It's actually funny how we always hope for the best but do nit want to do more than we have to. But maybe it's just me.^^
anyway, based on my philosophy of life, why should we get things through a hard way if actually we can get in an easier way? you tell me! I just feel so lazy to do things I don't like to. In short, I'd better do nothing than doing things I don't like.^^
xoxo
People say that old habit die hard. Well, I can't agree more..
I LOVE ME..^^
Sunday, December 26
Saturday, December 25
happy sunday everybody^^
I'd like to say some regards to some people who has made me who I am now. Recently, I had some very annoying experience with several people who I guess never learned about respect.I feel so sorry for those who never happen to know such value that I appreciate very much in my life.
So, they gave me more reason to be proud of being me; at least I am not a person like them. So grateful to know that, really!^^
So, they gave me more reason to be proud of being me; at least I am not a person like them. So grateful to know that, really!^^
Monday, December 20
Haircut
Ring Lardner
I got another barber that comes over from Carterville and helps me out Saturdays, but the rest of the time I can get along all right alone. You can see for yourself that this ain't no New York: City and besides that, the most of the boys works all day and don't have no leisure to drop in here and get themselves prettied up.
You're a newcomer, ain't you? I thought I hadn't seen you round before. I hope you like it good enough to stay. As I say, we ain't no New York City or Chicago, but we have pretty good times. Not as good, though, since Jim Kendall got killed. When he was alive, him and Hod Meyers used to keep this town in an uproar. I bet they was more laughin' done here than any town its size in America.
Jim was comical, and Hod was pretty near a match for him. Since Jim's gone, Hod tries to hold his end up just the same as ever, but it's tough goin' when you ain't got nobody to kind of work with.
They used to be plenty fun in here Saturdays. This place is jampacked Saturdays, from four o'clock on. Jim and Hod would show up right after their supper round six o'clock. Jim would set himself down in that big chair, nearest the blue spittoon. Whoever had been settin' in that chair, why they'd get up when Jim come in and at" it to him.
You'd of thought it was a reserved seat like they have sometimes in a theaytre. Hod would generally always stand or walk up and down or some Saturdays, of course, he'd be settin' in this chair part of the time, gettin' a haircut.
Well, Jim would set there a w'ile without opening his mouth only to spit, and then finally he'd say to me, "Whitey,"--my right name, that is, my right first name, is Dick, but everybody round here calls me Whitey--Jim would say, "Whitey, your nose looks like a rosebud tonight. You must of been drinkin' some of your aw de cologne."
So I'd say, "No, Jim, but you look like you'd been drinkin' something of that kind or somethin' worse."
Jim would have to laugh at that, but then he'd speak up and say, "No, I ain't had nothin' to drink, but that ain't sayin' I wouldn't like somethin'. I wouldn't even mind if it was wood alcohol."
Then Hod Meyers would say, "Neither would your wife." That would set everybody to laughin' because Jim and his wife wasn't on very good terms. She'd of divorced him only they wasn't no chance to get alimony and she didn't have no way to take care of herself and the kids. She couldn't never understand Jim. He was kind of rough, but a good fella at heart.
Him and Hod had all kinds of sport with Milt Sheppard. I don't suppose you've seen Milt. Well, he's got an Adam's apple that looks more like a mush-melon. So I'd be shavin' Milt and when I'd start to shave down here on his neck, Hod would holler, "Hey, Whitey, wait a minute! Before you cut into it, let's make up a pool and see who can guess closest to the number of seeds."
And Jim would say, "If Milt hadn't of been so hoggish, he'd of ordered a half a cantaloupe instead of a whole one and it might not of stuck in his throat."
All the boys would roar at this and Milt himself would force a smile, though the joke was on him. Jim certainly was a card!
There's his shavin' mug, setting on the shelf, right next to Charley Vail's. "Charles M. Vail." That's the druggist. He comes in regular for his shave, three times a week. And Jim's is the cup next to Charley's. "dames H. Kendall." Jim won't need no shavin' mug no more, but I'll leave it there just the same for old time's sake. Jim certainly was a character!
Years ago, Jim used to travel for a canned goods concern over in Carterville. They sold canned goods. Jim had the whole northern half of the State and was on the road five days out of every week. He'd drop in here Saturdays and tell his experiences for that week. It was rich.
I guess he paid more attention to playin' jokes than makin' sales. Finally the concern let him out and he come right home here and told everybody he'd been fired instead of sayin' he'd resigned like most fellas would of.
It was a Saturday and the shop was full and Jim got up out of that chair and says, "Gentlemen, I got an important announcement to make. I been fired from my job."
Well, they asked him if he was in earnest and he said he was and nobody could think of nothin' to say till Jim finally broke the ice himself. He says, "I been sellin' canned goods and now I'm canned goods myself.
You see, the concern he'd been workin' for was a factory that made canned goods. Over in Carterville. And now Jim said he was canned himself. He was certainly a card!
Jim had a great trick that he used to play w'ile he was travelin'. For instance, he'd be ridin' on a train and they'd come to some little town like, well, like, well, like, we'll say, like Benton. Jim would look out the train window and read the signs of the stores.
For instance, they'd be a sign, "Henry Smith, Dry Goods." Well, Jim would write down the name and the name of the town and when he got to wherever he was goin' he'd mail back a postal card to Henry Smith at Benton and not sign no name to it, but he'd write on the card, well somethin' like "Ask your wife about that book agent that spent the afternoon last week," or "Ask your Missus who kept her from gettin' lonesome the last time you was in Carterville." And he'd sign the card, "A Friend."
Of course, he never knew what really come of none of these jokes, but he could picture what probably happened and that was enough.
Jim didn't work very steady after he lost his position with the Carterville people. What he did earn, coin' odd jobs round town why he spent pretty near all of it on gin, and his family might of starved if the stores hadn't of carried them along. Jim's wife tried her hand at dressmakin', but they ain't nobody goin' to get rich makin' dresses in this town.
As I say, she'd of divorced Jim, only she seen that she couldn't support herself and the kids and she was always hopin' that some day Jim would cut out his habits and give her more than two or three dollars a week.
They was a time when she would go to whoever he was workin' for and ask them to give her his wages, but after she done this once or twice, he beat her to it by borrowin' most of his pay in advance. He told it all round town, how he had outfoxed his Missus. He certainly was a caution!
But he wasn't satisfied with just outwittin' her. He was sore the way she had acted, tryin' to grab off his pay. And he made up his mind he'd get even. Well, he waited till Evans's Circus was advertised to come to town. Then he told his wife and two kiddies that he was goin' to take them to the circus. The day of the circus, he told them he would get the tickets and meet them outside the entrance to the tent.
Well, he didn't have no intentions of bein' there or buyin' tickets or nothin'. He got full of gin and laid round Wright's poolroom all day. His wife and the kids waited and waited and of course he didn't show up. His wife didn't have a dime with her, or nowhere else, I guess. So she finally had to tell the kids it was all off and they cried like they wasn't never goin' to stop.
Well, it seems, w'ile they was cryin', Doc Stair come along and he asked what was the matter, but Mrs. Kendall was stubborn and wouldn't tell him, but the kids told him and he insisted on takin' them and their mother in the show. Jim found this out afterwards and it was one reason why he had it in for Doc Stair.
Doc Stair come here about a year and a half ago. He's a mighty handsome young fella and his clothes always look like he has them made to order. He goes to Detroit two or three times a year and w'ile he's there must have a tailor take his measure and then make him a suit to order. They cost pretty near twice as much, but they fit a whole lot better than if you just bought them in a store.
For a w'ile everybody was wonderin' why a young doctor like Doc Stair should come to a town like this where we already got old Doc Gamble and Doc Foote that's both been here for years and all the practice in town was always divided between the two of them.
Then they was a story got round that Doc Stair's gal had thronged him over, a gal up in the Northern Peninsula somewhere, and the reason he come here was to hide himself away and forget it. He said himself that he thought they wasn't nothin' like general practice in a place like ours to fit a man to be a good all round doctor. And that's why he'd came.
Anyways, it wasn't long before he was makin' enough to live on, though they tell me that he never dunned nobody for what they owed him, and the folks here certainly has got the owin' habit, even in my business. If I had all that was comin' to me for just shaves alone, I could go to Carterville and put up at the Mercer for a week and see a different picture every night. For instance, they's old George Purdy--but I guess I shouldn't ought to be gossipin'.
Well, last year, our coroner died, died of the flu. Ken Beatty, that was his name. He was the coroner. So they had to choose another man to be coroner in his place and they picked Doc Stair. He laughed at first and said he didn't want it, but they made him take it. It ain't no job that anybody would fight for and what a man makes out of it in a year would just about buy seeds for their garden. Doc's the kind, though, that can't say no to nothin' if you keep at him long enough.
But I was goin' to tell you about a poor boy we got here in town-Paul Dickson. He fell out of a tree when he was about ten years old. Lit on his head and it done somethin' to him and he ain't never been right. No harm in him, but just silly. Jim Kendall used to call him cuckoo; that's a name Jim had for anybody that was off their head, only he called people's head their bean. That was another of his gags, callin' head bean and callin' crazy people cuckoo. Only poor Paul ain't crazy, but just silly.
You can imagine that Jim used to have all kinds of fun with Paul. He'd send him to the White Front Garage for a left-handed monkey wrench. Of course they ain't no such thing as a left-handed monkey wrench.
And once we had a kind of a fair here and they was a baseball game between the fats and the leans and before the game started Jim called Paul over and sent him way down to Schrader's hardware store to get a key for the pitcher's box.
They wasn't nothin' in the way of gags that Jim couldn't think up, when he put his mind to it.
Poor Paul was always kind of suspicious of people, maybe on account of how Jim had kept foolin' him. Paul wouldn't have much to do with anybody only his own mother and Doc Stair and a girl here in town named Julie Gregg. That is, she ain't a girl no more, but pretty near thirty or over.
When Doc first come to town, Paul seemed to feel like here was a real friend and he hung round Doc's office most of the w'ile; the only time he wasn't there was when he'd go home to eat or sleep or when he seen Julie Gregg coin' her shoppin'.
When he looked out Doc's window and seen her, he'd run downstairs and join her and tag along with her to the different stores. The poor boy was crazy about Julie and she always treated him mighty nice and made him feel like he was welcome, though of course it wasn't nothin' but pity on her side.
Doc done all he could to improve Paul's mind and he told me once that he really thought the boy was getting better, that they was times when he was as bright and sensible as anybody else.
But I was goin' to tell you about Julie Gregg. Old man Gregg was in the lumber business, but got to drinkin' and lost the most of his money and when he died, he didn't leave nothin' but the house and just enough insurance for the girl to skimp along on.
Her mother was a kind of a half invalid and didn't hardly ever leave the house. Julie wanted to sell the place and move somewhere else after the old man died, but the mother said she was born here and would die here. It was tough on Julie as the young people round this town--well, she's too good for them.
She'd been away to school and Chicago and New York and different places and they ain't no subject she can't talk on, where you take the rest of the young folks here and you mention anything to them outside of Gloria Swanson or Tommy Meighan and they think you're delirious. Did you see Gloria in Wages of Virtue? You missed somethin'!
Well, Doc Stair hadn't been here more than a week when he came in one day to get shaved and I recognized who he was, as he had been pointed out to me, so I told him about my old lady. She's been ailin' for a couple years and either Doc Gamble or Doc Foote, neither one, seemed to be helpin' her. So he said he would come out and see her, but if she was able to get out herself, it would be better to bring her to his office where he could make a completer examination.
So I took her to his office and w'ile I was waitin' for her in the reception room, in come Julie Gregg. When somebody comes in Doc Stair's office, they's a bell that rings in his inside office so he can tell they's somebody to see him.
So he left my old lady inside and come out to the front office and that's the first time him and Julie met and I guess it was what they call love at first sight. But it wasn't fifty-fifty. This young fella was the slickest lookin' fella she'd ever seen in this town and she went wild over him. To him she was just a young lady that wanted to see the doctor.
She'd came on about the same business I had. Her mother had been doctorin' for years with Doc Gamble and Doc Foote and with" out no results. So she'd heard they was a new doc in town and decided to give him a try. He promised to call and see her mother that same day.
I said a minute ago that it was love at first sight on her part. I'm not only judgin' by how she acted afterwards but how she looked at him that first day in his office. I ain't no mind reader, but it was wrote all over her face that she was gone.
Now Jim Kendall, besides bein' a jokesmith and a pretty good drinker, well Jim was quite a lady-killer. I guess he run pretty wild durin' the time he was on the road for them Carterville people, and besides that, he'd had a couple little affairs of the heart right here in town. As I say, his wife would have divorced him, only she couldn't.
But Jim was like the majority of men, and women, too, I guess. He wanted what he couldn't get. He wanted Julie Gregg and worked his head off tryin' to land her. Only he'd of said bean instead of head.
Well, Jim's habits and his jokes didn't appeal to Julie and of course he was a married man, so he didn't have no more chance than, well, than a rabbit. That's an expression of Jim's himself. When somebody didn't have no chance to get elected or somethin', Jim would always say they didn't have no more chance than a rabbit.
He didn't make no bones about how he felt. Right in here, more than once, in front of the whole crowd, he said he was stuck on Julie and anybody that could get her for him was welcome to his house and his wife and kids included. But she wouldn't have nothin' to do with him; wouldn't even speak to him on the street. He finally seen he wasn't gettin' nowheres with his usual line so he decided to try the rough stuff. He went right up to her house one evenin' and when she opened the door he forced his way in and grabbed her. But she broke loose and before he could stop her, she run in the next room and locked the door and phoned to Joe Barnes. Joe's the marshal. Jim could hear who she was phonin' to and he beat it before Joe got there.
Joe was an old friend of Julie's pa. Joe went to Jim the next day and told him what would happen if he ever done it again.
I don't know how the news of this little affair leaked out. Chances is that Joe Barnes told his wife and she told somebody else's wife and they told their husband. Anyways, it did leak out and Hod Meyers had the nerve to kid Jim about it, right here in this shop. Jim didn't deny nothin' and kind of laughed it off and said for us all to wait; that lots of people had tried to make a monkey out of him, but he always got even.
Meanw'ile everybody in town was wise to Julie's bein' wild mad over the Doc. I don't suppose she had any idea how her face changed when him and her was together; of course she couldn't of, or she'd of kept away from him. And she didn't know that we was all noticin' how many times she made excuses to go up to his office or pass it on the other side of the street and look up in his window to see if he was there. I felt sorry for her and so did most other people.
Hod Meyers kept rubbin' it into Jim about how the Doc had cut him out. Jim didn't pay no attention to the kiddie' and you could see he was plannin' one of his jokes.
One trick Jim had was the knack of changin' his voice. He could make you think he was a girl talkie' and he could mimic any man's voice. To show you how good he was along this line, I'll tell you the joke he played on me once.
You know, in most towns of any size, when a man is dead and needs a shave, why the barber that shaves him soaks him five dollars for the job; that is, he don't soak him, but whoever ordered the shave. I just charge three dollars because personally I don't mind much shavin' a dead person. They lay a whole lot stiller than live customers. The only thing is that you don't feel like talkie' to them and you get kind of lonesome.
Well, about the coldest day we ever had here, two years ago last winter, the phone rung at the house w'ile I was home to dinner and I answered the phone and it was a woman's voice and she said she was Mrs. John Scott and her husband was dead and would I come out and shave him.
Old John had always been a good customer of mine. But they live seven miles out in the country, on the Streeter road. Still I didn't see how I could say no.
So I said I would be there, but would have to come in a jitney and it might cost three or four dollars besides the price of the shave. So she, or the voice, it said that was all right, so I got Frank Abbott to drive me out to the place and when I got there, who should open the door but old John himself! He wasn't no more dead than, well, than a rabbit.
It didn't take no private detective to figure out who had played me this little joke. Nobody could of thought it up but Jim Kendall. He certainly was a card!
I tell you this incident just to show you how he could disguise his voice and make you believe it was somebody else talkie'. I'd of swore it was Mrs. Scott had called me. Anyways, some woman.
Well, Jim waited till he had Doc Stair's voice down pat; then he went after revenge.
He called Julie up on a night when he knew Doc was over in Carterville. She never questioned but what it was Doc's voice. Jim said he must see her that night; he couldn't wait no longer to tell her somethin'. She was all excited and told him to come to the house. But he said he was expectin' an important long distance call and wouldn't she please forget her manners for once and come to his office. He said they couldn't nothin' hurt her and nobody would see her and he just must talk to her a little w'ile. Well, poor Julie fell for it.
Doc always keeps a night light in his office, so it looked to Julie like they was somebody there.
Meanw'ile Jim Kendall had went to Wright's poolroom, where they was a whole gang amusin' themselves. The most of them had drank plenty of gin, and they was a rough bunch even when sober. They was always strong for Jim's jokes and when he told them to come with him and see some fun they give up their card games and pool games and followed along.
Doc's office is on the second floor. Right outside his door they's a flight of stairs leadin' to the floor above. Jim and his gang hid in the dark behind these stairs.
Well, tulle come up to Doc's door and rung the bell and they was nothin' coin'. She rung it again and she rung it seven or eight times. Then she tried the door and found it locked. Then Jim made some kind of a noise and she heard it and waited a minute, and then she says, "Is that you, Ralph?" Ralph is Doc's first name.
They was no answer and it must of came to her all of a sudden that she'd been bunked. She pretty near fell downstairs and the whole gang after her. They chased her all the way home, hollerin', "Is that you, Ralph?" and "Oh, Ralphie, dear, is that you?" Jim says he couldn't holler it himself, as he was laughin' too hard.
Poor Julie! She didn't show up here on Main Street for a long, long time afterward.
And of course Jim and his gang told everybody in town, everybody but Doc Stair. They was scared to tell him, and he might of never knowed only for Paul Dickson. The poor cuckoo, as Jim called him, he was here in the shop one night when Jim was still gloatin' yet over what he'd done to Julie. And Paul took in as much of it as he could understand and he run to Doc with the story.
It's a cinch Doc went up in the air and swore he'd make Jim suffer. But it was a kind of a delicate thing, because if it got out that he had beat Jim up, Julie was bound to hear of it and then she'd know that Doc knew and of course knowin' that he knew would make it worse for her than ever. He was goin' to do somethin', but it took a lot of figurin'.
Well, it was a couple days later when Jim was here in the shop again, and so was the cuckoo. Jim was goin' duck-shootin' the next day and had come in lookin' for Hod Meyers to go with him. I happened to know that Hod had went over to Carterville and wouldn't be home till the end of the week. So Jim said he hated to go alone and he guessed he would call it off. Then poor Paul spoke up and said if Jim would take him he would go along. Jim thought a w'ile and then he said, well, he guessed a half-wit was better than nothin'.
I suppose he was plottin' to get Paul out in the boat and play some joke on him, like pushin' him in the water. Anyways, he said Paul could go. He asked him had he ever shot a duck and Paul said no, he'd never even had a gun in his hands. So Jim said he could set in the boat and watch him and if he behaved himself, he might lend him his gun for a couple of shots. They made a date to meet in the mornin' and that's the last I seen of Jim alive.
Next mornin', I hadn't been open more than ten minutes when Doc Stair come in. He looked kind of nervous. He asked me had I seen Paul Dickson. I said no, but I knew where he was, out duckshootin' with Jim Kendall. So Doc says that's what he had heard, and he couldn't understand it because Paul had told him he wouldn't never have no more to do with Jim as long as he lived.
