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California State University San Bernadino
Teaching language Art trough Technology
An Action Recherch Paper Submitted To Professor Back
The action research project
Instructional Technology
By
Amal Alsubki
December,2009
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TABLE OF CONTENTS
ABSTRACT
INTRODUCTION
LITRERATURE REVIEW
METHODOLOGY
RESULTS
CONCLUTIONS AND RECOMMENDATION
RFERENCES
APPENDICX
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ABSTRACT
Teaching preschool student Trough Picture will motivated students passion for learning
language Art. Interview items give a clear idea of the dynamic of picture reflection in
education environment. this research show the benefit of using picture to develop student
skills in learning language art that could affect student knowledge toward learning
process. The objective in this research is to emphasis the important of using picture in
language Art.
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Introduction:
Teaching pre-school students language art are challenges to many teachers
because it is required several learning strategy in order to make student capable to
understand the material of the course. One of the important elements that teachers prefer
to use is pictures trough several types of technology that match subject such as digital
pictures. This research confirms the role of picture of enrich the subject for preschool
students .Also, this research include some teachers views that deals with picture in
language Art classes. This research has covered many questions that support the whole
research and ,added a lot of useful information about the important of using picture in
language art in classroom in order to make student successful in learning a new
information through t the research steps are:
1. What are the effective ways to use pictures for young childrens in language
learning?
2. How does the use of picture will affect student knowledge towards learning?
3. What impact will learning by picture have on the quality of student writing,
reading ,listening and understanding ?
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Literature Review
INTRODUCTION:
In learning environments, most teachers try to use different kinds of technologies
to make their lesson successful by using pictures through of a combination of visual and
verbal instruction describing these characteristics and examples and best evaluated using
words and visuals not used during instruction. Moreover, pictures that we use in class are
based on students way of thinking . Teachers should choose pictures to go over a
definite area of vocabulary. Teachers can base choices on a certain kind of activity. For
example, reading stories can enrich learning information if picture are related to their
daily lives so students take enjoyment from the pictures in the course. Pictures make
class more dynamic and active as well as stimulate students imaginations. This strategy
of learning is useful especially if students cannot use their imagination very well. The
picture in any lesson support particular ideas that teachers wanted to impassive it through
this picture, which the students can then build on more easily. The benefit of using
pictures makes learning easy. Teachers using different context to improve the quality of
educated students that include deferent types of technique , which are digital photography
,phone cams, photo manipulation software image scanning and image management
software.
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Choosing right picture that match student brain:
The teachers should implement high quality images while developing learning
materials for teaching. Because teaching as professional job is try improve their since
especially student brain is become strong when teacher connected to the sense of
vision. Teacher should adopt a good picture that match students brain with concrete
experiences that are replete with information-rich visual explanations, such as images,
diagrams, graphs, video clips, animations, anthropomorphic images, cartoons, samples,
demonstrations, experiments, and performances of our subject matter, rather than relying
on word-only explanations.(Schmidt, 2009). (p68.72). Visual picture is like a food for
student to develop their brain and it encourage students to learn more and develop visual
details that related to subject that they are interested with. Teachers that used pictures
with students try to simplify need to agree with teachers point for example, when teacher
read a story about friendship, that mean this teacher can show children different kind of
picture like to person hug each other ,so student can be active with picture. The teacher
should be concern of used of distracted and not clear images as decoration because it
could add extra unimportant information that confuse students communicates with their
teacher.
Using picture as technology in class room:
Using picture in class room lead student experimental learning language and
encourages student taking part, agreement understanding, and is successful with large
range of learners, including English language, by make design on screen with art
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software, or paints or draws pictures to scan ,Into the computer. Using computers and
pictures help all teachers to improve student learning or better student course evaluations,
creating more organized classroom presentations, utilizing class time better, and
emphasizing important points more effectively. (Davies &lavin,2009).Software that
makes student merges pictures with their recorded voices by telling stories and reading it
makes them positive with class room learning prosess. Reading stories make students
feel more confident . Language arts curriculum include several things such as
acceleration, depth, complexity, challenge, andcreativity(Baska,2003)(p.4).
