DIXIE CHICKS
Dedicated For Remembering
F S E IN THE PAST TIME
"You Were Mine"
I Can't Find A Reason To Let Go
Even Though You've Found A New Love
And She's What Your Dreams Are Made Of
I Can Find A Reason To Hang On
What Went Wrong Can Be Forgiven
Without You, It Ain't Worth Livin' Alone
[Chorus #1:]
Sometimes I Wake Up Crying At Night
And Sometimes I Scream Out Your Name
What Right Does She Have To Take You Away
When For So Long, You Were Mine
I Took Out All The Pictures Of Our Wedding Day
It Was A Time Of Love And Laughter
Happy Ever After
But Even Those Old Pictures Have Begun To Fade
Please Tell Me She's Not Real
And That You're Really Coming Home To Stay
[Chorus #2:]
Sometimes I Wake Up Crying At Night
And Sometimes I Scream Out Your Name
What Right Does She Have To Take Your Heart Away
When For So Long, You Were Mine
I Can Give You Two Good Reasons
To Show You Love's Not Blind
He's Two And She's Four, And You Know They Adore You
So How Can I Tell Them You've Changed Your Mind
[Chorus #2]
I Remember When You Were Mine
Minggu, 31 Mei 2009
Jumat, 29 Mei 2009
COMPUTER TECHNOLOGIES AND TEACHING AND LEARNING: WHAT DO THE STUDENTS AND TEACHERS SAY?
Carl L. Reynolds, Professor
University of Wyoming
Introduction
Since 1986, public school personnel throughout the state have been encouraged to
integrate computer technology in the classroom. The State Department of Education
mandated a computer aided instruction in-service course as part of teacher recertification
requirements. For example, The Wyoming State Technology Plan (September, 1997) has
within its long-range objectives the need to establish and evaluate integrated technology
practices within the public schools. School districts have requested numerous university
sponsored extension courses involving new instructional technologies. Almost every
district-sponsored staff development plan included some form of teacher in-service for
integrating computer technology in the classroom. During this same timeframe, the
College of Education implemented computer technology course requirements as part of
the undergraduate teacher education program. It is unclear as to what degree schools in
Wyoming have integrated computer technologies into their classrooms. Also, it is not
known as to whether the College of Education is providing the appropriate support to
facilitate the integration of computer technologies in public schools. Other states have
begun similar investigations to determine the status of this technology integration such as
the effort just begun in Missouri (University of Missouri, 1998).
179
Theoretical/Literature Base
Computer technologies have been hailed as the most likely innovation to effect
change in the public schools (Connick & Russo, 1995). The ability to access information
from world-wide sources (Leu, etal, 1997), create simulations with three dimensional
effects, manipulate graphic animations and sound, without the need for programming
skills on low-cost desktop and laptop computers has unleashed a power to learners that
require teachers to relinquish the role of provider of all information. Someone was once
quoted as saying “Overhead projectors were used in bowling alleys for 35 years before
they were commonly used in the classroom”. It is hoped that computer technology
integration is occurring at a better rate than what happened for the overhead projector.
It has been suggested that the role of the teacher in the classroom must change as
computer technologies are integrated in the classroom (Bielefeldt, 1997, Plater, 1995,
Rowe, 1993). Emphasis has been placed on the teacher as accepting a facilitative role in
guiding students through information access and processing, problem-solving, and
creative learning projects on the computer in a student-centered classroom rather than the
traditional image as the presenter in front of the class. It has also been suggested that
teacher-student interaction can be more electronic, such as email, during times other than
the official school day similar to the techniques employed in distance education (Lehman,
1995).
Teachers who have effectively integrated these technologies in their classrooms
have reported higher levels of motivation, interest in learning, increased problem-solving
skills, and improved achievement by the students (Mingus & Grassl, 1997, Rowe, 1993,
Sawyer, 1994). Based upon efforts with in-service activities with teachers in Wyoming,
180
primarily at the elementary school level, it was a natural question to ask if the same
motivation level and interest was occurring at the secondary level as well, or whether the
integration of computer technologies had occurred successfully in the 9-12 classrooms.
Objectives of the Study
The intent of the study was to determine the answers to the following questions:
1. What types and levels of computer technologies are being used by students
and teachers?
2. What effect, if any, have computer technologies had on teaching and learning
practices in schools?
3. What practices have been successful in promoting successful adoption of
computer technologies in schools?
4. Have computer technologies changed the way teachers teach and students
learn?
Procedures
Because there were limited reports of research efforts focused on the questions
listed above, a naturalistic inquiry approach was selected to conduct the study. This
approach was selected in order to facilitate on-site observations while schools were in
session and to enable unpredicted answers to be followed by additional inquiry during the
interviews (Lincoln & Guba, 1985). Selected high schools in Wyoming were contacted
requesting permission by the researcher to visit during the Fall, 1998. During the visit,
permission was obtained to visit students in classes, study halls, and computer labs to
determine their perceptions as to use of computers in their school. The groups were
selected on the basis of obtaining a representative sample of ninth through twelfth grade
181
students and no attempt was made to select or identify individuals on the basis of
academic versus vocational discipline areas. In conducting the interviews, the teacher
was excused for 20-30 minutes to take a break while the discussions with the students
took place. The students enjoyed the fact that a professor from the university was willing
to listen to their opinions. In all cases, the students began talking freely. Teachers were
interviewed as individuals or small groups of 2-3 persons, using the same set of questions
as those for the student interviews. Technology directors and school principals were
interviewed separately, again with the same question list as a guide. Teachers, technology
directors, and principals were asked to respond based on their particular roles in the
school. The data collected from subjects included field notes taken by the researcher
during the interviews.
Prior to conducting the interviews, a school was selected to pilot test to develop
and refine the interview questions. Through this pilot test procedure, the following openended
questions were developed for structuring the interviews with both students and
teachers:
1. What computer applications do you use at school?
2. Do computer technologies help you learn? If so, how?
3. In what ways do your teachers use computers either for homework
assignments or in teaching?
4. What has your school done to help make use of computers possible? Do they
need to do more?
5. Do you learn differently because of computers? Do teachers need to change
the way they teach because of computers?
182
To avoid researcher bias and to insure valid interpretations from the data, three
techniques were used. First, for each interview, permission was requested and obtained
from subjects to tape record the event. In all cases, permission was granted. Second,
notes were taken by the researcher and compared with the recordings. Third, a colleague
volunteered to randomly select two schools and compare the researcher's notes with the
tape recordings. The results from these techniques were used to edit and make any
corrections needed in the results narrative.
From the five schools selected for the study, a total of 179 students were
interviewed. Twenty-six teachers, and the technology coordinators and building
principals from each school were interviewed as well.
Results
The intent of the first interview question was to determine the level of technology
used in schools. It was overwhelming to note the consistency in responses by both
students and teachers in using word processing the most, followed by information
searching. The use of multimedia was extremely limited unless the student was in a class
designed for learning those techniques. Drawing/drafting was mentioned by a few
students enrolled in those technology-specific classes. One art teacher, however,
described at great length how her students use web pages to analyze the different types of
art, shapes, use of color, and texture in daily classes on the subject. Another teacher,
responsible for yearbook production, listed almost every application available on the
server in the school as technology she taught her students to use in the production of the
annual.
