Prolog...

In this part of pilgrim, I pick up these scattering notes along the pathway. Whether they are friend’s words or mine that is touching and inspiring. Maybe, in these traced footprints, there are memories worth reflected, there is flame that flare up spirits, and there are inspirations that flashing imaginations. Hope you love reading my notes.

One Minute Wisdom

Spoon boy: Do not try and bend the spoon. That's impossible. Instead only try to realize the truth. Neo: What truth? Spoon boy: There is no spoon. Neo: There is no spoon? Spoon boy: Then you'll see that it is not the spoon that bends, it is only yourself.

I Don't Know

The emperor, who was a devout Buddhist, invited a great Zen master to the Palace in order to ask him questions about Buddhism. "What is the highest truth of the holy Buddhist doctrine?" the emperor inquired.
"Vast emptiness... and not a trace of holiness," the master replied.

"If there is no holiness," the emperor said, "then who or what are you?"

"I do not know," the master replied. Read More..

Annotated Bibliography_3

Gibson, S., & Oberg, D. (2004). Visions and realities of Internet use in schools: Canadian perspectives. British Journal of Educational Technology, 35(5), 569-585.

The three-year study the Canadian experience of Internet implementation provides insights which are valuable for researchers and educators in other countries. This report is the first two phases of a national study since 1996. This study obtained an assessment of the overall national picture of Internet use in Canadian schools with a focus on visions for Internet use. The objectives of the research are based on teachers being encouraged to integrate the use of information and communication technologies into the curriculum. Schools in North America have been inundated with technological innovations for decades. In the mid-1990s in Canada, provincial and territorial ministries of education began to be involved in Internet use initiatives including funding Internet connectivity for schools, developing curriculum for technology use in schools, and offering professional development programmed for teachers. This research described what the vision of the use of the internet program in Canadian schools and how to implement it. The research used Fullan’s theory on the benefits of using technology in schools. Fullan explains that successful implementation has also been affected by forces outside the school including initiatives of national or provincial governments, school districts or other local education authorities, and teachers’ professional associations (Fullan, 1991), and the previous research conducted at 1990s on successful implementation of new technologies toward the improvement of students and teachers learning. Thus, there is a need to widen the sample of research including the ministry of education officers, teacher association officers, classroom teachers and school administrators.

The purpose of research examined the visions for internet use and the realities of everyday practice related to its use in Canadian schools. The research questions are not explicitly stated in this paper. Based on the topic and purposes, it is likely that the questions will look like as follows: (a) what visions for internet use in Canadian school? (b) What are the everyday practices of internet used in Canadian Schools?

This study used both quantitative and qualitative approaches to examine both the visions and the realities of everyday practice in schools. The statistic data was in the table (quantitative) and the data was analyzed with content analysis approach (quantitative). The sample of research were: 13 ministers’ offices of Canada in ministries of education, 13 teachers’ association offices, teachers and administrators in school across Canada (840 teachers of Grade 5, 840 teachers of Grade 8, and 840 teachers of Grade 11) selected from Scott’s School Directory. These three grades were chosen in order to represent the views of teachers and administrators at the elementary, junior high and senior high levels. Among the approximately 16,000 schools eligible to participate in the survey, 7,878 schools had teachers at grade 5 level, 5,164 at grade 8 level, and 2,276 at the grade 11 level. To ensure that all parts of the population were adequately represented in the overall sample, the sample was stratified by province using a random sampling technique. The computer score questionnaires consisted of 72 items, including Likert-scale rating items and yes/no items. Survey data were computer scanned and analysed using SPSS 6.1, version 8.0. For this report, responses to Likert-scale rating questions have been collapsed from a five-point scale to a three-point scale.

The data was collected with interview by telephone and questionnaires sent to samples. Researcher designed questionnaire in consultation with statisticians in the Center for Research and Measurement in Education at the University of Alberta and tasted in a pilot study with teachers and administrator in Alberta. Validity of questionnaire derived from findings of previous research on technology used in schools and reviewed by other researcher.

Questionnaire packages were mailed to 2,520 schools. Responses received from 988 administrators (response rate of 39%) and 845 teachers (response rate of 34%). Teacher respondents were similarly represented at the three grade levels: 277 Grade 5 teachers (34.2%), 285 Grade 8 teachers (35.1%), and 320 Grade 11 teachers (39.5%). Of the administrators who responded 64.3 per cent were male and 35.7 per cent were female. Of the teachers 55 per cent were male and 45 per cent were female

The findings are as follow. First, Internet is used as a tool for student to learn and enhancing teaching. All of element (>81 %) agree that internet can be used a tool for student learning and enhancing teaching. This answer is related to the visions for internet use in Canadian schools. Second, there are factors limiting internet use i.e. infrastructure, direction, and support (external); time and access concerns (internal). Third, there are factors enhancing internet use i.e. opportunities for teacher learning, motivation for teacher learning. This study examined both the visions for Internet use and the realities of everyday practice related to its use in Canadian schools. The discussion that follows addresses the issues arising from the views of Canadian educators reported in the findings section of the paper and relates the findings of this study to previous research. All participant groups in this study—ministry officials, teacher association officials, classroom teachers, and administrators—reported positive attitudes toward the Internet as a tool for enhancing teaching and learning. This phenomenon can be explained by the influence (and interaction) of a number of factors. Teachers and administrators in this study reported a general lack of support for Internet use, including funding for infrastructure and a general lack of vision or direction from their ministries of education. All groups identified professional development of teachers as a critical factor in effective Internet use in schools, but their beliefs and practices related to professional development varied widely. The results of this study tend to support the conclusions reached in other studies about the integration of technology and about the use of the Internet in schools.

