English is fun

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Thinking on the application of multimedia into college English teaching Abstract: multimedia teaching method has been used in college English teaching wide and wider. It has contributed a lot to higher teaching quality. At the same time we have seen many difficulties and misunderstanding about it. We should change our teaching idea and recognize its impersonal attribute as one kind of teaching method. We should devote major efforts development multimedia teaching mode mode based on network circumstand. With the popularity of computers and the continuous development of English teaching software. multimedia teaching mode based on network circumstance become the main teaching method of college English teaching. The former teaching method depends on a book, a piece of chalk and a tape recorder, and the teacher is main teaching aim in class is to impart language knowledge.

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What is Technology? (Print This) Technology is the process by which humans modify nature to meet their needs and wants. Most people, however, think of technology in terms of its artifacts: computers and software, aircraft, pesticides, water-treatment plants, birth-control pills, and microwave ovens, to name a few. But technology is more than these tangible products. Technology includes all of the infrastructure necessary for the design, manufacture, operation, and repair of technological artifacts, from corporate headquarters and engineering schools to manufacturing plants and maintenance facilities. The knowledge and processes used to create and to operate technological artifacts -- engineering know-how, manufacturing expertise, and various technical skills -- are equally important part of technology. Technology is a product of engineering and science, the study of the natural world. Science has two parts: (1) a body of knowledge that has been accumulated over time and (2) a process-scientific inquiry-that generates knowledge about the natural world. Engineering, too, consists of a body of knowledge-in this case knowledge of the design and creation of human-made products-and a process for solving problems. Science aims to understand the "why" and "how" of nature, engineering seeks to shape the natural world to meet human needs and wants. Engineering, therefore, could be called "design under constraint," with science-the laws of nature-being one of a number of limiting factors engineers must take into account. Other constraints include cost, reliability, safety, environmental impact, ease of use, available human and material resources, manufacturability, government regulations, laws, and even politics. In short, technology necessarily involves science and engineering.

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How Will You Use Technology to Support Your Vision of Learning? Technology lends itself well to learning and instruction (Massachusetts Software Council, 1994) because it is a powerful tool that, when properly implemented, improves student learning and achievement. However, teachers have little incentive to tackle the technical and scheduling problems associated with technology unless they have a clear idea of how it can improve teaching and learning (Means, Blando, Olson, Middleton, Morocco, Remz, & Zorfass, 1993). Exactly which educational goals a technology plan should address and attempt to accomplish must be determined before the technology plan is implemented (Holmes & Rawitsch, 1993). Technology should not drive educational decisions or learning. Rather, decision making should be based on the learning and teaching needs of the student. Technology cannot prescribe for a teacher which students should use the technology, how often it should be used, or how to integrate technology into existing instructional practices. Unless teachers start out with specific technology goals that support their vision of learning, technology will most likely be used to reinforce the status quo (Cohen, 1988; Cuban, 1986). There is evidence that when learning and technology goals are not decided upon before technology implementation, technology can become a drain on resources and add to the burdens of teachers who are already trying to do too much (Piele, 1989). This problem can be avoided by formulating a vision for learning that connects to educational goals, values, and objectives for technology use. Once the stakeholders involved understand the vision and see how technology will make their lives better, they are likely to become more open to technology planning and implementation. The following questions should be addressed when planning how to use technology to support a vision of learning.

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How to Use Technology to Save Time Instructions 1. 1 Assess your computing needs and get a personal computer that meets your needs. You might need software for word processing, spreadsheets, presentations, desktop publishing, personal information management, accounting and virus protection. 2. 2 Organize a filing system on your computer, with descriptive document and folder titles. Review stored documents periodically and remove the ones you no longer need. 3. 3 Keep your e-mail messages short and direct. Send documents as attachments. 4. 4 Limit your e-mail volume by screening messages by subject header, giving out your address only when necessary and stopping spam (unsolicited junk mail). To do this, type "remove" as the subject header and send an e-mail to the "auto responder" address at the bottom of the spam you receive. Or see "Stop Unwanted E-mail," under Related eHows, for more information. 5. 5 Make the most of your telephone. Consider Caller ID (which displays the sources of incoming calls) to screen your calls, and a headset if you need to use your computer while you talk. Ask your phone company about services that route calls to your voice mailbox or another phone, such as your secretary's. 6. 6 Consider a cable modem, ISDN line or DSL connection for your phone, fax and computer. These connections are faster than modems. 7. 7 Designate one or two times in the day for returning e-mail and calls. Cut down on phone tag by leaving messages that include the best times to reach you.

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