The goal of using pictures in teaching
When Teacher using pictured as models and arranged to more complex examples
that has many details therefore if teacher want to develop student skills. A few
infrequently confusing picture that is not clear should be presented to avert any kind of
worry and harm feeling . Third, teachers should present new and update examples and
noncomplicated pictures to students so that children can understand the material of the
subject clearly. And fourth, teachers should create test questions deepens on pictures
rather than complicated question exams . Each teacher should provide students with any
information that interested them in order to enrich their information without having any
conflict between her and the students. students must be active participants in their own
education in order for knowledge .Teacher should provide information that must with that
way they think and their age too. The teacher should beware to use pictures that have
discrimination or insulting to any student in the classroom. Students who are viewing a
series of still visuals may mentally animate the pictures themselves. They may be
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experiencing greater psychological engagement with a more promote cognitive a activity
during learning while involving overt behavioral activity .(Clark & Mayer 2008).( p.8,9)
Method of using picture technology:
Evidence of engagement:
Describing, recording and using pictures in classroom as information guide to
other students in learning. Pictures that teachers provide will focus on students behavior,
engagement in work as group that make student feel pride of themselves. Active teachers
make students more capable to know about new information. Active learning teaching
style engage student interest and encourage collaborative learning style. (Snyder,2001).(
p.4-9)
Analyses picture to provide information:
Through picture students can modify information that they have and ask a lot of
questions, because this type of picture has an open-ended answer give student freedom of
talking about their expression. For example, teacher in any subject want to know if
students understand lesson or not, so this teacher will separate her class in to groups so
that she can get a lot of answers , each group that depend on understanding the lesson
effectively . Using picture with children is so useful because children writing skill is not
very advanced. In early grades, teachers' language interactions stimulate active student
language participation.(Morgan,1993).( p.13)
Evaluating the content :
Teachers that use easy pictures to evaluate each students information in an
effective style. Addition of photographs in surveys, interviews or using project
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participants to describe what they see in photographs. Picture descriptions can add
validity to evaluate declarations about what is being point up what is important in the
picture . One factor that may influence the degree to which parentchild joint picture-
book reading is associated with successful development relates to the parental style of
story reading. (Leonard, Lorch, Milich& Hagans.2009).(p.3). Students that reads picture
books feel more comfortable mainly when children are recommended by teacher to talk
about the story and pictures. Read pictures is improves language and reading skills.
Summary :
Technology has become common thing in our life. One important technology is
using pictures in the classroom. That for teachers should use right pictures that match the
course information effectively, teachers should enrich their courses by adding visual
reading and writing tools in order to educate their students. Teachers have to encourage
children skills and create mental images while reading text. Also, help children to do a lot
of activities such as describe, estimate, and value both diagrams and written statements.
To teach children based on visual items skills even before they can read anything that
picture must come from their interests. Also, have children evaluate their power, mood,
and emotion. At the end of the lesson, teachers should evaluate the lesson, content and
students in course time in order to deal with any problems that could interrupt student
understanding.
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DATA COLLECTION AND ANALYSIS PLAN METHODOLOGY
Participants
This research will be interview five females teachers whom teach language art
for preschool student in Saudi Arabia. These elementary school teachers were teaching
for four years. All of these teachers have bachelors degree in education and they took a
lot of training courses of how to develop their teaching skills to communicate with their
student very well. These teachers were so motivated and have faith in their student.
Research Design & Data collection:
This research will be a qualitative study. The aim of this plan is to use interview
ten items that I create with four elementary school teachers to know there aspect of using
picture in class room. The first part of analysis my data. I will ask varies teachers that
using picture in class room by using Skype. In the second part of the study I will go over
the result of the analyzing the outcome of interview information that teacher provide to
me. I will used sample bar graph to analyzed my data in numbers.
Instruments of Collection
By Interview Questions items
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Results
Correction Rates
Finding will be presents by interview items
Their use of picture in their language teaching & reasons.
All five teachers (100%) said that they use picture all the time in their class room
because it is easy to use and give clear idea about any topic that they provide in
classroom and give student space to interact about topic all picture make student
ask a lot of question to know every about the picture they see. Using picture will
develop student skills in reading, speaking, writing, gestures, and visual
representation strategically in their inquiry research and to share what they learn.
Also make student do a lot of activity in speaking, writing and drawing shows
their ability and skill in choosing their motor skills and developing their
understandings.
Their provider picture in class room in order to make student think creativity.