This study was conducted in a big scale and time-consuming. The variety and big sample is a good point. The limitations of this study are as follow. First, the data is not clearly detail as the data collection design. Second, questionnaires validity is measured by other research which is not explained its validity.

Values of the research for our project (using technology in classroom): (1) we belong to digital immigrants. This research describes that internet is a very useful tool in classroom, moreover, in terms of language teaching. (2) This research provides examples on how to do and how to make research in a big scale and time-consuming***agepe.
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Life Lessons I have Learned

I've learned that if someone says something unkind about me, I must live so that no one will believe it.
- Age 39


I've learned that just when I get my room the way I like it, Mom makes me clean it up.
- Age 13


I've learned that children and grandparents are natural allies.
- Age 46


I've learned that even when I have pains, I don't have to be one.
- Age 82


I've learned that silent company is often more healing than words of advice.
- Age 24


I've learned that if you pursue happiness, it will elude you. But if you focus on your family, the needs of others, your work, meeting new people, and doing the very best you can, happiness will find you.
- Age 65


I've learned that motel mattresses are better on the side away from the phone.
- Age 50


I've learned that regardless of your relationship with your parents, you miss them terribly after they die.
- Age 53


I've learned that you can't hide a piece of broccoli in a glass of milk.
- Age 7

I've learned that the greater a person's sense of guilt, the greater his need is to cast blame on others.
- Age 46


I've learned that life sometimes gives you a second chance.
- Age 62


I've learned that it pays to believe in miracles. And to tell the truth, I've seen several.
- Age 73


I've learned that you shouldn't go through life with a catchers mitt on both hands. You need to be able to throw something back.
- Age 64


I've learned that brushing my child's hair is one of life's great pleasures.
- Age 29


I've learned that wherever I go, the worlds worst drivers have followed me there.
- Age 29


I've learned that singing "Amazing Grace" can lift my spirits for hours.
- Age 49


I've learned that you can make someone's day by simply sending them a little card.
- Age 44


I've learned that if you want to cheer yourself up, you should try cheering someone else up.
- Age 13


I've learned that when I wave to people in the country, they stop what they are doing and wave back.
- Age 9


I've learned that although it's hard to admit it, I'm secretly glad my parents are strict with me.
- Age 15


I've learned that you can tell a lot about a man by the way he handles these three things: a rainy day, lost luggage, and tangled Christmas tree lights.
- Age 52


I've learned that whenever I decide something with kindness, I usually make the right decision.
- Age 66


I've learned that if you want to do something positive for your children, try to improve your marriage.
- Age 61


I've learned that making a living is not the same thing as making a life.
- Age 58


I've learned that everyone can use a prayer.
- Age 72


I've learned that I like my teacher because she cries when we sing "Silent Night".
- Age 7


I've learned that there are people who love you dearly but just don't know how to show it.
- Age 41


I've learned that every day you should reach out and touch someone. People love that human touch, holding hands, a warm hug, or just a friendly pat on the back.
- Age 85


I've learned that I still have a lot to learn.
- Age 92




--- Author Unknown --- Submitted by Fran Sawyer --- Florida
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Annotated Bibliography_2

Zha, S., Kelly, P., Park, M. A. K., & Fitzgerald, G. (2006). An investigation of communicative competence of ESL students using electronic discussion boards. Journal of Research on Technology in Education, 38(3), 349-367.


The primary function of language is communication and interaction. Improving students' communicative competence has emerged as the new focus in language instruction. English as a Second Language (ESL) education has changed greatly over the past few decades because of the role of technology. ESL utilizing computer-assisted language learning (CALL) has shifted from drill-and practice to computer-mediated communication (CMC). CMC provides an equal opportunity for learners with different cultural backgrounds and personalities, thereby increasing participation and use of language. Peer interaction can be used to help learners acquire new strategies and strengthen their own ideas by engaging in peer dialog through written communication in MCC. Some ESL research: collaborative learning tasks (Belz & Kinginger, 2002; Chun, 1994; Lam, 2000; Singhal, 1998; Warschauer, 1996) or class/group discussions with individual assignments (Beauvois, 1992; Beauvois, 1994; Kern, 1995), none of these findings compared the effect of collaborative versus individual CMC learning tasks on students' communicative competence. The Second Language Acquisition (SLA) theorists note that the appropriate use of language is a part of socialization because language is the medium in social interactions. Therefore, studies of students' appropriate use of language should include the use of language to participate in social interactions. More studies are needed to define and measure students' appropriate use of language in CMC.

This study focuses on the use of electronic discussion boards with elementary-aged ESL students. Majority of studies on ESL learning in CMC settings were conducted at the college level. Few studies address the second communicative competence in CMC for K-12 students. Research do undertaken with elementary-aged children to examine their ESL communicative competence in an asynchronous discussion board. There are two purposes of the study. First, researchers want to examine the patterns of K-12 ESL students' communicative competence through peer interaction in collaborative learning versus individual learning tasks in CMC, with particular attention to appropriate use of language for social purposes. Second, researchers want to examine the improvements in communicative competence within CMC environments.

The research questions are not explicitly stated in this paper. Based on the topic and purposes, it is likely that the questions will look like as follows: (a) do the patterns of K-12 ESL students' communicative competence through peer interaction in collaborative learning differ from that of in individual learning tasks in CMC, with particular attention to appropriate use of language for social purposes? (b) do the students make improvements in their communication within CMC environments?