He said Paul had told him about the joke Jim had played on Julie. He said Paul had asked him what he thought of the joke and the Doc told him that anybody that would do a thing like that ought not to be let live. I said it had been a kind of a raw thing, but Jim just couldn't resist no kind of a joke, no matter how raw. I said I thought he was all right at heart, but just bubblin' over with mischief. Doc turned and walked out.
At noon he got a phone call from old John Scott. The lake where Jim and Paul had went shootin' is on John's place. Paul had came runnin' up to the house a few minutes before and said they'd been an accident. Jim had shot a few ducks and then give the gun to Paul and told him to try his luck. Paul hadn't never handled a gun and he was nervous. He was shakin' so hard that he couldn't control the gun. He let fire and Jim sunk back in the boat, dead.
Doc Stair, bein' the coroner, jumped in Frank Abbott's flivver and rushed out to Scott's farm. Paul and old John was down on the shore of the lake. Paul had rowed the boat to shore, but they'd left the body in it, waiting for Doc to come.
Doc examined the body and said they might as well fetch it back to town. They was no use leavin' it there or callin' a jury, as it was a plain case of accidental shootin'.
Personally I wouldn't never leave a person shoot a gun in the same boat I was in unless I was sure they knew somethin' about guns. Jim was a sucker to leave a new beginner have his gun, let alone a half-wit. It probably served Jim right, what he got. But still we miss him round here. He certainly was a card! Comb it wet or dry?
I got another barber that comes over from Carterville and helps me out Saturdays, but the rest of the time I can get along all right alone. You can see for yourself that this ain't no New York: City and besides that, the most of the boys works all day and don't have no leisure to drop in here and get themselves prettied up.
You're a newcomer, ain't you? I thought I hadn't seen you round before. I hope you like it good enough to stay. As I say, we ain't no New York City or Chicago, but we have pretty good times. Not as good, though, since Jim Kendall got killed. When he was alive, him and Hod Meyers used to keep this town in an uproar. I bet they was more laughin' done here than any town its size in America.
Jim was comical, and Hod was pretty near a match for him. Since Jim's gone, Hod tries to hold his end up just the same as ever, but it's tough goin' when you ain't got nobody to kind of work with.
They used to be plenty fun in here Saturdays. This place is jampacked Saturdays, from four o'clock on. Jim and Hod would show up right after their supper round six o'clock. Jim would set himself down in that big chair, nearest the blue spittoon. Whoever had been settin' in that chair, why they'd get up when Jim come in and at" it to him.
You'd of thought it was a reserved seat like they have sometimes in a theaytre. Hod would generally always stand or walk up and down or some Saturdays, of course, he'd be settin' in this chair part of the time, gettin' a haircut.
Well, Jim would set there a w'ile without opening his mouth only to spit, and then finally he'd say to me, "Whitey,"--my right name, that is, my right first name, is Dick, but everybody round here calls me Whitey--Jim would say, "Whitey, your nose looks like a rosebud tonight. You must of been drinkin' some of your aw de cologne."
So I'd say, "No, Jim, but you look like you'd been drinkin' something of that kind or somethin' worse."
Jim would have to laugh at that, but then he'd speak up and say, "No, I ain't had nothin' to drink, but that ain't sayin' I wouldn't like somethin'. I wouldn't even mind if it was wood alcohol."
Then Hod Meyers would say, "Neither would your wife." That would set everybody to laughin' because Jim and his wife wasn't on very good terms. She'd of divorced him only they wasn't no chance to get alimony and she didn't have no way to take care of herself and the kids. She couldn't never understand Jim. He was kind of rough, but a good fella at heart.
Him and Hod had all kinds of sport with Milt Sheppard. I don't suppose you've seen Milt. Well, he's got an Adam's apple that looks more like a mush-melon. So I'd be shavin' Milt and when I'd start to shave down here on his neck, Hod would holler, "Hey, Whitey, wait a minute! Before you cut into it, let's make up a pool and see who can guess closest to the number of seeds."
And Jim would say, "If Milt hadn't of been so hoggish, he'd of ordered a half a cantaloupe instead of a whole one and it might not of stuck in his throat."
All the boys would roar at this and Milt himself would force a smile, though the joke was on him. Jim certainly was a card!
There's his shavin' mug, setting on the shelf, right next to Charley Vail's. "Charles M. Vail." That's the druggist. He comes in regular for his shave, three times a week. And Jim's is the cup next to Charley's. "dames H. Kendall." Jim won't need no shavin' mug no more, but I'll leave it there just the same for old time's sake. Jim certainly was a character!
Years ago, Jim used to travel for a canned goods concern over in Carterville. They sold canned goods. Jim had the whole northern half of the State and was on the road five days out of every week. He'd drop in here Saturdays and tell his experiences for that week. It was rich.
I guess he paid more attention to playin' jokes than makin' sales. Finally the concern let him out and he come right home here and told everybody he'd been fired instead of sayin' he'd resigned like most fellas would of.
It was a Saturday and the shop was full and Jim got up out of that chair and says, "Gentlemen, I got an important announcement to make. I been fired from my job."
Well, they asked him if he was in earnest and he said he was and nobody could think of nothin' to say till Jim finally broke the ice himself. He says, "I been sellin' canned goods and now I'm canned goods myself.
You see, the concern he'd been workin' for was a factory that made canned goods. Over in Carterville. And now Jim said he was canned himself. He was certainly a card!
Jim had a great trick that he used to play w'ile he was travelin'. For instance, he'd be ridin' on a train and they'd come to some little town like, well, like, well, like, we'll say, like Benton. Jim would look out the train window and read the signs of the stores.
For instance, they'd be a sign, "Henry Smith, Dry Goods." Well, Jim would write down the name and the name of the town and when he got to wherever he was goin' he'd mail back a postal card to Henry Smith at Benton and not sign no name to it, but he'd write on the card, well somethin' like "Ask your wife about that book agent that spent the afternoon last week," or "Ask your Missus who kept her from gettin' lonesome the last time you was in Carterville." And he'd sign the card, "A Friend."
Of course, he never knew what really come of none of these jokes, but he could picture what probably happened and that was enough.
Jim didn't work very steady after he lost his position with the Carterville people. What he did earn, coin' odd jobs round town why he spent pretty near all of it on gin, and his family might of starved if the stores hadn't of carried them along. Jim's wife tried her hand at dressmakin', but they ain't nobody goin' to get rich makin' dresses in this town.
As I say, she'd of divorced Jim, only she seen that she couldn't support herself and the kids and she was always hopin' that some day Jim would cut out his habits and give her more than two or three dollars a week.
They was a time when she would go to whoever he was workin' for and ask them to give her his wages, but after she done this once or twice, he beat her to it by borrowin' most of his pay in advance. He told it all round town, how he had outfoxed his Missus. He certainly was a caution!
But he wasn't satisfied with just outwittin' her. He was sore the way she had acted, tryin' to grab off his pay. And he made up his mind he'd get even. Well, he waited till Evans's Circus was advertised to come to town. Then he told his wife and two kiddies that he was goin' to take them to the circus. The day of the circus, he told them he would get the tickets and meet them outside the entrance to the tent.
Well, he didn't have no intentions of bein' there or buyin' tickets or nothin'. He got full of gin and laid round Wright's poolroom all day. His wife and the kids waited and waited and of course he didn't show up. His wife didn't have a dime with her, or nowhere else, I guess. So she finally had to tell the kids it was all off and they cried like they wasn't never goin' to stop.
Well, it seems, w'ile they was cryin', Doc Stair come along and he asked what was the matter, but Mrs. Kendall was stubborn and wouldn't tell him, but the kids told him and he insisted on takin' them and their mother in the show. Jim found this out afterwards and it was one reason why he had it in for Doc Stair.
Doc Stair come here about a year and a half ago. He's a mighty handsome young fella and his clothes always look like he has them made to order. He goes to Detroit two or three times a year and w'ile he's there must have a tailor take his measure and then make him a suit to order. They cost pretty near twice as much, but they fit a whole lot better than if you just bought them in a store.
For a w'ile everybody was wonderin' why a young doctor like Doc Stair should come to a town like this where we already got old Doc Gamble and Doc Foote that's both been here for years and all the practice in town was always divided between the two of them.
Then they was a story got round that Doc Stair's gal had thronged him over, a gal up in the Northern Peninsula somewhere, and the reason he come here was to hide himself away and forget it. He said himself that he thought they wasn't nothin' like general practice in a place like ours to fit a man to be a good all round doctor. And that's why he'd came.
Anyways, it wasn't long before he was makin' enough to live on, though they tell me that he never dunned nobody for what they owed him, and the folks here certainly has got the owin' habit, even in my business. If I had all that was comin' to me for just shaves alone, I could go to Carterville and put up at the Mercer for a week and see a different picture every night. For instance, they's old George Purdy--but I guess I shouldn't ought to be gossipin'.
Well, last year, our coroner died, died of the flu. Ken Beatty, that was his name. He was the coroner. So they had to choose another man to be coroner in his place and they picked Doc Stair. He laughed at first and said he didn't want it, but they made him take it. It ain't no job that anybody would fight for and what a man makes out of it in a year would just about buy seeds for their garden. Doc's the kind, though, that can't say no to nothin' if you keep at him long enough.
But I was goin' to tell you about a poor boy we got here in town-Paul Dickson. He fell out of a tree when he was about ten years old. Lit on his head and it done somethin' to him and he ain't never been right. No harm in him, but just silly. Jim Kendall used to call him cuckoo; that's a name Jim had for anybody that was off their head, only he called people's head their bean. That was another of his gags, callin' head bean and callin' crazy people cuckoo. Only poor Paul ain't crazy, but just silly.
You can imagine that Jim used to have all kinds of fun with Paul. He'd send him to the White Front Garage for a left-handed monkey wrench. Of course they ain't no such thing as a left-handed monkey wrench.
And once we had a kind of a fair here and they was a baseball game between the fats and the leans and before the game started Jim called Paul over and sent him way down to Schrader's hardware store to get a key for the pitcher's box.
They wasn't nothin' in the way of gags that Jim couldn't think up, when he put his mind to it.
Poor Paul was always kind of suspicious of people, maybe on account of how Jim had kept foolin' him. Paul wouldn't have much to do with anybody only his own mother and Doc Stair and a girl here in town named Julie Gregg. That is, she ain't a girl no more, but pretty near thirty or over.
When Doc first come to town, Paul seemed to feel like here was a real friend and he hung round Doc's office most of the w'ile; the only time he wasn't there was when he'd go home to eat or sleep or when he seen Julie Gregg coin' her shoppin'.
When he looked out Doc's window and seen her, he'd run downstairs and join her and tag along with her to the different stores. The poor boy was crazy about Julie and she always treated him mighty nice and made him feel like he was welcome, though of course it wasn't nothin' but pity on her side.
Doc done all he could to improve Paul's mind and he told me once that he really thought the boy was getting better, that they was times when he was as bright and sensible as anybody else.
But I was goin' to tell you about Julie Gregg. Old man Gregg was in the lumber business, but got to drinkin' and lost the most of his money and when he died, he didn't leave nothin' but the house and just enough insurance for the girl to skimp along on.
Her mother was a kind of a half invalid and didn't hardly ever leave the house. Julie wanted to sell the place and move somewhere else after the old man died, but the mother said she was born here and would die here. It was tough on Julie as the young people round this town--well, she's too good for them.
She'd been away to school and Chicago and New York and different places and they ain't no subject she can't talk on, where you take the rest of the young folks here and you mention anything to them outside of Gloria Swanson or Tommy Meighan and they think you're delirious. Did you see Gloria in Wages of Virtue? You missed somethin'!
Well, Doc Stair hadn't been here more than a week when he came in one day to get shaved and I recognized who he was, as he had been pointed out to me, so I told him about my old lady. She's been ailin' for a couple years and either Doc Gamble or Doc Foote, neither one, seemed to be helpin' her. So he said he would come out and see her, but if she was able to get out herself, it would be better to bring her to his office where he could make a completer examination.
So I took her to his office and w'ile I was waitin' for her in the reception room, in come Julie Gregg. When somebody comes in Doc Stair's office, they's a bell that rings in his inside office so he can tell they's somebody to see him.
So he left my old lady inside and come out to the front office and that's the first time him and Julie met and I guess it was what they call love at first sight. But it wasn't fifty-fifty. This young fella was the slickest lookin' fella she'd ever seen in this town and she went wild over him. To him she was just a young lady that wanted to see the doctor.
She'd came on about the same business I had. Her mother had been doctorin' for years with Doc Gamble and Doc Foote and with" out no results. So she'd heard they was a new doc in town and decided to give him a try. He promised to call and see her mother that same day.
I said a minute ago that it was love at first sight on her part. I'm not only judgin' by how she acted afterwards but how she looked at him that first day in his office. I ain't no mind reader, but it was wrote all over her face that she was gone.
Now Jim Kendall, besides bein' a jokesmith and a pretty good drinker, well Jim was quite a lady-killer. I guess he run pretty wild durin' the time he was on the road for them Carterville people, and besides that, he'd had a couple little affairs of the heart right here in town. As I say, his wife would have divorced him, only she couldn't.
But Jim was like the majority of men, and women, too, I guess. He wanted what he couldn't get. He wanted Julie Gregg and worked his head off tryin' to land her. Only he'd of said bean instead of head.
Well, Jim's habits and his jokes didn't appeal to Julie and of course he was a married man, so he didn't have no more chance than, well, than a rabbit. That's an expression of Jim's himself. When somebody didn't have no chance to get elected or somethin', Jim would always say they didn't have no more chance than a rabbit.
He didn't make no bones about how he felt. Right in here, more than once, in front of the whole crowd, he said he was stuck on Julie and anybody that could get her for him was welcome to his house and his wife and kids included. But she wouldn't have nothin' to do with him; wouldn't even speak to him on the street. He finally seen he wasn't gettin' nowheres with his usual line so he decided to try the rough stuff. He went right up to her house one evenin' and when she opened the door he forced his way in and grabbed her. But she broke loose and before he could stop her, she run in the next room and locked the door and phoned to Joe Barnes. Joe's the marshal. Jim could hear who she was phonin' to and he beat it before Joe got there.
Joe was an old friend of Julie's pa. Joe went to Jim the next day and told him what would happen if he ever done it again.
I don't know how the news of this little affair leaked out. Chances is that Joe Barnes told his wife and she told somebody else's wife and they told their husband. Anyways, it did leak out and Hod Meyers had the nerve to kid Jim about it, right here in this shop. Jim didn't deny nothin' and kind of laughed it off and said for us all to wait; that lots of people had tried to make a monkey out of him, but he always got even.
Meanw'ile everybody in town was wise to Julie's bein' wild mad over the Doc. I don't suppose she had any idea how her face changed when him and her was together; of course she couldn't of, or she'd of kept away from him. And she didn't know that we was all noticin' how many times she made excuses to go up to his office or pass it on the other side of the street and look up in his window to see if he was there. I felt sorry for her and so did most other people.
Hod Meyers kept rubbin' it into Jim about how the Doc had cut him out. Jim didn't pay no attention to the kiddie' and you could see he was plannin' one of his jokes.
One trick Jim had was the knack of changin' his voice. He could make you think he was a girl talkie' and he could mimic any man's voice. To show you how good he was along this line, I'll tell you the joke he played on me once.
You know, in most towns of any size, when a man is dead and needs a shave, why the barber that shaves him soaks him five dollars for the job; that is, he don't soak him, but whoever ordered the shave. I just charge three dollars because personally I don't mind much shavin' a dead person. They lay a whole lot stiller than live customers. The only thing is that you don't feel like talkie' to them and you get kind of lonesome.
Well, about the coldest day we ever had here, two years ago last winter, the phone rung at the house w'ile I was home to dinner and I answered the phone and it was a woman's voice and she said she was Mrs. John Scott and her husband was dead and would I come out and shave him.
Old John had always been a good customer of mine. But they live seven miles out in the country, on the Streeter road. Still I didn't see how I could say no.
So I said I would be there, but would have to come in a jitney and it might cost three or four dollars besides the price of the shave. So she, or the voice, it said that was all right, so I got Frank Abbott to drive me out to the place and when I got there, who should open the door but old John himself! He wasn't no more dead than, well, than a rabbit.
It didn't take no private detective to figure out who had played me this little joke. Nobody could of thought it up but Jim Kendall. He certainly was a card!
I tell you this incident just to show you how he could disguise his voice and make you believe it was somebody else talkie'. I'd of swore it was Mrs. Scott had called me. Anyways, some woman.
Well, Jim waited till he had Doc Stair's voice down pat; then he went after revenge.
He called Julie up on a night when he knew Doc was over in Carterville. She never questioned but what it was Doc's voice. Jim said he must see her that night; he couldn't wait no longer to tell her somethin'. She was all excited and told him to come to the house. But he said he was expectin' an important long distance call and wouldn't she please forget her manners for once and come to his office. He said they couldn't nothin' hurt her and nobody would see her and he just must talk to her a little w'ile. Well, poor Julie fell for it.
Doc always keeps a night light in his office, so it looked to Julie like they was somebody there.
Meanw'ile Jim Kendall had went to Wright's poolroom, where they was a whole gang amusin' themselves. The most of them had drank plenty of gin, and they was a rough bunch even when sober. They was always strong for Jim's jokes and when he told them to come with him and see some fun they give up their card games and pool games and followed along.
Doc's office is on the second floor. Right outside his door they's a flight of stairs leadin' to the floor above. Jim and his gang hid in the dark behind these stairs.
Well, tulle come up to Doc's door and rung the bell and they was nothin' coin'. She rung it again and she rung it seven or eight times. Then she tried the door and found it locked. Then Jim made some kind of a noise and she heard it and waited a minute, and then she says, "Is that you, Ralph?" Ralph is Doc's first name.
They was no answer and it must of came to her all of a sudden that she'd been bunked. She pretty near fell downstairs and the whole gang after her. They chased her all the way home, hollerin', "Is that you, Ralph?" and "Oh, Ralphie, dear, is that you?" Jim says he couldn't holler it himself, as he was laughin' too hard.
Poor Julie! She didn't show up here on Main Street for a long, long time afterward.
And of course Jim and his gang told everybody in town, everybody but Doc Stair. They was scared to tell him, and he might of never knowed only for Paul Dickson. The poor cuckoo, as Jim called him, he was here in the shop one night when Jim was still gloatin' yet over what he'd done to Julie. And Paul took in as much of it as he could understand and he run to Doc with the story.
It's a cinch Doc went up in the air and swore he'd make Jim suffer. But it was a kind of a delicate thing, because if it got out that he had beat Jim up, Julie was bound to hear of it and then she'd know that Doc knew and of course knowin' that he knew would make it worse for her than ever. He was goin' to do somethin', but it took a lot of figurin'.
Well, it was a couple days later when Jim was here in the shop again, and so was the cuckoo. Jim was goin' duck-shootin' the next day and had come in lookin' for Hod Meyers to go with him. I happened to know that Hod had went over to Carterville and wouldn't be home till the end of the week. So Jim said he hated to go alone and he guessed he would call it off. Then poor Paul spoke up and said if Jim would take him he would go along. Jim thought a w'ile and then he said, well, he guessed a half-wit was better than nothin'.
