Both the readings for the week brought up many interesting points about CALL and using technology in the classroom. In Warschauer's article he shows us the various kinds of tools like wikis, blogs and other hardware and software. By showing these various kinds of technologies we are given a broad picture of how technology can be used in the classroom. There isn't just one particular program or method of using CALL and Warschauer shows us this.
Egbert does a similar thing but goes into more detail. We are shown specific examples of how technology is used in the classroom. Examples are shown how certain programs are used to fit the students specific needs. It was important too how the article showed how certain programs can be used to address certain content areas like science and math. The article stresses the importance of making sure the material is culturally sensitive and practical.
What I Liked the most was the teacher's post on how even if computers are used or not students still need to know how to ask questions and recieve meaningful answers. Computers can be used in so many useful ways in the classroom but it is important that they aren't seen as the teacher. Computers should be used to support a lesson not take over it. From my own personal experience I have had mixed results using technology in the classroom. When teaching I found it very useful in many settings. I taught an immersion program for a year in which I was teaching both science and social studies. I often used a website called sheppardsoftware.com. The webpage supplied various activities and videos that I was able to use to explain certain topics we were covering in the book. I found it very useful in giving the students a visual aid into what was being learned. At the same time though for my young learners they often saw the computer activities as games and after awhile focused more attention to the computer programs than me.
CALL is very effective in language learning as both Egbert and Warschauer point out. Many things must be considered though when using technology like the objectives of the lesson, cultural sensivitity, students ability and knowledge of how to use certain programs and how appropriate the CALL program is to the lesson. In the end it is up to the teacher how to use technology in the classroom and how to tailor it to each individual class and sometimes even student.
I think your point is very well taken about the kids shifting their focus from the teacher to the computer. I'm sure that everyone has had the experience (at least everyone with kids over three years old) of having to compete with some electronic device for a child's attention. If I'm honest, I have to admit that I have done the same thing if I'm attending a workshop that has everyone situated in front of a computer. It's difficult not to get involved with what you have to do on the computer - since that's more "interactive feeling" than just listening to someone's instructions.
답글삭제I agree that electronic devices can be a problem in the classroom at times. My students have electronic dictionaries that can play games and play videos/movies etc. My studnets have to ask me for permission to use them to look up words. Otherwise, they can become too much of a distraction. There's always one student that just has to show his/her friend what's going on.
답글삭제I like how the article mentioned that technology shouldn't be used just for it's own sake. Instead, it should be tool to help the prmary focus of accomplishing learning aims. Thanks for your response.
Right, as Paul mentioned, the use of electronic devices in the classroom may cause problems. However, the point is how we make use of the devices for our teaching. These days, 9 out of 10 students use electronic dictionaries, and fortunately (and unfortunately), it has many functions in it. We cannot ban the electronic dictionaries, and again the questions is how we use the dictionaries wisely.
답글삭제