The participants were 28 ESL students in Grades 2-5 participated in this project. They came from 7 classes in 6 elementary schools. Eighteen of them were male and ten were female; 7 students spoke Spanish and 5 students spoke Chinese; the others spoke Russian, French, Korean, Arabic, Urdu, or Samoan. This research was conducted in 7 elementary ESL classes from mid-March to early May 2003. The intervention included a one-week training period, followed by three communication and writing activities in an electronic discussion board. Participant assigned from the same schools into different discussion groups so that the electronic discussion board was the only site for students in the same group to communicate with each other. Therefore, each group, consisting of three or four students from different schools, had its own discussion section on the discussion board. In other word, researcher used the purposive sampling.

The first week was considered a training week. The learning activities as an instrument were created based on Egbert's (2001, 2002) suggestions for a successful online ESL environment. Three online discussion activities were implemented in this study with the topics that related to students' real lives and would typically interest K-12 students. All of the three activities had different social settings, and therefore required students' appropriate use of English according to audience, purpose, and settings. This project was conducted in teachers' offices during the students' ESL class time, one hour for two classes per week. Students' messages to the discussion board were importing into NVivo 2.0, a qualitative analysis software program (QSR International).

Both qualitative and quantitative methods were used to analyze 956 messages posted by 28 ESL students to the electronic discussion board during a six-week period of time. Used the qualitative methods, the researchers coded the messages using the national ESL Standards for PreK-12 Students to examine ESL students' communicative competence. Using the ESL Standards, nineteen competence indicators from four areas were used as coding nodes. Used quantitative analysis, based on the analysis of coded messages, paired sample t-tests were conducted to test for significant changes in communicative competence across the three activities. Three SPSS data files were created, and data in each standard was organized and used as variables.

The results of quantitative analysis demonstrated that students' use of English for personal expression and enjoyment increased despite the fluctuating number of messages across the three activity periods. The increase was not related to the organization of the tasks (individual vs. collaborative) either. The results from the qualitative analysis suggested that students had a tendency toward casual rather than formal social interaction throughout the three activities. Electronic discussion board offered an excellent opportunity to observe and facilitate K-12 ESL students' use of different language styles, including formal and informal patterns. Formalized testing would provide a way to assess language improvement observed in the qualitative results. The outcomes of this study are ESL children are able to learn to use these environments, engage in appropriate social interaction, successfully engage in authentic work tasks, and interact socially and negotiate meaning with others. Using CMC as language learning environments can help teachers implement ESL Standards in ESL teaching.

Limitation of the study: (a) researchers did not describe the desired achievement of the implementation of ESL standards in the classroom activity. It means that the study only explained about the social interaction achievement instead of the proper use of ESL standards; (b) I am sure, time as well as other factors such as absenteeism could contribute to the fluctuation of students' participation that was observed, but researchers did not explain about that.

This research is useful for our group project, especially, we are language teacher. This research gives us insight how teach language with the communication and interaction purpose. This research gives insight that research must be prepared and designed clearly. This research gives an example how to use both quantitative and qualitative design***agepe.
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Egotism

The Prime Minister of the Tang Dynasty was a national hero for his success as both a statesman and military leader. But despite his fame, power, and wealth, he considered himself a humble and devout Buddhist. Often he visited his favorite Zen master to study under him, and they seemed to get along very well. The fact that he was prime minister apparently had no effect on their relationship, which seemed to be simply one of a revered master and respectful student.

One day, during his usual visit, the Prime Minister asked the master, "Your Reverence, what is egotism according to Buddhism?" The master's face turned red, and in a very condescending and insulting tone of voice, he shot back, "What kind of stupid question is that!?"

This unexpected response so shocked the Prime Minister that he became sullen and angry. The Zen master then smiled and said, "THIS, Your Excellency, is egotism."
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Father's Eyes

Bob Richards, the former pole-vault champion, shares a moving story about a skinny young boy who loved football with all his heart.


Practice after practice, he eagerly gave everything he had. But being half the size of the other boys, he got absolutely nowhere.

At all the games, this hopeful athlete sat on the bench and hardly ever played. This teenager lived alone with his father, and the two of them had a very special relationship. Even though the son was always on the bench, his father was always in the stands cheering. He never missed a game.

This young man was still the smallest of the class when he entered high school. But his father continued to encourage him but also made it very clear that he did not have to play football if he didn't want to. But the young man loved football and decided to hang in there. He was determined to try his best at every practice, and perhaps he'd get to play when he became a senior.

All through high school he never missed a practice nor a game but remained a bench-warmer all four years. His faithful father was always in the stands, always with words of encouragement for him.


When the young man went to college, he decided to try out for the football team as a walk-on. Everyone was sure he could never make the cut, but he did. The coach admitted that he kept him on the roster because he always puts his heart and soul to every practice, and at the same time, provided the other members with the spirit and hustle they badly needed.

The news that he had survived the cut thrilled him so much that he rushed to the nearest phone and called his father. His father shared the son's excitement and received season tickets for all the college games.

This persistent young athlete never missed practice during his four years at college, but he never got to play in a game. It was the end of his senior football season, and as he trotted onto the practice field shortly before the big playoff game, the coach met him with a telegram.

The young man read the telegram and he became deathly silent. Swallowing hard, he mumbled to the coach, "My father died this morning. Is it all right if I miss practice today"? The coach put his arm gently around his shoulder and said, "Take the rest of the week off, son. And don't even plan to come back to the game on Saturday."