I suppose he was plottin' to get Paul out in the boat and play some joke on him, like pushin' him in the water. Anyways, he said Paul could go. He asked him had he ever shot a duck and Paul said no, he'd never even had a gun in his hands. So Jim said he could set in the boat and watch him and if he behaved himself, he might lend him his gun for a couple of shots. They made a date to meet in the mornin' and that's the last I seen of Jim alive.
Next mornin', I hadn't been open more than ten minutes when Doc Stair come in. He looked kind of nervous. He asked me had I seen Paul Dickson. I said no, but I knew where he was, out duckshootin' with Jim Kendall. So Doc says that's what he had heard, and he couldn't understand it because Paul had told him he wouldn't never have no more to do with Jim as long as he lived.
He said Paul had told him about the joke Jim had played on Julie. He said Paul had asked him what he thought of the joke and the Doc told him that anybody that would do a thing like that ought not to be let live. I said it had been a kind of a raw thing, but Jim just couldn't resist no kind of a joke, no matter how raw. I said I thought he was all right at heart, but just bubblin' over with mischief. Doc turned and walked out.
At noon he got a phone call from old John Scott. The lake where Jim and Paul had went shootin' is on John's place. Paul had came runnin' up to the house a few minutes before and said they'd been an accident. Jim had shot a few ducks and then give the gun to Paul and told him to try his luck. Paul hadn't never handled a gun and he was nervous. He was shakin' so hard that he couldn't control the gun. He let fire and Jim sunk back in the boat, dead.
Doc Stair, bein' the coroner, jumped in Frank Abbott's flivver and rushed out to Scott's farm. Paul and old John was down on the shore of the lake. Paul had rowed the boat to shore, but they'd left the body in it, waiting for Doc to come.
Doc examined the body and said they might as well fetch it back to town. They was no use leavin' it there or callin' a jury, as it was a plain case of accidental shootin'.
Personally I wouldn't never leave a person shoot a gun in the same boat I was in unless I was sure they knew somethin' about guns. Jim was a sucker to leave a new beginner have his gun, let alone a half-wit. It probably served Jim right, what he got. But still we miss him round here. He certainly was a card! Comb it wet or dry?
Just Being Me
by Elsa Nora
The life I seek must be fast
The speed of life makes me laugh!
Death's just around the corner for
a Queer like me!
Well so they say all of them Freaks.
Homophobia I really do detest
What I am is what I do best!
Like if you want, Answer! This ain't no test
If you like me, "Great," then we're friends
If you hate me don't make me get upset!
I'm just a Dike whom nobody Straight likes
Well forget you all, cause we love each other
my Baby and I!
You don't have to shake my hand,
I'm not asking you to stare.
If you don't like what you see,
then get the Hell out of here!
I am what I am, So please understand
Even if you don't "Who really gives a damn?"
The life I seek must be fast
The speed of life makes me laugh!
Death's just around the corner for
a Queer like me!
Well so they say all of them Freaks.
Homophobia I really do detest
What I am is what I do best!
Like if you want, Answer! This ain't no test
If you like me, "Great," then we're friends
If you hate me don't make me get upset!
I'm just a Dike whom nobody Straight likes
Well forget you all, cause we love each other
my Baby and I!
You don't have to shake my hand,
I'm not asking you to stare.
If you don't like what you see,
then get the Hell out of here!
I am what I am, So please understand
Even if you don't "Who really gives a damn?"
Different
by Vincen Tabatha
How are we so "different"?
If "different" is just a thing.
If we all have certain features,
What does "different" bring?
People filled with hatred,
Can't possibly see,
That there's not really "differences"
Between you and me.
Looks can't show "difference",
If they're just there to be seen.
If you don't look like someone else,
Why are they so mean?
If being "different" is what is wrong,
I'd rather not be right.
And I'd want to finish living,
Doing the "different" fight.
How are we so "different"?
If "different" is just a thing.
If we all have certain features,
What does "different" bring?
People filled with hatred,
Can't possibly see,
That there's not really "differences"
Between you and me.
Looks can't show "difference",
If they're just there to be seen.
If you don't look like someone else,
Why are they so mean?
If being "different" is what is wrong,
I'd rather not be right.
And I'd want to finish living,
Doing the "different" fight.
Hope
by Brian Quinn
When all about you is black with gloom,
And all you feel is pending doom.
When your bones are racked with grim despair -
When every breath is a gasp for air.
Keep on going, though you need to grope,
For around the bend is a ray of hope.
A ray of hope is perhaps all that's left,
As your will to live has been bereft.
You've lost it all, it's just no use!
You can end it all, you need no excuse.
But throw away that piece of rope,
And give yourself a chance of hope.
Just give yourself another day,
Brushing aside what your thoughts may say.
This is your life and you can make a new start,
By ignoring the brain - just follow the heart.
Taking baby steps in order to cope,
And minute by minute you'll build on your hope.
Build on your hope,. one day at a time,
Though the road be steep and hard to climb.
The hurts of the past - they should be dead.
The fears of the future are all in your head.
Just live in the present and refuse to mope
Your life will sparkle for you're living in hope.
When all about you is black with gloom,
And all you feel is pending doom.
When your bones are racked with grim despair -
When every breath is a gasp for air.
Keep on going, though you need to grope,
For around the bend is a ray of hope.
A ray of hope is perhaps all that's left,
As your will to live has been bereft.
You've lost it all, it's just no use!
You can end it all, you need no excuse.
But throw away that piece of rope,
And give yourself a chance of hope.
Just give yourself another day,
Brushing aside what your thoughts may say.
This is your life and you can make a new start,
By ignoring the brain - just follow the heart.
Taking baby steps in order to cope,
And minute by minute you'll build on your hope.
Build on your hope,. one day at a time,
Though the road be steep and hard to climb.
The hurts of the past - they should be dead.
The fears of the future are all in your head.
Just live in the present and refuse to mope
Your life will sparkle for you're living in hope.
Standing At The Door
by epoet
Standing at the door,
dog tags in hand.
About to tell
a loved one about
their loss.
Thinking of how
it could have been me.
Wondering how they
will react.
Reaching up
with heavy hand,
I knock on the door.
Waiting nervously,
I prepare myself
for what's to come.
Wishing anxiously
someone else had come.
Wanting desperately
not to have to
deliver such news.
He gave his life
for this country
that he loved.
Dying so suddenly
without warning.
He never got to say
"Goodbye, my love."
Sadly thinking
how to treat
the wounds
I'm sure to inflict.
Praying for peace
and getting only
a saddened heart.
The only tribute
I can give
is this poem.
His memory
will never fade
from my mind.
His lust
for life
never replaced.
His joy
in his family
and his friends,
never forgotten.
He will
live on
'till the end of time.
He is
one of us,
the unforgotten vet.
Standing at the door,
dog tags in hand.
About to tell
a loved one about
their loss.
Thinking of how
it could have been me.
Wondering how they
will react.
Reaching up
with heavy hand,
I knock on the door.
Waiting nervously,
I prepare myself
for what's to come.
Wishing anxiously
someone else had come.
Wanting desperately
not to have to
deliver such news.
He gave his life
for this country
that he loved.
Dying so suddenly
without warning.
He never got to say
"Goodbye, my love."
Sadly thinking
how to treat
the wounds
I'm sure to inflict.
Praying for peace
and getting only
a saddened heart.
The only tribute
I can give
is this poem.
His memory
will never fade
from my mind.
His lust
for life
never replaced.
His joy
in his family
and his friends,
never forgotten.
He will
live on
'till the end of time.
He is
one of us,
the unforgotten vet.
Between Us
by May Queen
There is the melody
I can't play for you,
There is the song
I can't sing for you.
Always,
I want to be with you,
Touch, feel your heart.
Between us
There is the line
I can't cross.
There is the melody
I can't play for you,
There is the song
I can't sing for you.
Always,
I want to be with you,
Touch, feel your heart.
Between us
There is the line
I can't cross.
Will She Come?
by }X{Angel}X{
all evening he waited
anxiously eyeing the clock
retracing his steps
over and over
counting the minutes
until her arrival
kneeling before a crackling fire
adding another log
he rose to check again
his preparations for tonight
the thick sheepskin rug
lay lovingly spread before the flames
waiting for her
the book
the one she longed after
in that tiny shop downtown
rested on the warm stone hearth
waiting for her
the wine
that special bottle
from a few years ago
late fall harvest
sat open
and sweet
waiting for her
the glasses
his best crystal
sat sparkling in the firelight
waiting for her
his hand
stopped a moment
over his heart
and lovingly fingered
the prize there
hidden away in his pocket
where it lay
waiting for her
taking the ring
from its secret place
he gazed at it
mesmerized by its shine
by what it stood for
soon he smiled and
softly slipped it back
to its repose
where it lay
waiting for her
seating himself back on the chair
he resumed his vigil
over the fire
over the wine
over the clock
over himself
and he sat
quiet and lost in thought
waiting for her
all evening he waited
anxiously eyeing the clock
retracing his steps
over and over
counting the minutes
until her arrival
kneeling before a crackling fire
adding another log
he rose to check again
his preparations for tonight
the thick sheepskin rug
lay lovingly spread before the flames
waiting for her
the book
the one she longed after
in that tiny shop downtown
rested on the warm stone hearth
waiting for her
the wine
that special bottle
from a few years ago
late fall harvest
sat open
and sweet
waiting for her
the glasses
his best crystal
sat sparkling in the firelight
waiting for her
his hand
stopped a moment
over his heart
and lovingly fingered
the prize there
hidden away in his pocket
where it lay
waiting for her
taking the ring
from its secret place
he gazed at it
mesmerized by its shine
by what it stood for
soon he smiled and
softly slipped it back
to its repose
where it lay
waiting for her
seating himself back on the chair
he resumed his vigil
over the fire
over the wine
over the clock
over himself
and he sat
quiet and lost in thought
waiting for her
We're Not In Love
by Tina K
So often people say they found their lover in their friend.
I just have to wonder if they�ve found a means to fit their end.
I thought I knew you for so long, but now I�ve come to see
That this man is a stranger, and you don�t remember me.
For the first time in my life I wanted someone I could keep-
To treasure me both heart and soul, to hold me in my sleep.
When I saw you I was overjoyed, my search at last concluded,
Who knew that I would come to find that I was just deluded?
Because as we grew together something still kept us apart,
I have your body and your mind, but I�ll never have your heart.
And I still wish that we could have that true love and forever,
But reality stole my happy ending, leaving me with never.
And if you asked, what would I say?
Would I dare to throw it all away?
Would yes be right? Or is it no?
But we never ask, so on we go.
And still I know that in the end,
You�re not my lover but my friend.
This is the truth that I despise
When I suddenly realize:
We�re not in love.
So often people say they found their lover in their friend.
I just have to wonder if they�ve found a means to fit their end.
I thought I knew you for so long, but now I�ve come to see
That this man is a stranger, and you don�t remember me.
For the first time in my life I wanted someone I could keep-
To treasure me both heart and soul, to hold me in my sleep.
When I saw you I was overjoyed, my search at last concluded,
Who knew that I would come to find that I was just deluded?
Because as we grew together something still kept us apart,
I have your body and your mind, but I�ll never have your heart.
And I still wish that we could have that true love and forever,
But reality stole my happy ending, leaving me with never.
And if you asked, what would I say?
Would I dare to throw it all away?
Would yes be right? Or is it no?
But we never ask, so on we go.
And still I know that in the end,
You�re not my lover but my friend.
This is the truth that I despise
When I suddenly realize:
We�re not in love.
Waiting
by Dawn D.
Wanting,
lusting,
to be held,
to be loved,
to feel warmth,
to feel your beating heart.
Wanting to be sheltered from the cold,
heartless winds.
Falling into invisible arms;
into an abyss of love.
Wishing,
hoping,
that my desires will be filled;
my desires of loving warmth.
Wanting to be held,
comforted,
loved.
Dreaming of passionate embraces,
of tender kisses,
loving words,
romantic nights.
Waiting for undying love.
Wanting,
lusting,
to be held,
to be loved,
to feel warmth,
to feel your beating heart.
Wanting to be sheltered from the cold,
heartless winds.
Falling into invisible arms;
into an abyss of love.
Wishing,
hoping,
that my desires will be filled;
my desires of loving warmth.
Wanting to be held,
comforted,
loved.
Dreaming of passionate embraces,
of tender kisses,
loving words,
romantic nights.
Waiting for undying love.
Going To Be A Mother
by Ruwaida Van Doorsen
I face the future
Already planned for me
No nothing for me to expect
There�s nothing to wait and see
For my destiny has been mapped out
I shall have no more youthful days
I shall never feel the thrill again
Of raucous, rebellious ways
I shall rear a child for eighteen years
Maybe even longer
For although I�m still a child myself
I�m going to be a mother
I face the future
Already planned for me
No nothing for me to expect
There�s nothing to wait and see
For my destiny has been mapped out
I shall have no more youthful days
I shall never feel the thrill again
Of raucous, rebellious ways
I shall rear a child for eighteen years
Maybe even longer
For although I�m still a child myself
I�m going to be a mother
Michael, Our Friend
by Lindsay
A couple of years ago,
My friend Michael was diagnosed with leukemia
It was like a clash of thunder creeping through the sky.
My friends and I just prayed for the Lord to heal him through
Michael's spirit will never fade
because he is like an angel watching over us
At the end we had to say goodbye
but we all knew that he was raised up on eagle's wings
And now through these days we hear him
soaring through the skies like a little butterfly
"And Michael, don't forget we're your friends, your best friends"
A couple of years ago,
My friend Michael was diagnosed with leukemia
It was like a clash of thunder creeping through the sky.
My friends and I just prayed for the Lord to heal him through
Michael's spirit will never fade
because he is like an angel watching over us
At the end we had to say goodbye
but we all knew that he was raised up on eagle's wings
And now through these days we hear him
soaring through the skies like a little butterfly
"And Michael, don't forget we're your friends, your best friends"
So Long For Now
by Yvonne Legge
You look so peaceful lying there
With your hands folded upon your chest.
You look like you are sleeping
But you are at eternal rest.
So Long For Now.
Not a hair out of place,
Your make-up nicely done,
A beautiful smile upon your lips -
For now you are with Absalom.
When someone special passes on
It does not mean they are gone,
Though they are no longer with us
Their memory still lives on.
It hurts so much to lose a friend -
Especially one that is trustworthy and kind.
Nan Legge, you were that special friend,
A rare and special find.
Nan Legge, you will always be with me
In spirit and in mind.
You will always have a special place in my heart
Forever until the end of time.
Nan Legge, I will not say "Good-bye".
This is not the end.
So I will just say, "So long..."
Until we meet again.
You look so peaceful lying there
With your hands folded upon your chest.
You look like you are sleeping
But you are at eternal rest.
So Long For Now.
Not a hair out of place,
Your make-up nicely done,
A beautiful smile upon your lips -
For now you are with Absalom.
When someone special passes on
It does not mean they are gone,
Though they are no longer with us
Their memory still lives on.
It hurts so much to lose a friend -
Especially one that is trustworthy and kind.
Nan Legge, you were that special friend,
A rare and special find.
Nan Legge, you will always be with me
In spirit and in mind.
You will always have a special place in my heart
Forever until the end of time.
Nan Legge, I will not say "Good-bye".
This is not the end.
So I will just say, "So long..."
Until we meet again.
Voicethread in Education – empowering students!
Published on November 8, 2008 0 Comments
I’ve already said a few things about voicethread, on a thread here but I’d like to expand a little more on its potential and provide a few examples of how this technologically simple yet sophisticated application can be used by classroom teachers (TO AMAZING EFFECT!). Go Dog Go also has a good blog post. Here’s a recent example I started for EFL Classroom 2.0 Many more examples listed below
First, what is voicethread?
Well, it is an application where the teacher or students may post up a picture or a series of pictures/photos (up to 120 photos!). After the photos are posted, students and others may comment on each. They can also use their mouse to draw on the photo and indicate what they are referring to. Further, besides commenting with voice/microphone, they can just simply write a short message (100 words or less) about the photo.
Here are my reasons why teachers should use and promote voicethread.
***** I like voicethread for the simple reason it is not just “technology”. Too, too many applications today parade around as educational and suck too many educators in. They aren’t and are just click and flash and stimulate. There is no learning outcome that is large enough to justify the time, energy or use.
Voicethread not only teaches students computer skills and knowledge (facts/content) but also a few larger and very important educational goals.
1) Reflectiveness - this is the primary goal of education beyond the civic need to create a good citizen. Voicethread allows students to foster and interact with their own cognitive reflectiveness. It allows them to make connections with their own thoughts/beliefs and in that process become a critical thinker, a person who questions, the socratic model of “the unexamined life, is a life not worth living). Our world today, more than ever, needs reflective citizens who challenge the media, who challenge and think for themselves and who grow in humanity through awareness. Voicethread is a perfect tool for educators to contribute in this regard.
2) Social sharing. It creates community! It fosters a sharing and togetherness and connectedness which is the reality we live in. The more we know each other, listen to each other, share with each other, the better this world is and the better “educated” we are. Voicethread also is NOT CHAT, just superfluous dialogue. It is focused on a topic and as such, is a commendable social networking tool, a type so many others aren’t or don’t live up to be (facebook, myspace to name the biggeeees.)
3) Presentation skills. Voicethread allows students to practice and hone their communication skills. They present for an audience, a real audience and thus are compelled to focus and try to be “excellent”. Nothing like an audience or a camera to get the best out of students. Communication skills are the converse side of reflectiveness and they are a vital part of an “educated” person. Active reflectiveness Schon named it (see his Educating the Reflective practicioner).
**** Voicethread is technologically sound. It is simple. Not a lot of bells and whistles to learn. Just an image and your voice. Can be learned in a few minutes and I liken it to the technological, 21st century equivalent of the pencil or maybe a better analogy would be the chalkboard. So many new applications have such an immense learning curve, they are useless for the classroom teacher and drag them down a road to hell despite the flashy outcomes they pretend…..
*** Voicethread is about stories. Stories are the carbon of education. The element on which all is built. All subjects. We are hardwired visually (which Voicthread addresses) but also orally. Text is such a recent thing, no matter how great is has fostered democratization and educational advances. Stories are about the telling, this is the meat and bones and we learn so well in this fashion and not the dry book, read and write way! I highly recommend Voicethread especially for those students who just don’t learn well with books. A perfect way to present your lessons for these students who are too early and often labeled “slow”. They aren’t, we just don’t adapt our methods well enough (and yes, it is hard with a class of 30 to meet so many needs) and voicethread might be a godsend.
**Voicethread allows for diversity, creativity. Students can take the subject wherever they have an interest, experience, insight. You might be commenting on the story of the three pigs but students could comment on how they view the story, give their own version, draw a picture to show how they feel, make sounds, show others other examples etc….
It is the perfect example of an open ended and user friendly/freedom associative tool. There is no direct outcome and in this way, is very versatile and adaptive. A map of the world could be a lesson in geography but it could also become a lesson in so many other things.
* It works, it is fun! With its visual clarity, with it’s click and respond, with it’s great layout and state of the art voip (voice over internet protocol) , it is a should become a ubiquitous and common tool of educators. As common as the photocopier and AS USED!
Let’s look at some actual examples. Below, I’ve listen just a few of the possible ways to use it (the actual number of ways is almost infinite!).