183
In response to the second question, students immediately focused on the power of
information access from the Internet. They also liked the way computer technologies
allowed them to work at their own pace. Several students expressed higher interest levels
because computers allowed them to be more creative and “ make learning more like
exploring.” They preferred that teachers allow them to find information using computers
rather than lecture. However, in response to a follow-up question, most all students
quickly expressed the need for the teacher to be present to assist them in dealing with
frustrations, and providing guidance to help insure success in accomplishing the task at
hand.
Most students think that teachers use only word processing and gradebook
software. Almost none reported such uses as presentation technology, field data
collection, simulations, or illustration purposes. Most teachers interviewed supported the
students’ perceptions. A few teachers, however, described heavy uses of the Internet to
update their instructional material. Three math and science teachers described how they
used programmable hand-held calculators to collect and graph field data from research
conducted during out-of-classroom laboratory sessions. It was interesting but not
explained why students didn’t mention these applications.
In response to question four, most students were fairly positive toward the
school’s efforts. They did have some good solutions to suggest in solving what seemed
to be the common problem, computer access. They complained that computer labs were
always tied up by scheduled classes and there was no place else to go. Several students
suggested that labs be open more often at night for student use. Several students
expressed frustration with the school’s reluctance to trust them with Internet and email.
184
In one school, for example, the policy is to issue email addresses and privileges to all
students who achieve a 3.0 grade point average or better. Those students who had not
earned the privilege understood the reason but still expressed dissatisfaction in being in
the ‘have-nots’ group. In regard to being able to do homework on computers, one student
offered an innovative solution; have laptop computers to check out from the library just
like books. One student suggested that the school rent computers just like the video
stores rent out VCRs and movies. These ideas surfaced in two different schools visited.
Most teachers were happy with the efforts made for hardware acquisition but
expressed the need for more applicable software for their respective subject areas. They
spent most of the time responding to this question by expressing serious frustration with
the lack of quality of in-service and technical support. In-service appears to follow the
typical model, “too much tell about it with not enough hands-on training”. In one school
however, where the approach has been to train the teacher to teach peers in the building,
most teachers stated positive thoughts about the technical support and in-service
provided.
Question five elicited most interesting ideas from the students. Most students first
began with the fun that computers provided, that learning at their own pace was most
ideal, and that computers allowed for more exploring. They also liked the fact that work
was easily redone when mistakes were found. One student talked at great length about
how computers allowed her to explore instead of just perform only routine tasks.
Students thought teachers should relax more about computer technology and admit when
they didn’t know how to use some applications. One student said, “I would like to teach
them (teachers) how to capture ‘cool stuff’ from the Internet”. Students thought that
185
teachers overused computers in some classes (i.e. English) but not enough in others.
Several students spoke out strongly about some traditional roles that teachers should still
do such as present information that is hard to find and help students more with difficult
assignments and problems. Only one student expressed this thought, “Teachers should
disappear and let me learn all I need to know on the computer.”
Most teachers responded positively to changes that computer technologies may
bring about. Most expressed gratitude for the ability to assign their students to search for
information on the Internet and know that something would be found. Some teachers
expressed desire to integrate computer technologies more if someone would show them
what is available, appropriate, and how to use it. One math teacher expressed how the
technology allowed him to focus on the exciting real-life problems rather than the
laborious arithmetic functions that took all his time before. In his case, the technology
used was in the form of hand-held programmable calculators. An art teacher said the
only thing holding her back was not having more computers in her room. Two young
teachers said they would hesitate a long time to consider leaving to another school
because of the strong technology support where they were. A few teachers did express
concerns about traditional learning skills such as spelling and handwriting that they
thought may be weakened by the use of computers, however the debate that ensued
indicated there was not general agreement on this issue. One teacher asked, “When do
we say we have changed enough?”
Conclusions/Implications
It was most interesting to hear how many students in the various schools
expressed the keen interest that computers and connectivity through Internet and email
186
provides. One student explained, “Using the Internet is like exploring; that’s why it’s so
much fun.” It was amazing to hear how many students saw computer technologies as a
way to learn on their own. They expressed a concern that many teachers maintain the
image that students cannot use any technology teachers don’t understand how to use
themselves. One student said, “they should let us teach them (teachers) how to use the
computers.” It was obvious from students’ comments that teachers must be more
student-centered in their approach and use computer technology to put fun, creativity, and
independent responsibility as well as academic challenge back into learning. Another
message to teachers was rather clear as well, the primary thought being, to lose their fears
about not knowing everything and to give students the opportunity to show what they
know. However, teachers should feel a great deal of pride in knowing that students value
their primary function as facilitator and mentor rather than attempting to be the source of
all knowledge.
The primary theme heard from teachers was that technology was occurring too
fast for them to keep up. Over and over again, they expressed concern with inadequate
in-service both in terms of quantity and quality. One teacher said, "We need more 'oneon-
one' workshops and less of the 'show-and-tell' sessions." A few teachers lamented that
they were not adequately informed of the applications available to them. It was
encouraging though, to hear how many of the teachers assigned research projects to
students to find information on the Internet. Each teacher interviewed was satisfied with
their personal access to a computer supplied by the school. After the interviews were
officially over, some of the teachers asked what the students were saying about their
roles. Teachers were relieved to hear that students expressed the need for teachers to be
187
present to guide, and facilitate learning, and that their role was important in the learning
process even with heavy use of computer technology.
Technology coordinators were as unique as the number of schools visited. One
unique practice employed by one coordinator was to conduct most of the inservice
through individual and small groups of teachers. The school district hired substitute
teachers to release their staff for these in-service activities. One common issue raised by
all coordinators was that the workload required to keep the local network functioning
often prevented them from conducting as much in-service as they would prefer. Most of
the coordinators described their roles as troubleshooters when the problems arose rather
than as directors of in-service activities. Only one coordinator, a former teacher, spoke
about including teaching strategies as part of the in-service training. Most of the time,
the impression was left that the primary focus of the coordinators was on the technology.
By determining the degree to which the integration of computer technology has
occurred in schools, we now better understand how to prepare teachers to teach in a way
that takes advantage of this technology. Students and school personnel are benefiting
from this project in several ways. By reflecting on the computer technology in their lives
at school and in the future, they are discussing how they can be more effective in its
integration. Teachers were also relieved to hear that students overwhelmingly still
expressed the need for teachers’ presence and interaction to effectively learn from
computers. Teachers were curious to hear how most students described the desirable
teacher-student interaction as facilitative rather than directed instruction. A better
understanding of how computer technology should be integrated into pre-service and inservice
teacher education will also benefit faculty at the university as well.
188
References
Bielefeldt, Talbot (1997). Systemic planning for technology. Oregon School
Study Council Bulletin, 40, (2), Eugene.
Connick, George & Russo, Jane (1995). Technology and the inevitability of
educational transformation. In E. Boschmann, (Ed.), The electronic classroom: A
handbook for education in the electronic environment. Medford, NJ, Learned
Information, Inc (pp. 14-20).
Lehman, James (1995). Computer networking in distance education. In E.
Boschmann, (Ed.), The electronic classroom: A handbook for education in the electronic
environment. Medford, NJ, Learned Information, Inc (pp. 147-155).
Leu, Donald, Leu, Deborah-Diadiun, & Len, Katherine (1997). Teaching with the
Internet: Lessons from the classroom. Noorwood, MA: Christopher-Gordon Publishers,
Inc.