Saturday arrived, and the game was not going well. In the third quarter, when the team was ten points behind, a silent young man quietly slipped into the empty locker room and put on his football gear.

As he ran onto the sidelines, the coach and his players were astounded to see their faithful team-mate back so soon. "Coach, please let me play. I've just got to play today," said the young man. The coach pretended not to hear him. There was no way he wanted his worst player in this close playoff game. But the young man persisted, and finally, feeling sorry for the kid, the coach gave in. "All right," he said. "22 You can go in."

Before long, the coach, the players and everyone in the stands could not believe their eyes. This little unknown, who had never played before was doing everything right. The opposing team could not stop him. He ran, he passed, blocked, and tackled like a star. His team began to triumph. The score was soon tied.

In the closing seconds of the game, this kid intercepted a pass and ran all the way for the winning touchdown. The fans broke loose. His team-mates hoisted him onto their shoulders. Such cheering you never heard.

Finally, after the stands had emptied and the team had showered and left the locker room, the coach noticed that this young man was sitting quietly in the corner all alone. The coach came to him and said, "Kid, I can't believe it. You were fantastic! Tell me, what got into you? How did you do it?" The young man looked at the coach, with tears in his eyes, and said, "Well, you knew my dad died, but did you know that my dad was blind?"

The young man swallowed hard and forced a smile, "Dad came to all my games, but today was the first time he could see me play, and I wanted to show him I could do it."

--- Author Unknown ---
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Banishing a Ghost

Here is Zen Stories:

The wife of a man became very sick. On her deathbed, she said to him, "I love you so much! I don't want to leave you, and I don't want you to betray me. Promise that you will not see any other women once I die, or I will come back to haunt you."

For several months after her death, the husband did avoid other women, but then he met someone and fell in love. On the night that they were engaged to be married, the ghost of his former wife appeared to him. She blamed him for not keeping the promise, and every night thereafter she returned to taunt him. The ghost would remind him of everything that transpired between him and his fiancee that day, even to the point of repeating, word for word, their conversations. It upset him so badly that he couldn't sleep at all.

Desperate, he sought the advice of a Zen master who lived near the village. "This is a very clever ghost," the master said upon hearing the man's story. "It is!" replied the man. "She remembers every detail of what I say and do. It knows everything!" The master smiled, "You should admire such a ghost, but I will tell you what to do the next time you see it."

That night the ghost returned. The man responded just as the master had advised. "You are such a wise ghost," the man said, "You know that I can hide nothing from you. If you can answer me one question, I will break off the engagement and remain single for the rest of my life." "Ask your question," the ghost replied. The man scooped up a handful of beans from a large bag on the floor, "Tell me exactly how many beans there are in my hand."

At that moment the ghost disappeared and never returned.
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Critical Analysis

The Influence of Teachers’ Technology Use on Instructional Practices

Rakes, G. C., Fields, V. S., & Cox, K. E. (2006). The influence of teachers’ technology use on instructional practices. Journal of Research on Technology in Education, 38(4), 409-424.


This study investigated the relationship between the use of technology and skills and the use of constructivist instructional practices among teachers in rural schools. There are two basic problems that serve as the background of this study. First, children in rural schools frequently do not have the same level of access to resources and experiences as those who live in suburban and urban areas of the United States. Second, rural schools have difficulty hiring and retaining qualified teachers because teachers in high-poverty schools are frequently paid less than those in the other types of schools. These problems arise because rural schools are faced with conditions such as inadequate administrative support, excessive intrusions on teaching time, student discipline problems, and lack of input from the faculty for decision-making regarding the schools. More research indicate nationwide low-performance in many subject areas.

As an overview of the study, it is more than sufficient to place the area and context of the study. With the two issues as I summarized above in order to give a clear picture of the research. It is the fact that there are some schools in the third world area, especially in rural schools, in which they cannot keep up with today’s racing technology.

Researchers provided two theoretical reviews as the background of the study (a) constructivism and learning, and (b) technology and constructivism as the framework foundation. They expressed that in traditional classroom, students are typically not provided with whole, dynamic learning experiences; rather, they are provided with limited, arbitrary activities. Schools frequently teach information from the various disciplines without providing adequate contextual support with opportunities for students to apply what they are taught. Therefore, constructivist teaching methods are needed as a way to increase authenticity in the classroom. Teachers are beginning to use technology as a tool to promote students’ ability to reason and solve authentic problems. Increasing the use of technology can create a vehicle through which educators can address teaching and learning opportunities for all students. The need for these opportunities is especially apparent in poor US rural areas.

Based on the topic (the relationship between technology use and skills and the use of constructivist instructional practices among teachers in rural schools), theories about constructivism, technology and learning really fit and will give more benefit in discussion. The researchers carefully (exactitude) weave statements from John Dewey (1916), Piaget (1973), Vygotsky (1978), etc. with previous research results from Dwyer (1994), Rakes et al (1999), Becker and Ravitz (1999), etc. to built the framework.

The purpose of this study is not explicitly stated in this research report. Based on the topic and the research questions, the purpose of this study is to investigate the impact of the given grant to school and teachers training toward the technology use and skills and the use of constructivist instructional practices among teachers in rural schools. This study explores whether teachers use technology, both in the classroom and for personal use, along with constructivist teaching practices. This study addresses four specific research questions: (1) What are the predominate teacher levels on the Level of Technology Implementation, Personal Computer Use, and Current Instructional Practices scales? (2) Is there a relationship between teachers’ Current Instructional Practices scores and teachers’ Level of Technology Implementation scores? (3) Is there a relationship between teachers’ Current Instructional Practices scores and teachers’ Personal Computer Use scores? (4) Is there a relationship between teachers’ Current Instructional Practices scores and teachers’ scores on both the Levels of Technology Implementation and Personal Computer Use scales? The researchers did not define the hypothesis.