1) introduce yourself – great for the beginning of the year, signing up for anything etc… Here is the Classroom 2.0 map started by Susan who helps me in my own community and I’m indebted to here contributions…
2) geography,where are you ,where have traveled (see above) love this one of an elementary 4th grade teacher Well done!
3) advice. One person posts up something and others come and ask for advice. They are responded to and so on… See the famous Love advice on the main page……he’s so cute!
4) Art appreciation. Art is posted and viewers comment. Here is one of my own from a very popular ppt I have on my resource site that I created.
5) Explanation, just like a chalk board and I have my own chalkboard picture I use for this application. What you write on the board fades after about 5 seconds.
6) Stories. Especially with multiple voices. Or each person is asked to continue the story, orally. See this amazing version of the 3 pigs.
Here is a thread that talks about overall features .
A couple cautions.
1) Some of the voicethreads are “heavy” and take awhile to load, especially if you don’t have the best of technology or internet streaming. This is because so many people have put up their “voice”. This isn’t so much a problem on the “lighter” and less commented voicethreads. But a caveat, use with good hardware!
2) Mostly voicethread is very SAFE. Not any adult content and I hope it remains so. But especially when working with children, monitor their access/use.
3) Microphones. You need a microphone. Part of the reason I think that voicethread hasn’t exploded is because so many teachers and adults are just not used to speaking and using a microphone. Your students for the most part won’t be! So don’t let the microphone aspect deter you.
Also for teachers, I’d have you first try something like Photostory 3 (the story application in Windows on your computer.). This would be quicker to use right away. Then after getting the basic hang of it, try voicethread. But I think most teachers should get photostory 3 under their belts first.
That said, there is merit in jumping right in too.
Go there and use it today! Let me know what you think.
P.S.
I’ve often thought of using Voicethread as an assessment tool with students or just as a way for them to get over their fears of speaking, what is noted as “the silent period”. Take a look at this voicethread.
Send your students there or create your own. They can speak and you can assess their ability and it will be great motivation for them. Very basic and easy to do.
I’ve already said a few things about voicethread, on a thread here but I’d like to expand a little more on its potential and provide a few examples of how this technologically simple yet sophisticated application can be used by classroom teachers (TO AMAZING EFFECT!). Go Dog Go also has a good blog post. Here’s a recent example I started for EFL Classroom 2.0 Many more examples listed below
First, what is voicethread?
Well, it is an application where the teacher or students may post up a picture or a series of pictures/photos (up to 120 photos!). After the photos are posted, students and others may comment on each. They can also use their mouse to draw on the photo and indicate what they are referring to. Further, besides commenting with voice/microphone, they can just simply write a short message (100 words or less) about the photo.
Here are my reasons why teachers should use and promote voicethread.
***** I like voicethread for the simple reason it is not just “technology”. Too, too many applications today parade around as educational and suck too many educators in. They aren’t and are just click and flash and stimulate. There is no learning outcome that is large enough to justify the time, energy or use.
Voicethread not only teaches students computer skills and knowledge (facts/content) but also a few larger and very important educational goals.
1) Reflectiveness - this is the primary goal of education beyond the civic need to create a good citizen. Voicethread allows students to foster and interact with their own cognitive reflectiveness. It allows them to make connections with their own thoughts/beliefs and in that process become a critical thinker, a person who questions, the socratic model of “the unexamined life, is a life not worth living). Our world today, more than ever, needs reflective citizens who challenge the media, who challenge and think for themselves and who grow in humanity through awareness. Voicethread is a perfect tool for educators to contribute in this regard.
2) Social sharing. It creates community! It fosters a sharing and togetherness and connectedness which is the reality we live in. The more we know each other, listen to each other, share with each other, the better this world is and the better “educated” we are. Voicethread also is NOT CHAT, just superfluous dialogue. It is focused on a topic and as such, is a commendable social networking tool, a type so many others aren’t or don’t live up to be (facebook, myspace to name the biggeeees.)
3) Presentation skills. Voicethread allows students to practice and hone their communication skills. They present for an audience, a real audience and thus are compelled to focus and try to be “excellent”. Nothing like an audience or a camera to get the best out of students. Communication skills are the converse side of reflectiveness and they are a vital part of an “educated” person. Active reflectiveness Schon named it (see his Educating the Reflective practicioner).
**** Voicethread is technologically sound. It is simple. Not a lot of bells and whistles to learn. Just an image and your voice. Can be learned in a few minutes and I liken it to the technological, 21st century equivalent of the pencil or maybe a better analogy would be the chalkboard. So many new applications have such an immense learning curve, they are useless for the classroom teacher and drag them down a road to hell despite the flashy outcomes they pretend…..
*** Voicethread is about stories. Stories are the carbon of education. The element on which all is built. All subjects. We are hardwired visually (which Voicthread addresses) but also orally. Text is such a recent thing, no matter how great is has fostered democratization and educational advances. Stories are about the telling, this is the meat and bones and we learn so well in this fashion and not the dry book, read and write way! I highly recommend Voicethread especially for those students who just don’t learn well with books. A perfect way to present your lessons for these students who are too early and often labeled “slow”. They aren’t, we just don’t adapt our methods well enough (and yes, it is hard with a class of 30 to meet so many needs) and voicethread might be a godsend.
**Voicethread allows for diversity, creativity. Students can take the subject wherever they have an interest, experience, insight. You might be commenting on the story of the three pigs but students could comment on how they view the story, give their own version, draw a picture to show how they feel, make sounds, show others other examples etc….
It is the perfect example of an open ended and user friendly/freedom associative tool. There is no direct outcome and in this way, is very versatile and adaptive. A map of the world could be a lesson in geography but it could also become a lesson in so many other things.
* It works, it is fun! With its visual clarity, with it’s click and respond, with it’s great layout and state of the art voip (voice over internet protocol) , it is a should become a ubiquitous and common tool of educators. As common as the photocopier and AS USED!
Let’s look at some actual examples. Below, I’ve listen just a few of the possible ways to use it (the actual number of ways is almost infinite!).
1) introduce yourself – great for the beginning of the year, signing up for anything etc… Here is the Classroom 2.0 map started by Susan who helps me in my own community and I’m indebted to here contributions…
2) geography,where are you ,where have traveled (see above) love this one of an elementary 4th grade teacher Well done!
3) advice. One person posts up something and others come and ask for advice. They are responded to and so on… See the famous Love advice on the main page……he’s so cute!
4) Art appreciation. Art is posted and viewers comment. Here is one of my own from a very popular ppt I have on my resource site that I created.
5) Explanation, just like a chalk board and I have my own chalkboard picture I use for this application. What you write on the board fades after about 5 seconds.
6) Stories. Especially with multiple voices. Or each person is asked to continue the story, orally. See this amazing version of the 3 pigs.
Here is a thread that talks about overall features .
A couple cautions.
1) Some of the voicethreads are “heavy” and take awhile to load, especially if you don’t have the best of technology or internet streaming. This is because so many people have put up their “voice”. This isn’t so much a problem on the “lighter” and less commented voicethreads. But a caveat, use with good hardware!
2) Mostly voicethread is very SAFE. Not any adult content and I hope it remains so. But especially when working with children, monitor their access/use.
3) Microphones. You need a microphone. Part of the reason I think that voicethread hasn’t exploded is because so many teachers and adults are just not used to speaking and using a microphone. Your students for the most part won’t be! So don’t let the microphone aspect deter you.
Also for teachers, I’d have you first try something like Photostory 3 (the story application in Windows on your computer.). This would be quicker to use right away. Then after getting the basic hang of it, try voicethread. But I think most teachers should get photostory 3 under their belts first.
That said, there is merit in jumping right in too.
Go there and use it today! Let me know what you think.
P.S.
I’ve often thought of using Voicethread as an assessment tool with students or just as a way for them to get over their fears of speaking, what is noted as “the silent period”. Take a look at this voicethread.
Send your students there or create your own. They can speak and you can assess their ability and it will be great motivation for them. Very basic and easy to do.
Educational Technology
Mission Statement of Educational Technology
The mission of Educational Technology is to prepare professionals who demonstrate capable performance and insightful leadership, and to provide advanced study and professional growth opportunities for practicing professionals.
Based upon research and emerging technologies, the Division of Educational Technology is committed to:
* Advancing the study of effective learning techniques
* Designing instruction that integrates appropriate application of technology
* Advancing message development knowledge and skills
* Advocating effective integration of technology to support learning
University Catalog Course Description
Use of microcomputer technology in the classroom. Emphasis on evaluating instructional software and integrating computer technology with common teaching/learning practices. Prerequisite: 240:020 or 240:031.
Rationale/Purpose of the Course
Place in the program:
This course is the follow-up course for Educational Technology and Design. It is designed to provide a foundation for the educational technology minor's program.
Meaning to student:
Classroom Computer Applications provides the educational technology minor a background in using technology. As well as expanding the student's proficiency with technology applications, the student will have the opportunity to observe and teach using technology. ISTE NETS and subject-specific standards are integrated throughout the course.
Major Learning Outcomes/Objectives or Course Goals (Aligned with the ISTE NETS-T)
* Differentiate between appropriate and inappropriate uses of technology for teaching and learning while using electronic resources to design and implement learning activities. (II, III, V, VI)
* Plan for the management of electronic instructional resources within a lesson design by identifying potential problems and planning for students (II)
* Demonstrate proficiency in the use of common input and output devices; solve routine hardware and software problems; and make informed choices about technology systems, resources, and services. (I)
* Use technology tools and information resources to increase productivity, promote creativity and facilitate academic learning (I, III, IV, V)
* Observe and experience the use of technology in their major field of study. (III, V)
* Evaluate and select new information resources and technological innovations based on their appropriateness to specific tasks. (I, III, IV, V)
* Use a variety of media and formats, including telecommunications, to collaborate, publish and interacts with peers, experts, and other audiences. (I, V)
* Identify the benefits of technology to maximize student learning and facilitate higher order thinking skills.
* Design and teach technology-enriched learning activities that connect content standards with student technology standards and meet the diverse needs of students. (II, III, IV, VI)
* Develop a portfolio of technology-based products from coursework, including the related assessment tools. (IV, V)
* Demonstrate a sound understanding of the nature and operation of technology systems. (I)
Course Requirements
Assumptions:
* Students have general understanding of using technology
* Students are competent computer users.
Expectations:
* Attend all of the course classes.
* Complete all of the reading and review other resources as required (i.e., podcasts)
* Complete all assignments to the best of her/his ability
* Submit assignments ON TIME.
* Participate in class through discussion.
* Participate asynchronously through email, forum discussions and blogs.
* Work with other students informally (through face-to-face or some sort of telecommunications system) as well as in formal assignments.
* Contact Dr. Z if any questions arise about what is expected or about how to use technology that is necessary to complete assignment
Required texts:
Cennamo, K., Ross, J., & Ertmer, P. (2010)
Technology Integration for Meaningful Classroom Use.
Wadsworth/CENGAGE Learning ISBN 978-0-495-09047-2
Book is available both in paper and electronic format.
Course Outline/Schedule
Week Date
Topic
Readings Due
Assignment Due
1 1/12 Introduction
1/14 Presentations/Overview of the Class
Presentation
2 1/19 Curricular Standards
Preface & Chaper 1
Presentation Review
Complete Online Surveys
1/21 Curricular Standards
RWLD
3 1/26 Portfolios
Chapter 2
RWLD
Quiz 1
1/28 Portfolios
RWLD
Electronic Portfolio Review
4 2/2
Authentic Instruction
Chapter 3
RWLD
2/4
Creative Thinking presentations
Delicious.com
RWLD
5 2/9 Introduce Podcasting Chapter 4
RWLD
2/11
Work on Podcasting Projects
RWLD
6
2/16
Technology-Rich Learning Environments
Chapter 5
RWLD
2/18
Promethean Workshop
RWLD Quiz 2
7
2/23 Assistive Technologies/Universal Design for Learning
Chapter 6 & 11
RWLD
Podcasting Assignment
2/25 Diversity and Cultural Understanding
RWLD Quiz 3
8 3/2
Field Trip!!
Chapter 7
RWLD
Promethean Flipchart
3/4
Assessment
RWLD
9 3/9
Selecting and Maintaining Digital Resources
Chapters 8 & 9
RWLD Quiz 4
3/11
Using Digital Tools
RWLD
10 Spring Break - Enjoy!!!
11 3/23 Safe, Legal and Ethical Use Chapter 10
RWLD
Extra Credit #1
3/25 Telecollaborative Learning
RWLD
12 3/30 Professional Growth and Leadership
Chapter 12
RWLD
Quiz 5
4/1
Action Research
RWLD
13 4/6 Group Worktime RWLD
4/8 Group Worktime RWLD
Telecollaborative Experience
14 4/13 Teaching Tech Lesson 1
RWLD TBA
4/15 Teaching Tech Lesson 2 RWLD TBA
15 4/20 Teaching Tech Lesson 3
RWLD
TBA
4/22 Teaching Tech Lesson 4 RWLD TBA
16 4/27 Teaching Tech Lesson 5 Extra Credit #2
4/29 Share Professional Portfolios
Professional Portfolio
17
5/4
Tues
Personal Consultation with Dr. Z
Course Assessment
Student work will be evaluated based upon the assignments submitted. This course will involve both individual and group assignments. Rubrics will be used to provide students with an understanding of teacher expectations for each assignment. It is the student's responsibility to refer to the rubric as well as the assignment explanation to best understand teacher expectations. While Dr. Z does his best to make the rubrics and assignment descriptions understandable, sometimes the words don't convey the intended information and a misunderstanding may occur. Please contact Dr. Z about any questions you may have.
Assignment Submission: Electronic materials will be submitted to the appropriate assignment dropbox (or placement of submission defined on the assignment description.) They are to be submitted by NOON on the date listed in the Assignments table. Printed assignments will be submitted to Dr. Z at the beginning of class on the dates listed (unless otherwise requested by Dr. Z).
Late Assignments: Late project assignments will lose 10% of the final grade for each day late (weekends included).
Attendance: Students are expected to attend ALL classes. Attendance will be taken every class. 5 points will be deducted for every unexcused absence (Excused absences include dire sickness (Doctor excuse is required), family death or university/professional activity (e.g., parent-teacher conferences). The student is responsible for obtaining the information covered in class from other students or through an out-of-class appointment with Dr. Z.
Course Assignments
Project
Points
Due Date
Medium
Presentation Review
10
1/19
Electronic
Complete Student Surveys
10
1/19
Online
Quizzes
50
Varied (10 pts each)
Online
Electronic Portfolio Review
20
1/28
Paper
Promethean Flipchart
40
3/2
Electronic
Telecollaborative Project
80
4/8
Electronic
Podcast
40
2/16
Electronic
Teaching Technology Unit Assignments (10 points each)
50
Varied
Electronic
Teaching Technology Unit
120
TBA
Flesh/Paper/
Electronic
Digital Portfolio
200
5/1
Web
Blogging
50
Postings
Electronic
Attendance
40
All Semester
Flesh
Total
820
Extra Credit (2 opportunities)
2 x 20
3/23 and 4/27
Electronic
Min %
Min Points
Grade
Min %
Min Points
Grade
Min %
Min Points
Grade
96%
754
A
84%
656
B-
72%
549
D+
93%
738
A-
81%
631
C+
69%
508
D
90%
713
B+
78%
590
C
66%
492
D-
87%
672
B
75%
574
C-
0
F
Bibliography
* Alessi, S Trollip, S (2001). Multimedia for Learning. Methods and Development. Needham Heights, MA: Allyn and Bacon.
* Anglin, G. (1995). Instructional Technology. Past, Present, and Future. Englewood, CO: Libraries Unlimited, Inc.
* Bloom, B. (Ed.) (1956). Taxonomy of Educational Objectives. New York: David McKay Company, Inc.
* Brooks J. and Brooks M. (1993). The Case for Constructivist Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
* Dick, W and Carey, L (2000). The Systematic Design of Instruction. New York: Harper Collins College Publishers.
* Driscoll, M (2000). Psychology of Learning for Instruction. Needham Heights, MA: Allyn and Bacon
* Ely, D. and Plomp, T (1996). Classic Writings on Instructional Technology. Englewood, CO: Libraries Unlimited, Inc.
* Ely, D. and Plomp, T (2001). Classic Writings on Instructional Technology (Vol.2). Englewood, CO: Libraries Unlimited, Inc.
* Gardner, H. (1993). Frames of Mind; The Theory of Multiple Intelligences. New York:Basic Books.
* Jonassen, D. (2000). Computers as Mindtools for Schools. Upper Saddle River, NJ:
Prentice Hall Inc.
* Jonassen, D. (1988). Instructional Designs for Microcomputer Courseware. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
* Jonassen, D. (Ed.) (1996). Handbook of Research for Educational Communications and Technology. New York: Simon Schuster Macmillan.
* Moore, D. and Dwyer, F. (1994). Visual Literacy; A spectrum of Visual Learning. Englewood Cliffs NJ: Educational Technology Publications
* Palloff, M. and Pratt, K. (1999). Building Learning Communities in Cyberspace. San Francisco, CA: Jossey- Bass Publishers
* Reigeluth, C. (1999). Instructional Design Theories and Models (Vol.2). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
* Seels, B. and Richey, R (1994). Instructional Technology: The definition and Domains of the Field. Washington, DC: Association for Educational Communications and Technology.
* Williams, R. (1994). The Non-Designer's Design Book. Berkeley, CA: Peachpit Press.
The mission of Educational Technology is to prepare professionals who demonstrate capable performance and insightful leadership, and to provide advanced study and professional growth opportunities for practicing professionals.
Based upon research and emerging technologies, the Division of Educational Technology is committed to:
* Advancing the study of effective learning techniques
* Designing instruction that integrates appropriate application of technology
* Advancing message development knowledge and skills
* Advocating effective integration of technology to support learning
University Catalog Course Description
Use of microcomputer technology in the classroom. Emphasis on evaluating instructional software and integrating computer technology with common teaching/learning practices. Prerequisite: 240:020 or 240:031.
Rationale/Purpose of the Course
Place in the program:
This course is the follow-up course for Educational Technology and Design. It is designed to provide a foundation for the educational technology minor's program.
Meaning to student:
Classroom Computer Applications provides the educational technology minor a background in using technology. As well as expanding the student's proficiency with technology applications, the student will have the opportunity to observe and teach using technology. ISTE NETS and subject-specific standards are integrated throughout the course.
Major Learning Outcomes/Objectives or Course Goals (Aligned with the ISTE NETS-T)
* Differentiate between appropriate and inappropriate uses of technology for teaching and learning while using electronic resources to design and implement learning activities. (II, III, V, VI)
* Plan for the management of electronic instructional resources within a lesson design by identifying potential problems and planning for students (II)
* Demonstrate proficiency in the use of common input and output devices; solve routine hardware and software problems; and make informed choices about technology systems, resources, and services. (I)
* Use technology tools and information resources to increase productivity, promote creativity and facilitate academic learning (I, III, IV, V)
* Observe and experience the use of technology in their major field of study. (III, V)
* Evaluate and select new information resources and technological innovations based on their appropriateness to specific tasks. (I, III, IV, V)
* Use a variety of media and formats, including telecommunications, to collaborate, publish and interacts with peers, experts, and other audiences. (I, V)
* Identify the benefits of technology to maximize student learning and facilitate higher order thinking skills.
