Personal Reflection on Educational Technology Course

I’m taking this course for my application for Chinese teacher certification through the State Department of Education. They required that I have eleven credits in professional education course work and specified that I must take educational psychology and the special education. Educational technology is the course I selected by myself.

Although “educational technology does not possess inherent instructional value”, with the support of technology, we can maximize the successful chance of Chinese learning for American students.

Technology is an unfamiliar territory for me. So far, I ‘m driven to complete the course requirement and I often feel a bit overwhelmed. But it’s an important continued learning for me. I would like to meet the challenge and will thank for the further significance the course bring to me.

“Added value” and UDL

Sara Dexter states that “Technology use provides added value to teaching and leaning.” The “added value” in classroom is mainly manifested in accessing data, processing information, communicating knowledge.

The purpose of “added value” for the uses of technology is same as UDL (Universal Design Leaning) that maximizes learning opportunities for every type of individuals by using technology in digital age.

Just like advancement of technology benefits the development of human being, it is a fact that advancement of educational technology benefits teaching and learning. I believe that it is a requirement for an educator in digital age to understand the importance of technology usage and master the necessary skill and method. eTIPs and UDL figure out some practical principles that educators can rely on to design or build more effective curriculum.

Inquiry-based Learning in World Language Teaching

Inquiry-based Learning in World Language Teaching will definitely have its place, simply because there is no other knowledge or skill like language acquisition presenting the importance of involvement which is the essence of inquiry-based learning.

Last time when I talked with several moms, one mom said her little one spoke ‘Mine! Mine!” very early, because he often needs to argue for toys with his brothers. It gained other moms’ agreement. Involvement in language acquisition implies communication that leads to language understanding and inspires children to speak out. Usually when parents communicate with their child more, the child’s language have better development. On the other hand, there are cases reported that some parents baby-sit their kids with a TV or computer games which caused delay of the kids’ language development. Because watching TV is a one-sided language input, it lacks of language output.

The outcome of second language learning depends on how much a student could involve the language just like the first language acquisition. I’m glad to see the first three content standards in the Standards Selection of World Language are all about communication. In one word, involvement in second language teaching means helping students to use the language in real life and to speak out what they really want to say- their personal information, their feeling and opinion; but not means to memorize material which have no any contact with them.

Recognizing the importance of involvement has more significance in Mandarin Chinese teaching in America. Most America students do not learn Chinese to be a sinologist, but to have an asset for competing in the modern global society, even those students in Harvard University. This fact was also what I found when I worked at Harvard.

I’m developing a new Chinese teaching model for American students in which I especially stress students’ involvement in Chinese learning. For instance, I found many students who learned many years Chinese even did not know how to write an absence note to the teacher. In my curriculum, I give students some absence note samples in Chinese with different possible reasons, so students can pick one when they need to write a absence note to me. Then when we learned Chinese tense, I asked students pay attention the difference expressions when they will not go to school and did not go to school. So students master successfully Chinese tense which is the most difficult grammar point in Chinese learning. As a language teacher, we have to remember, language is not knowledge but a useful tool. Students first know how to use it and then they master it.

Target Standard & Visual Learning

The content standard I am looking at is World Language- Grades 9-12. I will focus on communication, especially the content standard 1- Interpersonal communication.

I have been teaching Chinese as a second language for more than ten years in China, Japan and the US. A experienced foreign language teacher must know that it is much more difficult to teach the students to speak a goal language than teaching them how to read or write it, because when people communicate with others, he/she will have no time to check dictionary, no time to think if the sentence he/she speaks out fits the correct grammar or not. All the language communication (listening, understanding and speaking out appropriate sentences) have to be complete in limited time. Most of second language learners have not enough time and language environment. How much a student could master the new language depends on how much effective time the student can have to practice the goal language. To save time, usually we do not give students time to read textbooks in the classroom. When I worked at Harvard University, I prepared many flash cards and write key sentences and goal structure on the blackboard before class. If the classroom has electric screen, I will make them into PowerPoint in advance.

For meeting the culture standard it is a good idea to link visual learning with digital’s imagery & Inspiration. In the past, we had to bring heavy picture books to class and showed students to fit the same visual outcomes.

I have continued to go to my daughters’ school to celebrate Chinese New Year and introduce Chinese culture. I had summed up a model of activities. That is reading a Chinese New Year book, making one or two Chinese New Year arts & crafts and enjoying some Chinese food or gifts. In the latest two years, I added some digital video about Chinese New Year to show children and got a big welcome. This year I showed a song “Best Wishes” to my little daughter’s class, it’s so amazing when the children watched and heard the song on the computer, they began to dance following the music beats.

layering digital image - winter & lion

Winter & Lion is my first work with photoshop. It's interesting to recreate pictures and I can't wait to try another one.

inspiration concept map - memory

Long-Term Memory: Explicit and Implicit

Explicit and implicit memory systems follow different rules and involve different neural systems of the brain. The subdivisions of each kind of memory also may involve different neural systems.
(source: From Psychology by Peter Gray: Published by Worth Publishers. Copyright© 1991,1994,1999,2002 by Worth Publishers)

Reading Response to eTIPs

Reading response to eTIPs

——Focus on educational technology applying in Chinese teaching for American students

Learning outcomes drive the selection of technology. This is the most important step in determining whether or not we should apply educational technology in Chinese teaching for American students.

At first, let us see some data about Chinese learning. Per Washington Post, Elizabeth Chang quotes the source from the Foreign Service Institute saying that it actually takes a native English speaker 2,200 class hours to achieve full proficiency in Chinese, a language that is exceptionally difficult. On the other hand, it would only take a native English speak about 600 hours to achieve the same level in French or Spanish, languages that are most like English. (How to Learn Chinese in 2,200 Not-So- Easy Lessons, located on http://www.washingtonpost.com/wp-dyn/content/article/2003/09/09/AR2005032304301.html and Tongue Twisters, located on

http://www.washingtonpost.com/wp-dyn/content/article/2005/08/05/AR2005080501296.html )

2,200 hours is not a realistic or possible amount for most American students. Even for a college that can offer 5 days/week Chinese classes, a college student only can take 600 hours Chinese classes in four years. Right now, morn than 2400 American high schools will open Chinese class. This could double 600 hours to 1200 hours, which is still much lower than the number of hours required for full proficiency in Chinese. I must find a more efficient, effective way for teaching and learning Chinese.

Linguistically, the difficulty of Chinese language to foreign learners mainly resides in the writing system, the Chinese characters. In the past, there was no happy way for American students to learn the written characters. However, along with the development of computer technology, it has become extremely easier to input Chinese.

Inputting/typing Chinese involves Pinyin (the Chinese phonetic system), which just use 26 English alphabet letters. It makes it possible for American students to master Chinese in the same or shorter time than they learning Spanish or French, etc.

We should design a new Chinese learning curriculum to take advantage of technology development. There is a market and social need for a better Chinese learning method; and technology is making it possible.

Chinese New Year Book - My First Chinese New Year

Chinese New Year Book- Cat and Rat

Nice to meet you

Hi, Nice to meet you all.
I'm a teacher in teaching Chinese as a second language.
I'm looking for an easy way for American learning Chinese.