
curriculum.
In both popular media and research, terms such as e-book, e-reader, e-text, and tablet are not always clearly and consistently differentiated and are often used interchangeably. The lack of clarity in part reflects the rapid advance of technology, with newly released options almost immediately being modified or merged together with other options. Such change contributes to confusion as distinguishing features become vague or obsolete. This slippery terminology can be perplexing for educators, parents, and policy makers who need to make well-informed decisions about these technologies. Although we focus on the digital text, we note, as Goldman indicates in her article in this volume, that it is often augmented by other digital media and so is increasingly difficult to isolate from other media. It is important to help students learn to look for the structure of what they are reading to help guide them in the comprehension of what they have read.
This is an example of reading text can be combined with technology.
We can ask students to guess what's in the text by looking at the title first. Let them identify it, and develop their ideas before we go to the whole text.
Full Text of News Items
Musician Ahmad Dhani has caused uproar by wearing a
replica of the uniform worn by Nazi military commander Heinrich Himmel in a
music video dedicated to presidential candidate Prabowo Subianto and running
mate Hatta Rajasa.
The music video features Dhani — alongside three other
singers Husein, Virzha and Nowela — performing a cover of British band Queen's
song "We Will Rock You". They the lyrics were changed to glorify
Prabowo.
German online media Spiegel was enraged by
Dhani’s choice to wear the uniform, which they said featured exact details including
the badge on the lapel and red chest pocket lining.
Furthermore, Spiegel pointed out that
Prabowo’s campaign was rich in military-themed symbolism and that comparisons
could be drawn between the Gerindra Party and other nationalist movements, such
as the Nazi Party.
Fellow musicians Anggun and Glen Fredly also criticized Dhani
choice of costume. Glen tweeted, as quoted by kompas.com, that Dhani had successfully made a fool of himself
and the whole country.
Commenting on this, Ahmad Dhani said he was just misunderstood.
“If I wear the Star of David then everybody will call me
a Zionist and when I wear a Nazi uniform then everybody will call me a
fascist,” he said as quoted by kompas.com.(fss/dic)
Source:
https://www.naesp.org/resources/2/Leadership.../LC2008v5n3a5.pdf
http://www.thejakartapost.com/news/2014/06/25/ahmad-dhani-s-nazi-uniform-controversy.html
http://www.thejakartapost.com/news/2014/06/25/ahmad-dhani-s-nazi-uniform-controversy.html