* Design and teach technology-enriched learning activities that connect content standards with student technology standards and meet the diverse needs of students. (II, III, IV, VI)
* Develop a portfolio of technology-based products from coursework, including the related assessment tools. (IV, V)
* Demonstrate a sound understanding of the nature and operation of technology systems. (I)
Course Requirements
Assumptions:
* Students have general understanding of using technology
* Students are competent computer users.
Expectations:
* Attend all of the course classes.
* Complete all of the reading and review other resources as required (i.e., podcasts)
* Complete all assignments to the best of her/his ability
* Submit assignments ON TIME.
* Participate in class through discussion.
* Participate asynchronously through email, forum discussions and blogs.
* Work with other students informally (through face-to-face or some sort of telecommunications system) as well as in formal assignments.
* Contact Dr. Z if any questions arise about what is expected or about how to use technology that is necessary to complete assignment
Required texts:
Cennamo, K., Ross, J., & Ertmer, P. (2010)
Technology Integration for Meaningful Classroom Use.
Wadsworth/CENGAGE Learning ISBN 978-0-495-09047-2
Book is available both in paper and electronic format.
Course Outline/Schedule
Week Date
Topic
Readings Due
Assignment Due
1 1/12 Introduction
1/14 Presentations/Overview of the Class
Presentation
2 1/19 Curricular Standards
Preface & Chaper 1
Presentation Review
Complete Online Surveys
1/21 Curricular Standards
RWLD
3 1/26 Portfolios
Chapter 2
RWLD
Quiz 1
1/28 Portfolios
RWLD
Electronic Portfolio Review
4 2/2
Authentic Instruction
Chapter 3
RWLD
2/4
Creative Thinking presentations
Delicious.com
RWLD
5 2/9 Introduce Podcasting Chapter 4
RWLD
2/11
Work on Podcasting Projects
RWLD
6
2/16
Technology-Rich Learning Environments
Chapter 5
RWLD
2/18
Promethean Workshop
RWLD Quiz 2
7
2/23 Assistive Technologies/Universal Design for Learning
Chapter 6 & 11
RWLD
Podcasting Assignment
2/25 Diversity and Cultural Understanding
RWLD Quiz 3
8 3/2
Field Trip!!
Chapter 7
RWLD
Promethean Flipchart
3/4
Assessment
RWLD
9 3/9
Selecting and Maintaining Digital Resources
Chapters 8 & 9
RWLD Quiz 4
3/11
Using Digital Tools
RWLD
10 Spring Break - Enjoy!!!
11 3/23 Safe, Legal and Ethical Use Chapter 10
RWLD
Extra Credit #1
3/25 Telecollaborative Learning
RWLD
12 3/30 Professional Growth and Leadership
Chapter 12
RWLD
Quiz 5
4/1
Action Research
RWLD
13 4/6 Group Worktime RWLD
4/8 Group Worktime RWLD
Telecollaborative Experience
14 4/13 Teaching Tech Lesson 1
RWLD TBA
4/15 Teaching Tech Lesson 2 RWLD TBA
15 4/20 Teaching Tech Lesson 3
RWLD
TBA
4/22 Teaching Tech Lesson 4 RWLD TBA
16 4/27 Teaching Tech Lesson 5 Extra Credit #2
4/29 Share Professional Portfolios
Professional Portfolio
17
5/4
Tues
Personal Consultation with Dr. Z
Course Assessment
Student work will be evaluated based upon the assignments submitted. This course will involve both individual and group assignments. Rubrics will be used to provide students with an understanding of teacher expectations for each assignment. It is the student's responsibility to refer to the rubric as well as the assignment explanation to best understand teacher expectations. While Dr. Z does his best to make the rubrics and assignment descriptions understandable, sometimes the words don't convey the intended information and a misunderstanding may occur. Please contact Dr. Z about any questions you may have.
Assignment Submission: Electronic materials will be submitted to the appropriate assignment dropbox (or placement of submission defined on the assignment description.) They are to be submitted by NOON on the date listed in the Assignments table. Printed assignments will be submitted to Dr. Z at the beginning of class on the dates listed (unless otherwise requested by Dr. Z).
Late Assignments: Late project assignments will lose 10% of the final grade for each day late (weekends included).
Attendance: Students are expected to attend ALL classes. Attendance will be taken every class. 5 points will be deducted for every unexcused absence (Excused absences include dire sickness (Doctor excuse is required), family death or university/professional activity (e.g., parent-teacher conferences). The student is responsible for obtaining the information covered in class from other students or through an out-of-class appointment with Dr. Z.
Course Assignments
Project
Points
Due Date
Medium
Presentation Review
10
1/19
Electronic
Complete Student Surveys
10
1/19
Online
Quizzes
50
Varied (10 pts each)
Online
Electronic Portfolio Review
20
1/28
Paper
Promethean Flipchart
40
3/2
Electronic
Telecollaborative Project
80
4/8
Electronic
Podcast
40
2/16
Electronic
Teaching Technology Unit Assignments (10 points each)
50
Varied
Electronic
Teaching Technology Unit
120
TBA
Flesh/Paper/
Electronic
Digital Portfolio
200
5/1
Web
Blogging
50
Postings
Electronic
Attendance
40
All Semester
Flesh
Total
820
Extra Credit (2 opportunities)
2 x 20
3/23 and 4/27
Electronic
Min %
Min Points
Grade
Min %
Min Points
Grade
Min %
Min Points
Grade
96%
754
A
84%
656
B-
72%
549
D+
93%
738
A-
81%
631
C+
69%
508
D
90%
713
B+
78%
590
C
66%
492
D-
87%
672
B
75%
574
C-
0
F
Bibliography
* Alessi, S Trollip, S (2001). Multimedia for Learning. Methods and Development. Needham Heights, MA: Allyn and Bacon.
* Anglin, G. (1995). Instructional Technology. Past, Present, and Future. Englewood, CO: Libraries Unlimited, Inc.
* Bloom, B. (Ed.) (1956). Taxonomy of Educational Objectives. New York: David McKay Company, Inc.
* Brooks J. and Brooks M. (1993). The Case for Constructivist Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
* Dick, W and Carey, L (2000). The Systematic Design of Instruction. New York: Harper Collins College Publishers.
* Driscoll, M (2000). Psychology of Learning for Instruction. Needham Heights, MA: Allyn and Bacon
* Ely, D. and Plomp, T (1996). Classic Writings on Instructional Technology. Englewood, CO: Libraries Unlimited, Inc.
* Ely, D. and Plomp, T (2001). Classic Writings on Instructional Technology (Vol.2). Englewood, CO: Libraries Unlimited, Inc.
* Gardner, H. (1993). Frames of Mind; The Theory of Multiple Intelligences. New York:Basic Books.
* Jonassen, D. (2000). Computers as Mindtools for Schools. Upper Saddle River, NJ:
Prentice Hall Inc.
* Jonassen, D. (1988). Instructional Designs for Microcomputer Courseware. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
* Jonassen, D. (Ed.) (1996). Handbook of Research for Educational Communications and Technology. New York: Simon Schuster Macmillan.
* Moore, D. and Dwyer, F. (1994). Visual Literacy; A spectrum of Visual Learning. Englewood Cliffs NJ: Educational Technology Publications
* Palloff, M. and Pratt, K. (1999). Building Learning Communities in Cyberspace. San Francisco, CA: Jossey- Bass Publishers
* Reigeluth, C. (1999). Instructional Design Theories and Models (Vol.2). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
* Seels, B. and Richey, R (1994). Instructional Technology: The definition and Domains of the Field. Washington, DC: Association for Educational Communications and Technology.
* Williams, R. (1994). The Non-Designer's Design Book. Berkeley, CA: Peachpit Press.
Making ESL/EFL Classroom Activities More Game-like
Stephan J. Franciosi
steve.franciosi (at) gmail.com
Doshisha Women’s College of Liberal Arts (Kyoto, Japan)
Introduction
Teachers practicing task-based learning styles of instruction, especially those interested in making classroom activities more interesting for students, would benefit by taking a look at such activities through the lens of computer game design. Activities commonly used by ESL/EFL instructors are actually very similar to computer games in that both are goal-oriented and rule-driven processes designed to engage participants with challenges. While the respective purposes may seem different (for the teacher it is to educate, for the game designer it is to entertain), the ultimate effect is the same; students/players learn (improve their skill level) by doing (Squire and Jenkins 2004). Since the goal of a game designer is to create as appealing an experience as possible, and since most teachers would agree that an interesting classroom activity is desirable, I suggest that ESL/EFL instructors could benefit by being aware of some theoretical concepts in the field of game design.
I devised the following as a simple checklist for evaluating or modifying classroom activities. The items are based on game design literature, in particular Koster's (2005) list of features shared by historically popular games (120), and Salen and Zimmerman's (2004) discussion on what motivates us to participate in game-like activities (337). They are also partially intended as a summary of the theory (readers interested in learning more about educational computer game applications online are referred to the blog links in the reference section). In order to illustrate the major concepts incorporated in the questions, I will show how a commonly used classroom activity, the cloze task, could and should be more like computer games by showing the computer
game application of each item, elaborating on the theory behind it, and discussing the application for classroom activities.
Are the Goals Clear and Achievable?
Game Design
An important characteristic of computer games, and arcade games in particular, is that they are all very easy to begin with. The controls are basic, with a single joystick and maybe one or two buttons. The goals are clear, and the actions taken to achieve the goals (jump, shoot, and run) are relatively few and evident. The zombies, demons, or mushroom-people that your avatar must initially face are few and easily defeated. Arcade games especially are intentionally designed this way to entice players, and get them to deposit that first coin. Players put their first coin in because they perceive the goals of the game to be achievable, and this first impression also helps to keep them at the console dropping in more coins. A classroom activity with the same ability to motivate students at the outset would be desirable.
Theory
Both games and classroom activities involve goals and actions undertaken to achieve the goals, but there is an important difference between teachers and game designers with regard to how goals and actions are treated. Whereas teachers may lump goals and actions together under the label of "task" (where "task" implies the challenging aspect of an activity), game designers would regard goals and actions as the "core mechanic," making a clear distinction from the "challenges." One reason for treating the core mechanic and challenges separately is that doing so allows for a more elegant design of challenges (see the next section). Another reason is that it allows for a relatively clear and accessible core mechanic, so novices can more easily access an activity.
Application
The core mechanic of a cloze activity is relatively clear, but some attention may need to be given to its achievability, especially at the outset. The core mechanic is clear because the goal (completing a sample text) and actions undertaken to achieve it (filling in blanks with missing words or phrases) are concrete, quantifiable and intuitive. Removing the challenges from the core mechanic may entail using grammar and vocabulary slightly below the level of targeted students, limiting the number of cloze items, providing a list of answers, and so on. The point is to start with a cloze activity that students could complete without much difficulty. However, this is not to suggest that the entire activity should be easy, only that an activity that begins at as simple a level as possible has more potential to entice students in. Challenges are worked in later to keep participants engaged.
Are There Multiple Challenges that Are Integrated and Incremental?
Game Design
The standard design for computer games resembles a flight of stairs. There is a series of short-term goals (e.g., a number of slow-moving zombies to vanquish in order to get through the courtyard to the keep) interweaving "higher order" goals (a powerful demon guarding the gate of the keep). And of course, once you are in the keep, there will be more fleet-footed zombies in the lower levels that you must overcome in order to get to the next gate, where there will be an even more powerful demon waiting for you. The purpose of this hierarchy of goals is to keep players dropping coins in the machine by providing them with a sense of progress and/or accomplishment. However, this structure also serves to facilitate learning by keeping players working at overcoming challenges long enough to increase their skill level. A classroom activity with the same ability to entice learners through their skill acquisition experience would be desirable.
Theory
An activity should have a range of challenges (obstacles that must be overcome in order to achieve goals) that are integrated (share a salient feature) and that become incrementally more difficult. Challenges are integrated so that aptitude at overcoming them will increase through practice in the course of an activity. Challenges are incrementally more difficult, and ideally, the level of difficulty of the challenges increases in tandem with the skill level of participants. The reason is that if the challenges become too easy too quickly, then the activity becomes boring, but conversely a sudden increase in the level of difficulty will frustrate participants. Either boredom or frustration harms interest in an activity.
Application
There are several ways to incorporate a range of integrated and incremental challenges in a cloze activity. One way would be to use a single sample text with multiple cloze items, each constituting a separate challenge. The challenges could easily be integrated by focusing on either structural categories such as nouns, verbs, prepositional phrases, etc., or topic-related vocabulary, rather than selecting cloze items at random. The items could be made incrementally more difficult by delving into the discourse of the text to ensure, by purely linguistic criteria, that earlier items are easier than later items. However, I have found it simpler to work with higher orders of challenges in that, rather than using one long cloze passage, I have students complete shorter, increasingly challenging passages in a series of "rounds." Each passage in a round constitutes a challenge on a higher order than an individual cloze item. The passages are easily made incrementally more difficult in a variety of ways that are clear to participants and manageable for teachers, such as imposing an increasingly shorter time limit for completion, or creating a greater number of cloze items. Numerous parameters could be manipulated, but there is also an important principle to keep in mind when tweaking difficulty levels.
Maintaining a proper challenge/skill balance is relatively easy with competitive games that pit the skill of one competitor (group or individual) against another (e.g., having participants race against each other to complete cloze passages). Assuming that competitors are evenly matched at the outset, their respective skill levels will increase at about the same rate, thus the challenge (to beat the other competitor) will always be roughly appropriate for the skill level. Cooperative tasks, on the other hand, are trickier because the rate of skill-increase has to be anticipated and built into the task. I have found it useful to build in a mechanism whereby the difficulty level can be adjusted mid-task. For example, in a series of cloze rounds, teachers might want to prepare 10 cloze passages with small increases in difficulty. If students start to look bored by, say, the third round, a teacher could then skip ahead to round five or higher, depending on the perceived level of boredom (or frustration).
Do the Participants Have to Make Strategic Decisions?
Game Design
Computer games typically offer an environment rich in meaningful choices. Behind each closed door, an enemy could be waiting in ambush, or a power-up potion could offer extended life. A mushroom-person could be jumped over and passed, or it could be knocked off the parapet with the skillful toss of a red ball. Open the door, or not? Which skill to apply and when? These choices give players a stake in the game by making them responsible for either success or failure. These choices may also facilitate computer addiction, which some may decry, but who would argue against an addicting classroom activity when it might help solve the indelible issue of student motivation?
Theory
Participants in an activity should not be able to rely on a single "trump" skill to overcome every challenge presented to them. Rather, participation should entail strategic decision-making that ultimately determines an outcome. A choice-rich environment is more interesting than a straight-up test of a single skill because decision-making enhances the perception of control over the outcome. Another reason, which applies to group work in particular, is that a choice-rich environment increases opportunity for participation. For example, if English aptitude were all that was required to successfully complete a cloze challenge, then students working in pairs or groups would have a very strong incentive to over-rely on the member with the highest level of English aptitude. However, if a pair or group were required to call on a range of skills, and further required to make strategic decisions as to which skill to employ at various points in the activity, then there would be more chances for all members to contribute.
Application
There are a variety of ways to create decision-making opportunities in a classroom activity. In our series of cloze rounds example, the cloze answers could be provided on cards in a deck. Students could opt to draw cards from the deck during the activity with a point or time penalty. Another technique would be to provide each group or individual working on the activity a hand of cards, and allowing them to draw cards or negotiate swaps with other participants. This could happen during the activity, or card negotiation/swap/draw sessions could be conducted before each round. Another way of creating choices in the context of a time limit is to allow students to "buy" time off the clock before the rounds begin. They could be allowed to trade seconds for points, so that the more seconds they get the fewer points a completed task is worth. In short, just about any parameter for determining the difficulty of a particular challenge can be worked into a mechanism for creating meaningful choices for participants.
Is the Outcome Uncertain?
Game Design
There are computer games, and there are computer simulators. Outwardly, they may appear very similar in terms of graphics and controls, but there is an important difference which can be illustrated with the following scenarios. If an experienced airline pilot walked into a flight simulator to practice a routine landing, it is a simulator because a safe landing is almost a certainty. On the other hand, if I walked into the same flight simulator to practice a routine landing, then it is a game because there is no guarantee of a safe landing, and a very good chance that the simulated flight ends in disaster. In other words, a difference between games and simulations is the level of certainty in a successful outcome. Incidentally, since I would probably find the flight simulator experience much more "exhilarating" than the experienced airline pilot, we can also assume that games are more "interesting" than simulations.
Theory
It may seem counter intuitive to suggest that participants should have control over the outcome of an activity through meaningful choices, but at the same time suggest that the outcome be uncertain. However, according to Salen and Zimmerman (ibid), this "paradox" is an important element of an interesting activity. The strategic decisions that participants make must be meaningful, because if they are equivocal then there is no perceived control. On the other hand, if the choices are obvious, then participation becomes menial. Therefore, the outcome must be uncertain to the extent that participants can only increase their odds of success by making good choices.
Application
Two simple ways to make the outcome of an activity uncertain are by making it competitive, and by using chance. A competitive activity has an uncertain outcome if competitors are evenly matched. Teams chosen at random or in turns by captains reduce the odds that an overwhelmingly strong team will be created, and handicaps can be assigned when individuals compete. In non-competitive or cooperative activities, chance can be used to create uncertainty. In our cloze example where answers are provided on cards, chance could easily be incorporated by including "wild" cards. Such random elements are often used in games, but leaving outcomes completely to chance is not desirable because it negates participant-control. The point is to introduce enough uncertainty to make an activity interesting, but not so much that participant skill counts for nothing.
Conclusion
The purpose of this article was to provide a different perspective on an activity commonly used in task-based learning with the intention of helping teachers devise more engaging tasks for their students. Four common characteristics of computer games were introduced, and ways of incorporating the same concepts into a familiar classroom activity were discussed. Those are:
* Goals that are perceived as clear and achievable
* Related challenges that gradually become more difficult
* Meaningful choices for participants
* An uncertain outcome
The concepts introduced here can be used on any activity that is goal-oriented and rule-driven. Being aware of them could, I hope, result in an easy modification somewhere which could, in turn, result in a more interesting activity.
References
Books and Articles:
* Koster, Ralph (2005). A Theory of Fun for Game Design. Scottsdale AZ: Paraglyph Press.
* Salen, K. & Zimmerman, E. (2004). Rules of Play. Cambridge MA: The MIT Press.
* Squire, K. & Jenkins, H. (2004). Harnessing the power of Games in Education. Insight (3)1, 5-33.
steve.franciosi (at) gmail.com
Doshisha Women’s College of Liberal Arts (Kyoto, Japan)
Introduction
Teachers practicing task-based learning styles of instruction, especially those interested in making classroom activities more interesting for students, would benefit by taking a look at such activities through the lens of computer game design. Activities commonly used by ESL/EFL instructors are actually very similar to computer games in that both are goal-oriented and rule-driven processes designed to engage participants with challenges. While the respective purposes may seem different (for the teacher it is to educate, for the game designer it is to entertain), the ultimate effect is the same; students/players learn (improve their skill level) by doing (Squire and Jenkins 2004). Since the goal of a game designer is to create as appealing an experience as possible, and since most teachers would agree that an interesting classroom activity is desirable, I suggest that ESL/EFL instructors could benefit by being aware of some theoretical concepts in the field of game design.
