--> I will speak with my classmates in English during classes.

Spoken production: I can speak clear and have good pronunciation.

--> I will practice this by (audio) recording myself reading aloud from a book for example and listen back to it.

Writing: I'm able to write a good essay.

--> I will do this by practicing every week.

Reading: I want to read more books this year, at least 5.

--> I will do this by reading a few pages every evening before I go to sleep.

Listening: I can listen to interviews/podcasts without subtitles and am able to understand the context.

--> I will do this by listening to a variety of interviews/podcasts.

Vocabulary: I want to expand my vocabulary as much as possible.

--> I will do this by writing down any new words I come across and try to use them when I can.

- I can analyse characters and events from the works I have read by the end of LAD4

-> I will do this by reading novels and analysing what is going on every week.

- I can understand an article that is outside of my prior knowledge/interest and summarize its main points.

-> I will read an article every week and summarize what was said in it.

Listening

- I can watch and understand informational videos without English subtitles.

-> I will watch any informational video (maybe even with a topic outside of my field of interest/knowledge) and summarize what I learned from it.

Speaking

Spoken interaction:

- I can use proper grammar whilst taking part in a conversation.

-> I will record myself every once in a while and listen back to what I say during a conversation with peers. I will also ask said peers to correct me whenever I make a grammatical mistake.

- I can use idioms whilst speaking

-> I will learn a new idiom and use it whilst speaking with peers every week.

- I can make jokes and be sarcastic in an English conversation.

-> I will try to use my tone correctly and also ask peers to tell me how I do every once in a while.

Spoken production:

- I can read a text aloud without stumbling over my words too much.

-> I will read aloud weekly and record it.

- I can read texts at a following pace with the right intonation

-> I will read a text aloud in front of my peers every once in a while and ask them if they could follow what I was saying.

Writing

- I can write a proper essay.

-> I will write practice essays and also try to perfect my real essay for LAD4.

-  I can write in flowing sentences that make sense.

-> I will practice writing every week.

Vocabulary

- I can use new words/idioms in sentences

-> I will focus on a couple of words every week and make sure to use them on a daily basis for at least a week.

-  I know strategies for when I do not know a certain word and can use them in my speaking.

-> I will look up different strategies and use them during conversations with peers.

This text talks about how screens affect children, the impact on development and how screens can be managed and reduced. 

The dependency on screens can cause major problems in children's cognitive, linguistic and socio-emotional development. Screens reduce the quantity and quality of interactions for both children and adults. 

Today's infants are basically digital natives, since they were born in a constantly changing digital ecosystem, so much so that, according to a study (Cureus), they begin interacting with screens at four months. Since screens have become so common in homes and schools, it can harm student development. Research has shown that e-books and learning-to-read can improve children's early reading and creative thinking skills, but it's suggested that overuse affects cognitive development. 

According to an analysis (Quebec Longitudinal Study on Child Development), for every two hours two-year-olds watch tv, their participation in class decreases by 7% when they reach fourth grade. The more time spent in front of a screen, the lower the academic performance. Increased exposure to tv, even in the background, can affect children under five's language use, executive functioning and cognition, according to Cureus. Additionally, binge-watching or spending lots of time in front of a screen can impact language development, mental health, development of physical abilities and reading skills. 

Regarding language development, the first years of life are where it's most crucial to acquire linguistic skills and learn vocabulary and phonology, which is obtained through human interaction. However, if infants spend lots of time in front of screens instead of interacting, they lose the opportunity to practice and develop themselves.  

One study reveals that babies between six and 18 months old overexposed to screens, show emotional reactivity, aggression and externalizing behaviors. Another point is that infants under three years old grow accustomed to a 2D world instead of the real one, which limits their motor skills and awareness of space. It also showed that adults who overuse computers instead of tv are more related to severe depressive and anxiety symptoms.  

Cureus says that the psychoneurological effects of addictive use of screen time include a decrease in social coping skills and the development of anxious behaviors that resemble substance dependence. “Structural changes in the brain related to cognitive control and emotional regulation have been observed in people with addictive behavior in digital media.” 

