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.

Wanting God

A hermit was meditating by a river when a young man interrupted him. "Master, I wish to become your disciple," said the man. "Why?" replied the hermit. The young man thought for a moment. "Because I want to find God."

The master jumped up, grabbed him by the scruff of his neck, dragged him into the river, and plunged his head under water. After holding him there for a minute, with him kicking and struggling to free himself, the master finally pulled him up out of the river. The young man coughed up water and gasped to get his breath. When he eventually quieted down, the master spoke. "Tell me, what did you want most of all when you were under water."

"Air!" answered the man.

"Very well," said the master. "Go home and come back to me when you want God as much as you just wanted air."
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The Road Of Life

At first, I saw God as my observer, my judge, keeping track of the things I did wrong, so as to know whether I merited heaven or hell when I die. He was out there sort of like a president. I recognized His picture when I saw it, but I really didn't KNOW Him.

But later on when I met Christ, it seemed as though life were rather like a bike ride, but it was a tandem bike, and I noticed Christ was in the back helping me pedal.

I don't know just when it was that He suggested we change places, but life has not been the same since. When I had control, I knew the way. It was rather boring, but predictable. . . It was the shortest distance between two points.

But when He took the lead, He knew delightful long cuts, up mountains, and through rocky places at breakneck speeds, it was all I could do to hang on! Even though it looked like madness, He said, "Pedal!"

I worried and was anxious and asked, "Where are you taking me?" He laughed and didn't answer, and I started to learn trust.


I forgot my boring life and entered into the adventure. And when I'd say, "I'm scared," He'd lean back and touch my hand.

He took me to people with gifts that I needed, gifts of healing, acceptance and joy. They gave me gifts to take on my journey, my Lord's and mine.

And we were off again. He said, "Give the gifts away; they're extra baggage, too much weight." So I did, to the people we met, and I found that in giving I received, and still our burden was light.

I did not trust Him, at first, in control of my life. I thought He'd wreck it; but He knows bike secrets, knows how to make it bend to take sharp corners, knows how to jump to clear high rocks, knows how to fly to shorten scary passages.

And I am learning to shut up and pedal in the strangest places, and I'm beginning to enjoy the view and the cool breeze on my face with my delightful constant companion, Jesus Christ.

And when I'm sure I just can't do anymore, He just smiles and says. . . "Pedal."

--- Author Unknown --- Submitted by Sherie Jorgenson
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Annotated Bibliography_5

Edmonds, K. & Li, Q. (2005, April). Teaching At-Risk Students with Technology: Teachers’ Beliefs, Experiences, and Strategies for Success. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada. Retrieved July 18, 2008, from Education Resources Information Center (ED490354).


At-risk students struggle with learning. They bring various barriers to the classroom requiring teachers to find appropriate ways to help them succeed. Wallis stated that technology is becoming more recognized as an alternate method for teaching and learning. Some advantages to using technology with at-risk students are increased motivation, individualized instructions, and freedom to work in their own way. Findings showed that students have increased self-esteem and are more enthusiastic towards school when working with technology (Wallis, 2004). Additionally, students may find computers provide an accurate and unbiased response to their work, thus relieving the teacher of that role. Both student-teacher relationships, and student-student interactions, change to one of help and collaboration. The main reason for this, Christie and Sabers concurred (1989), is the locus of control is in the hands of the students giving them freedom and responsibility at the same time. In the other words, technology offers enriched learning environments, and changes the role of learners - two important elements for teaching at-risk learners.

This is a survey study exploring teachers’ perspective and approaches to teaching at-risk students using technology. This survey focused on three variables: teachers’ beliefs, experiences, and strategies for success. It is believed that at-risk students will learn better when the teaching and learning processes use appropriate technology. But, little is known how teachers perceive the incorporation of technology in teaching. The are three purposes of this study, namely: (a) to explore the experiences and approaches of teachers who use technology to instruct struggling students; (b) to examine the difficulties that teachers encounter when using technology with at-risk learners; and (c) to look at the teachers’ beliefs that will uncover issues that burden these students.

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: how teachers’ beliefs, experiences, and strategies help at-risk students using technology?

The participants were nine female teachers who worked closely with at-risk students using technology in a school district within Calgary, Alberta, Canada. These teachers had worked with secondary or adult students who faced learning barriers such as a lack of English skills, repeated failure at school, aboriginal descent, learning disabilities, and academic or developmental challenges. All teachers worked within modified programs serving learners with difficulties in learning.

