EDUCATIONAL TECHNOLOGI AND OTHER TEACHING EQUIPMENT
Baca Juga
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| image source: https://www.slideshare.net |
A. Pictures and images
Teachers have always use pictures or graphics whether drawn, taken from books, newspaper, and magazines, or photographs to facilitate learning. Pictures can being the from of flashcards (smallish cards which can hold up for our students to see), large wall pictures (big enough for everyone to see details), cue card (small cards which students use in pair or groupwork), photographs, or illustrations (typically in a textbook). Some teachers also use projected slides, images from an overhead projector (see a blow), or project computer image. Teacher also draw pictures on the board to help with explanation and language work.
Pictures of all kinds can be in a multiplicity of ways, as the following examples show:
1. Drills: with lower-level student a traditional use for pictures – especially flashcards – is in cue response drill. We hold up the cue before nominating a student and getting a response. Then we hold up another one, and nominate a different student and so on. Flashcards are particularly useful for drilling grammar items, for cueing different sentences, or practicing vocabulary.
Sometimes teachers put student in pairs or groups and give them some cue cards so that whens a student picks up the top cue card in a pile he or she has to say sentence that the card suggest. Thus the student picks up a pictures of a piece of cheese and has to make the question how much chees have you got? The next student picks up a picture of eggs and has to ask how many eggs have you got? and so on
2. (Communication) games; pictures are extremely useful for a variety of communication activities, especially where the have a game like feel, such as describe and draw activities where one student describes a picture and a paired classmate has to draw the same pictures without looking at the original. we can also divide a class into four groups and give each group different picture that shows a separate stage in a story. New groups are formed with four members each –one from group A, one from group B, one from group C, one group D, by sharing the information the saw it their pictures, they have to work out what story the pictures together are telling.
Teachers sometimes use pictures for creative writing. They might tell student to invert a story using at least three of the images in front of them. They can tell them to have conversation about a specified topic, and a various stages during conversation, they have to pick a card and bring whatever that card shows into the conversation.
3. Understanding, one of the most appropriate uses for pictures is for the presenting and checking of meaning. An easy way of explaining the meaning of the word airplane, for example, is to have picture of one, in the same way it is easy to check student understanding of a piece of writing or listening by asking them to select the pictures which best corresponds to the reading text or the listening passage.
4. Ornamentation: pictures of various kinds are often use to make work more appealing in many modern sourcebooks, for example, a reading text will be adorned by a photograph which is not strictly necessary, in the same way as in newspaper and magazine articles. The rationale for this is clearly that pictures emance the text, giving readers a view of the outsides world.
Some teachers and materials designers object to this use of pictures because they consider it gratuitous, but it should be remembered that if the pictures are interesting they will appeal to at least some members of the class strongly. The have power to engage students.
5. Prediction; pictures are useful for getting students to predict what is coming next in a lesson. This students might look at the picture and try guess what it shows. They then listen to a tape of read a text to see if it matches what they expected on the basic of the pictures. This use of pictures is very powerful and has the advantage of engaging students in the task to follow.
6. Discussions; pictures can stimulate questions such as:what it is showing? How does it make you feel? What was the artist purpose in designing it in that way? Would you like to have this pictures in your house? Why? Why not? How much would you pay for the picture? Is the picture a work of art?
Pictures can also be used for creative language use, whether they are in a book or on cue cards, flashcard, or wall pictures. We might ask student to write a description of a pictures, we might ask them to invert the conversation taking place between two people in a picture, or in a particular role-play activity, ask them to answer question as it they were the characters in a famous painting.
We can make wall pictures, flashcard, and cue cards in a number of ways, we can take pictures from magazines and stick them on card. We can draw them. We can buy reproductions, photographs, and pictures from shops or we can photocopy them from a variety of sources.
The choice and use of pictures is very much a matter of personal taste, but we should bear in mind three qualities they need to possess if they are to engage student and be linguistically useful. In the first place they need to be appropriate not only for the purpose in hand but also for classes they are being used for if they are too childish students may not like them, and if they are culturally inappropriate they can offend people.
The most important thing for pictures in the end is that they should be visible. They have to be big enough so that all our student tasking into account where they will be sitting can see the necessary detail.
Lastly, we will not want to spend hours collecting pictures only to have them destroyed the first are used. Thought should be given about how to make them durable. Perhaps they can he stuck to card and protected with transparent coverings.
B. The overhead projector
Overhead projectors are extremely useful pieces of equipment since they allow us to prepare or demonstration material. They require little technical knowledge, and usually are easy to carry around. It is not surprising they are so widely used.