On the research design, the researchers did not provide a clear description on the construction and variables, research methodology, and data collection methods. The researchers explain the sample and the population in detail. The purposive sample was comprised of 186 fourth and eighth grade teachers from 36 elementary schools, 17 middle/junior high schools, and 13 high schools from 11 rural school districts in a southern state. The 11 districts were chosen from those designated by the Delta Rural Systemic Initiative. From the total purposive sample of 186 teachers, 123 volunteered to participate. Seventy-one fourth grade teachers and 52 eighth grade teachers participated in the study; those grades were chosen because the state “high stakes testing” is done at those two grade levels.

With regards to the way the sample was determined and the way the researchers analyzed the data (will be explained), this study employed a quantitative non experimental research design. In my opinion, the following are the steps in conducting a non experimental research: first, the researchers must determine the research problem and the hypothesis to be tested; second, the researcher selects the variables to be used in the study. In this study, the researchers did not clearly define the research problem. Purposiveness is one of conditions a research referred to goodness. Though the research questions were formulated in detail, the research problem cannot be comprehended clearly. And surely, the four questions have translated the research problem into research variables. The hypothesis was not formulated clearly. It was just implicitly stated in the sample description.
The 11 districts were chosen from those designated by the Delta Rural Systemic Initiative. The purpose of this federal program was to bring about reform in delta communities in three southern states. These school districts also received a federally funded Technology Literacy Challenge grant that provided equipment and professional development for teachers in the use of technology. The total provided for equipment was $10,931,503. Each district was provided about 300 hours of professional development for teachers. The equipment and training had been in place for a year prior to collection of the survey data. (p. 413)


At the same time the researchers probably assume that the readers get the picture of the hypothesis implicitly put in that description. That after receiving a federally funded Technology Literacy Challenge Grant that provided equipment and professional development for teachers in the use of technology with professional development training, learning abilities in using technology progressively and constructivist teaching methods work. The researchers probably also assume that with the statement the intention of the research will seem implicit. As a research report, this report is less complete.

Teachers in the study responded to 40-item instrument, the Level of Technology Implementation (LoTI). The LoTI was administered to the fourth and eighth grade teachers to determine if their level of classroom technology use and personal computer use (PCU) predicted their Current Instructional Practices (CIP). The instrument generated a profile for each participant in three domains (variables): LoTI (measures the teacher’s level of classroom technology implementation), PCU (measures the skill and comfort level of teachers when using technology for personal use based on eight intensity levels), and CIP (measures teachers’ classroom practices relating to a subject-matter versus a learner-based curriculum approach based on eight elements). A Guide for Measuring Classroom Technology Use was initially tested in August of 1997 and in June of 1998. Moersch (1995, 1998) determined reliability by using Cronbach’s Alpha, which showed a reliability measure of .74 for the LoTI, .81 for PCU, and .73 for CIP. Researchers prepared three table levels of LoTI, CIP, and PCU like rubrics as measurements.

The researchers did not clearly explain the variables of the research although non experimental quantitative design with the regression or correlation research is aimed to see the relationship of dependent variable (DV) to independent variable (IV). Again, the weakness of this research is that the researchers did not follow the research procedure in order, though based on research questions, the readers can determine which one is the DV and which one is the IV. The DV is CIP and the IV is LoTI and PCU.

It’s comment using instrument previous research that was tested and determined reliability as long as that number of reliability showed. The researchers have been explaining the reliability score to be used. And surely the researchers also had prepared three tables level of three variables in the rubrics.

The researchers stated that the data was analyzed using multiple regression on results and discussion. This data analysis technique was not defined in the research methodology. Multiple Regressions is precisely selected by the researchers to analyze the data because this research was intended to see the influence of IV to DV. This research has two IV and the aim was to describe the research data phenomenon and to serve as a control to grant which have been given schools of samples and teachers followed the training. The techniques used to analyze this data have a weakness that the result of research may be not only influenced by gift grant or also not because of teacher have followed the training, but maybe by other factors (confounding effect). In this case researchers have not given the reason at the end of the research.

There is another possible technique to analyze data like post-test control design (quantitative experimental) by comparing samples of receiving schools grant and teacher followed the training with another rural school which do not accept the grant and these teachers do not follow the training. This design is also appropriate for measuring how effective the effect from governmental aid to school and affect from teacher training which have been conducted. But these research goals as a means of control are not reached. So far choosing the multiple regression as an analysis technique for data is precise.

Limitations were described before results and discussion. There are five limitations. (1) The questionnaire did not consider the complexity of software applications used at the school sites or the frequency of their use. (2) The sample is restricted to fourth and eighth grade teachers in 11 poor, rural school districts in a southern state. (3) The study explored relationships among variables; therefore, the analysis cannot establish cause and effect relationships. (4) There may exist unexamined factors affecting the relationship between technology use by teachers and their instructional practices that are not accounted for in the methodology. (5) All information in the survey is self-reported data. The information provided was based exclusively on the perceptions of the participants.

Limitations which are explained after the researchers determine the design show that researcher have sufficiently considered the possible deflect or different interpretation in this research. This indicates the carefulness (exactitude) as one of good research condition. This limitation also will give the definition in comprehending result of data analysis.