Addictive use of screens also affects attention and performance in the classroom. Company Impero Software surveyed more than 2000 students between 11-18 years old. They found that 25% have viewed violent content online while in the classroom and 17% on a school device. 10% have used gambling sites, 13% have accessed pornography sites and 38% play video games, all of this during classes or while they're at school. 

However, the use of technology and screens is not completely bad. It also benefits the education and development of children and adults. From the age of two, for example, high-quality television programmes or videos designed for educational purposes serve early development of language and literacy in infants. These can support their cognitive development, imagination and social and linguistic skills. 

To manage screen time, involving parents and teachers is crucial to helping children and adults reach their potential. They can implement behavioral control through observation and establish rules about using screens. 

Cureus demonstrates that restricting the use of screens is effective. The ideal screen time limits are 0.5-1 hour/day for children age 3-7, 1 hour for ages 7-12, 1.5 hours for ages 12-15 and 2 hours for children over the age of 16. It's important that caregivers, educators and health professionals understand the risks and begin to promote alternative activites that help children and adults reach their potential. 

This text focuses on the improvement of student engagement with the use of Ipads in class. This study was conducted at an all-girls school with ages from 13 to 16 years old. It was performed in four different classes. Two sec 1 (13 years old) classes and two sec 3 classes (15 years old)

According to Prensky (2001) this generation can be called the digital natives, since they grew up without knowing what life is like without internet. He states that digital natives function best when networked.

The text states that the use of a personal device like an iPad offers great opportunities for learner-centered pedagogies, because there is ready and reliable access to learning support and course material.

This particular study focused on cognitive (learning more deeply), behavioural (extending learning outside formal class time) and affective participating in collaborative work with peers) engagement from students. It was found that greater student engagement is a common theme throughout this study. Other studies have also found that students participate more actively in online discussions, which resulted in better final results for these students.

It was also found that with the use of iPads, only the lower group showed an increase in their ability to analyse. None of the groups showed any improvement in knowledge and comprehension.

Studies also show that students who do not do as well as others in usual school settings, such as students with ADHD or emotional disturbances, perform better in certain tasks, because of the use of iPads. Students with ADHD gained a year worth of growth in reading in just six weeks. Students with emotional disturbances were able to finish math tasks more quickly.

The lower sec responded more positively to the use of iPads than the upper sec when it comes to engagement, deeper levels and collaboration.

Students found that they benefit from the fact that the iPad is really easy to use wherever you are compared to, for example a laptop, because of the iPad's size and weight. This is because this allows the students to work on the bus or they can take their iPads anywhere else more easily. They are also able to look up something they do not know more quickly, resulting in a feeling of independence. This convenient access motivated the students to learn more and more deeply outside of class.

The iPads do however, pose a lot of distractions from learning because of social media, which can be a problem. Some students did say they feel more disciplined, because of the iPad. The students also feel like there is more self-directedness. They engage with things around the world more and read the news more often.

However, the iPad gives students easy access to social media sites,which can easily pose distractions.

Teachers responded that they either agree or even stronly agree that learning became more engaging, deeper, is more collaborative and that it extends beyond class.

Even though the iPads are great tools, the teachers do stress that it is important that students have basic online literacy skills like how to evaluate information to construct their own knowledge.

The results were a bit less positive when it came to the upper sec teachers. They think the skills that need to be achieved in order to use technology are misaligned with the traditional on paper high stakes exams. This might be an explanation to why the results are a bit less positive: these teachers might go for a more conventional approach to teaching and learning because of these exams.

This might be the reason why academic results from the use of iPads were higher in the lower sec than in the upper sec.

Collaboration has been stimulated more because of the use of mindmaps and peer feedback through the use of online tools. Assessment can now also be done in more innovative ways by using online tools such as iMovie to create an online assignment. This way students can show their understanding of the materials more easily.

All of these results are not because of the device itself, but because of how it was used to facilitate deep learning.