Just about anything can go on overhead transparencies we can show whole texts or grammar exercises, pictures or diagrams, or student writing. Because transparencies can be put through a photocopier or get printed from any computer, they can be of very high quality. Especially where teachers are unimpressed by their own handwriting, the overhead transparency offers the possibility or attractive well-printed script.
One of the major advantages of the overhead projectors is that we do not have to show everything on an OHT all at once. By covering some of the transparency with a piece of card paper we can blink out what we do not the students to see. So, for example, we might show the first two lines of a story and ask student what is going to happen next, before revealing to next two lines and then the next, gradually moving the paper or card downwards. We might have questions on one side of the transparency and answers on the other. We start the teaching sequence with the answer, covered and use the same gradual revelation technique to maintain laterest.
Because transparencies are as the rename suggests, transparent, they can be put on top of each other so that we gradually build up a complex pictures, diagram, or text, this is done by putting down the first transparency, say of a room, and asking students what kind of a room it is and what happens there. Then a new transparency can be laid over that one with pictures of one person in that room who the student can speculate about, before we lay down another transparency on top of the with more people. A diagram can start with one simple feature and have extra elements added to it in the same way. We can out up a gapped text and have students say what they think goes in the blanks before putting a new transparency with some of all of the filled in items on top the gapped one.
Sometimes we can put a text blanks on the OHP and then lay a blank transparency on top it so that student, using OHP pens can come up and write the points they want to make after they have discussed a topic and show their transparency to the class while they make their presentation.
Overhead projectors are extremely versatile, but they can pose some problems too. They need electricity of course, and bulbs do fail from to time to time. Some models are quite bulky too. They are not that powerful either, especially, when they are up against surfaces such as boards they can be uncomfortable to look at, and when projectors onto same other surfaces it can be very difficult to make out when is on them.
A lot depends on how big or small the projector ‘square’ is on the wall or screen and whether the image is in focus. A mistake that some users make is not put too much on the transparency so that they ask can people see this at the back? The answer they get is a frustrated shaking of the head. However, if all these potential problems are takers into account and resolved, the OHP is an extremely useful resource.
C. The Board
The most versatile piece of teaching equipment is the boar, whether this is of the more traditional chalk-dust variety or the whiteboard, written on with maker pens. Board provide a motivating focal point during whole class grouping.
We can use boards for a variety of different purpose, indcluding:
1. Note pad, teacher frequently write thing up on the boast as these come up phrases which students have not understood or seen before, or topic and phrases which they have elicited from students when trying to build up a composition plan, for example.
2. Explanation aid; boards can be used for explanation too, where, for example, we show the relationship between an affirmative sentence and a question by drawing connecting arrow.
3. Picture frame; boards can be used for drawing pictures of course, the only limitation being our artistic ability. But even those who are not artistically gifted can usually draw a sad face and a happy face. They can produce stick men sitting down and running or make an attempt at a bus or a car. What is more, this can be done whenever it is required because the board is always there helping students to understand concepts and words.
4. Public workbook; a typical procedure is to write up fill-in sentences of information items, for example, and have individual student come up to the board and write a fill-in tem, or a transformed sentence.
5. Game board’ there are a number of games that can be played using the board. With. For example, teachers can draw nine box frames and write different words or categories in each box. A popular spelling game involves word or categories two teams who start of with the same word, each team has half the board.
6. Noticeboard; teacher and student can stick things on boards, pictures, posters, announcements, charts, etc. this is especially useful if they are metallic board so that magnets can be used.
D. Bit and Pieces
Of course there is no limit to the various bits and pieces which we can bring into the classroom. Three particular items are worth considering in the category:
1. Real, with beginnners and particularly children real or lifelike item are useful for teaching the meaning of words, teacher sometimes appear in the classroom with plastic fruit, cardboard clock faces, or two telephones to help simulate phone conversation.
Some teacher use a soft ball to make learning more enjoyable. When they want a student to say something, ask a question, or give an answer, the throw a ball to a student who then has to give the answer.
They only limitations on the objects which we bring to class are size and quantity of the objects themselves and the students tolerance especially with adult who may think they are being treated childishly.
2. Language cards, many teachers put a variety of cards and posters around the classroom. For example, sometimes with new groups, teacher get student to write about themselves on a card and put their photograph next to what they have written so that the class all know who everyone is. They can be asked to place cards in the correct column for sounds, or with the correct lexical group on a board or on a poster.
3. Cuisenaire rods; these are small blocks of wood of different length, each length is a different colour. For example, we can say that a particular rod is a pen or a telephone, a dog or a key so that by holding them up or putting them together a story can be told.
