Second Life

It just like in the real world in Second Life. Students can control the pace and path of the interaction with others. Generally speaking, the use of technology inside or outside the classroom tends to make the class more interesting. It can promote motivation in students by personalising information, for example by creating their own avatars as part of the tasks or programs. It can be learning opportunity for students when they are encouraged to try different possible solution to a problem in exploraing the islands in the Second Life. Other advantage is that users feel a low social prensence and a sense of safty in anonymity.They feel free and more relax in the virtual world conversation than real one. This tends to be greater participation in conversation . But students can lose track of the tasks in the free virtual world, therefore students need to be work alongside with teachers' guidance. When teachers selecting any kinds of this multimedia tools for learning, we need to be very cauious and pay attention to the quality of the programme.

Language Learner Behaviour in a Virtual Enviroment- A summary

This article provide a practical and user-friendly guide to help teachers integrate computer technology into their language teaching. Roed (2003) found that a virtual learning enviroment may constitute a more relaxed free atmosphere than a classroom. The lower level of inhibition and social anexiety would be advantageous in foreign language teaching and learning.Roed (2003) investigated the behaviour of university students of Danish while they were engaged in a communicative language task within a virtual enviroment( chat room). She found that the task resulted in changes in behaviour and also the perception of learners'behaviour.Therefore, Roed's findings seem to view that online chatting facilitates language learners to communicate as a result of lowered self awareness while engaging in public discourse.
Despite the fact that ESL learners would have to face the difficulties of language competency, I do think that lessons can be enhanced by the use of computers because computers can be used for realistic tasks, such as chatting online which require students to use multiple language skills and interact. Teachers can scaffold according to learners' needs and use less sophistcated programs to complement their lessons and engage students in authentic ways.

Roed, J. (2003). Language Learner Behaviour in a Virtual Environment. Computer Assisted Language Learning, 16(2-3), 155-172.

Hong Kong Live it Love it!

The vedio clip is useful resources for class collaborative writing.
Students read and study the vedio clip. They are asked to write comments on it. First,they write drafts online in small groups. The teacher then criques the drafts online and create electronic links to his own comments to pages of approiate explanations for students' additional background references. Next,using this assistance, the students prepare and publish their articles in the class blog together with reply forms to get comment from readers. When they receive their comments (by mail),they can edit their articles for republication on the school web.
This is an example of integrative approach to use teachnology based on collaborative reading and writing it create an intergarte communicative enviroment for ESL students.

Kids Games

http://www.britishcouncil.org/kids-games-face-match.htm

Google Earth

http://earth.google.com/
This is an useful website for task-or project-based approaches which intergrate various aspects of language learning process. It is based on multimedia computers and Internet. Learners can navigate their own path by pointing and clicking. It fosters students' interactivity both in learner-computer and learner-learner manner.

Internet for English Teaching by Warschauer, Shetzer & Meloni

This article introduces a set of pedagogy-related principles which Warscauer et. al. believe Internet can serves a variety of uses for language teaching and the learning opportunities of our students. The authors classify these principles under 'Learning Goals', 'Teaching Guidelines' and 'Planning Tips'. In terms of Learning Goals, they say that teachers should help students.

The authors define 'Learning goals', namely:
-master new technologies in active and creative ways
-develop autonomous learning strategies
-learn collaborative communication and teamwork skills
-learn in a variety of cultural contexts
-develop critical thinking skills

The Teaching Guidelines are intended to help you organize your classes to achieve the above Learning Goals. The authors classify them under five headings, namely:
Dual Immersion (where students are immersed in learning the skills of language AND technology simultaneously)
Integration (where computers are fully integrated into the curriculum)
Project-Based Learning
Student-Centred Learning
Learning With a Purpose

The list of planning tips is extensive. Perhaps the most useful and relevant tip for me is the one about creating a computer and Internet access for ESL students a secure platform from which to begin their Web-browsing activities. Other useful tips include having students work in groups in a one-computer classroom and focussing on e-mail when students are conducting Internet projects in low-tech environments.

To conclude, teachers who utilise a range of new tecnology for language teaching purposes, will or should evaluate the approiateness of approaches and assess the advantages and limitations of particular technological tools from time to time as to enhance classroom language teaching.

Warschauer, M., Shetzer, H., & Meloni, C. F. (2000). Internet for English teaching: TESOL Alexandria, VA. [Chapter 7]

This is Tokyo Railway Station. This photo was taken in 2009.