Three teacher (60%) of teacher agree with this statement and they think
picture not just make student think creative but also picture guide student to solve
any problem that may face it with the topic by comparing picture to their
environment. Tow teacher (40%) dont agree because they consider that every
student has Special abilities for receive information and student IQ are not similar
in the same class because when student think creative that mean students IQ are
high. Not all students are smart or motivated because most of students are
interesting in learning new information.
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They think using picture will support their subject that they give to student.
All five teacher (100%) agree that using picture is so helpful and give student
more idea about the subject.
They use picture to support student read and writes in classroom.
All five teacher (100%) agree that reading through picture help student to read
and write by them self some time without teacher help and picture built higher
self stem and give them since of responsibility when they try to read and write
like their teacher.
There are many teacher are welling in using picture and technology in
classroom.
Two teachers (40%) agree with this question because they emphasize that all
teacher must be educated and creative in order to be successful in teaching and get
students attention.
Three teachers (60%) dont agree that all teacher are welling to use technology
and picture because most of teachers are not interesting in learning how to use
new technology especially not educated teacher that they think they are expert in
their field their excuse is all new technology cost a lot of money and waste of
time.
They agree that picture make student expands learning new vocabulary in
learning environments.
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All five teachers (100%) agree that picture will help student to add new words in
their knowledge. Also, good picture will encourage student to ask a lot of
question to know everything that they see. When student learn new vocabulary
will help them to improve their reading vocabulary instruction should derive from
an understanding of the picture characterized by deductive rather than inductive
reasoning. Students are motivated to read and understand picture content that has
attractive characteristic.
Their views about students are more likely to demonstrate picture recognition of
sight words.
Four teachers (80%) agree that these picture make student interesting in
combining picture with words that make learning process flexible to student and
make practice sight words in engaging contexts. Teachers try to training students
on common sight words to help them learn the basics of reading.
One teacher (20%) dont agree, because some of students dont have the
ability of comparing only if they are in high quality learning environment. It is
difficult for teachers to use the picture by picture function to compare all a picture
with a live image and have the same practice over in their classroom.
Their agree picture make student interact in discussions at classroom.
Four teachers (80%) agree that picture make student active with environment, feel
interesting about subject, charring their idea, find solution of problem, express
support of idea and check for clarification of the theme of the topic.
One teacher (20%) dont agree because most of yang student dont have a lot of
vocabulary and they feel shay to cheer their thought with other .
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Their use picture and content that lead student to build their knowledge at school.
All teacher(100%) agree that picture and content are the best a tools of learning
process that help student to acknowledged them self in perfect way.
Their ways of deal with picture in class room support all the information in
textbook.
Three teacher(60%) agree that picture is support all the information in textbook
according to the subject and make student to use their magi nation to answer all
question and recognized it.
Two teacher(40%) dont agree because some time picture cannot support all the
information in the book especially if the picture is not organized ,clear and not
match student need to develop their knowledge.
They consider picture help student identifies the topic and main idea in there
textbook.
All five teaches (100%) agree that picture give student clear idea about the subject
topic because picture make information clear to understand and recognized
without straggle with it.
Their like to apply picture that include voice will make student feel interesting
with subject.
All five teaches (100%) agree that picture make student feel interesting to learn
especially young children because they like to combine voice and picture
together. Teacher that use this strategy their student are hyperactive with new
lesson and more able to repeat words many time in order to memorize it and know
how to pronunciation without mistake. The third categories there are some of
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yang student dont have a lot of vocabulary and they feel shay to cheer their
information and idea with other student .
Action plan
Conclusions :
The finding of the research leads the researcher to three categories which are to
pictures make student think creative especially when they straggle with text book
content .
pictures that include voice is capture students attentions in classroom time.
Pictures make student active in class room dictation about particular subject.
The first categories make student creative because this process demand hard work from
student to acknowledge them self with their environment, also picture guide student to
solve any problem that may face it with the textbook topic make student comparing
picture to their environment. The second category picture that include voice make
student feel interesting to learn especially young children because they like to
combine voice and picture together. Teacher that use this strategy their student are
hyperactive with new lesson and more able to repeat words many time in order to
memorize it and know how to pronunciation without mistake.
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The third categories picture make student active with environment, feel interesting about
subject, charring their idea, find solution of problem, express support of idea and check
for clarification of the theme of the topic.