Lincoln, Yvonna & Guba, Egon (1985). Naturalistic Inquiry. Beverly Hills, Ca:
Sage Publications, Inc.
Mingus, Tabitha, & Grassl, Richard (1997). Using technology to enhance
problem-solving and critical thinking skills. Mathematics and Computer Education, vol.
31, number 3, 293-300.
Rowe, Helga, etal (1993). Learning with personal computers: Issues,
observations, and perspectives. Australia, Victoria, Australian Council for Educational
Research, Ltd.
189
Plater, William, (1995). In search of the electronic classroom. In E. Boschmann,
(Ed.), The electronic classroom: A handbook for education in the electronic environment.
Medford, NJ, Learned Information, Inc (pp. 3-13).
University of Missouri (1998). 1998 Missouri school district census of
technology. Office of Social and Economic Data Analysis.
http://www.Oseda.missouri.edu/index.html (1998, December 7).
190
A CRITIQUE OF
A NATURALSTIC INQUIRY OF COMPUTER TECHNOLOGIES ON TEACHING
AND LEARNING AS PERCEIVED BY STUDENTS AND SCHOOL PERSONNEL
IN SELECTED PUBLIC SECONDARY SCHOOLS IN WYOMING
Re-titled Prior to Publication
COMPUTER TECHNOLOGIES AND TEACHING AND LEARNING: WHAT DO
THE STUDENTS AND TEACHERS SAY?
Michael K. Swan
Washington State University
Contributions and Significance of Research
Approaching a naturalistic study is just great. It is effective and tells us much
more than the survey method of collections of data. The author is commended on his
approach and interest. The results of this study add to the body of knowledge surrounding
computer technologies and student learning. The study will answer questions in
Wyoming about the practices of using technologies.
This study will provide a basis for including other technologies into the classroom
and in the area of in-service programs that need to be planned and delivered. Pre-service
programs will still need to develop a need and justification for the use of computer
technologies in the undergraduate program.
Procedural Considerations
The study was well designed and conducted. It was evident from examining the
related literature that a good and defensible base had been developed. Many hours of
effort in data collection are evident in this study. The methods used are on target and
were well planned.
Questions for Consideration
Students offering to teach teachers on the proper utilization of technologies is
very frightening to some professional teachers, how do we get them beyond this fear and
into the mold of being a facilitator of knowledge? How should we as teacher educators
be integrating the use of technology into pre-service preparation programs? Can and
should we divide technologies into groups for better training programs? What is the
impact of this study and where does it lead the profession?
University of Wyoming
Introduction
Since 1986, public school personnel throughout the state have been encouraged to
integrate computer technology in the classroom. The State Department of Education
mandated a computer aided instruction in-service course as part of teacher recertification
requirements. For example, The Wyoming State Technology Plan (September, 1997) has
within its long-range objectives the need to establish and evaluate integrated technology
practices within the public schools. School districts have requested numerous university
sponsored extension courses involving new instructional technologies. Almost every
district-sponsored staff development plan included some form of teacher in-service for
integrating computer technology in the classroom. During this same timeframe, the
College of Education implemented computer technology course requirements as part of
the undergraduate teacher education program. It is unclear as to what degree schools in
Wyoming have integrated computer technologies into their classrooms. Also, it is not
known as to whether the College of Education is providing the appropriate support to
facilitate the integration of computer technologies in public schools. Other states have
begun similar investigations to determine the status of this technology integration such as
the effort just begun in Missouri (University of Missouri, 1998).
179
Theoretical/Literature Base
Computer technologies have been hailed as the most likely innovation to effect
change in the public schools (Connick & Russo, 1995). The ability to access information
from world-wide sources (Leu, etal, 1997), create simulations with three dimensional
effects, manipulate graphic animations and sound, without the need for programming
skills on low-cost desktop and laptop computers has unleashed a power to learners that
require teachers to relinquish the role of provider of all information. Someone was once
quoted as saying “Overhead projectors were used in bowling alleys for 35 years before
they were commonly used in the classroom”. It is hoped that computer technology
integration is occurring at a better rate than what happened for the overhead projector.
It has been suggested that the role of the teacher in the classroom must change as
computer technologies are integrated in the classroom (Bielefeldt, 1997, Plater, 1995,
Rowe, 1993). Emphasis has been placed on the teacher as accepting a facilitative role in
guiding students through information access and processing, problem-solving, and
creative learning projects on the computer in a student-centered classroom rather than the
traditional image as the presenter in front of the class. It has also been suggested that
teacher-student interaction can be more electronic, such as email, during times other than
the official school day similar to the techniques employed in distance education (Lehman,
1995).
Teachers who have effectively integrated these technologies in their classrooms
have reported higher levels of motivation, interest in learning, increased problem-solving
skills, and improved achievement by the students (Mingus & Grassl, 1997, Rowe, 1993,
Sawyer, 1994). Based upon efforts with in-service activities with teachers in Wyoming,
180
primarily at the elementary school level, it was a natural question to ask if the same
motivation level and interest was occurring at the secondary level as well, or whether the
integration of computer technologies had occurred successfully in the 9-12 classrooms.
Objectives of the Study
The intent of the study was to determine the answers to the following questions:
1. What types and levels of computer technologies are being used by students
and teachers?
2. What effect, if any, have computer technologies had on teaching and learning
practices in schools?
3. What practices have been successful in promoting successful adoption of
computer technologies in schools?
4. Have computer technologies changed the way teachers teach and students
learn?
Procedures
Because there were limited reports of research efforts focused on the questions
listed above, a naturalistic inquiry approach was selected to conduct the study. This
approach was selected in order to facilitate on-site observations while schools were in
session and to enable unpredicted answers to be followed by additional inquiry during the
interviews (Lincoln & Guba, 1985). Selected high schools in Wyoming were contacted
requesting permission by the researcher to visit during the Fall, 1998. During the visit,
permission was obtained to visit students in classes, study halls, and computer labs to
determine their perceptions as to use of computers in their school. The groups were
selected on the basis of obtaining a representative sample of ninth through twelfth grade
181
students and no attempt was made to select or identify individuals on the basis of
academic versus vocational discipline areas. In conducting the interviews, the teacher
was excused for 20-30 minutes to take a break while the discussions with the students
took place. The students enjoyed the fact that a professor from the university was willing
to listen to their opinions. In all cases, the students began talking freely. Teachers were
interviewed as individuals or small groups of 2-3 persons, using the same set of questions
as those for the student interviews. Technology directors and school principals were
interviewed separately, again with the same question list as a guide. Teachers, technology
directors, and principals were asked to respond based on their particular roles in the
school. The data collected from subjects included field notes taken by the researcher
during the interviews.
Prior to conducting the interviews, a school was selected to pilot test to develop
and refine the interview questions. Through this pilot test procedure, the following openended
questions were developed for structuring the interviews with both students and
teachers:
1. What computer applications do you use at school?
2. Do computer technologies help you learn? If so, how?
3. In what ways do your teachers use computers either for homework
assignments or in teaching?
4. What has your school done to help make use of computers possible? Do they
need to do more?
5. Do you learn differently because of computers? Do teachers need to change
the way they teach because of computers?