1. Dependency on screens has no impact on children's cognitive, linguistic and socio-emotional development. 

   - True/false 

2. Acquiring linguistic skills and learning vocabulary and phonology is obtained through screens. 

   - True/false 

   
   

3. 38% of the more than 2000 surveyed students play video games during classes or at school. 

   - True/false 

   
   

4. All screen exposure has a negative impact on children's development. 

   - True/false 

5. The ideal screen time for the age 7-12 is 1 hour. 

   - True/false 

1.  According to students, the iPad is easier to use than a laptop or another device. 

True/false

2. Even if there are loads of distractions, students feel positive about the use of iPads in class.

True/false

3. Teachers in the lower sec use Ipads less in class than the higher sec teachers.

True/false

4. The lower sec group developed their analysis skills, knowledge and comprehension skills.

True/false

5.  Students experience more independence because of the iPad.

True/false

In 2005, 38% of children in the UK and Ireland read every day. Nowadays that is 28%. In America 40% of children are below average when it comes to reading level. Torres states that this is because technology has caused a lower attention span, worsened behaviour and severe addiction.

Torres states that learning to focus and concentrate is essential for succes. For this to work your brain needs to have the time to process stimuli, technology makes this impossible, damaging attention spans severely.

Young children also need to learn how to entertain themselves or be entertained by others. We learn empathy through non-verbal communication and face to face interaction. Screens prevent this process from happening, worsening their behaviour.

According to Torres, it is important to demonstrate non-screentime activities and to teach children empathy.

In this TEDtalk a couple of disadvantages are given when it comes to screentime. Without reading the summary or watching the video; which problems do you think introducing touch screens at a young age (5 years old or below) can cause?

After watching/reading:

-  Now that you have read the video/watched the summary. At what age do you think it is appropriate to let children have touch screens of any sort? Why and would you set certain rules?

- What do you think about the dropping of literacy in children since 2005?

- Were you exposed to screens a lot as a child or did you play or read more often? Do you think this had any effect on your development?

Five-year-old Rose is taking part in an early prediction study that began in 2019. Researchers take MRI scans of her brain and compare them to the images they took when Rose was just a few days old.  

Then the talk moves to Dr. John Hutton. According to him, higher levels of screen time can impact a child's growth. Parts of the brain related to reading, language and decision-making are often weaker in kids with more screen time. Parents are advised not to introduce screen time to children before the age of three.  

A team of experts in the talk advise not to use screens, not even educational, because they question the true educational value. A thing that might decrease screen time is if parents put their own phones away, reorient and just help your children feel that you're there for them. This is very important, since parents are a child's first teachers.  

Back to Rose's parents, they find it important that you interact with your kids and talk to them. This helps them learn and they get feedback from you, that they don't always get from screens.  

Lastly, the talk ends by asking what we should do about screen time at school. The answer is to talk to your teachers and school leaders to inquire about how many hours of screens kids use in class. Experts say it's important to reassess how much screen time kids are getting in class. 

Write down your answer in 6-8 sentences.

Summary

This research is about the use of Ipads in class and what it does to students motivation and engagement.

‘’The  primary  goal  of  educators  before  delivering knowledge is to capture students’ attention, fostering motivation and engagement with school subjects, which are directly linked to positive academic performance and achievement’’

The article defines three different types of engagement:

1. Emotional engagement (attitudes towards teachers, peers and learning environment)

2. Behavioral engagement (active participation in classroom activities)

3. Cognitive engagement (self-regulation, task commitment and willingness to challenge yourself)

The article actually states a lot of positives when it comes to using Ipads in class. For example, the use of dual coding. The device can give learners a more vivid idea of what they are learning. The Ipads also cause emotional uplift in learners; even the once who are usually unmotivated. The students willingly work with the tablets.

This article based their research on the self determination theory. This theory states that students need a sense of competence, autonomy and relatedness to gain motivation. According to this research the Ipad meets all three of these needs.