Deemed as at-risk, the learners struggled with a number of barriers as mentioned above. Typically, these are students who have not successfully completed educational levels for someone because of repeated failures. The data collected were teachers’ reflection on their experience and beliefs about teaching at-risk learners using technology. Their reflection covered aspects of teaching struggling students such as technology use, reasons for success or failure, key concerns, and suggestions for best practices. Participants answered the following 5 open-ended questions with personal anecdotes relative to their experience. Qualitative data analysis was used to identify emergent themes. These emerged salient themes were extracted to answer research questions.

The survey results did were not specifically described following the three variables as shown in the beginning, but only described in categorical themes, i.e.: the learners, positive and negative outcomes, customization, blended learning, and safe learning environments. Based on the discussion, there are two major things proposed. First, using technology may bring different results for different students. Not all students really enjoy the learning activities using technology. This survey has shown a number of aspects and outcomes when using technology with struggling students. As these types of learners have different backgrounds, barriers, and learning needs, technology may be another resource to help them. Thus, teachers looking to teach and connect with at-risk learners should focus on the learners’ needs. Second, to avoid teachers who want to make use of technology, are required to selectively choose and prepare the technology. Technology-based instruction shows to have benefits for struggling learners, careful needs analysis must be taken in the design of technical venues.

Limitation of the study: (a) the number of participants is too small, so there are not conclusive or cannot be generalized. (b) no explanation on how the technology was used among the research participants, (c) there were only five interview questions used and the questions were too broad, not specific enough to get a greater depth of information, (d) the data analysis is rigorous, content analysis procedure to investigate the transcripts might be better.

This research is useful for our group project. Teachers must be open to the possibility that learners may need a different venue for their education and be prepared to offer that, as in traditional learning. Given the limitations described earlier, this study obviously facilitates us to be more aware on how to conduct qualitative research. Value of this study to ISEDP group as an example how to conduct The transcript of this data it’s the important point that we can learn from to reconstruct our research in Indonesia***agepe.
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Self Control

One day there was an earthquake that shook the entire Zen temple. Parts of it even collapsed. Many of the monks were terrified. When the earthquake stopped the teacher said, "Now you have had the opportunity to see how a Zen man behaves in a crisis situation. You may have noticed that I did not panic. I was quite aware of what was happening and what to do. I led you all to the kitchen, the strongest part of the temple. It was a good decision, because you see we have all survived without any injuries. However, despite my self-control and composure, I did feel a little bit tense - which you may have deduced from the fact that I drank a large glass of water, something I never do under ordinary circumstances."

One of the monks smiled, but didn't say anything.

"What are you laughing at?" asked the teacher.

"That wasn't water," the monk replied, "it was a large glass of soy sauce."
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How Great Love Is

Once upon a time, there was an island where all the feelings lived: Happiness, Sadness, and all of the others including Love.

One day it was announced to the feelings that the island would sink, so all repaired their boats and left. Love was the only one who stayed. Love wanted to persevere until the last possible moment. When the island was almost sinking, Love decided to ask for help.

Richness was passing by Love in a grand boat. Love said, "Richness, can you take me with you?" Richness answered, "No I can't. There is a lot of gold and silver in my boat. There is no place for you here."

Love decided to ask Vanity, who was also passing by in a beautiful vessel, "Vanity, please help me!" "I can't help you, Love. You are all wet and might damage my boat," Vanity answered.

Sadness was close by so Love asked for help, "Sadness let me go with you." "Oh...Love, I am so sad that I need to be by myself!" Happiness passed by Love too, but she was so happy that she did not even hear when Love called her!

Suddenly, there was a voice, "Come Love, I will take you." It was an elder. Love felt so blessed and overjoyed that he even forgot to ask the elder her name.

When they arrived at dry land, the elder went her own way. Love realizing how much he owed the elder, asked Knowledge, another elder, "Who helped me?"

"It was Time", Knowledge answered.

"Time?" asked Love. "But why did Time help me?"

Knowledge smiled with deep wisdom and answered, "Because only Time is capable of understanding how great Love is."

--- Author Unknown
--- Submitted by Amy Yates --- Texas
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Deceive the wicked and kill them without mercy

THE STORY OF THE LION AND THE HARE



In a jungle, there lived a lion by the name of Bhasuraka. He was very powerful and used to kill the animals indiscriminately.

One day, all the antelopes, boars, buffaloes, hares and the rest went together to the lion and said, "Master, why do you persist in killing so many of us everyday so unnecessarily, when one animal would satisfy your hunger?

Please come to an understanding with us. From today onward we promise to send to your lair, one animal everyday for your food, if in return you guarantee that we shall be able to wander about unmolested in the jungle.