182
To avoid researcher bias and to insure valid interpretations from the data, three
techniques were used. First, for each interview, permission was requested and obtained
from subjects to tape record the event. In all cases, permission was granted. Second,
notes were taken by the researcher and compared with the recordings. Third, a colleague
volunteered to randomly select two schools and compare the researcher's notes with the
tape recordings. The results from these techniques were used to edit and make any
corrections needed in the results narrative.
From the five schools selected for the study, a total of 179 students were
interviewed. Twenty-six teachers, and the technology coordinators and building
principals from each school were interviewed as well.
Results
The intent of the first interview question was to determine the level of technology
used in schools. It was overwhelming to note the consistency in responses by both
students and teachers in using word processing the most, followed by information
searching. The use of multimedia was extremely limited unless the student was in a class
designed for learning those techniques. Drawing/drafting was mentioned by a few
students enrolled in those technology-specific classes. One art teacher, however,
described at great length how her students use web pages to analyze the different types of
art, shapes, use of color, and texture in daily classes on the subject. Another teacher,
responsible for yearbook production, listed almost every application available on the
server in the school as technology she taught her students to use in the production of the
annual.
183
In response to the second question, students immediately focused on the power of
information access from the Internet. They also liked the way computer technologies
allowed them to work at their own pace. Several students expressed higher interest levels
because computers allowed them to be more creative and “ make learning more like
exploring.” They preferred that teachers allow them to find information using computers
rather than lecture. However, in response to a follow-up question, most all students
quickly expressed the need for the teacher to be present to assist them in dealing with
frustrations, and providing guidance to help insure success in accomplishing the task at
hand.
Most students think that teachers use only word processing and gradebook
software. Almost none reported such uses as presentation technology, field data
collection, simulations, or illustration purposes. Most teachers interviewed supported the
students’ perceptions. A few teachers, however, described heavy uses of the Internet to
update their instructional material. Three math and science teachers described how they
used programmable hand-held calculators to collect and graph field data from research
conducted during out-of-classroom laboratory sessions. It was interesting but not
explained why students didn’t mention these applications.
In response to question four, most students were fairly positive toward the
school’s efforts. They did have some good solutions to suggest in solving what seemed
to be the common problem, computer access. They complained that computer labs were
always tied up by scheduled classes and there was no place else to go. Several students
suggested that labs be open more often at night for student use. Several students
expressed frustration with the school’s reluctance to trust them with Internet and email.
184
In one school, for example, the policy is to issue email addresses and privileges to all
students who achieve a 3.0 grade point average or better. Those students who had not
earned the privilege understood the reason but still expressed dissatisfaction in being in
the ‘have-nots’ group. In regard to being able to do homework on computers, one student
offered an innovative solution; have laptop computers to check out from the library just
like books. One student suggested that the school rent computers just like the video
stores rent out VCRs and movies. These ideas surfaced in two different schools visited.
Most teachers were happy with the efforts made for hardware acquisition but
expressed the need for more applicable software for their respective subject areas. They
spent most of the time responding to this question by expressing serious frustration with
the lack of quality of in-service and technical support. In-service appears to follow the
typical model, “too much tell about it with not enough hands-on training”. In one school
however, where the approach has been to train the teacher to teach peers in the building,
most teachers stated positive thoughts about the technical support and in-service
provided.
Question five elicited most interesting ideas from the students. Most students first
began with the fun that computers provided, that learning at their own pace was most
ideal, and that computers allowed for more exploring. They also liked the fact that work
was easily redone when mistakes were found. One student talked at great length about
how computers allowed her to explore instead of just perform only routine tasks.
Students thought teachers should relax more about computer technology and admit when
they didn’t know how to use some applications. One student said, “I would like to teach
them (teachers) how to capture ‘cool stuff’ from the Internet”. Students thought that
185
teachers overused computers in some classes (i.e. English) but not enough in others.
Several students spoke out strongly about some traditional roles that teachers should still
do such as present information that is hard to find and help students more with difficult
assignments and problems. Only one student expressed this thought, “Teachers should
disappear and let me learn all I need to know on the computer.”
Most teachers responded positively to changes that computer technologies may
bring about. Most expressed gratitude for the ability to assign their students to search for
information on the Internet and know that something would be found. Some teachers
expressed desire to integrate computer technologies more if someone would show them
what is available, appropriate, and how to use it. One math teacher expressed how the
technology allowed him to focus on the exciting real-life problems rather than the
laborious arithmetic functions that took all his time before. In his case, the technology
used was in the form of hand-held programmable calculators. An art teacher said the
only thing holding her back was not having more computers in her room. Two young
teachers said they would hesitate a long time to consider leaving to another school
because of the strong technology support where they were. A few teachers did express
concerns about traditional learning skills such as spelling and handwriting that they
thought may be weakened by the use of computers, however the debate that ensued
indicated there was not general agreement on this issue. One teacher asked, “When do
we say we have changed enough?”
Conclusions/Implications
It was most interesting to hear how many students in the various schools
expressed the keen interest that computers and connectivity through Internet and email
186
provides. One student explained, “Using the Internet is like exploring; that’s why it’s so
much fun.” It was amazing to hear how many students saw computer technologies as a
way to learn on their own. They expressed a concern that many teachers maintain the
image that students cannot use any technology teachers don’t understand how to use
themselves. One student said, “they should let us teach them (teachers) how to use the
computers.” It was obvious from students’ comments that teachers must be more
student-centered in their approach and use computer technology to put fun, creativity, and
independent responsibility as well as academic challenge back into learning. Another
message to teachers was rather clear as well, the primary thought being, to lose their fears
about not knowing everything and to give students the opportunity to show what they
know. However, teachers should feel a great deal of pride in knowing that students value
their primary function as facilitator and mentor rather than attempting to be the source of
all knowledge.
The primary theme heard from teachers was that technology was occurring too
fast for them to keep up. Over and over again, they expressed concern with inadequate
in-service both in terms of quantity and quality. One teacher said, "We need more 'oneon-
one' workshops and less of the 'show-and-tell' sessions." A few teachers lamented that
they were not adequately informed of the applications available to them. It was
encouraging though, to hear how many of the teachers assigned research projects to
students to find information on the Internet. Each teacher interviewed was satisfied with
their personal access to a computer supplied by the school. After the interviews were
officially over, some of the teachers asked what the students were saying about their
roles. Teachers were relieved to hear that students expressed the need for teachers to be
187
present to guide, and facilitate learning, and that their role was important in the learning
process even with heavy use of computer technology.
Technology coordinators were as unique as the number of schools visited. One
unique practice employed by one coordinator was to conduct most of the inservice
through individual and small groups of teachers. The school district hired substitute
teachers to release their staff for these in-service activities. One common issue raised by
all coordinators was that the workload required to keep the local network functioning
often prevented them from conducting as much in-service as they would prefer. Most of
the coordinators described their roles as troubleshooters when the problems arose rather
than as directors of in-service activities. Only one coordinator, a former teacher, spoke
about including teaching strategies as part of the in-service training. Most of the time,
the impression was left that the primary focus of the coordinators was on the technology.