A teacher responded that even unenthusiastic students became motivated. This is because the Ipads are responsible for open communication and free thinking. Giving each student a job when it comes to group work also makes the students feel important and makes the activity more fun to the students alltogether.

the outcomes of the research also show that learners feel more free to achieve lesson tasks without feeling like they are being controlled or even pressured by the teachers.

A student is emotionally engaged when they receive either positive or negative emotions from the learning process. When looking at the statements above, it appears that the students are, in fact, emotionally engaged.

Overall, the teachers noticed a) improvement in engagement and exitement regarding lessons and b) an increase in the students’ total assessment average, which has risen by 20% since the implementation of Ipads in the classroom.

There are only a couple of downsides mentioned in this article when it comes to the use of Ipads; there is a possibility of distraction and you have to rely on the internet and the number of Ipads provided by the school, which does not always go in your favour. One of the teachers does note that the distractions should easily be handled with the right classroom management skills.

1. In the text they explain how they used MineCraft as an educational tool. Would you use any sort of game to teach? If yes, do you have any idea how you would do that?

2. There are a lot of positives named in this article and only a couple of negatives. Are there any other pros and cons to the use of Ipads in the classroom that were not mentioned in the article?

3. Do you think you want to advocate for the use of Ipads in class? Why yes or no?

4. Did you experience the use of Ipads in secondary school? If yes, can you recall if you fel tan increase in any of the three needs from the self determination theory?

5. Do you think an Ipad is too distracting in the classroom? If yes, do you have any solutions for this?

Scott Wildman starts the talk off by asking the audience for their opinions and then by giving an example of why he cannot decide if technology is amazing or not in the classroom. He states how impressed he is with students getting information from multiple sources, having tabs open and citing information all at the same time. However, he also sees the flipside of things as kids are often on Netflix or even making TikToks during class. He calls this a needless distraction.

After a quick search on Google, Scott realised that there are a lot of arguments on both sides. Thus, the topic is very debatable.

He states there are three things we know to be true about technology in regards to students:

1. Technology is dangerous. For example cyber bullying and easier cheating. Technology can also cause symptoms of addiction.

2. Technology can be infinitely valuable. Students get information quickly and it advances student learning.

3. Technology is not slowing down, it is speeding up. Generation z is commonly called digital natives, never having experienced the world without the internet. Technology is an environment for this generation. This means solutions that are inside of the classroom, for example prohibiting technology altogether to stop cyber bullying, it will probably still happen outside of the classroom. Students are much more unprepared for these situations if they cannot use technology in a safe space.

Scott concludes that the question about whether or not technology in the classroom is beneficial is the wrong question to ask. That is because he thinks the use of technology is less of a choice and more of a responsibility for teachers. It is the teacher’s obligation to mentor students in digital literacy.

What do you notice at your own TP school? Does technology help a lot when students are learning or does it post more as a distraction?

Now that you have thought about this: jot down different ways how you have used technology during your own lessons and for each way you write down, think about how that went and if necessary how this could be improved.

Now that you have done that: think about the conclusion Scott gives. Do you think it is your responsibility to teach your students about digital literacy or, based on your own lessons, do you think the focus should still lie on whether or not technology inside of the classroom is beneficial.

The text starts with Rosen's own experience about how good and fast children are with technology. It gives the writer hope for our current and future generations of learners. "Just as we don’t think about the existence of air, they don’t question the existence of technology and media. They expect technology to be there, and they expect it to do whatever they want it to do." 

Rosen then talks about the different generations througout the years and explains that older generations are not as engaged with technology as the iGeneration (born in 1990s and beyond). The children and youth in this generation have grown up surrounded by it. They're defined by their technology and media use, their love of electronic communication, and their need to multitask. 

The iGeneration consumes massive quantities of media. In a survey, young people were asked how much they engage in a variety of activities including being online, using computers, listening to music, playing video games, talking on the phone, texting and watching tv. This survey showed that many young people spend nearly all their waking hours using media and technology. The typical teenager sends and receives 3339 texts and 191 phone calls a month. 