I devised the following as a simple checklist for evaluating or modifying classroom activities. The items are based on game design literature, in particular Koster's (2005) list of features shared by historically popular games (120), and Salen and Zimmerman's (2004) discussion on what motivates us to participate in game-like activities (337). They are also partially intended as a summary of the theory (readers interested in learning more about educational computer game applications online are referred to the blog links in the reference section). In order to illustrate the major concepts incorporated in the questions, I will show how a commonly used classroom activity, the cloze task, could and should be more like computer games by showing the computer
game application of each item, elaborating on the theory behind it, and discussing the application for classroom activities.
Are the Goals Clear and Achievable?
Game Design
An important characteristic of computer games, and arcade games in particular, is that they are all very easy to begin with. The controls are basic, with a single joystick and maybe one or two buttons. The goals are clear, and the actions taken to achieve the goals (jump, shoot, and run) are relatively few and evident. The zombies, demons, or mushroom-people that your avatar must initially face are few and easily defeated. Arcade games especially are intentionally designed this way to entice players, and get them to deposit that first coin. Players put their first coin in because they perceive the goals of the game to be achievable, and this first impression also helps to keep them at the console dropping in more coins. A classroom activity with the same ability to motivate students at the outset would be desirable.
Theory
Both games and classroom activities involve goals and actions undertaken to achieve the goals, but there is an important difference between teachers and game designers with regard to how goals and actions are treated. Whereas teachers may lump goals and actions together under the label of "task" (where "task" implies the challenging aspect of an activity), game designers would regard goals and actions as the "core mechanic," making a clear distinction from the "challenges." One reason for treating the core mechanic and challenges separately is that doing so allows for a more elegant design of challenges (see the next section). Another reason is that it allows for a relatively clear and accessible core mechanic, so novices can more easily access an activity.
Application
The core mechanic of a cloze activity is relatively clear, but some attention may need to be given to its achievability, especially at the outset. The core mechanic is clear because the goal (completing a sample text) and actions undertaken to achieve it (filling in blanks with missing words or phrases) are concrete, quantifiable and intuitive. Removing the challenges from the core mechanic may entail using grammar and vocabulary slightly below the level of targeted students, limiting the number of cloze items, providing a list of answers, and so on. The point is to start with a cloze activity that students could complete without much difficulty. However, this is not to suggest that the entire activity should be easy, only that an activity that begins at as simple a level as possible has more potential to entice students in. Challenges are worked in later to keep participants engaged.
Are There Multiple Challenges that Are Integrated and Incremental?
Game Design
The standard design for computer games resembles a flight of stairs. There is a series of short-term goals (e.g., a number of slow-moving zombies to vanquish in order to get through the courtyard to the keep) interweaving "higher order" goals (a powerful demon guarding the gate of the keep). And of course, once you are in the keep, there will be more fleet-footed zombies in the lower levels that you must overcome in order to get to the next gate, where there will be an even more powerful demon waiting for you. The purpose of this hierarchy of goals is to keep players dropping coins in the machine by providing them with a sense of progress and/or accomplishment. However, this structure also serves to facilitate learning by keeping players working at overcoming challenges long enough to increase their skill level. A classroom activity with the same ability to entice learners through their skill acquisition experience would be desirable.
Theory
An activity should have a range of challenges (obstacles that must be overcome in order to achieve goals) that are integrated (share a salient feature) and that become incrementally more difficult. Challenges are integrated so that aptitude at overcoming them will increase through practice in the course of an activity. Challenges are incrementally more difficult, and ideally, the level of difficulty of the challenges increases in tandem with the skill level of participants. The reason is that if the challenges become too easy too quickly, then the activity becomes boring, but conversely a sudden increase in the level of difficulty will frustrate participants. Either boredom or frustration harms interest in an activity.
Application
There are several ways to incorporate a range of integrated and incremental challenges in a cloze activity. One way would be to use a single sample text with multiple cloze items, each constituting a separate challenge. The challenges could easily be integrated by focusing on either structural categories such as nouns, verbs, prepositional phrases, etc., or topic-related vocabulary, rather than selecting cloze items at random. The items could be made incrementally more difficult by delving into the discourse of the text to ensure, by purely linguistic criteria, that earlier items are easier than later items. However, I have found it simpler to work with higher orders of challenges in that, rather than using one long cloze passage, I have students complete shorter, increasingly challenging passages in a series of "rounds." Each passage in a round constitutes a challenge on a higher order than an individual cloze item. The passages are easily made incrementally more difficult in a variety of ways that are clear to participants and manageable for teachers, such as imposing an increasingly shorter time limit for completion, or creating a greater number of cloze items. Numerous parameters could be manipulated, but there is also an important principle to keep in mind when tweaking difficulty levels.
Maintaining a proper challenge/skill balance is relatively easy with competitive games that pit the skill of one competitor (group or individual) against another (e.g., having participants race against each other to complete cloze passages). Assuming that competitors are evenly matched at the outset, their respective skill levels will increase at about the same rate, thus the challenge (to beat the other competitor) will always be roughly appropriate for the skill level. Cooperative tasks, on the other hand, are trickier because the rate of skill-increase has to be anticipated and built into the task. I have found it useful to build in a mechanism whereby the difficulty level can be adjusted mid-task. For example, in a series of cloze rounds, teachers might want to prepare 10 cloze passages with small increases in difficulty. If students start to look bored by, say, the third round, a teacher could then skip ahead to round five or higher, depending on the perceived level of boredom (or frustration).
Do the Participants Have to Make Strategic Decisions?
Game Design
Computer games typically offer an environment rich in meaningful choices. Behind each closed door, an enemy could be waiting in ambush, or a power-up potion could offer extended life. A mushroom-person could be jumped over and passed, or it could be knocked off the parapet with the skillful toss of a red ball. Open the door, or not? Which skill to apply and when? These choices give players a stake in the game by making them responsible for either success or failure. These choices may also facilitate computer addiction, which some may decry, but who would argue against an addicting classroom activity when it might help solve the indelible issue of student motivation?
Theory
Participants in an activity should not be able to rely on a single "trump" skill to overcome every challenge presented to them. Rather, participation should entail strategic decision-making that ultimately determines an outcome. A choice-rich environment is more interesting than a straight-up test of a single skill because decision-making enhances the perception of control over the outcome. Another reason, which applies to group work in particular, is that a choice-rich environment increases opportunity for participation. For example, if English aptitude were all that was required to successfully complete a cloze challenge, then students working in pairs or groups would have a very strong incentive to over-rely on the member with the highest level of English aptitude. However, if a pair or group were required to call on a range of skills, and further required to make strategic decisions as to which skill to employ at various points in the activity, then there would be more chances for all members to contribute.
Application
There are a variety of ways to create decision-making opportunities in a classroom activity. In our series of cloze rounds example, the cloze answers could be provided on cards in a deck. Students could opt to draw cards from the deck during the activity with a point or time penalty. Another technique would be to provide each group or individual working on the activity a hand of cards, and allowing them to draw cards or negotiate swaps with other participants. This could happen during the activity, or card negotiation/swap/draw sessions could be conducted before each round. Another way of creating choices in the context of a time limit is to allow students to "buy" time off the clock before the rounds begin. They could be allowed to trade seconds for points, so that the more seconds they get the fewer points a completed task is worth. In short, just about any parameter for determining the difficulty of a particular challenge can be worked into a mechanism for creating meaningful choices for participants.
Is the Outcome Uncertain?
Game Design
There are computer games, and there are computer simulators. Outwardly, they may appear very similar in terms of graphics and controls, but there is an important difference which can be illustrated with the following scenarios. If an experienced airline pilot walked into a flight simulator to practice a routine landing, it is a simulator because a safe landing is almost a certainty. On the other hand, if I walked into the same flight simulator to practice a routine landing, then it is a game because there is no guarantee of a safe landing, and a very good chance that the simulated flight ends in disaster. In other words, a difference between games and simulations is the level of certainty in a successful outcome. Incidentally, since I would probably find the flight simulator experience much more "exhilarating" than the experienced airline pilot, we can also assume that games are more "interesting" than simulations.
Theory
It may seem counter intuitive to suggest that participants should have control over the outcome of an activity through meaningful choices, but at the same time suggest that the outcome be uncertain. However, according to Salen and Zimmerman (ibid), this "paradox" is an important element of an interesting activity. The strategic decisions that participants make must be meaningful, because if they are equivocal then there is no perceived control. On the other hand, if the choices are obvious, then participation becomes menial. Therefore, the outcome must be uncertain to the extent that participants can only increase their odds of success by making good choices.
Application
Two simple ways to make the outcome of an activity uncertain are by making it competitive, and by using chance. A competitive activity has an uncertain outcome if competitors are evenly matched. Teams chosen at random or in turns by captains reduce the odds that an overwhelmingly strong team will be created, and handicaps can be assigned when individuals compete. In non-competitive or cooperative activities, chance can be used to create uncertainty. In our cloze example where answers are provided on cards, chance could easily be incorporated by including "wild" cards. Such random elements are often used in games, but leaving outcomes completely to chance is not desirable because it negates participant-control. The point is to introduce enough uncertainty to make an activity interesting, but not so much that participant skill counts for nothing.
Conclusion
The purpose of this article was to provide a different perspective on an activity commonly used in task-based learning with the intention of helping teachers devise more engaging tasks for their students. Four common characteristics of computer games were introduced, and ways of incorporating the same concepts into a familiar classroom activity were discussed. Those are:
* Goals that are perceived as clear and achievable
* Related challenges that gradually become more difficult
* Meaningful choices for participants
* An uncertain outcome
The concepts introduced here can be used on any activity that is goal-oriented and rule-driven. Being aware of them could, I hope, result in an easy modification somewhere which could, in turn, result in a more interesting activity.
References
Books and Articles:
* Koster, Ralph (2005). A Theory of Fun for Game Design. Scottsdale AZ: Paraglyph Press.
* Salen, K. & Zimmerman, E. (2004). Rules of Play. Cambridge MA: The MIT Press.
* Squire, K. & Jenkins, H. (2004). Harnessing the power of Games in Education. Insight (3)1, 5-33.
CALL Use in the ESL/EFL Classroom
By Kenneth Beare, About.com Guide
There has been much debate over the use of computer assisted language learning (CALL) in the ESL/EFL classroom over the past decade. As you are reading this feature via the Internet (and I am writing this using a computer), I will assume that you feel that CALL is useful to your teaching and/or learning experience.
There are many uses of the computer in the classroom. In today's feature I would like to provide some examples of how I like to use CALL in my teaching. I find that CALL can be successfully employed not only for grammar practice and correction, but also for communicative activities. As most of you are familiar with the programs that offer help with grammar, I would like to focus on the use of CALL for communicative activities.
Successful communication learning is dependent on the student's desire to participate. I'm sure most teachers are familiar with students who complain about poor speaking and communication skills, who however, when asked to communicate, are often reluctant to do so. In my opinion, this lack of participation is often caused by the artificial nature of the classroom. When asked to communicate about various situations, students should also be involved in the actual situation. Decision making, asking for advice, agreeing and disagreeing, and compromising with fellow students are all tasks that cry out for "authentic" settings. It is in these settings that I feel CALL can be used to great advantage. By using the computer as a tool to create student projects, research information and provide context, teachers can employ the computer to help students become more involved in the task at hand, thereby facilitating the necessity of effective communication within a group setting.
Exercise 1 Focus on Passive Voice
Generally, students coming from around the world are more than happy to speak about their native country. Obviously, when speaking about a country (city, state etc.) the passive voice is required. I have found the following activity using the computer to be of great assistance in helping students focus on the correct use of the passive voice for communication and reading and writing skills.
* Inductively review the passive structures in class (or introduce the passive structures)
* Provide a text example, focusing on a specific location, that includes many passive voice structures
* Have students read through the text
* As a follow up, have students separate passive voice and active voice examples
* Using a program such as Microsoft Encarta or any other multimedia encyclopaedia, (or the Internet) have students working in small groups find information about their own nation (or any city, state etc.)
* Based on the information they have found, students then write a short report together at the computer (using a spell check, communicating about formatting etc.)
* Students then report back to the class presenting their report created at the computer
This exercise is a perfect example of involving students in an "authentic" activity that focuses on communication skills while at the same time including a grammar focus, and uses the computer as a tool. Students have fun together, communicate in English and are proud of the results they achieve - all ingredients for successful inductive learning of the passive voice in a communicative manner.
Exercise 2 Strategy Games
For younger learners of English, strategy games can be one of the most effective ways to get students to communicate, agree and disagree, ask for opinions and generally use their English in an authentic setting. Students are asked to focus on the successful completion of a task such as solving riddles (Myst, Riven) and developing strategies (SIM City).
* Choose a strategy game such as a SIM or mystery
* Have students divide into teams
* Create a specific task in the game itself, such as the completion of a certain level, the creation of a certain type of environment, the solving of a specific riddle. This is important for providing a framework and specific language needs/goals for a common ground in the classroom.
* Have students complete the task.
* Have students come together in the classroom and compare strategies.
Once again, students who find it difficult to participate in a classroom setting (Describe your favourite holiday? Where did you go? What did you do? etc.) generally become involved. The focus is not on their completing a task which can be judged as correct or incorrect, but rather on the enjoyable atmosphere of team work which a computer strategy game provides.
These are just a two examples of the various ways in which a computer can be used as a tool with which students are encouraged to participate in satisfying communicative experiences. Below are further links providing information on the use of the computer in the classroom
Q & A Using Software in the Adult ESL Classroom
Written by Susan Gaer Santa Ana College, School of Continuing Education, this article "addresses basic CALL questions". Provided by the ERIC Digest at the National Clearinghouse for ESL Literacy Education (NCLE).
C.A.L.L. Links
Links to CALL journals and information on line from your About.com Guide.
FAQ about CALL
An introductory discussion concerning some of the most commonly asked questions and opinions about Computer Assisted Language Learning by your About.com Guide.
Teaching Resources
* Teaching English as a Second Language Teaching Theories and Techniques
* Teaching English - ESL Teaching Theory, Resources, Employment and Techniques
* Top English Teaching Materials - Teacher Resource Books for K - 12 ESL Learners
Alternate Teaching Methods
* Multiple Intelligences in the ESL Classroom
* Whole brain learning, suggestopedia and NLP - Overview of various brain funct...
* Using Music in the ESL Classroom
There has been much debate over the use of computer assisted language learning (CALL) in the ESL/EFL classroom over the past decade. As you are reading this feature via the Internet (and I am writing this using a computer), I will assume that you feel that CALL is useful to your teaching and/or learning experience.
There are many uses of the computer in the classroom. In today's feature I would like to provide some examples of how I like to use CALL in my teaching. I find that CALL can be successfully employed not only for grammar practice and correction, but also for communicative activities. As most of you are familiar with the programs that offer help with grammar, I would like to focus on the use of CALL for communicative activities.
Successful communication learning is dependent on the student's desire to participate. I'm sure most teachers are familiar with students who complain about poor speaking and communication skills, who however, when asked to communicate, are often reluctant to do so. In my opinion, this lack of participation is often caused by the artificial nature of the classroom. When asked to communicate about various situations, students should also be involved in the actual situation. Decision making, asking for advice, agreeing and disagreeing, and compromising with fellow students are all tasks that cry out for "authentic" settings. It is in these settings that I feel CALL can be used to great advantage. By using the computer as a tool to create student projects, research information and provide context, teachers can employ the computer to help students become more involved in the task at hand, thereby facilitating the necessity of effective communication within a group setting.
Exercise 1 Focus on Passive Voice
Generally, students coming from around the world are more than happy to speak about their native country. Obviously, when speaking about a country (city, state etc.) the passive voice is required. I have found the following activity using the computer to be of great assistance in helping students focus on the correct use of the passive voice for communication and reading and writing skills.
* Inductively review the passive structures in class (or introduce the passive structures)
* Provide a text example, focusing on a specific location, that includes many passive voice structures
* Have students read through the text
* As a follow up, have students separate passive voice and active voice examples
* Using a program such as Microsoft Encarta or any other multimedia encyclopaedia, (or the Internet) have students working in small groups find information about their own nation (or any city, state etc.)
* Based on the information they have found, students then write a short report together at the computer (using a spell check, communicating about formatting etc.)
* Students then report back to the class presenting their report created at the computer
This exercise is a perfect example of involving students in an "authentic" activity that focuses on communication skills while at the same time including a grammar focus, and uses the computer as a tool. Students have fun together, communicate in English and are proud of the results they achieve - all ingredients for successful inductive learning of the passive voice in a communicative manner.
Exercise 2 Strategy Games
For younger learners of English, strategy games can be one of the most effective ways to get students to communicate, agree and disagree, ask for opinions and generally use their English in an authentic setting. Students are asked to focus on the successful completion of a task such as solving riddles (Myst, Riven) and developing strategies (SIM City).
* Choose a strategy game such as a SIM or mystery
* Have students divide into teams
* Create a specific task in the game itself, such as the completion of a certain level, the creation of a certain type of environment, the solving of a specific riddle. This is important for providing a framework and specific language needs/goals for a common ground in the classroom.
* Have students complete the task.
* Have students come together in the classroom and compare strategies.
Once again, students who find it difficult to participate in a classroom setting (Describe your favourite holiday? Where did you go? What did you do? etc.) generally become involved. The focus is not on their completing a task which can be judged as correct or incorrect, but rather on the enjoyable atmosphere of team work which a computer strategy game provides.
These are just a two examples of the various ways in which a computer can be used as a tool with which students are encouraged to participate in satisfying communicative experiences. Below are further links providing information on the use of the computer in the classroom
Q & A Using Software in the Adult ESL Classroom
Written by Susan Gaer Santa Ana College, School of Continuing Education, this article "addresses basic CALL questions". Provided by the ERIC Digest at the National Clearinghouse for ESL Literacy Education (NCLE).
C.A.L.L. Links
Links to CALL journals and information on line from your About.com Guide.
FAQ about CALL
An introductory discussion concerning some of the most commonly asked questions and opinions about Computer Assisted Language Learning by your About.com Guide.
Teaching Resources
* Teaching English as a Second Language Teaching Theories and Techniques
* Teaching English - ESL Teaching Theory, Resources, Employment and Techniques
* Top English Teaching Materials - Teacher Resource Books for K - 12 ESL Learners
Alternate Teaching Methods
* Multiple Intelligences in the ESL Classroom
* Whole brain learning, suggestopedia and NLP - Overview of various brain funct...
* Using Music in the ESL Classroom
STRATEGIES AND APLICATION FOR ONE COMPUTER CLASSROOM
1. Use the Computer as Teacher Tool:
* Keep records, manipulate information, produce individual letters to parents.
* Produce a class newsletter.
* Create customized follow-up work for lessons.
* Make personalized certificates of achievement.
* Create customized graphic organizers and direction sheets.
* Create charts, student lists and name tags.
* Communicate with other professionals and subject experts via email.
Tips:
Use Stationery and Template files in the Global Shared File
Use spreadsheets for class lists and charts
Use database for student information
2. Use the Computer as Multi-Media Chalk Board or Flip Chart:
(whole class on TV monitor or overhead or small group on the computer monitor)
* Reading groups: draw story webs, have the computer read vocabulary words
* Demonstrate concepts: for example, add descriptive words to a sentence or rearrange the sequence of words in a sentence to change the meaning.