By determining the degree to which the integration of computer technology has
occurred in schools, we now better understand how to prepare teachers to teach in a way
that takes advantage of this technology. Students and school personnel are benefiting
from this project in several ways. By reflecting on the computer technology in their lives
at school and in the future, they are discussing how they can be more effective in its
integration. Teachers were also relieved to hear that students overwhelmingly still
expressed the need for teachers’ presence and interaction to effectively learn from
computers. Teachers were curious to hear how most students described the desirable
teacher-student interaction as facilitative rather than directed instruction. A better
understanding of how computer technology should be integrated into pre-service and inservice
teacher education will also benefit faculty at the university as well.
188
References
Bielefeldt, Talbot (1997). Systemic planning for technology. Oregon School
Study Council Bulletin, 40, (2), Eugene.
Connick, George & Russo, Jane (1995). Technology and the inevitability of
educational transformation. In E. Boschmann, (Ed.), The electronic classroom: A
handbook for education in the electronic environment. Medford, NJ, Learned
Information, Inc (pp. 14-20).
Lehman, James (1995). Computer networking in distance education. In E.
Boschmann, (Ed.), The electronic classroom: A handbook for education in the electronic
environment. Medford, NJ, Learned Information, Inc (pp. 147-155).
Leu, Donald, Leu, Deborah-Diadiun, & Len, Katherine (1997). Teaching with the
Internet: Lessons from the classroom. Noorwood, MA: Christopher-Gordon Publishers,
Inc.
Lincoln, Yvonna & Guba, Egon (1985). Naturalistic Inquiry. Beverly Hills, Ca:
Sage Publications, Inc.
Mingus, Tabitha, & Grassl, Richard (1997). Using technology to enhance
problem-solving and critical thinking skills. Mathematics and Computer Education, vol.
31, number 3, 293-300.
Rowe, Helga, etal (1993). Learning with personal computers: Issues,
observations, and perspectives. Australia, Victoria, Australian Council for Educational
Research, Ltd.
189
Plater, William, (1995). In search of the electronic classroom. In E. Boschmann,
(Ed.), The electronic classroom: A handbook for education in the electronic environment.
Medford, NJ, Learned Information, Inc (pp. 3-13).
University of Missouri (1998). 1998 Missouri school district census of
technology. Office of Social and Economic Data Analysis.
http://www.Oseda.missouri.edu/index.html (1998, December 7).
190
A CRITIQUE OF
A NATURALSTIC INQUIRY OF COMPUTER TECHNOLOGIES ON TEACHING
AND LEARNING AS PERCEIVED BY STUDENTS AND SCHOOL PERSONNEL
IN SELECTED PUBLIC SECONDARY SCHOOLS IN WYOMING
Re-titled Prior to Publication
COMPUTER TECHNOLOGIES AND TEACHING AND LEARNING: WHAT DO
THE STUDENTS AND TEACHERS SAY?
Michael K. Swan
Washington State University
Contributions and Significance of Research
Approaching a naturalistic study is just great. It is effective and tells us much
more than the survey method of collections of data. The author is commended on his
approach and interest. The results of this study add to the body of knowledge surrounding
computer technologies and student learning. The study will answer questions in
Wyoming about the practices of using technologies.
This study will provide a basis for including other technologies into the classroom
and in the area of in-service programs that need to be planned and delivered. Pre-service
programs will still need to develop a need and justification for the use of computer
technologies in the undergraduate program.
Procedural Considerations
The study was well designed and conducted. It was evident from examining the
related literature that a good and defensible base had been developed. Many hours of
effort in data collection are evident in this study. The methods used are on target and
were well planned.
Questions for Consideration
Students offering to teach teachers on the proper utilization of technologies is
very frightening to some professional teachers, how do we get them beyond this fear and
into the mold of being a facilitator of knowledge? How should we as teacher educators
be integrating the use of technology into pre-service preparation programs? Can and
should we divide technologies into groups for better training programs? What is the
impact of this study and where does it lead the profession?
Senin, 11 Mei 2009
MEMO
The primary purpose of the business memorandum (commonly referred to as a memo) is to allow timely communication to a large number of employees or other members of an organization. The business memo is generally used in place of a traditional letter for internal communication, though memos may be used to communicate with individuals from other organizations in some instances.
Memos are used for a wide variety of purposes. They may be used to convey information such as policy changes, promotions or other personnel changes, a project status update, or increased offering of products and services. They can also be used to request that employees attend a meeting or make changes to work procedures or practices, or they can address a problem, such as employee tardiness or absence, or provide feedback on a product or program.
As you prepare to draft your memo, think about your intended audience, and send the memo only to those who need it. Also, be careful when communicating confidential information; a face-to-face meeting may be more appropriate in such circumstances.
The tone of a memo is generally fairly formal, so choose your wording appropriately. It is inappropriate to be too informal (using slang, for example), but don't be verbose or flowery, either. Conciseness and clarity in language are always best. Use active rather than passive voice whenever possible.
Memo Sections
Memorandums generally consist of a heading section, an opening paragraph or section, the body section, and a closing paragraph or section.
Heading
The heading section identifies the recipients of the memo, the sender, the date the memo was sent, and the subject (or purpose) of the memo. In the heading, determine to whom you are going to send the letter (that is, your audience). Include all those who really need to receive the information, but don't include anyone who doesn't—doing so just wastes their time and your money. Make sure to spell names correctly and to include the complete name and correct titles of recipients. The subject line should be specific enough to convey the main purpose of the memo (for example, "Mandatory Employee Benefits Meeting on Friday, June 4" rather than "Meeting"). The heading generally looks like this:
TO: (recipients' names and job titles)
FROM: (your name and job title)
DATE: (current date)
SUBJECT: (purpose of the memo)
You may choose to include your initials after your name and job title in the "From" line to show that you approve the contents of the memo (if you asked someone else, such as a secretary or administrative assistant) to write it on your behalf) or to authenticate the letter.
Opening
The opening paragraph or section states the purpose of the memo. It is generally quite brief—usually, no more than a few sentences. If, for example, the memo is in response to a particular problem, state the problem clearly. If, on the other hand, the purpose of the memo is to introduce a new policy or to provide a project update, briefly state that fact. Save the details of the memo for the next section. For longer memos (memos longer than about a page), the opening section might begin with a brief overview of the rest of the document (you can also include this information in a separate "Summary" section above the opening paragraph; NAME THAT CONTENT OF SUMMARY??). Memos do not begin with a salutation.
Body
In the body (or discussion) section of the memo, include any information the reader might need to know. The most important (and most specific) information should come first, followed by less important (and more general) information. Do not include information that is not important for readers, but let them know enough that they can understand the seriousness of the problem, the reasons for the change in policy, the research that was conducted that brought the problem to your attention, the details about the promotion, problems that could occur if action is not taken, the current status of the project, et cetera. Keep in mind that memos are meant to be brief (most are not longer than a page).
If you have included an attachment—such as a graph, chart, list, or a more detailed summary of research findings—you may want to identify it here if appropriate, or you can do so in the closing section.
For longer memos, use headings to help the reader quickly grasp the main points of the memo. If your memo is longer than a page, repeat the "To" line, the date, and the subject line on and add a page number to subsequent pages. Numbered and bulleted lists also allow the reader to scan information quickly. Try to keep sentences and paragraphs short and concise.
Closing
In the closing paragraph or section, indicate your recommendations, the action you want the reader to take, or (if no particular action is necessary) end the memo on a positive note. This section can often be very brief, but don't make it so brief that the reader is unclear about what he or she is supposed to do. Make sure to include enough information to clearly convey your request. If possible, include (or reiterate) the benefits the reader will receive by completing the action (such as improving office safety by following the new policy), and indicate anything you are doing or will do to help or make it easier for the reader complete the action.