Based on question research 1, the predominate of LoTI level is O (Non-Use). This result represents an alarmingly high number of teachers who express a lack of technology used given the amount of technology training and equipment provided for these poor, rural school districts. Despite substantial grant-funded infusions of money for training and equipment, teachers in this sample still perceived their ability to use technology as extremely limited. The predominate of PCU intensity level for this sample is 3 (moderate skill levels). These disappointing results come from a population that was targeted for technology training and equipment. The levels of teacher skill and comfort levels with computers were lower than expected. The predominate intensity level for the CIP for this sample is 4 (respondents may feel comfortable supporting or implementing either a subject-matter or learning-based approach). These results were more encouraging than expected, with more than half of the respondents describing the use of constructivist teaching practices to at least a moderate degree.

This result represented with the bar diagram in three figures. The choice of the bar diagram to define predominate condition was really precise. The data interpretation has been defined clearly and consistently. These are aimed at expectations for grant which have been given by a government and the result of training which have been followed by the teachers.

Based on research question 2, results of standard multi regression on DV (CIP scores) and IV (LoTI scores) were entered into the predictive equation, revealed an R2 of .16, F = 23.07, p < .001, and the indicates there was a significant linear relationship between the DV and IV. About 16% of the variance in the CIP scores can be accounted for by the LoTI score. The results indicate that R2 is very poor (.16) and the predictive value of the LoTI score is likely to be unacceptable. The bivariate correlation (2-tailed) between CIP and LoTI is .40 (p < .01). The positive, moderate correlation between CIP and LoTI indicates that teachers who scored higher on the LoTI scored higher on the CIP scale.

Based on research question 3, results of standard multiple regression on DV (CIP scores) and IV (PCU scores), were entered into the predictive equation, revealed an R2 of .25, F = 22.83, p < .001 indicate there was a significant linear relationship between the criterion variable or DV (CIP) and the predictor variable or IV (PCU) – researchers make a mistake by write LoTI. About 25% of the variance in the CIP scores can be accounted for by the PCU score. Results indicate that the CIP score can be predicted by the PCU score. In this case, R2 is weak, but interpretable. The bivariate correlation (2-tailed) between CIP and PCU is .51 (p < .01). The positive, moderate correlation between CIP and PCU indicates that teachers who scored higher on the PCU have higher scores on the CIP scale.

Based on research question 4, results of standard multiple regression with DV (CIP score) and IV (score of LoTI and PCU) were entered into the predictive equation, revealed an R2 of .28, F = 23.84, p < .001, and indicate there was a significant linear relationship between the DV (CIP) and the set of IV. Results indicate that the CIP score can be predicted by both the LoTI score and the PCU scores. About 28% of the variance in the CIP scores can be accounted for by both the LoTI and the PCU scores. In this case, R2 is weak, but interpretable. The sample multiple correlation coefficient was .53. The positive, moderate correlations between both LoTI and PCU and CIP indicate that teachers who scored higher on both the LoTi and PCU have higher levels of CIP. Both predictors, LoTI and PCU, contributed to a slightly better prediction of CIP scores.

The results based on the research questions 2, 3, and 4 have been explained clearly. The researchers have also interpreted the statistic symbols correctly. It is interesting that on each interpretation of statistic result, the researchers always connect with the result of previous research as an argumentation comparator. For example, research results based on research question 2 are compared with results of research by Becker and Ravitz (1999) and Middleton and Murray (1999). It was expected that the positive relationship between the LoTI and CIP would be stronger. Becker and Ravitz found that teachers who used various computer technologies in the classroom, particularly student-centered, internet-based teaching activities, are more likely than other teachers to demonstrate changes associated with constructivist reforms. In this particular population, the positive relationship exists, but does not provide sufficient predictive power. This may be an additional indication that the technology-related training provided to these teachers did not provide a strong enough link between technology tools and their curriculum as indicated in the LoTI results for these teachers. From this discussion see that theoretical review was really conducted by the researchers to interpret the results of the data analysis.

The research results based on question 3 are similar to findings by Rakes et al. (1999). Teachers’ strong, basic technology skill levels appear to provide teachers with a comfort level with computers needed to support constructivist teaching practices. In this regard, the basic technology skills training provided these teachers appear to have been somewhat successful with a segment of the population. Also the results for research question 4. This result confirms Moersch’s (1999) assertion that appropriate use of technology can reinforce higher cognitive skill development and complex thinking skills as promoted through the use of constructivist teaching practices.

The researchers did not present the conclusion because possible result of this research has clear. The ultimate goal of research on the use of technology as a tool for constructivist teaching practices is to verify a link between classroom technology use, constructivist instructional practices, and improved student achievement. As demonstrated in this study’s teacher population, the availability of computers and training do not necessarily result in the widespread use of technology.

Anyway, education is a costly investment. Technological use to increase student ability in classroom instruction, that at the first becoming concentration study in our group is insufficient in the reality applied. This research gives the insight that the availability of technology and teacher professional development program in using technology did not automatically alter the paradigm and way of teaching. This research gives a lesson to me that writing a research report has to be complete.***agepe
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One, who treats his own people with scorn, shall surely suffer a bitter end

THE STORY OF THE JACKAL WHO FELL INTO VAT OF INDIGO DYE


In a jungle, there lived a jackal by the name of Chandarava. One day he was very hungry, so he risked going into the city to find food. There he was surrounded by dogs barking loudly. They set upon him and wounded him with their sharp teeth. To save his skin, he ran into a dyer's house. A big vat of indigo dye was lying there. In he jumped and consequently his whole body was dyed indigo, he no longer looked like a jackal.