* Record information from a group brainstorming session that introduces a new unit.
* Demonstrate writing or editing skills.
* Demonstrate Math concepts (ClarisWorks) (Graph Club)
* Color text for exploring, or critically evaluating written material
* Color text for demonstrating patterns and devices in poetry (check out poetry sites in Global Shared folder: !Web sites)
* Spreadsheet for graphing simple survey information
* Live access to a selected Internet site to enhance discussion orillustrate a point.
* Live access to a selected Internet site to retrieve authentic data
Tips:
Connect computer to TV scan box
Connect computer to projector
Pull authentic text from the Internet to Illustrate points
- For example: CNN news stories for educational purposes:
http://www.otan.dni.us/webfarm/cnn/education/education.html>
Use Macros to expedite steps in a demonstration
Involve students to enter some information or control the mouse
Use ClarisWorks Paint to illustrate points where you need to erase parts of a picture. (line of symmetry)
Use ClarisWorks Draw when you want to easily rearrange, resize or duplicate objects or pictures.
Use ClarisWorks Spreadsheet for plotting graphs that change as you enter data.
Use ClarisWorks Spreadsheet for two lists side by side.
Lock graphics in Venn diagram or other graphic organizer before entering text.
Use ClarisWorks slide show to show sequence or add details
3. Have Students use the Computer as a Tool for Individual Input as Part of a Larger Group or Class Project:
* Lists: each student adds one item related to a topic that will be used for discussion
* Science topic: students type questions of things they want to know about a new subject. The questions may be used to introduce a lesson.
* Have each student write on type of sentence, for example, a topic sentence, and use this information for a class discussion on that type of sentence.
* news article facts
* continuing story
* group or class email letter
* Enter personal information or opinions in a spreadsheet and then graph the whole classÕs responses
Tips:
Use any word processing program
Use a database or spreadsheet that can be resorted for class discussion or sharing with another group.
4. Use the Computer as Learning Center or Station:
* guess the word (copy, speak and change to picture) (KidWorks 2)
* Tanagrams
* Use an atlas or encyclopedia: find some type of information such a six rivers in Africa or Go to CIA World Fact Book with a Scavenger hunt worksheet.
* Use one component of some commercial software that goes along with your curriculum topic (Use a worksheet to direct student use.)
* Calculator in math to check work
* Spell checker during writing times
* Thesaurus during writing times (Writing Center) (ClarisWorks)
* Rhyming dictionary during poetry writing (see poetry sites in Global Shared folder: !Web sites)
* alphabetize a list
* Database of characters in literature books (can be entered by individuals or small groups): list traits and then use the database to compare two different characters from different books. Have students write a paper describing which one they would like to have for a friend and why.
Tips:
Use either a time or a defined task to determine the length of a childÕs turn at the computer.
Construct a chart or database to organize which students have had a turn on the computer
Use the computer with manipulatives or worksheet.
Assign 4-6 students as ÒHelpers or MonitorsÓ to assist children who are working on the computer, so that the teacher is not disturbed when a student has a question related to the operation of the computer.
Internet site of factual information or current event related to literature book. (Iditarod)
5. Use the Computer as Cooperative Learning Tool:
(Use for writing, organizing, synthesizing, brainstorming, comparing, contrasting, etc.)
* group story (setting, characters, plot, ending)
* enlarge, double space and print written work to be edited by a partner
* Sequence, compare or categorize lists (Use authentic data from the Internet)
* poll the class on a topic and make a graph and compare results
Tips:
Assign roles related to computer use: typer, mouse operator, leader, timer, reader, editor, spell checker, etc.
6. Have Students Use the Computer to do Individual Work for Practice or Assessment:
(one childÕs work visible at a time either by using separate files or a data base)
* Correct a sentence
* practice typing a pattern
* type part of a final copy for a project - for example: the bibliography or outline for a research paper
* Take a quiz
Tips:
Children sign into AtEase under their name and save work in their own folder or group shared folder.
Use Stationery and Templates
Database of class with place for each child's work
Use automatic features such as bibliography in Student Writing Center or the Outline feature in ClarisWorks.
* Keep records, manipulate information, produce individual letters to parents.
* Produce a class newsletter.
* Create customized follow-up work for lessons.
* Make personalized certificates of achievement.
* Create customized graphic organizers and direction sheets.
* Create charts, student lists and name tags.
* Communicate with other professionals and subject experts via email.
Tips:
Use Stationery and Template files in the Global Shared File
Use spreadsheets for class lists and charts
Use database for student information
2. Use the Computer as Multi-Media Chalk Board or Flip Chart:
(whole class on TV monitor or overhead or small group on the computer monitor)
* Reading groups: draw story webs, have the computer read vocabulary words
* Demonstrate concepts: for example, add descriptive words to a sentence or rearrange the sequence of words in a sentence to change the meaning.
* Record information from a group brainstorming session that introduces a new unit.
* Demonstrate writing or editing skills.
* Demonstrate Math concepts (ClarisWorks) (Graph Club)
* Color text for exploring, or critically evaluating written material
* Color text for demonstrating patterns and devices in poetry (check out poetry sites in Global Shared folder: !Web sites)
* Spreadsheet for graphing simple survey information
* Live access to a selected Internet site to enhance discussion orillustrate a point.
* Live access to a selected Internet site to retrieve authentic data
Tips:
Connect computer to TV scan box
Connect computer to projector
Pull authentic text from the Internet to Illustrate points
- For example: CNN news stories for educational purposes:
http://www.otan.dni.us/webfarm/cnn/education/education.html>
Use Macros to expedite steps in a demonstration
Involve students to enter some information or control the mouse
Use ClarisWorks Paint to illustrate points where you need to erase parts of a picture. (line of symmetry)
Use ClarisWorks Draw when you want to easily rearrange, resize or duplicate objects or pictures.
Use ClarisWorks Spreadsheet for plotting graphs that change as you enter data.
Use ClarisWorks Spreadsheet for two lists side by side.
Lock graphics in Venn diagram or other graphic organizer before entering text.
Use ClarisWorks slide show to show sequence or add details
3. Have Students use the Computer as a Tool for Individual Input as Part of a Larger Group or Class Project:
* Lists: each student adds one item related to a topic that will be used for discussion
* Science topic: students type questions of things they want to know about a new subject. The questions may be used to introduce a lesson.
* Have each student write on type of sentence, for example, a topic sentence, and use this information for a class discussion on that type of sentence.
* news article facts
* continuing story
* group or class email letter
* Enter personal information or opinions in a spreadsheet and then graph the whole classÕs responses
Tips:
Use any word processing program
Use a database or spreadsheet that can be resorted for class discussion or sharing with another group.
4. Use the Computer as Learning Center or Station:
* guess the word (copy, speak and change to picture) (KidWorks 2)
* Tanagrams
* Use an atlas or encyclopedia: find some type of information such a six rivers in Africa or Go to CIA World Fact Book with a Scavenger hunt worksheet.
* Use one component of some commercial software that goes along with your curriculum topic (Use a worksheet to direct student use.)
* Calculator in math to check work
* Spell checker during writing times
* Thesaurus during writing times (Writing Center) (ClarisWorks)
* Rhyming dictionary during poetry writing (see poetry sites in Global Shared folder: !Web sites)
* alphabetize a list
* Database of characters in literature books (can be entered by individuals or small groups): list traits and then use the database to compare two different characters from different books. Have students write a paper describing which one they would like to have for a friend and why.
Tips:
Use either a time or a defined task to determine the length of a childÕs turn at the computer.
Construct a chart or database to organize which students have had a turn on the computer
Use the computer with manipulatives or worksheet.
Assign 4-6 students as ÒHelpers or MonitorsÓ to assist children who are working on the computer, so that the teacher is not disturbed when a student has a question related to the operation of the computer.
Internet site of factual information or current event related to literature book. (Iditarod)
5. Use the Computer as Cooperative Learning Tool:
(Use for writing, organizing, synthesizing, brainstorming, comparing, contrasting, etc.)
* group story (setting, characters, plot, ending)
* enlarge, double space and print written work to be edited by a partner
* Sequence, compare or categorize lists (Use authentic data from the Internet)
* poll the class on a topic and make a graph and compare results
Tips:
Assign roles related to computer use: typer, mouse operator, leader, timer, reader, editor, spell checker, etc.
6. Have Students Use the Computer to do Individual Work for Practice or Assessment:
(one childÕs work visible at a time either by using separate files or a data base)
* Correct a sentence
* practice typing a pattern
* type part of a final copy for a project - for example: the bibliography or outline for a research paper
* Take a quiz
Tips:
Children sign into AtEase under their name and save work in their own folder or group shared folder.
Use Stationery and Templates
Database of class with place for each child's work
Use automatic features such as bibliography in Student Writing Center or the Outline feature in ClarisWorks.
Using Internet Videos in EFL Classes to Develop Listening By J. S. Moura
Nowadays emerging technologies represent a potential for teaching English as a foreign language, though I think they are not used or explored as it should be. This is not a claim against traditional language classes. However, in an increasing technology-based world it is still usual to find out English classrooms as if emerging technologies have had no existence or that ignore them as rich means of tools that can be helpful for EFL students to improve their skills. Perhaps English teachers lack mastering in dealing with so many resources that can be used in classrooms or even for extra classroom activities. Anyway real reasons for that are subjects for other discussion. It is important to explain that when I refer to emerging technologies, I mean especially those mediated by computers and that have in Internet its deep-seated icon.
For now I would like to detach a special resource of Internet-based technologies - its world video networks widespread in a great number of languages from everywhere. Regarding the billion of videos ranged into the cyberspace (despite of the doubtful quality and utility of some of them), Internet videos represent the direct access of users for a technology previously mediated only by the mass media corporations. It is a clear signal of the free-access-based cyber-democracy that a worldwide computers net like Internet makes coming up for consensus, debates and reflections.
A skill I would like to specially stand for is listening. The need for constant exposure in the target language would be not a problem if EFL speakers could always travel for English speaking countries or live there time enough for developing and improving their skill languages. Nevertheless it is not the reality of a large amount of EFL students. A great difficulty I have seen in many of those students is their lack of ability to really do well in a conversation with native speakers because of their problems with listening skill. When in a real situation of speaking, words and phrases intonation, rhythm and stress sound far differently of shallow mechanic conversations of actors speech recorded in studios used in EFL classrooms. The genuine sounds of an interaction in real English are changed all into an acoustic smudge for many EFL learners when dialoguing with native speakers and it is not difficult to hear from their frustration and despair.
I think Internet videos are precious useful resources to help in the listening process acquisition and fill the blanks that constant need for language exposure demands when the learner does not live in an English speaking country. For instance, in a video systematic locus like YouTube, at present the most prominent video network, the possibility of finding out every kind of speech genre is led to an unlimited account. News videos, movie thrillers, music, tv shows, interviews, home made videos, lectures, informal conversations, only to mention a few number of all sorts of genres in different accents of every region of the globe where English is spoken are representatives of the affluence of choices possible to work in English classrooms. Besides listening, it is possible to work with other abilities concerned to pronunciation and phonetics, vocabulary acquisition, speaking and to use creativity for a range of activities that shows students the multiple potential of working with new technologies tools like Internet videos. It is also a step for EFL students to work with their autonomy related to their learning. Soon I intend to write about some suggestions on English activities by using Internet videos.
J. S. A. Moura,
Universidade Estadual de Alagoas,
Brazil
Article Source: http://EzineArticles.com/?expert=J._S._Moura
For now I would like to detach a special resource of Internet-based technologies - its world video networks widespread in a great number of languages from everywhere. Regarding the billion of videos ranged into the cyberspace (despite of the doubtful quality and utility of some of them), Internet videos represent the direct access of users for a technology previously mediated only by the mass media corporations. It is a clear signal of the free-access-based cyber-democracy that a worldwide computers net like Internet makes coming up for consensus, debates and reflections.
A skill I would like to specially stand for is listening. The need for constant exposure in the target language would be not a problem if EFL speakers could always travel for English speaking countries or live there time enough for developing and improving their skill languages. Nevertheless it is not the reality of a large amount of EFL students. A great difficulty I have seen in many of those students is their lack of ability to really do well in a conversation with native speakers because of their problems with listening skill. When in a real situation of speaking, words and phrases intonation, rhythm and stress sound far differently of shallow mechanic conversations of actors speech recorded in studios used in EFL classrooms. The genuine sounds of an interaction in real English are changed all into an acoustic smudge for many EFL learners when dialoguing with native speakers and it is not difficult to hear from their frustration and despair.
I think Internet videos are precious useful resources to help in the listening process acquisition and fill the blanks that constant need for language exposure demands when the learner does not live in an English speaking country. For instance, in a video systematic locus like YouTube, at present the most prominent video network, the possibility of finding out every kind of speech genre is led to an unlimited account. News videos, movie thrillers, music, tv shows, interviews, home made videos, lectures, informal conversations, only to mention a few number of all sorts of genres in different accents of every region of the globe where English is spoken are representatives of the affluence of choices possible to work in English classrooms. Besides listening, it is possible to work with other abilities concerned to pronunciation and phonetics, vocabulary acquisition, speaking and to use creativity for a range of activities that shows students the multiple potential of working with new technologies tools like Internet videos. It is also a step for EFL students to work with their autonomy related to their learning. Soon I intend to write about some suggestions on English activities by using Internet videos.
J. S. A. Moura,
Universidade Estadual de Alagoas,
Brazil
Article Source: http://EzineArticles.com/?expert=J._S._Moura
Cardiff Online
Internet-based activities in the EFL classroom - do they work?
Presented By Pavla Machova
Session Details
The workshop will present some interesting activities based on Internet resources and multimedia use in ELT at the level of secondary and tertiary schools. It will demonstrate how Internet materials can be adjusted and used in ELT to suit various aims and skill practice. It will also bring examples of outcomes of teacher trainees' reaction to this presentation.
About Pavla Machova
A teacher trainer at the University of Hradec Kralove, Czech Republic. Specializes in methodology, interested in new technologies, has some experience with ELT to deaf and hard-of-hearing learners.
Support Material
application/msword icon
List of sources and materials
application/vnd.ms-powerpoint icon
Powerpoint presentation on multimedia
application/msword icon
Original song lyrics 1
application/msword icon
Parody song task 1
application/msword icon
Parody song 1 intro
application/msword icon
Al biography task
application/msword icon
Al - real biography
application/msword icon
Youtube discussion extract
application/msword icon
Internet language - acronyms
application/msword icon
Parody song task 2
application/msword icon
Original song 2
application/msword icon
parody songs lyrics
application/msword icon
Leet (speak) on Wikipedia (short.)
application/msword icon
Leet alphabet 1
application/msword icon
Leet alphabet 2
application/msword icon
New words - BBC web page
Internet-based activities in the EFL classroom - do they work?
Presented By Pavla Machova
Session Details
The workshop will present some interesting activities based on Internet resources and multimedia use in ELT at the level of secondary and tertiary schools. It will demonstrate how Internet materials can be adjusted and used in ELT to suit various aims and skill practice. It will also bring examples of outcomes of teacher trainees' reaction to this presentation.
About Pavla Machova
A teacher trainer at the University of Hradec Kralove, Czech Republic. Specializes in methodology, interested in new technologies, has some experience with ELT to deaf and hard-of-hearing learners.
Support Material
application/msword icon
List of sources and materials
application/vnd.ms-powerpoint icon
Powerpoint presentation on multimedia
application/msword icon
Original song lyrics 1
application/msword icon
Parody song task 1
application/msword icon
Parody song 1 intro
application/msword icon
Al biography task
application/msword icon
Al - real biography
application/msword icon
Youtube discussion extract
application/msword icon
Internet language - acronyms
application/msword icon
Parody song task 2
application/msword icon
Original song 2
application/msword icon
parody songs lyrics
application/msword icon
Leet (speak) on Wikipedia (short.)
application/msword icon
Leet alphabet 1
application/msword icon
Leet alphabet 2
application/msword icon
New words - BBC web page
Teaching technologies: successful internet lessons in the EFL classroom
By Paul Drury
Level: Starter/beginner, Elementary, Pre-intermediate, Intermediate, Upper intermediate, Advanced Type: Reference material
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Advice and suggestions on how to conduct successful internet lessons in the English classroom.
Unfortunately, trouble-free Internet lessons are rare but if you prepare well there is no reason why you will not be able to cope with the possible pitfalls. Below are some common problems experienced by ELT teachers using the Internet for lessons together with suggested solutions:
Students get lost, open the browser ten times, or end up reading something totally different to the rest of the class.
* Give specific addresses; take the student directly to the relevant page. Although information searches can be an important part of the lesson, make sure that you have an idea of what is available and be prepared to provide addresses.
Students are writing e-mails home. (A very common problem for teachers with students who are living away from home.)
* This suggests that the task set was too vague. Presented with a magazine many people will flick through with no particular purpose. As teachers, we always ask our learners to focus on specific articles/areas/language. This should be the same when using the Internet.
* Have a good reason for using the computer. Could the work be done just as easily on paper?
* Negotiate time for your students to write that e-mail home i.e. after they have finished the work.
Some students are not comfortable with technology.
* Consider doing some remedial teaching. Everybody should be able to point and click, copy, paste, highlight, recognise links, recognise the back/forward buttons on the browser.
* Give students clear instructions, preferably written. Talk them through the steps of the lesson (show them on screen) and make sure the objectives are clear.
* Pairing a strong student with a weak student is not always the answer. The stronger will become frustrated and the weaker may take on a passive role.
The Internet is not working as quickly as it should. The relevant page won’t open...
* It is a good idea to give students addresses on screen so they only need to click. Physically typing the address increases the chance of making a mistake.
* Always have material to fall back on. Computers and the Internet are temperamental beasts.
* Always check the sites/computers before the lesson, what was there last week may not be there this week.
Many people will not read extended pieces of text on screen.
* Make concessions for the medium, it is physically more taxing to read on screen, use texts that are manageable chunks or interspersed with pictures or activities.
By Paul Drury
Level: Starter/beginner, Elementary, Pre-intermediate, Intermediate, Upper intermediate, Advanced Type: Reference material
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* Rate
Advice and suggestions on how to conduct successful internet lessons in the English classroom.
Unfortunately, trouble-free Internet lessons are rare but if you prepare well there is no reason why you will not be able to cope with the possible pitfalls. Below are some common problems experienced by ELT teachers using the Internet for lessons together with suggested solutions:
Students get lost, open the browser ten times, or end up reading something totally different to the rest of the class.
* Give specific addresses; take the student directly to the relevant page. Although information searches can be an important part of the lesson, make sure that you have an idea of what is available and be prepared to provide addresses.
Students are writing e-mails home. (A very common problem for teachers with students who are living away from home.)
* This suggests that the task set was too vague. Presented with a magazine many people will flick through with no particular purpose. As teachers, we always ask our learners to focus on specific articles/areas/language. This should be the same when using the Internet.
* Have a good reason for using the computer. Could the work be done just as easily on paper?
* Negotiate time for your students to write that e-mail home i.e. after they have finished the work.
Some students are not comfortable with technology.
* Consider doing some remedial teaching. Everybody should be able to point and click, copy, paste, highlight, recognise links, recognise the back/forward buttons on the browser.
* Give students clear instructions, preferably written. Talk them through the steps of the lesson (show them on screen) and make sure the objectives are clear.