If some readers may not have it, then you should include your contact information, such as your work phone number or e-mail address.
Traditionally, memos have not included signature lines. The practice of doing so is becoming more common, however. In such cases, the written signature is followed below by the typed name of the sender. No closing remark such as Sincerely or Best regards is necessary.
If you have included any attachments with your memo, identify them here. For example:
Attached: May 25 Training Seminar Agenda
Memos are used for a wide variety of purposes. They may be used to convey information such as policy changes, promotions or other personnel changes, a project status update, or increased offering of products and services. They can also be used to request that employees attend a meeting or make changes to work procedures or practices, or they can address a problem, such as employee tardiness or absence, or provide feedback on a product or program.
As you prepare to draft your memo, think about your intended audience, and send the memo only to those who need it. Also, be careful when communicating confidential information; a face-to-face meeting may be more appropriate in such circumstances.
The tone of a memo is generally fairly formal, so choose your wording appropriately. It is inappropriate to be too informal (using slang, for example), but don't be verbose or flowery, either. Conciseness and clarity in language are always best. Use active rather than passive voice whenever possible.
Memo Sections
Memorandums generally consist of a heading section, an opening paragraph or section, the body section, and a closing paragraph or section.
Heading
The heading section identifies the recipients of the memo, the sender, the date the memo was sent, and the subject (or purpose) of the memo. In the heading, determine to whom you are going to send the letter (that is, your audience). Include all those who really need to receive the information, but don't include anyone who doesn't—doing so just wastes their time and your money. Make sure to spell names correctly and to include the complete name and correct titles of recipients. The subject line should be specific enough to convey the main purpose of the memo (for example, "Mandatory Employee Benefits Meeting on Friday, June 4" rather than "Meeting"). The heading generally looks like this:
TO: (recipients' names and job titles)
FROM: (your name and job title)
DATE: (current date)
SUBJECT: (purpose of the memo)
You may choose to include your initials after your name and job title in the "From" line to show that you approve the contents of the memo (if you asked someone else, such as a secretary or administrative assistant) to write it on your behalf) or to authenticate the letter.
Opening
The opening paragraph or section states the purpose of the memo. It is generally quite brief—usually, no more than a few sentences. If, for example, the memo is in response to a particular problem, state the problem clearly. If, on the other hand, the purpose of the memo is to introduce a new policy or to provide a project update, briefly state that fact. Save the details of the memo for the next section. For longer memos (memos longer than about a page), the opening section might begin with a brief overview of the rest of the document (you can also include this information in a separate "Summary" section above the opening paragraph; NAME THAT CONTENT OF SUMMARY??). Memos do not begin with a salutation.
Body
In the body (or discussion) section of the memo, include any information the reader might need to know. The most important (and most specific) information should come first, followed by less important (and more general) information. Do not include information that is not important for readers, but let them know enough that they can understand the seriousness of the problem, the reasons for the change in policy, the research that was conducted that brought the problem to your attention, the details about the promotion, problems that could occur if action is not taken, the current status of the project, et cetera. Keep in mind that memos are meant to be brief (most are not longer than a page).
If you have included an attachment—such as a graph, chart, list, or a more detailed summary of research findings—you may want to identify it here if appropriate, or you can do so in the closing section.
For longer memos, use headings to help the reader quickly grasp the main points of the memo. If your memo is longer than a page, repeat the "To" line, the date, and the subject line on and add a page number to subsequent pages. Numbered and bulleted lists also allow the reader to scan information quickly. Try to keep sentences and paragraphs short and concise.
Closing
In the closing paragraph or section, indicate your recommendations, the action you want the reader to take, or (if no particular action is necessary) end the memo on a positive note. This section can often be very brief, but don't make it so brief that the reader is unclear about what he or she is supposed to do. Make sure to include enough information to clearly convey your request. If possible, include (or reiterate) the benefits the reader will receive by completing the action (such as improving office safety by following the new policy), and indicate anything you are doing or will do to help or make it easier for the reader complete the action.
If some readers may not have it, then you should include your contact information, such as your work phone number or e-mail address.
Traditionally, memos have not included signature lines. The practice of doing so is becoming more common, however. In such cases, the written signature is followed below by the typed name of the sender. No closing remark such as Sincerely or Best regards is necessary.
If you have included any attachments with your memo, identify them here. For example:
Attached: May 25 Training Seminar Agenda
Minggu, 10 Mei 2009
Making a Business Call
In your resume and cover letter, it is usually a good idea to make a business call to ensure that your materials were, in fact, received. Your call also serves notice to your employer that you are very interested in the job.
When you do make the call, you want to be as professional as possible. If you are interested, two business call video scenarios are presented on the left. One video presents a caller who is both professional and prepared. The other video depicts the wrong way to make a call.
In addition, the resources on this page provide tips on how to make the call successfully. Although making business calls can seem a little intimidating at first, if you're prepared, your call can be a very effective way to get information about a business or provide a business with information about you.
TIPS & IDEAS
1. Always know what you want to say during the call. You may want to write down what you're planning to say and even practice for a minute before you call, especially if you feel nervous.
2. Write down any questions you need to ask so you can remember to ask them all during one call.
3. Don't talk too fast: pace yourself, and intentionally slow down and take a deep breath if you think you may be racing through the conversation.
4. Smile! Though it may seem silly to smile when no one can see you, the sound of your voice changes when you have a smile on your face. You sound more confident and happier when you're smiling.
5. When you introduce yourself, always give your first and last names. It's more professional.
6. If you suspect you may be calling at a bad time (loud conversation in the background, the person you're talking to seems distracted, several phones ringing at once, etc), ask if there's a better time to talk and call back then.
7. If a business person is expecting your call at a certain time, be punctual. Write the time down and don't forget about the call. They're interrupting their busy day to have a conversation with you. If they forget -- which happens even to people who have excellent intentions -- don't take it personally. Simply schedule another call.
8. Think about what information a business person may want to ask you during the call and have that information ready. Be prepared for the obvious: name, address, age/school year and any work history. Also think about answers to questions like: Why are interested in volunteering for us? What skills do you have to bring to this position? Do you have any references?
9. Be friendly and respectful to everyone you talk to during your call. Sometimes the person who seems the least important -- an assistant or secretary -- has important influence with the boss. If you become involved with a particular business, that assistant may be the person with whom you have the most direct contact. And, remember, the secretary or assistant probably monitors all of the boss's calls: if (s)he doesn't want you to get through, you won't!
10. Finally, don't make business calls when you're sleepy, distracted, angry, or otherwise impaired. You need to call when you can be alert, poised to ask and answer questions confidently.
These suggestions should help you approach business calls with more assurance. Don't worry, though, if you make a mistake -- if you can't answer a particular question right away, or sound a little nervous. While first impressions do count, most business people understand that you're just moving into the business world and may be inexperienced.
For more information about what works and doesn't work during a business call, read through the following examples.
CALL EXAMPLE #1: WHAT WORKS
Assistant: Hello? Sheef Printing Services.
Student: Hi. This is Mary Brown. May I speak to Mr. Sheef please?