In school, teens are required to unitask by listening to the teacher, completing worksheets, writing with pen and paper or engaging in other solitary activities. Rosen says that there are better ways to teach students. He wants schools to use technology to enhance education. His point is not to "teach with technology", but to use technology to convey content more powerfully and efficiently. Teachers can access an enormous  amount of curriculum content online in a variety of formats, including audio and video pieces that can help bring the material to life for students.  

After Rosen had talked to teachers, comments he often heard were "How can I find time to locate and organize all these online sources?". His answer is to use a knowledge broker. This is someone who helps identify online resources that teachers can use to support the curriculum. This could be a tech-savvy older student, a local community student or even a parent. 

Providing information through a variety of modalities and resources (videos, interactive websites e.g.) helps students develop a richer, more complex mental representation of the material. Studies in United States have found that when teachers let technology handle how to deliver the content, they can spend class time more productively by helping students analyze, synthesize, and assimilate material.  

The iGeneration is immersed in technology 24/7. According to Rosen, schools need to take advantage of their love of technology, so that they can make learning for the generation more effective. 

She talked about a study how 3 year olds understand screens. This study was called the Popcorn Study where kids were shown a tv with a picture of a bowl of popcorn. If someone picked up the tv and turned it over, would the popcorn then fall out? Lots of children said yes. This study shows that children don't understand/realize that everything they see on the tv are just representations.  

Guersney states that children can learn at young ages (around 24-30 months old) but that we need to look at the content on the screen. We need to look at the same aspects we look for in preschool teacher (warm, engaging, repeat, chance for pause, no violence/aggression.) 

Then Guernsey explains another study on how young children (2,5 years old) responded differently depending on their experience. The children were showed a video of puppets hiding in a laundry room. The researches had also created a real-life replica of the room for the children to go into after the video. One group just watched the video. A second group watched the video and interacted with what they were seeing; pressing button and see were puppets were hiding. A third group watched a live action through a window the same shape as a tv. The researchers then released all the children in the room and where asked to show were puppets are. Only group 2 and 3 knew where to go and find the puppets. This shows that interactivity supports learning and engagement. But just interactivity is not enough. 

Guernsey introduces the Three C's that are based on how to use screen media with young children. 

1. Content. The content needs to be appropriate, engaging and can support learning. An example is Sesame Street. 

2. Context. It matters how we’re interacting with children around the media and make sure they have good interactions when they're not with the media. 

3. Child. Parents have to understand their children and interact with them while watching screens. They need to know what is going to delight them, know what kind of questions they might ask. Parents need to tune in to see what they understand/learn from the media. 

Guersney ends the talk with: What if we were to commit to ensure that every family with young children had access to a media mentor?  

- These media mentors could be children's librarians, child-care professionals, preschool teachers or parents themselves.  

If society can give young children media mentors, then this could help transform the "screen problem" into an opportunity to enhance early learning/development for them. 

1. According to Rosen, what is the iGeneration and how do they differ from older generations? 

2. What is a knowledge broker and how do they support the teacher? 

3. What challenges could there be when trying to execute the idea of using technology to convey content more powerfully and efficiently in schools? 

4. Do you think using technology in schools makes it more engaging and efficient, or does it create distractions? Why or why not? 

1. In the study about children watching a video about puppets, why could only group 2 and 3 find the hidden puppets? 

2. According to Guersney, what should parents do to better support their children during screen time? 

3. Do you agree with Guernsey’s suggestion that every family should have access to a media mentor? Why or why not, and what challenges could there be by executing this idea? 

2. Schools should be responsible to encourage students to reduce their screen time.

For reading I obviously summarised the two texts in this Padlet. It really helped because as I was doing this, I noticed I was able to summarise a lot quicker and I could understand the texts better as well. I focused on my other goal (analysing characters) mostly during CUID prep. This has also improved greatly over the last semester. I notice that even when I am just reading for pleasure, I am able to pick up more about a character than before.