In this way, you will have no trouble maintaining yourself and we will not be killed so indiscriminately."

When he had finished listening to this, the lion said, "It 's very true, what you say, but if I don't receive one animal everyday, I shall eat everyone of you,"

Accordingly, everyday they drew lots, sent one animal to the lion and roamed in the jungle, unafraid.

On day it was the hare's turn. Forced by the other animals, he made his way to the lion, slowly and very much against his will.

On the way, the hare was considering how he might kill the lion, when he came to a well. He leapt up on the edge and saw his reflection in the water. At this, he thought to himself, "Now I know a way that won't fail. I'll deceive the lion and make him fall into the well."

And purposely the hare went over even more slowly to the lion. By the time the hare reached the lion, the sun was setting. The lion was in a fury because he had been kept waiting.

He licked his lips hungrily and said to himself, "The first thing I'll do tomorrow is to kill all those animals."

While he was thinking thus, the hare slowly approached the lion and bowed before him. The lion flared up and began to shout at him, "You miserable creature! First you are too small and secondly you are so late. Well, for this, I'm going to kill you immediately and I'll kill the rest of you in the jungle tomorrow morning."

"Master," replied the hare very humbly, "it is not my fault nor the fault of the other animals. Please listen and I will explain."

"Hurry up and tell me before I crush you," said the lion.

"Well," said the hare, "today it fell to my lot to come to you. Because I am small, they sent four other hares with me.

On the way, a huge lion came out of the den and roared,, "Ho! You! Where are you going? Your end has come. Call upon your chosen deity!"

And I said "Sir, we are all going to our master, the lion at the appointed time to fulfill our promise to send everyday a few animals to him for his food."

And he said, "Who is this lion? I'm the master of the jungle! You should fulfill your promises only to me. This lion is an imposter! I shall hold four of you hares as hostages while you (meaning me) go and challenge him to a trial of strength with me. Whoever turns out to be stronger, deserves to be king of the jungle and only he shall eat all the hares."

"And so," continued the hare, "I have come to you as he ordered me to. That is why I am late. Now do as you think best."

When he heard this, the lion said, "Friend, if this is true, then take me to this pretender immediately so that I can pour out on him all my rage against you and then I shall be quiet."

"Master!" said the hare." It is the truth but this lion stays in a stronghold It is difficult to attack someone who is hiding in a stronghold."

When the lion heard this he said, "Friend !He may have hidden himself in his stronghold but just show him to me and I will kill him.".

" Indeed," said the hare," but I have seen him. He is very strong. It would be unwise of you to approach him without finding out exactly what his strength is."

"That is not your concern" said the lion." just take me to him."

"Very well then" said the hare, "come with me."

The hare went ahead so as to lead the lion to the well.

When they reached the well, the hare said to the lion, "My Lord! Who can withstand your power! The imposter has seen you coming and has hidden himself in his stronghold."

And the hare pointed out the well.

The foolish lion saw his reflection in the water and imagined that it was his enemy.

He roared fearfully and at once his roar was doubly re-echoed from the well.

Furious at the other lion, he leapt in upon him and was drowned.

Very pleased with himself, the hare went back to the jungle and told the other animals what had happened.

They showered him with praise and all lived happily ever after.

The wise indeed say : Deceive the wicked and kill them without mercy."

cited from TALES OF PANCHATANTRA
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Annotated Bibliography_4

Ahmet, G., & Birikim, O. (2007, May). Technology Use in Language Teaching: The Case of Foreign Language Teaching in Tömer. Paper presented at the International Educational Technology Conference (IETC), Nicosia, Turkish Republic of Northern Cyprus. Retrieved July 18, 2008, from Education Resources Information Center (ED500158).


Two concerns have arisen from the studies on use of technology by the foreign language teachers. First, it is observed that the teachers may effectively use computers in their daily lives however they face difficulties in adapting their computer knowledge to their teaching work. Secondly, in many research studies, it is reported that the teachers do not even use email and the Internet effectively which are the tools necessary for good use of integrative CALL (Computer Aided Language Learning)

It is widely accepted by the researchers conducting studies in the field of CALL in Turkey that technology is not being used in the majority of the classrooms all over the country. Due to its highly innovative nature, the use of technology in the case of foreign language teaching in private sector has not been widely focused on to generalize findings on this specific aspect. Further, research on teachers’ beliefs has established that stereotypes of teachers can be one of the most effective influences on their practices. This case study, therefore, intends to determine use of and beliefs about computers of teachers in a private educational institution in Turkey which is namely TÖMER.