Assistant: Sure, I'll see if he is available. Can you hold for a minute?
Mary: Yes. Thanks.
[Try to remember so say please and thank you.]
Mr. S: Hello, this is Mr. Sheef.
Mary: Hi, this is Mary Brown. I'm calling to see if you have any internship opportunities available at your office. I'm very interested in the printing business and would like to get some experience before I go to college.
[Mary introduced herself properly and got right to the point of the call.]
Mr. S: Oh, well, I haven't had an intern in a while, but I could use some extra help, especially with this new project... Hmmm. What school do you go to?
Mary: I'm a senior at Mark Morris High School. We just finished using Printshop to publish our own newsletters for English class and I really enjoyed that, so I wanted to find out more about printing in general.
[Mary anticipated other questions -- what grade are you in? why are you interested? -- and answered them clearly.]
Mr. S.: Do you have any work experience?
Mary: Well, I've babysat for people in my neighborhood, but I haven't had any formal work experience yet. I'm very responsible though, and learn fast.
[Mary did not get flustered -- she answered the question positively and promoted herself without begging for the internship.]
Mr. S.: Maybe you can come by the office sometime this week and we can talk about what I might have for you to do. What do you think?
Mary: I would appreciate that. When is a good time for you?
[Mary lets Mr. Sheef set the appointment time and rearranges her schedule to accommodate him.]
Mr. S.: I'm looking forward to meeting with you, Mary. See you on Wednesday.
Mary: Thank you for your time, Mr. Sheef -- I'll see you then.
CALL EXAMPLE #2: WHAT Doesn't WORK
Assistant: Hello? Sheef Printing Services.
Student: Hi. Is Ms. Sheef there?
Assistant: I'll see if she's available. Hold please.
[Martin is less polite, and doesn't identify himself, so the assistant responds with less enthusiasm.]
Ms. S: Hello, this is Ms. Sheef.
Martin: Hi, this is Marty. Um, I have to find an internship for my high school. Do you, uh, have any?
[Martin only gave his first name -- an informal nick name -- and bluntly asks for an internship. He shows no special interest in Sheef Printing Services or in the printing business. He does not sound confident because his speech is full of pauses.]
Ms. S: Oh, well, I haven't had an intern in a while... Hmm. What school do you go to?
Martin: Mark Morris High School.
Ms. S.: Do you have any work experience?
Martin: Well, uh, I guess I worked mowing lawns the past few summers -- but I haven't really worked in an, uh, office before.
[Martin answers the question with hesitation and uncertainty. He does not come across as capable or energetic.]
Ms. S.: Okay, well, I'll see what I have and then maybe I'll give you a call.
Martin: Alright. Bye.
When you do make the call, you want to be as professional as possible. If you are interested, two business call video scenarios are presented on the left. One video presents a caller who is both professional and prepared. The other video depicts the wrong way to make a call.
In addition, the resources on this page provide tips on how to make the call successfully. Although making business calls can seem a little intimidating at first, if you're prepared, your call can be a very effective way to get information about a business or provide a business with information about you.
TIPS & IDEAS
1. Always know what you want to say during the call. You may want to write down what you're planning to say and even practice for a minute before you call, especially if you feel nervous.
2. Write down any questions you need to ask so you can remember to ask them all during one call.
3. Don't talk too fast: pace yourself, and intentionally slow down and take a deep breath if you think you may be racing through the conversation.
4. Smile! Though it may seem silly to smile when no one can see you, the sound of your voice changes when you have a smile on your face. You sound more confident and happier when you're smiling.
5. When you introduce yourself, always give your first and last names. It's more professional.
6. If you suspect you may be calling at a bad time (loud conversation in the background, the person you're talking to seems distracted, several phones ringing at once, etc), ask if there's a better time to talk and call back then.
7. If a business person is expecting your call at a certain time, be punctual. Write the time down and don't forget about the call. They're interrupting their busy day to have a conversation with you. If they forget -- which happens even to people who have excellent intentions -- don't take it personally. Simply schedule another call.
8. Think about what information a business person may want to ask you during the call and have that information ready. Be prepared for the obvious: name, address, age/school year and any work history. Also think about answers to questions like: Why are interested in volunteering for us? What skills do you have to bring to this position? Do you have any references?
9. Be friendly and respectful to everyone you talk to during your call. Sometimes the person who seems the least important -- an assistant or secretary -- has important influence with the boss. If you become involved with a particular business, that assistant may be the person with whom you have the most direct contact. And, remember, the secretary or assistant probably monitors all of the boss's calls: if (s)he doesn't want you to get through, you won't!
10. Finally, don't make business calls when you're sleepy, distracted, angry, or otherwise impaired. You need to call when you can be alert, poised to ask and answer questions confidently.
These suggestions should help you approach business calls with more assurance. Don't worry, though, if you make a mistake -- if you can't answer a particular question right away, or sound a little nervous. While first impressions do count, most business people understand that you're just moving into the business world and may be inexperienced.
For more information about what works and doesn't work during a business call, read through the following examples.
CALL EXAMPLE #1: WHAT WORKS
Assistant: Hello? Sheef Printing Services.
Student: Hi. This is Mary Brown. May I speak to Mr. Sheef please?
Assistant: Sure, I'll see if he is available. Can you hold for a minute?
Mary: Yes. Thanks.
[Try to remember so say please and thank you.]
Mr. S: Hello, this is Mr. Sheef.
Mary: Hi, this is Mary Brown. I'm calling to see if you have any internship opportunities available at your office. I'm very interested in the printing business and would like to get some experience before I go to college.
[Mary introduced herself properly and got right to the point of the call.]
Mr. S: Oh, well, I haven't had an intern in a while, but I could use some extra help, especially with this new project... Hmmm. What school do you go to?
Mary: I'm a senior at Mark Morris High School. We just finished using Printshop to publish our own newsletters for English class and I really enjoyed that, so I wanted to find out more about printing in general.
[Mary anticipated other questions -- what grade are you in? why are you interested? -- and answered them clearly.]
Mr. S.: Do you have any work experience?
Mary: Well, I've babysat for people in my neighborhood, but I haven't had any formal work experience yet. I'm very responsible though, and learn fast.
[Mary did not get flustered -- she answered the question positively and promoted herself without begging for the internship.]
Mr. S.: Maybe you can come by the office sometime this week and we can talk about what I might have for you to do. What do you think?
Mary: I would appreciate that. When is a good time for you?
[Mary lets Mr. Sheef set the appointment time and rearranges her schedule to accommodate him.]
Mr. S.: I'm looking forward to meeting with you, Mary. See you on Wednesday.
Mary: Thank you for your time, Mr. Sheef -- I'll see you then.
CALL EXAMPLE #2: WHAT Doesn't WORK
Assistant: Hello? Sheef Printing Services.
Student: Hi. Is Ms. Sheef there?
Assistant: I'll see if she's available. Hold please.
[Martin is less polite, and doesn't identify himself, so the assistant responds with less enthusiasm.]
Ms. S: Hello, this is Ms. Sheef.
Martin: Hi, this is Marty. Um, I have to find an internship for my high school. Do you, uh, have any?
[Martin only gave his first name -- an informal nick name -- and bluntly asks for an internship. He shows no special interest in Sheef Printing Services or in the printing business. He does not sound confident because his speech is full of pauses.]