When he came out, the dogs were unable to recognize him and ran off in all directions, terrified. The jackal himself went back to the jungle. The indigo dye would not come off.
Back in the jungle, when the animals, the lions, tigers, elephants, wolves and the rest of them, saw the indigo-coloured jackal, they ran away in terror and said to one another, 'Let's run away for we don't know the strength of this animal or what to expect of him.'

When the jackal saw the frightened animals, he called them back and said, 'Ho! Animals! Why are you running off in panic?

Don't be afraid.

Brahma, the Lord of Creation has made me himself, with his hands, and he said, 'The animals have no king, so I have crowned you as a king. Go to the earth and protect them well."

'That's why,' he continued ' I've come here.

Live in my kingdom, under my protection. I, have been crowned the King of the Three Worlds. ( Heaven , Earth and Hell).'

When all the animals, the lions, tigers, and the rest of them, heard this, they surrounded him and said, 'Master, we await you commands.'

The jackal assigned specific duties to all the animals, but he said he would have nothing to do with jackals, and they were all chased away.

The lion and the tiger used to go out hunting and bring the prey before the jackal. He would then distribute it amongst the other animals. Thus, he discharged his kingly duties. In this way, quite some time elapsed.

One day, this jackal heard in the distance the howl of pack of jackals. He was spellbound, his eyes filled with tears of joy, he stood up and began to howl.

When the lion and the other animals heard the howl, they realized that he was only a jackal and they lowered their heads in shame.

Only for a moment did they remain in this attitude. Then they said angrily to each other, 'This despicable jackal has fooled us! We will kill him!'

When the jackal heard this, he tried to escape but was torn in pieces on the spot and he died.

The wise indeed say : One, who treats his own people with scorn, shall surely suffer a bitter end.

cited from TALES OF PANCHATANTRA
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Love in action


Love in action is the answer to every
problem in our lives and in this world.
Love in action is the force that halped
us make it to this place, and it's the
turth that will set us free
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Teachers are Like Mirrors



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Destiny

During a momentous battle, a Japanese general decided to attack even though his army was greatly outnumbered. He was confident they would win, but his men were filled with doubt. On the way to the battle, they stopped at a religious shrine. After praying with the men, the general took out a coin and said, "I shall now toss this coin. If it is heads, we shall win. If tails, we shall lose. Destiny will now reveal itself."

He threw the coin into the air and all watched intently as it landed. It was heads. The soldiers were so overjoyed and filled with confidence that they vigorously attacked the enemy and were victorious. After the battle, a lieutenant remarked to the general, "No one can change destiny."

"Quite right," the general replied as he showed the lieutenant the coin, which had heads on both sides.
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I taught my students...


There are no people that need all the
benefits resulting from well-directed

education more than we do. The
condition of our people, the wants of

our children, and we welfare of our
race demand that aid of every helping
hand. It is a work of time, a labor of
patience, to become an effective school
teacher; and it should be a work of
love in which they who engage should
not abate heart or hope
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Annotated Bibliography_1

Bulger, M. E., Mayer, R. E., Almeroth, K. C., & Blau, S. D. (2008). Measuring learner engagement in computer-equipped college classrooms. Journal of Educational Multimedia and Hypermedia, 17(2), 129-143.


Although engagement and learning appear linked, quantitatively measuring this relationship is challenging. New technologies offer a window into studying the interactions among classroom activity, student engagement, and positive learning outcomes in computer-equipped classrooms. Early studies defined engagement in terms of interest, effort, motivation, and time on task. Research on active engagement consistently shows that when students are focused on a task, they are more likely to apply effort during their learning experience. A trend in recent research is to study the cognitive strategies that result from varying levels of motivation. Meta-cognitive control, which is evident in students' ability to not only know what to do in a learning situation (cognitive strategies), but when to do it, is measured by self-efficacy cues, self-regulation, and goal setting. Students demonstrating cognitive strategies such as task-mastery goals report higher levels of engagement and perform better on assigned tasks. In light of the new measurement opportunities made possible by emerging technologies, it makes sense to return to Berliner's research (1987,1990) that assumes a causal relationship between engaged time that is the period of time in which students are completely focused on and participating in the learning task and academic achievement.

In this research, researcher applied Berliner's concept of time on task to measure student engagement levels. Researcher use Classroom Behavioral Analysis System (CBAS) to measure student engagement in a college writing class. Student computer-based behaviors (off-task and on-task internet visits) were compared during a traditional, lecture-based lesson (no-simulation condition) and an interactive simulation-based lesson (simulation condition). There are two purposes of this study, namely: (a) to compare student engagement during lecture taught using computer compared with lecture using traditional methods, (b) to measure student engagement levels affected by instructional style. There are three research questions: (a) how engaged are students during a lecture taught using traditional methods? (b) how engaged are students during a lecture taught using a simulation exercise? (c) are student engagement levels affected by instructional style?

The participants were 139 students enrolled in freshman composition courses at the University of California, Santa Barbara. Out of 144 students, 139 volunteered for the study and five chose not to participate. All consented to the recording of their in-class computer activities. Thirty-two participants in two intact classes were given the no-simulation treatment and 107 participants in five intact classes were given the simulation treatment.