* Pairing a strong student with a weak student is not always the answer. The stronger will become frustrated and the weaker may take on a passive role.
The Internet is not working as quickly as it should. The relevant page won’t open...
* It is a good idea to give students addresses on screen so they only need to click. Physically typing the address increases the chance of making a mistake.
* Always have material to fall back on. Computers and the Internet are temperamental beasts.
* Always check the sites/computers before the lesson, what was there last week may not be there this week.
Many people will not read extended pieces of text on screen.
* Make concessions for the medium, it is physically more taxing to read on screen, use texts that are manageable chunks or interspersed with pictures or activities.
Energizing the ESL/EFL Classroom through Internet Activities
Kuang-wu Lee
Johnny [at] hcu.edu.tw
Hsuan Chuang University (Hsin-chu, Taiwan)
Introduction
Keeping students interested and engaged in the current topic or activity is a daily challenge for teachers in the ESL/EFL classroom. One of the advantages of the Internet is that it provides new possibilities for assisting teachers to successfully meet this challenge. Though Internet-based activities can potentially energize the ESL/EFL classroom, this potential may not always be achieved. If the teacher does not clearly set the goals and strategies of the activities, students may lose interest, learn little, or both.
In this article I will discuss several kinds of Internet-based activities for the ESL/EFL classroom and describe some strategies to help ensure that the activities will keep the students' interest. I will begin by giving a brief summary of four basic ways in which the Internet can be used in the ESL/EFL classroom.
Four Basic Functions
Grey (1999) has identified four ways in which the Internet can function as an educational tool in schools. These can also be considered four basic ways the Internet can be used in ESL/EFL classrooms.
(1) Search for and receive
This category comprises activities that are based on using the Internet as a huge virtual library. In these activities students search for and retrieve information from this library.
(2) Publish and provide
These activities involve not the retrieval, but the publication of information.
This publishing is done on web pages, which are the basic places where information is stored on the Internet.
(3) Talk to and reply
These are conversational activities that take place via the Internet through email correspondence and in ÒchatÓ rooms. Strictly speaking, this category could also include Internet phone conversations.
(4) Collaborate and learn
This category includes joint projects that involve students in two or more classrooms that might be thousands of miles apart.
The fourth way of using the Internet usually involves one or more of the other three ways. Collaboration between classrooms almost always involves the use of email. Also, it may include the joint publication of web pages or joint search activities. In what follows I will discuss only the first three functions listed above, as these are the basic ways the Internet can be used to provide activities for ESL/EFL classrooms.
Internet Conversations - An Inherently Social Function
Of the three basic functions, probably the one most often written about in relation to teaching ESL/EFL is the third - Talk to and reply. For example, see Nagel (1999) and Liao (1999). It is clear that email conversations on the Internet provide a useful learning tool for the ESL/EFL classroom. This is because even though such conversations may take place across thousands of miles, and between people who have never met except on the Internet, they are social activities, and social activities tend to engage students' interests.
According to Garner and Gillingham (1996), Internet conversations can be intensely social activities. This will sometimes be the case, for example, if an email correspondence evolves so that the people writing to each other become close friends. Probably most email conversations, however, are casual. But even casual conversations are occasions for which the ESL/EFL student must try to make himself or herself understood to another actual person (other than teacher or classmates). This makes the act of communicating in English not just a theoretical problem, but a practical one. The requirement to solve that practical problem can be a strong motivator for students to try hard to construct clear, grammatical messages that communicate their thoughts.
However, even though Internet conversations have the potential to capture the interest of students, there are factors that can block this potential. For one thing, some ESL/EFL students are not advanced enough to be able to engage in such conversations. Even if most students in a class can correspond at some level in English, there may be one or more who are lagging behind and who would not benefit from trying to use email. The teacher must be sensitive to those students who may not yet be ready for email. Such students may need special preparation or may need to be furnished with alternative exercises. Requiring them to do what they are not ready to do will lead them to have little interest in the activity.
Another factor that can lessen the energizing and pedagogical value of Internet conversations is student anxiety about making errors. Some students may be capable of conversing in English via email but may also be afraid of making mistakes that others will see. Such fear can reduce the student's enthusiasm for the activity and in fact may lead him or her to attempt to avoid doing it. Care must be taken to try to reduce student anxiety about making mistakes. One way to do this is to offer to look over and correct the student's email messages before they are sent. In fact, going over a student's message with him or her can be an excellent learning opportunity for the student.
A third factor that can decrease student interest in Internet conversations is erratic replies. Sending email may be easy for the student, but to find a correspondent who will reply consistently may be hard. The teacher should assist students to find dependable, interested email partners. For K-12 classes, http://epals.com provides teachers information on classrooms around the world that are interested in email correspondence and collaborative projects.
Searching the Internet - A Wealth of Activities
Activities in the ESL/EFL classroom that are based on searching the Internet for information are not as inherently social as those that involve conversation. However, if the activities are well planned, they can generate enthusiasm among students and provide excellent learning opportunities. One kind of Internet activity that falls within the search category is the ÒscavengerÓ or ÒtreasureÓ hunt, in which students are given the task of searching the Internet for some kind of information presented in English (see Brown, 1999). Many other activities also involve searching for information on the Internet.
In a simple task that I call ÒFinding Favorites,Ó each student first chooses a topic of special interest. This might be a place, person, animal, event, hobby, sport, or movie - whatever subject the student finds appealing. Then the student searches the Internet for three web sites that are related to that interest. The student finds the web site, reads the material, and downloads one or two pages from the site to a ÒFavoritesÓ folder. The student then makes two short reports, either written or made orally to the class. The first report is an evaluation of the web sites, telling which were the most useful. The second is a summary of the main information that was found. The activity can be done in small groups of two or three if the members of the group are interested in the same subject.
This is an activity that requires the student to practice several skills, including English reading comprehension, comparing information, and summarizing and reporting in English. It is also an activity that is designed to naturally engage the student's interest. It does this because the student's Internet search is directed toward a topic that the student is already interested in.
It is possible, however, for students to get frustrated and lose interest in the activity if they have to spend too much time searching for web sites. Searching also decreases the time available for the linguistic tasks. It is therefore important that students be well-instructed in the use of search engines before beginning the activity. Also, it is a good idea for students to provide their topics of interest to the teacher a few days before the activity begins and for the teacher to prepare for the activity by searching for and recording the addresses of relevant sites for each interest. These addresses can then be provided to the students at the beginning of the activity. Alternatively, they can be held in reserve and given to students who have trouble finding sites themselves.
The recommendation to instruct students in the use of search engines before undertaking the activity is part of a more general point about designing Internet-based activities. This point is that students should be taught the Internet concepts and skills needed to carry out the activity, and then, before the activity begins, the teacher should briefly observe each student to make sure that he or she is proficient in the needed skills. The teacher should be watchful for students, especially those with little computer experience, who find it more difficult than others to understand and use the Internet. These students will require additional instruction and practice.
Web Pages - Creating and Publishing in English
One of the most potentially valuable and energizing Internet activities for students in the ESL/EFL classroom is to create their own web pages in English and publish them on a class website. There are many ways to go about such a project. The teacher may decide on the theme and the overall design of the site, or this may be a project for the entire class. Individual pages on the site may be assigned either to individuals or to small groups of students.
Some examples of kinds of web pages that students might compose for a class website are brief autobiographies, day-in-the-life pages that tell of students' daily activities, and short stories. It is very important that student addresses and phone numbers not be included in these. Another possibility is for the website to have as its theme the class's home city or country. In this case, different individuals or small groups might be given the task of preparing pages of various kinds of information, such as geographic, economic, cultural, and so on.
One of the most exciting characteristics of a web publishing project is the students' knowledge that the pages they compose will be on the Internet for the whole world to see. Knowing this can lead them to try hard to do their best work. Of course, the knowledge may also cause anxiety for some students because - as with email - they may fear making mistakes that can be seen by others. To reduce any anxiety, the teacher can go over students' work with them before it is published on the Internet.
In such projects there is always the question of how much responsibility students should be given for creating the appearance of the web pages. One possibility is to teach the students basic HTML, including the coding to insert images on a web page, and to allow them to design their pages. Another possibility is for the students to write only the text and for the teacher to code the text. The advantage of the first way is that by allowing students to code their pages they will ÒownÓ their pages more fully and take the project all the more seriously. However, too much time spent in learning HTML and on page design can reduce the value of the activity. If students are given the opportunity to design their own pages, it is important to set limits that will ensure that their focus stays on practicing and developing their English writing skills.
Summary and Conclusion
Of four kinds of Internet-based activity, three are fundamental: conversation, retrieval of information, and publication. Activities in each of these categories can energize the ESL/EFL classroom by offering new, interesting ways for students to practice and sharpen their English skills. To help ensure that students' interest is retained and that they get maximum value from these opportunities, the following recommendations should be considered by the teacher:
* Make sure that students understand the basic concepts and have the hands-on practice that they need to perform Internet-based activities.
* Make sure that the assigned activity (e.g., use of email) is not linguistically too advanced for the student.
* For email correspondence, help students find partners with whom they can engage in a genuine conversation.
* To forestall anxiety, give students the opportunity to have their email or web pages checked and corrected before they are sent or published. Make this a learning opportunity for students.
* When the activity is to create and publish web pages, be sure to keep the main focus on the language task, not on page design.
References
* Brown, I. (1999). Internet Treasure Hunts - A Treasure of an Activity for Students Learning English.
http://iteslj.org/Lessons/Brown-TreasureHunts.html.
* Garner, R. & Gillingham, M. G. (1996). Internet Communications in Six Classrooms: Conversations across Time, Space, and Culture. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
* Grey, D. (1999). The Internet in School. London and New York: Cassell.
* Liao, C-c. (1999). E-mailing to Improve EFL Learners' Reading and Writing Abilities: Taiwan Experience.
http://iteslj.org/Articles/Liao-Emailing.html.
* Nagel, P. S. (1999). E-mail in the Virtual ESL/EFL Classroom. The Internet TESL Journal.
http://iteslj.org/Articles/Nagel-Email.html.
Kuang-wu Lee
Johnny [at] hcu.edu.tw
Hsuan Chuang University (Hsin-chu, Taiwan)
Introduction
Keeping students interested and engaged in the current topic or activity is a daily challenge for teachers in the ESL/EFL classroom. One of the advantages of the Internet is that it provides new possibilities for assisting teachers to successfully meet this challenge. Though Internet-based activities can potentially energize the ESL/EFL classroom, this potential may not always be achieved. If the teacher does not clearly set the goals and strategies of the activities, students may lose interest, learn little, or both.
In this article I will discuss several kinds of Internet-based activities for the ESL/EFL classroom and describe some strategies to help ensure that the activities will keep the students' interest. I will begin by giving a brief summary of four basic ways in which the Internet can be used in the ESL/EFL classroom.
Four Basic Functions
Grey (1999) has identified four ways in which the Internet can function as an educational tool in schools. These can also be considered four basic ways the Internet can be used in ESL/EFL classrooms.
(1) Search for and receive
This category comprises activities that are based on using the Internet as a huge virtual library. In these activities students search for and retrieve information from this library.
(2) Publish and provide
These activities involve not the retrieval, but the publication of information.
This publishing is done on web pages, which are the basic places where information is stored on the Internet.
(3) Talk to and reply
These are conversational activities that take place via the Internet through email correspondence and in ÒchatÓ rooms. Strictly speaking, this category could also include Internet phone conversations.
(4) Collaborate and learn
This category includes joint projects that involve students in two or more classrooms that might be thousands of miles apart.
The fourth way of using the Internet usually involves one or more of the other three ways. Collaboration between classrooms almost always involves the use of email. Also, it may include the joint publication of web pages or joint search activities. In what follows I will discuss only the first three functions listed above, as these are the basic ways the Internet can be used to provide activities for ESL/EFL classrooms.
Internet Conversations - An Inherently Social Function
Of the three basic functions, probably the one most often written about in relation to teaching ESL/EFL is the third - Talk to and reply. For example, see Nagel (1999) and Liao (1999). It is clear that email conversations on the Internet provide a useful learning tool for the ESL/EFL classroom. This is because even though such conversations may take place across thousands of miles, and between people who have never met except on the Internet, they are social activities, and social activities tend to engage students' interests.
According to Garner and Gillingham (1996), Internet conversations can be intensely social activities. This will sometimes be the case, for example, if an email correspondence evolves so that the people writing to each other become close friends. Probably most email conversations, however, are casual. But even casual conversations are occasions for which the ESL/EFL student must try to make himself or herself understood to another actual person (other than teacher or classmates). This makes the act of communicating in English not just a theoretical problem, but a practical one. The requirement to solve that practical problem can be a strong motivator for students to try hard to construct clear, grammatical messages that communicate their thoughts.
However, even though Internet conversations have the potential to capture the interest of students, there are factors that can block this potential. For one thing, some ESL/EFL students are not advanced enough to be able to engage in such conversations. Even if most students in a class can correspond at some level in English, there may be one or more who are lagging behind and who would not benefit from trying to use email. The teacher must be sensitive to those students who may not yet be ready for email. Such students may need special preparation or may need to be furnished with alternative exercises. Requiring them to do what they are not ready to do will lead them to have little interest in the activity.
Another factor that can lessen the energizing and pedagogical value of Internet conversations is student anxiety about making errors. Some students may be capable of conversing in English via email but may also be afraid of making mistakes that others will see. Such fear can reduce the student's enthusiasm for the activity and in fact may lead him or her to attempt to avoid doing it. Care must be taken to try to reduce student anxiety about making mistakes. One way to do this is to offer to look over and correct the student's email messages before they are sent. In fact, going over a student's message with him or her can be an excellent learning opportunity for the student.
A third factor that can decrease student interest in Internet conversations is erratic replies. Sending email may be easy for the student, but to find a correspondent who will reply consistently may be hard. The teacher should assist students to find dependable, interested email partners. For K-12 classes, http://epals.com provides teachers information on classrooms around the world that are interested in email correspondence and collaborative projects.
Searching the Internet - A Wealth of Activities
Activities in the ESL/EFL classroom that are based on searching the Internet for information are not as inherently social as those that involve conversation. However, if the activities are well planned, they can generate enthusiasm among students and provide excellent learning opportunities. One kind of Internet activity that falls within the search category is the ÒscavengerÓ or ÒtreasureÓ hunt, in which students are given the task of searching the Internet for some kind of information presented in English (see Brown, 1999). Many other activities also involve searching for information on the Internet.
In a simple task that I call ÒFinding Favorites,Ó each student first chooses a topic of special interest. This might be a place, person, animal, event, hobby, sport, or movie - whatever subject the student finds appealing. Then the student searches the Internet for three web sites that are related to that interest. The student finds the web site, reads the material, and downloads one or two pages from the site to a ÒFavoritesÓ folder. The student then makes two short reports, either written or made orally to the class. The first report is an evaluation of the web sites, telling which were the most useful. The second is a summary of the main information that was found. The activity can be done in small groups of two or three if the members of the group are interested in the same subject.
This is an activity that requires the student to practice several skills, including English reading comprehension, comparing information, and summarizing and reporting in English. It is also an activity that is designed to naturally engage the student's interest. It does this because the student's Internet search is directed toward a topic that the student is already interested in.
It is possible, however, for students to get frustrated and lose interest in the activity if they have to spend too much time searching for web sites. Searching also decreases the time available for the linguistic tasks. It is therefore important that students be well-instructed in the use of search engines before beginning the activity. Also, it is a good idea for students to provide their topics of interest to the teacher a few days before the activity begins and for the teacher to prepare for the activity by searching for and recording the addresses of relevant sites for each interest. These addresses can then be provided to the students at the beginning of the activity. Alternatively, they can be held in reserve and given to students who have trouble finding sites themselves.
The recommendation to instruct students in the use of search engines before undertaking the activity is part of a more general point about designing Internet-based activities. This point is that students should be taught the Internet concepts and skills needed to carry out the activity, and then, before the activity begins, the teacher should briefly observe each student to make sure that he or she is proficient in the needed skills. The teacher should be watchful for students, especially those with little computer experience, who find it more difficult than others to understand and use the Internet. These students will require additional instruction and practice.
Web Pages - Creating and Publishing in English
One of the most potentially valuable and energizing Internet activities for students in the ESL/EFL classroom is to create their own web pages in English and publish them on a class website. There are many ways to go about such a project. The teacher may decide on the theme and the overall design of the site, or this may be a project for the entire class. Individual pages on the site may be assigned either to individuals or to small groups of students.
Some examples of kinds of web pages that students might compose for a class website are brief autobiographies, day-in-the-life pages that tell of students' daily activities, and short stories. It is very important that student addresses and phone numbers not be included in these. Another possibility is for the website to have as its theme the class's home city or country. In this case, different individuals or small groups might be given the task of preparing pages of various kinds of information, such as geographic, economic, cultural, and so on.
One of the most exciting characteristics of a web publishing project is the students' knowledge that the pages they compose will be on the Internet for the whole world to see. Knowing this can lead them to try hard to do their best work. Of course, the knowledge may also cause anxiety for some students because - as with email - they may fear making mistakes that can be seen by others. To reduce any anxiety, the teacher can go over students' work with them before it is published on the Internet.
In such projects there is always the question of how much responsibility students should be given for creating the appearance of the web pages. One possibility is to teach the students basic HTML, including the coding to insert images on a web page, and to allow them to design their pages. Another possibility is for the students to write only the text and for the teacher to code the text. The advantage of the first way is that by allowing students to code their pages they will ÒownÓ their pages more fully and take the project all the more seriously. However, too much time spent in learning HTML and on page design can reduce the value of the activity. If students are given the opportunity to design their own pages, it is important to set limits that will ensure that their focus stays on practicing and developing their English writing skills.
Summary and Conclusion
Of four kinds of Internet-based activity, three are fundamental: conversation, retrieval of information, and publication. Activities in each of these categories can energize the ESL/EFL classroom by offering new, interesting ways for students to practice and sharpen their English skills. To help ensure that students' interest is retained and that they get maximum value from these opportunities, the following recommendations should be considered by the teacher:
* Make sure that students understand the basic concepts and have the hands-on practice that they need to perform Internet-based activities.
* Make sure that the assigned activity (e.g., use of email) is not linguistically too advanced for the student.
* For email correspondence, help students find partners with whom they can engage in a genuine conversation.
* To forestall anxiety, give students the opportunity to have their email or web pages checked and corrected before they are sent or published. Make this a learning opportunity for students.
* When the activity is to create and publish web pages, be sure to keep the main focus on the language task, not on page design.
References
* Brown, I. (1999). Internet Treasure Hunts - A Treasure of an Activity for Students Learning English.
http://iteslj.org/Lessons/Brown-TreasureHunts.html.
* Garner, R. & Gillingham, M. G. (1996). Internet Communications in Six Classrooms: Conversations across Time, Space, and Culture. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
* Grey, D. (1999). The Internet in School. London and New York: Cassell.
* Liao, C-c. (1999). E-mailing to Improve EFL Learners' Reading and Writing Abilities: Taiwan Experience.
http://iteslj.org/Articles/Liao-Emailing.html.
* Nagel, P. S. (1999). E-mail in the Virtual ESL/EFL Classroom. The Internet TESL Journal.
http://iteslj.org/Articles/Nagel-Email.html.
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