Ms. S: Oh, well, I haven't had an intern in a while... Hmm. What school do you go to?
Martin: Mark Morris High School.
Ms. S.: Do you have any work experience?
Martin: Well, uh, I guess I worked mowing lawns the past few summers -- but I haven't really worked in an, uh, office before.
[Martin answers the question with hesitation and uncertainty. He does not come across as capable or energetic.]
Ms. S.: Okay, well, I'll see what I have and then maybe I'll give you a call.
Martin: Alright. Bye.
Sabtu, 09 Mei 2009
Curriculum Vite
Nama saya Zulfirman Zani, lahir pada minggu pagi tanggal 09 Agustus 1987, saya terlahir sebagai anak pertama dari dua bersaudara. Ayah saya seorang petani dan ibu saya bertugas dirumah sebagai ibu rumah tangga. Sewaktu kecil saya termasuk anak yang penurut dengan apa perkataan orang tua saya, sebagai anak pertama mungkin orang tua saya menaruh harapn yang besar pada keberhasilan kelak di masa yang akan datang nanti. Pada waktu itu melihat cerianya teman-teman sepermainan mandi pagi-pagi ke sungai terus mereka pergi kesekolah sambil sekali-kali bercanda dijalan menjalang tiba disekolah, hal itu membuat saya menuntut untuk disekolahkan pada tahun itu juga, meskipun umurku belum genap tujuh tahun. Saya bersekolah di SD 071 yang menjadi SD 055 sekarang, enam tahun kedepan saya melanjutkan pendidikan saya kejenjang yang lebih tinggi yaitu SMP 5 Kampar dan dilanjutkan SMA 3 kampar. Setelah tamat SMA saya mengnggur satu tahun dan masuk perguruan tinggi UIN suska pada tahun 2006. saya memilih Bahasa Inggris Sebagai jurusan saya di Universitas Islam Negeri tersebut.
Pengalaman pahit yang pernah saya alami adalah sewaktu saya tamat dari SMA, saya tidak melanjutkan pendidikanku ke jenjang Universitas karena terkendala ekonomi keluarga yang kurang mendukung, padahal waktu itu guru Bahasa Inggris saya telah menyarankan untuk melanjutkan pendidikanku dengan cara sedikit mudah yaitu dengan memasukkan namaku sebagai calon mahasiswa PBUD perwakilan sekolah saya untuk didaftar kan sebagai mahasiswa di Universitas Riau. Kabar berita yang saya dengar, nilaiku mencukupi untuk kuliah melaui jalur PBUD tersebut. Tetapi sayangnya saya harus menolak tawaran tersebut karena yang saya tau orang tua saya tidak akan sanggup menyekolahkan saya ke salah satu perguruan tinggi yang terkenal di Riau tersebut.
Pengalaman yang menyenangkan yang pernah saya rasakan terjadi kira-kira ketika saya berumur 12 tahun, saya mendapat perungkat kedua terbaik dalam lomba baca Al-Qur’an di surau tempat saya mengaji. Saya sangat bahagia dan membuat bangga orang tua saya. Bayangkan saja, pemberian hadianya diberikan oleh para pemuka-pemuka adat dan para pejabat-pejabat daerah yang sengaja diundang pada hari pemberian hadiah tersebut. Hari itu adalah hari yang sangat menyenangkan dalam hidupku, karna saya dapat membuat orang tua saya bangga dengn prestasi yang saya dapatkan.
Alasan saya mengambil jurusan Bahasa Inggris karena menurut saya bahasa inggris adalah bahasa yang sangat dibutuhkan dalam menghadapi kehidupan global yang sangat menantang. Kita tidak akan bisa bersaing jika kita tidak mengusai Bahasa Inggris.
Prospek saya kedepan ialah ingin menjadi orang besar dalam dunia pendidikan, saya ingin meningkatkan kualitas pendidikan di keluarga saya, desa tempat kelahiran saya kemudian Tanah Air yang saya cinta Indonesia. Saya ingin mengembalikan gengsi yang dulu pernah kita dapatkan dari Negara-negara lain di Dunia.
Sekian dari saya, terima kasih.. Wassalam…, untuk informasi lebi lanjut tentang saya, silahkan kunjungi:
Website : www.zulfirman.webs.com
Blog : cumafirman.blogspot.com
Pengalaman pahit yang pernah saya alami adalah sewaktu saya tamat dari SMA, saya tidak melanjutkan pendidikanku ke jenjang Universitas karena terkendala ekonomi keluarga yang kurang mendukung, padahal waktu itu guru Bahasa Inggris saya telah menyarankan untuk melanjutkan pendidikanku dengan cara sedikit mudah yaitu dengan memasukkan namaku sebagai calon mahasiswa PBUD perwakilan sekolah saya untuk didaftar kan sebagai mahasiswa di Universitas Riau. Kabar berita yang saya dengar, nilaiku mencukupi untuk kuliah melaui jalur PBUD tersebut. Tetapi sayangnya saya harus menolak tawaran tersebut karena yang saya tau orang tua saya tidak akan sanggup menyekolahkan saya ke salah satu perguruan tinggi yang terkenal di Riau tersebut.
Pengalaman yang menyenangkan yang pernah saya rasakan terjadi kira-kira ketika saya berumur 12 tahun, saya mendapat perungkat kedua terbaik dalam lomba baca Al-Qur’an di surau tempat saya mengaji. Saya sangat bahagia dan membuat bangga orang tua saya. Bayangkan saja, pemberian hadianya diberikan oleh para pemuka-pemuka adat dan para pejabat-pejabat daerah yang sengaja diundang pada hari pemberian hadiah tersebut. Hari itu adalah hari yang sangat menyenangkan dalam hidupku, karna saya dapat membuat orang tua saya bangga dengn prestasi yang saya dapatkan.
Alasan saya mengambil jurusan Bahasa Inggris karena menurut saya bahasa inggris adalah bahasa yang sangat dibutuhkan dalam menghadapi kehidupan global yang sangat menantang. Kita tidak akan bisa bersaing jika kita tidak mengusai Bahasa Inggris.
Prospek saya kedepan ialah ingin menjadi orang besar dalam dunia pendidikan, saya ingin meningkatkan kualitas pendidikan di keluarga saya, desa tempat kelahiran saya kemudian Tanah Air yang saya cinta Indonesia. Saya ingin mengembalikan gengsi yang dulu pernah kita dapatkan dari Negara-negara lain di Dunia.
Sekian dari saya, terima kasih.. Wassalam…, untuk informasi lebi lanjut tentang saya, silahkan kunjungi:
Website : www.zulfirman.webs.com
Blog : cumafirman.blogspot.com
Senin, 04 Mei 2009
conversation
A : Hi friend, good morning
B : Good morning, how are you ?
A : Not too bad
B : By the way, what day is today ?
A : Today is Monday
B : When do we get holiday?
A : It is on Sunday
B : What day is after Sunday?
A : It is Monday
B : What day is before Friday ?
A : It is Thursday
B : ok, see you..
A : SEE YOU....
B : Good morning, how are you ?
A : Not too bad
B : By the way, what day is today ?
A : Today is Monday
B : When do we get holiday?
A : It is on Sunday
B : What day is after Sunday?
A : It is Monday
B : What day is before Friday ?
A : It is Thursday
B : ok, see you..
A : SEE YOU....
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