E. The language laboratory
Modern language laboratory has between ten or twenty booths, each equipped tape deck, headphone, microphone, and now computers.
Language laboratories have three special characteristics which mark them out from other learning recources:
1. Double track the design of tapes and machines means that students can listen to one track on their tapes and record on another.
2. Teacher access, a part from separate booths, laboratories also have a console and or computer terminal manned by a teacher who can not only listen in to individual, student but can also talk, with the use of microphones and headsets with one student at a time.
3. Different modes; from the console the teacher can decide whether or not to have all the students working at the same time and speed. In lockstep because they are all listening to a master tape. In computers equipped laboratories, they can all watch a video which the teacher is broadcasting to their individuals monitor.
1. Advantages of the language laboratory
In many self access or SACs there are audiotape machines, videos, and computers which perform some of the functions of a language laboratory, giving student opportunities for both extensive and intensive listening and reading.
a. Comparing, the double track allows students to compare the way they say things with the correct pronunciation a source tape, in this way they can monitors and get feedback on their own performances, even without the intervention of a teacher.
b. Privacy, student can talk to each other, record onto the tape, wind and rewind tapes or type on computer keyboard without disturbing their colleagues.
c. Individual attentions, when teacher want to speak to individual student in the laboratory the can do from the console the attention that teacher give to one student does not distract the others.
d. Learner training, the language laboratory helps to train some student to really listen to what they say and how say it. When they compare their pronunciation with the correct version on the tape, they begin to notice the differences, and this awareness, over a period, helps them to hear and pronounce English better.
e. Learner motivations, a worry about learner autonomy in general, and self-access in particular, is that some students are better a working on their own than other.
2. Activities in language laboratories
a. Repetition, the simples use of a double track laboratory is repetition. Student hear a word, phrases, or sentence on the tape. A space is left for them to repeat what they are have heard, and the word, phrases, or sentence is the said again, so that they get instant feedback on whether they have spoken correctly. A basic pronouncation item might, therefor, look like this.
Tape voice : Information
Buzz signal : …. (pause of 3 second)
Tape voice : information
b. Drills based on audio-lingual methodology language laboratories have often been used for substitution drills, using the same basic model as the repetition example above.
c. Speaking, language laboratories can give students the opportunity of speaking in a number of ways. But tape can also ask them a series of questions which encourages them to practice language which they have recently been focusing on as in the following example for beginners.
d. Pairing, double-plugging, and telephoning, almost any interactive speaking activity can be performed by student at different booths who are paired together.
e. Parallel speaking, Adrian Underhill givers two examples of parallel speaking, where students are encouraged to imirate the way teacher says something and because of the double-track system ,do so at the same time as the teacher is speaking.
f. Listening, listening of all kinds can be practiced in the language laboratory. Activities such as note-talking, dictation.
g. Reading, students can read texts and then record their answers on tape in computers-equipped laboratories both text and answers can be supplied on the computers screen itself. The teacher can also have all student reading material form the same internet web sites.
h. Writing and correcting writing; language laboratories allow teacher to give individual, private spoken feedback on student written work.
F. What Computers Are For
1. References, one of chief uses of computers, either through the internet or on CD/DVD, is a references.
2. Teaching and testing programs, language teaching software packages, often supplied on CD-ROM, offer student the chance to study conversations and text, to do grammar an vocabulary exercises, and even to listen to texts and record their own voices.
3. E-mail exchange; one of the main users for computers which are hooked up to the internet is as senders and receivers of e-mail, allowing easy access to people all over the world.
4. Web sites , almost any web sites has potential for student of English. They can go and visit a virtual museum for a project on history or science. They can go to a web sites which offers information and song lyrics from their favorite rock. Group and they can access timetables, geographical, information, and weather facts.
5. The word processor, in an article published in 1987, Piper suggested that the most successful educational use of the computer at that time was as a word processor, with student grouped around a screen drafting and redrafting collaboratively.
G. Homegrown Materials Productions
Many of pictures, cards, OHPs or relia items which we bring into class will have been made or designed by teacher themselves. We may also want to record our own audiotapes.
1. Planning, homegrown materials start with planning. We need to decide what our aims and objectives are, what activity we want to involve the students in how we want them to be grouped, and what the content of our materials should be.
2. Trialling, this absolutely vital to try out our material before tasking in onto the lesson ideally we wall get colleague or colleagues to comment on what we have made and or do the exercises we have written.
3. Evaluatings. When we have produced an trialled our material we take in into the lesson and use it.
4. Classifying, when we have used material in the classroom we need to find some way of storing it and classifying it so that we can lay our hards on it quickly the next time we want to use it.
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