For listening I can apply the same reasoning. I was able to summarize the audio texts quite quickly and I challenged myself by watching them without subtitles. These were of course not the only videos I watched without subtitles. Every week, I tried to watch at least one informational video without them and I was able to do that quite well. I feel like I can focus a lot more of the contents instead of having to really focus on what the person is saying in a video, so it seems that I have improved in that area.

Obviously I have improved on my writing a lot as well. I learned how to write a proper essay and worked towards that essay every single week. I asked for a lot of feedback from peers, which also imensely helped. I can tell that the sentences that I write flow more nicely the more I write, however it still needs some work. I did not really get to do any creative writing this semester though, so that is a shame.

As for speaking, I am not as happy. Speaking is something I struggle with because I am not confident enough to speak a lot in class. Through having the dicussions for LAD, I was able to receive some feedback and I have been working on it ever since, however it has been a slow process and I feel like I am not giving myself enough opportunity to actually improve the way that I want to.

Vocabulary has also been lacking this semester. I did write down words I did not know every single time I came across one, however I never actually took the time to look them up and to start using them in my active vocabulary. Next semester I want to start focussing on that a lot more because I do see the importance of vocabulary.

Overall I am happy with the improvements that I was able to make during LAD4, except when it comes to my speaking skills and my vocabulary; those two really need some work. That is why I will put my focus on those two skills in the upcoming semester.

My goals:

1. reading

   -> I am able to understand high-level texts well.

2. Listening

   -> I can listen to an at least 20 minute long podcast (preferably longer) and write down the main ideas from the podcast afterwards.

3. Writing

   -> I can create a fun and engaging story that feels nice to read.

4. Speaking

   -> I am able to fully use an RP accent (so no switching).

Goal --> I can speak English with my peers without switching back to Dutch for the rest of the year.

For spoken production I have worked on it and also received feedback several times, but I wasn't always consistent with recording and listening back to myself. I should do it more often to get a better idea what I sound like.

Goal --> Do recordings every week and ask feedback on my speaking (articulation/pronunciation).

For writing I have been working on how to write the perfect essay over the last weeks/months and have improved on it as well. I now know how to write it and what is needed the write the perfect essay. I recieved feedback a few times that helped me improve my essay. For CUID I have to write an essay as well.

Goal --> Write the perfect essay for CUID.

For reading I have read more than five books actually. I found out that I really like Stephen King and want to keep on reading more books from him. I find myself grabbing a book more often to read a few pages and am enjoying it so far.

Goal --> Read more books from Stephen King this year and make a short summary for every few chapters.

For listening I started listening to this podcast created by a favourite youtuber of mine. He is American, so listening to the podcast weekly helped with understanding GA better. The podcasts were pretty long per episode so I split them in halves. Without the subtitles, I still was able to understand the context. Maybe also since it was a podcast that I generally liked. I could try and do this again the second semester, but then choose a podcast with a topic that I find less interesting to see if I still understand the context.

Goal --> I can listen to a different podcast that might interest me less and understand the context and make a short summary.

For vocabulary I would say I have come across new words. The most new words I came across were when I was listening to the podcast. I wrote them down but then didn't do much with them afterwards. I didn't really use those new words after I learned about them.

Goal --> I will expand my vocabulary by actuallly using new words I come across for the rest of the year.

This leads to my next achievement: I want to have more confidence when I am speaking. As of right now I often catch myself staying silent during class, because I am too insecure about the way I speak. This is very silly of course. I already want to work on this, but I think the Stay abroad can also help significantly.

Lastly, I hope to gain more vocabulary knowledge. This is maybe my biggest goal for 2026. I do think that my vocabulary is quite alright, but I still struggle when it comes to higher level texts. I also feel like I have barely grown my vocabulary knowledge this past semester, which is entirely my own fault. I think the Stay abroad will help a lot with this as well.

Over the course of time that I'm there, I want to keep working on my pronunciation and accent so that at the end, my GA accent has improved to the point where locals might not even recognize that English is not my first language.