The purpose of this qualitative study is to find out the opinions of the language teachers at Foreign Language Teaching Center of Ankara University (TÖMER) on CALL. There are two main dimensions that have been emphasized: (a) the use of computers in foreign language teaching for the administrative purposes, and (b) use of computers for teaching or pedagogical purposes. Eight teachers interviewed on the above two dimensions and the outcomes analyzed to conduct this case study. In the other word, the research questions are: (a) how use the computers in foreign language teaching for the administrative purpose, (b) how use the computers for teaching or pedagogical purpose?

The sample of this research is 8 teachers at TÖMER. This sample especially emphasis on maintaining the multiplicity of interviewees and great sensitivity has been shown with regard to the gender, experience and the language that they teach. Four of the teachers were male and the others were female and each one of them teaches one of the following languages; English, French, German, Turkish, Italia, and Greek. A semi structured interview guide used as an instrument of data collection.

The instrument has been identified based on reliability and validity analysis of the tools found in the literature. Expert opinion was taken for reliability purposes; the interview guide has been evaluated by a foreign language teaching specialist and an educational technologist. Data analysis used in this research is content analysis. Researchers start their research study from a specific conceptual framework and problematize research through a main problem and sub problems associated. Main categories of data collection have been identified beforehand. The outcomes of the interviews have been grouped under those categories and analyzed accordingly.

Based on the use of computers for administrative purposes, teachers use computers frequently for the purposes of preparing grades, developing lesson plans, preparing work sheets for students and finding additional materials from the internet. Although not frequently, they do use computers for calculating student grades, preparing the student attendance lists, and for sharing files with their colleagues. The teachers state that they use computers at least 5 hours and at most 10 hours a week. Based on the use of computers for educational purposes, the impact of the use of computers on developing language skills are: the computers have a positive effect on reading skills, develop vocabulary, and listening skills of the students. But all the teachers stated that the computers do not have an effect on developing oral skills. Teachers at TÖMER have both positive and negative opinions on using computers in their courses. It is important that the teachers seek best ways of using computers in their courses to increase the effectiveness. They assert that the teachers should be aware of the negative aspects of using computers in language teaching and work hard to get rid of them.

The conclusion seems that teachers emphasized the importance of using the computers as tools while teaching foreign languages, however they mainly use them for administrative purposes. According with Alyaz (2003) it is stated that literacy and internet literacy in computer aided language learning; computers have positive effects in foreign language teaching especially in administrative aspects. Using computer technology (both online and offline software tools) in language teaching, as stated by Cembalo (2001), experienced the teachers both positive and negative feelings. Teachers at TÖMER think that using computers in foreign language teaching and in other aspects of education is a revolutionary change in education. It is sometimes forgotten that computers are just tools helping the teachers and some people tend to act as if computers have replaced the teachers. In such cases, the interaction between the teacher and the student and among the students themselves cannot be actualized. This results in the fact that the teachers may state the importance of using computers in their classrooms but unfortunately it is observed that they are not ambitious of doing this so.

I found two basic weaknesses in this research. First, in the design research, researcher expressed that sample was differentiated by gender. But there was not any explanation about the sample based on gender in research result, discussion, and conclusion. Second, to use other research with different variable is not precise. The other research used specific variable (i.e. the use of technology in reading or writing skills), while the variable used in this research is too wide, that is the use of technology in administration and education.

Values of the research to our group project are as follow. Recently, there is a must to use technology in classrooms. This research gives us insight that technology is merely a tool for teaching. Technology cannot replace the teachers’ existence. In education, the interaction between teacher and the student is the primary thing, the most valuable one. This research gives the teachers clues how to use technology wisely. This research also gives insight that technology is helpful in administration. So far, teachers in Indonesia are traditionally busy in administrative affairs. Thus, technology will assist teacher to develop their skills and professional development***agepe.
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Prosperity

A rich man asked a Zen master to write something down that could encourage the prosperity of his family for years to come. It would be something that the family could cherish for generations. On a large piece of paper, the master wrote, "Father dies, son dies, grandson dies."

The rich man became angry when he saw the master's work. "I asked you to write something down that could bring happiness and prosperity to my family. Why do you give me something depressing like this?"

"If your son should die before you," the master answered, "this would bring unbearable grief to your family. If your grandson should die before your son, this also would bring great sorrow. If your family, generation after generation, disappears in the order I have described, it will be the natural course of life. This is true happiness and prosperity."
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Siapakah Guru

SIAPAKAH GURU

Siapakah guru?
Apakah dia yang memupuk pohon
Membuat tanah gembur dan subur
sehingga batangnya menjadi besar
tanpa kerja keras, dan sedikit akar?