There is some problem in using picture in teaching language.
The first category could not been seen in some student because every student has Special
abilities for receive information and student IQ are not similar in the same class because
when student think creative that mean students IQ are high. Not all students are smart or
motivated because most of students are interesting in learning new information.
Recommendation:
Teachers have the power of develops students weakness in classroom environments. A
smart teacher is the one how looks after student success not just in class but also in their
life. The student should take a part in class room environments in order to increase their
vocabulary and knowledge about the whole world .This research take apart in language
art that implement picture that match their way of thinking . The teacher should provide
picture that match students skills level. Teacher should provide her student with good
quality picture and open discussion with her student to know what her student wants to
establish in language art class. The educated teacher is the one who respect the back
ground. The researcher should be prepare to collect his/her data before begging the
actual class. researches is the one who can select a problem that related to the
community that he lives in. Time mange was a huge problem that may researcher can
deal with collecting data. The hard worker researcher should collect the data from many
resources in order to build a good research. The researcher that like to make online
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intervieo should be alert with ranging computer material and look over wireless
connection before beginning to interview people to avoided any interruption.
For future Implementation
I recommended researcher to collected data from the same city that researcher lives in .
Also, try to chose a teaching technique that you think it I useful to use in your class room.
Try to focus on one of teaching problem that could may affect student skills. The good
researcher is know what to do if there is a problem aper in his plan that way researcher
should have backup plan to go through the research prosess.
References
Clark, R & Mayer, R .(2008). Learning by viewing versus learning by doing: Evidence-
based guidelines for principled learning environments. International Society for
Performance Improvement . 47(9), 13.
Davies, T., Lavin, A., & Korte , L. (2008). Student perceptions of how technology
impacts quality of instruction and learning. Computers and Education. 9(15).5
Leonard, M. E., Lorch, R., Milich, & Hagans, N. (2009). Parent Child Joint Picture-Book
Reading Among Children With ADHD. Attention Disorders, 12(4), 364-371.
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Morgan. H.(1993). Language in Early Child hood Education: Behavior and
Trough in Teaching . Clearinghouse on Disabilities and Gifted Education .6(30).
Ed389437.
Schmidt, S.(2009). Development and Use of Visual Explanations: Harnessing the
Power of the "Seeing" Brain to Enhance Student learning. food science education. 8(68).
ISSN 1541-4329
Snyder,K.(2001). An Assessment of the Role Technology in the class room.
51(9). Ed453727.
Shaughnessy ,K .(2001). Everything I Know About Teaching Language Arts I Learned at
the Office Supply Store.The Quarterly. 23(2).
Van Tessel_Baska,J.(2003). Differentiating the language Arts for high Ability
learner. Development Team.12(7 ).4 Ed 474306.
http://www.nwp.org/cs/public/print/nwp_au/114http://www.nwp.org/cs/public/print/doc/resources/voice_quarterly_issue.csp?pub=The%20Quarterly&year=2001&vol=23&num=2http://www.nwp.org/cs/public/print/doc/resources/voice_quarterly_issue.csp?pub=The%20Quarterly&year=2001&vol=23&num=2http://www.nwp.org/cs/public/print/nwp_au/114http://www.nwp.org/cs/public/print/doc/resources/voice_quarterly_issue.csp?pub=The%20Quarterly&year=2001&vol=23&num=2 -
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7-Are student more likely to demonstrates using of picture recognition of sight
words?
Yes no
8-Does picture make student Participates in discussions in classroom? Explain.
9-Does picture and content lead student to build their knowledge?
Yes no
8-Do you think using picture in class room support all the information in
textbook?
Yes no
10-Do you think picture help student identifies the topic and main idea in there
textbook?
Yes no
11- Does Using picture for instruction make lesson more organized to student?
Explain.
Yes no
Data Analyses
The data interview will be analyzed in tow different style.
The first thing I will use yes and no question and I will analyses the information
that I have from the interview .all the information that I have from the interview will be
analyses in percentage. The second part I will use open ended question that will led me to
the key ward of my plan.
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The way of analysis this chart depend on how many teachers are answering yes
and no questions:
One teacher = 20% ,two teacher =40%, three teacher =60%,four teacher=80%,
fiveteacher=100%
0
10
20
30
40
50
60
70
picture support information in textbook.
yes
no
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