Computer application(About Podcast...)

This little article will be dedicated to the thing that called 'Podcast'; the personal-on-demand casting in which you can easily broadcast pictures and even sound for everyone who care to watch, listen and bring things that you've broadcasted to some good uses. All you have to do is to make your .xml files for things that you want to broadcast, then put those things to your online pages and you're all set! All you have to do after this is waiting for audience to feed some information from you. Easy as counting 1 to 3, right?

The most notable podcasting service at this time is the online radio service. I bet you can see it at many other places on the cyberspace, very fun to listen to them though...

Computers as a Language Learning Tool

For some tasks, computers can provide distinct advantages over more traditional approaches. The use of a computer for listening exercises often provides not only sound, but also visual input providing students with more contextual clues. Students interacting with a computer are also using motor skills as well, which can have a strong reinforcing effect on the learning process by connecting physical actions (clicking, typing) with desired results. Students are also allowed more control over their own learning process as they make the decisions when to repeat questions, exercises and sequences based on their own progress.
Probably the strongest argument for the use of the computer in the classroom environment is that of student self-pacing. Especially in the field of pronunciation, students can employ a computer to record themselves to compare their pronunciation to a target pronunciation. This can be repeated endlessly until a student is satisfied with his/her result. These pronunciation exercises are often combined with visual aids (such as intonation graphs) to help the student recognise how his/her pronunciation compares to the target pronunciation. Common tools such as spell checking can also provide the student with valuable self-analysis instruction.
Finally, with the aid of the Internet and CD-Rom based materials, teachers can quickly access documents addressing individual student needs. This is especially effective when teaching English for Specific Purposes such as Business English. An example would be white papers put up on a company web-site discussing certain technologies in English that students are currently employing. Another example is glossaries provided for specific business sectors (port, banking, insurance, etc.). Using these materials, the teacher can often provide content addressing specific student needs, thereby improving motivation and effectiveness.

Using the Computer t Written by Margaret Procter, Writing Support

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You already know that the computer makes a good typewriter, letting you easily type in text, shift it around, and make small proofreading changes. It can also do much more for you if you make the most of its capacities. It has some disadvantages too, though—for instance, you can see only half a page of your work at a time. Here are some practical tips on making the most of the computer and minimizing its limitations. Use the Help key in your word-processing program to learn more about the functions mentioned here
Composing
If you use word processing only for typing final drafts, you may be surprised how much power you gain by doing all your writing on the computer. Try it!

1. You don't have to create clean or fully developed text the first time. Try jotting down your ideas as they come, without looking up spelling or other details—just make a note or a few XXXs or //// in the text to mark the place to return. You will be able to create a full draft quickly—then you can go back and strengthen it. Using a word processor means you never have to recopy!
2. Try doing brainstorming on screen. It's encouraging to scroll through your results later and develop worthwhile bits. For real writer's block, turn the monitor brightness to zero and type in anything at all on a darkened screen: you'll probably be surprised at how much sense these seemingly random sequences make.
3. Outlining is easier on computer. If you like working out your logic first, type in your initial ideas in outline form. Many word-processing programs include built-in outliners (use Help or your manual to find out). Even a simple list of points to cover helps get you started. Then you can fill in as much as you want in each draft. The computer also lets you check the logical strucure of a completed draft: either use the built-in outliner function or just copy the opening sentence of each paragraph into a sequence and look at the set to see if it shows the structure you want.
4. A simple idea: don't double-space your text until you're ready to print it out. You need to see as many lines as possible on screen to get a sense of the flow of your work.
5. Save time by using short forms in your first draft. Then get the Search and Replace function (Alt-F2 in WordPerfect 5.1) to insert full wordings. Type s-a at first, for instance; then replace that set of letters with sovereignty-association.

Guidelines for How to Use Computer in the Classroom

Guidelines for How to Use Computer in the Classroom
Once you have decided to use computers in the classroom, then follow these guidelines to integrate computer time into the curriculum:
Decide what your approach to computer time will be, will you facilitate, guide or instruct? This may vary by computer activity. For example, you may want to have an instructional computer session, or you may want the students to have an independent learning experience, in which you would facilitate, but not instruct.
Know the program or web site that the students will be using well for yourself before letting the children use it. This may sound simple, but it is so important. You will be able to help to navigate the students through the program or site, and provide the necessary instructional component. There is usually a teacher guide that accompanies a computer program and may be available to use from the school's computer lab.
Plan- have a section in your lesson plan where computer can be integrated and research the topic or subject prior to integrating. This can also be planned into your small group instruction time for the teacher aide. In your plan be sure to include what the students will be learning for each curricula area. Read here for more information about Maximizing the Teacher's Aide Time and Talent in the Classroom.
Briefly instruct students on the program or web site at their desks before they are sitting in front of the computer and then let them go immediately to the computer after instruction. Students will be very enthusiastic to get started once they are in front of the computer, and it will be difficult for them to hear your instructions if they are seated right in front of the computer.
Confer with students while they are on the computer. Ask questions about their learning and progress. Take observational notes, so you can lead the students in the next session.
Provide consistent feedback- this may be praise or correction. For example, start by saying to the students, "Today I noticed that ...", and give feedback about the computer session.
Whether your school requires the students to have computer time in the classroom, or if you are just desiring to integrate it yourself, following these guidelines are sure to help students to become independent computer users.


Read more: http://www.brighthub.com/education/k-12/articles/5638.aspx#ixzz0vqxpoE4S