The design is quasi-experimental because intact classes (rather than individual learners) were assigned to the treatments. The dependent variable was student engagement as measured by the number of off-task and on-task internet activities during a class lesson. Off-task internet activities operationalized as website visits that were not part of the assigned class activity. On-task internet activities included website visits that related to the assigned class activity, such as a word definition search or the use of an online writing lab. CBAS installed on each computer and recorded keystroke activities, active applications, and URL visits. A video camera positioned in the back of the classroom recorded observable classroom activity, including the instructor's actions and participant behavior. Participants observed during a single 110-minute instructional episode. In the two non-simulation classes, the instructor used a traditional, lecture-style format for the first 15 minutes of class and then directed the students to use the additional class time to revise their paper drafts. For the five simulation classes, researcher developed a simulation exercise consisting of a website that detailed a mining accident and prompted participants to write a rescue plan. In these classes, the activity took place in real time. Participants worked collaboratively in groups while the instructor participated directly in the learning activity by role-playing and responding to student requests for information and support.

The results: In the no-simulation condition, participants performed significantly more off-task internet actions (M=34.31, SD=28.03) than on-task internet actions (M=11.72, SD=11.33), t (31) = 4.35, p< .001. Off-task internet actions accounted for 79% of the cohort's total internet use. This result shows that a lesson taught using a traditional lecture-style format that did not apply engagement research findings resulted in low student engagement levels, as reflected by high off-task internet actions. In the simulation condition, participants performed significantly more on-task internet actions (M=27.71, SD=19.11) than off-task internet actions (M=3.79, SD=5.89), t (106)=12.55, p< .001. Off-task internet actions accounted for 9% of this cohort's total internet use. This result shows that using an interactive simulation exercise resulted in increased student engagement levels, as reflected by high on-task internet actions. Base on student engagement levels affected by instructional style, researcher finding that students in the no-simulation condition appear to have lower engagement levels than students in the simulation condition. These results show that it is possible to specifically design an instructional episode that heightens student engagement levels. This study shows that student engagement is related to instructional method, namely, that the no-simulation condition primed lower engagement in learners than did the simulation condition. Researchers found that it is possible to encourage high levels of student engagement by using an interactive simulation exercise. The high levels of student on-task actions in the simulation classes indicate that directed interactive activities can promote high levels of student engagement.

The limitations of the study were: First, researcher did not explain the instructors. I think different instructors taught in the two conditions will make the research bias. Second, in the simulation condition, participants worked in groups, whereas in the no-simulation condition, participants worked alone, researcher not consistently requiring group work in both conditions. Third, the sample size for the no-simulation condition was considerably smaller than the simulation condition. Values of the research to our group project are as follow. This research gives us insight how to measure student engagement. In a typical classroom situation in Indonesia, some students are paying attention to varying degrees and others are not. It is difficult for teacher to determine the extent to which students are actually engaged with the classroom activities. Behavioral cues, such as students looking at the teacher, may provide some indication of engagement levels; however, students who appear to not be paying attention may be completely engaged and vice-versa. This research gives another example using technology to measuring student engagement. This research also be a model to my group, how to design quasi-experimental research.***agepe
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The Picture Of The Praying Hands

They tossed a coin on a Sunday morning after church. Albrecht Durer won the toss and went off to Nuremberg. Albert went down into the dangerous mines and, for the next four years, financed his brother, whose work at the academy was almost an immediate sensation. Albrecht's etchings, his woodcuts, and his oils were far better than those of most of his professors, and by the time he graduated, he was beginning to earn considerable fees for his commissioned works.

When the young artist returned to his village, the Durer family held a festive dinner on their lawn to celebrate Albrecht's triumphant homecoming. After a long and memorable meal, punctuated with music and laughter, Albrecht rose from his honored position at the head of the table to drink a toast to his beloved brother for the years of sacrifice that had enabled Albrecht to fulfill his ambition.

His closing words were, "And now, Albert, blessed brother of mine, now it is your turn. Now you can go to Nuremberg to pursue your dream, and I will take care of you." All heads turned in eager expectation to the far end of the table where Albert sat, tears streaming down his pale face, shaking his lowered head from side to side while he sobbed and repeated, over and over, "No ...no ...no ...no."

Finally, Albert rose and wiped the tears from his cheeks. He glanced down the long table at the faces he loved, and then, holding his hands close to his right cheek, he said softly, "No, brother.. I cannot go to Nuremberg. It is too late for me. Look ... look what four years in the mines have done to my hands! The bones in every finger have been smashed at least once, and lately I have been suffering from arthritis so badly in my right hand that I cannot even hold a glass to return your toast, much less make delicate lines on parchment or canvas with a pen or a brush. No, brother ... for me it is too late."


More than 475 years have passed. By now, Albrecht Durers hundreds of masterful portraits, pen and silver-point sketches, watercolors, charcoals, woodcuts, and copper engravings hang in every great museum in the world, but the odds are great that you, like most people, are familiar with only one of Albrecht Durers works. More than merely being familiar with it, you very well may have a reproduction hanging in your home or office.

One day, to pay homage to Albert for all that he had sacrificed, Albrecht Durer painstakingly drew his brothers abused hands with palms together and thin fingers stretched skyward. He called his powerful drawing simply "Hands," but the entire world almost immediately opened their hearts to his great masterpiece and renamed his tribute of love, "The Praying Hands."

The next time you see a copy of that touching creation, take a second look Let it be your reminder, if you still need one, that no one - no one - ever makes it alone!

--- Author Unknown ---
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Paradise

Two people are lost in the desert. They are dying from hunger and thirst. Finally, they come to a high wall. On the other side they can hear the sound of a waterfall and birds singing. Above, they can see the branches of a lush tree extending over the top of the wall. Its fruit look delicious.

One of them manages to climb over the wall and disappears down the other side. The other, instead, returns to the desert to help other lost travelers find their way to the oasis.
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