Siapakah guru?
apakah dia yang menggunting kepompong
sehingga kupu-kupu dengan mudah keluar
tetapi tidak dapat terbang karena lemah
sayapnya lembek dan perutnya besar?

Siapakah guru?
apakah dia yang melatih kamu
tumbuh bagai bambu di tebingberbatu
mengalahkan alam gersang dan kemerau
dengan akar kukuh menyusup ke bumi
daunnya menjulang ke langityang jauh?

Siapakah guru, pikirmu?
Apakah dia yang membiarkan kupu-kupu
susah payah merobek kepompong
menahan sakit karena terjepit
tetapi sanggup terbang dan menari
mempercerah seisi dunia?

Aku berdoa engkau menjadi guru sejati
yang dengan sabar dan penuh kasih
membuatku berani mencintai dan menerima
hidup seperti bambu di tepi jurang,
diterpa angin, panas dan hujan
tetapi selalu bersyukur dan bergembira
seperti kupu-kupu meninggalkan kepompong
yang telah menyekap dan menjepitnya.

Puisi Eka Budianta
Dibacakan saat peringatan Hari Guru
25 November 2007.
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Thank you God

Reflection to day on my b'day


Thank you God


I recently received a copy of this prayer from a friend
and it has really spoke to me.

Thank you God, for all I have to do today.
Thanks God, for this sink of dirty dishes,
It shows we have plenty to eat.

Thanks God, for this pile of dirty, stinky, laundry,
It shows we have plenty of clothes to wear.

Thanks God, for those unmade beds in there,
They were warm and so comfortable last night
And I know there are many who have no beds.

Thank God, for this bathroom complete with all the
Spattered mirror, soggy grimy towels and dirty commode,
They are so convenient.

Thanks God, for this finger-smudged refrigerator
That needs defrosting,
It is full of cold drinks and enough leftovers
For two or three meals.

Thanks God, for this oven
That absolutely must cleaned today,
It has baked so many things over the years.

The whole family is grateful for that grass that needs mowing,
The lawn that will need raking, we all enjoy the yard.

Thanks God, even for that slamming screen door,
My kids are healthy and able to run and play.

Lord the presence of all these chores awaiting me
Says you have richly blessed my family.
I shall do them all cheerfully
And I shall do them gratefully.

Amen

--- Author Unknown --- Submitted by Mike M. --- Georgia
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In my B'day

"I've learned that no matter what happens, or how bad it seems today, life does go on, and it will be better tomorrow."

"I've learned that you can tell a lot about a person by the way he/she handles these three things: a rainy day, lost luggage, and tangled Christmas tree lights."

"I've learned that regardless of your relationship with your parents, you'll miss them when they're gone from your life."

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

"I've learned that life sometimes gives you a second chance."

"I've learned that you shouldn't! go through life with a catcher's mitt on both hands; you need to be able to throw some things back."

I've learned that whenever I decide something with an open heart, I usually make the right decision."

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

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

"I've learned that I still have a lot to learn."

"I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel."
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Learning the Hard Way

The son of a master thief asked his father to teach him the secrets of the trade. The old thief agreed and that night took his son to burglarize a large house. While the family was asleep, he silently led his young apprentice into a room that contained a clothes closet.

The father told his son to go into the closet to pick out some clothes. When he did, his father quickly shut the door and locked him in.

Then he went back outside, knocked loudly on the front door, thereby waking the family, and quickly slipped away before anyone saw him. Hours later, his son returned home, bedraggled and exhausted.

"Father," he cried angrily, "Why did you lock me in that closet? If I hadn't been made desperate by my fear of getting caught, I never would have escaped. It took all my ingenuity to get out!"

The old thief smiled. "Son, you have had your first lesson in the art of burglary." Read More..

Moments in Time

Moments In Time

"We do so with the certainty that we don't have the faintest idea what we're doing at all, which can be a very frightening prospect in a world; in a world where the boundaries of nations and the balance of nature can change over night.

Except that the years that we have spent at (West Beverly) have given us the foundation to face that future. We haven't just learned facts and figures, logic and reasoning skills, but we have learned the value of friendship, loyalty, & love which will not be diminished just because we may not end up together.

The memories that we have shared will not go away simply because we do. So even if the future does not always meet our expectations or the fates are cruel to us at times, no one can ever take away this moment from me. From me, from you, from any of us. No one can ever take away this moment in time."


--- 1993 Beverly Hills 90210 graduation speech
--- Submitted by Kristin S., Age 16 --- Pennsylvania
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