Name : Septi Mardiana
NPM : 06211210665
Class : B
Semester: IV
Summary of Technology in The Classroom
Technology In The Classroom
Technology in language teaching
Technology in language teaching is not new. Indeed, technology has been around in language teaching for decades - one might argue for centuries, if we classify the blackboard as a form of technology. Tape recorders, language laboratories and video have been in use since the 1960s and 1970s, and are still used in classrooms around the world.
Although the use of ICT by language teachers is still not widespread, the use of technology in the classroom is becoming increasingly important, and it will become a normal part of ELT practice in the coming years. There are many reasons for this:
q Internet access - either in private homes, or at Internet cafes - is becoming increasingly available to learners.
q Younger learners are growing up with technology, and it is a natural and integrated part of their lives. For these learners the use of technology is a way to bring the outside world into the classroom. And some of these younger learners will in turn become teachers themselves.
q English, as an international language, is being used in technologically mediated contexts.
q Technology, especially the Internet, presents us with new opportunities for authentic tasks and materials, as well as access to a wealth of ready-made ELT materials.
q The Internet offers excellent opportunities for collaboration and communication between learners who are geographically dispersed.
q Technology is offered with published materials such as course books and resource books for teachers.
q Learners increasingly expect language schools to integrate technology into teaching.
q Technology offers new ways for practicing language and assessing performance.
q Technology is becoming increasingly mobile. It can be used not only in the classroom, lecture hall, computer room or self-access centre, it can also be used at home, on the way to school and in Internet cafes.
q Using a range of ICT tools can give learners exposure to and practice in all of the four main language skills - speaking, listening, writing and reading.
Attitudes to technology
Many people are afraid of new technology, and, with the increasing presence of the Internet and computers, the term technophobe has appeared to refer to those of us who might be wary of these new developments.
Here are our responses to these comments:
1. Timetable when you are going to use the computer room well in advance, and use a booking form which covers several months or a term.
2. Some computer-based work can be done alone, for example using CD-ROMs (see Chapter 9), but a lot of ideas for using technology and the Internet explored in this book involve pair- and small-group work.
3. This is an often-heard remark, and reflects a very real lack of training in the classroom use of technology in ELT.
4. This remark is often true for teachers who teach younger adults, or young learners, and who, like the teacher making comment 3, may have received no training in the use of technology.
5. The use of technology in the classroom does not replace using traditional materials such as a black/whiteboard or a course book - rather, technology tools are used to complement and enhance regular classroom work. Imagine that a unit in the course book deals with animals in danger of extinction.
6. This dislike and fear of computers is often expressed by teachers who have had negative experiences with technology in the past.
7. Making new materials from scratch can be time-consuming, both for paper based classes and for classes using technology.
Implementing ICT in the classroom
As we know, teachers have varying levels of access to computers and technology, and teach in all sorts of contexts to all sorts of learners. Here are some of the questions you may be asking yourself about using technology in the classroom.
How can I use ICT with my class if there is only one computer in the school?
Introducing a rota or booking system for the computer with your colleagues will ensure equal use for all the teachers in the school. You will need to use the Internet mainly as a resource with your learners, accessing the Internet to download and print out materials to use offline with classes.
What can I do if my learners have very low Information Technology (IT) experience and skills?
You need to first find out about your learners' IT skills and degrees of experience, for example by means of a questionnaire, and then start off by using the simplest technologies in the classroom.
I teach classes of 30+ students. How can I use computers with such large groups?
You will need to have access to a minimum number of computers, with no more than four learners per computer doing small-group work online. Large classes, with more than 30 students, can be divided into two groups - while one group is doing online computer room work, the other group is doing paper-based work. The two groups then change over. You will be able to implement most of the tools and activities described in this book.
I'm keen to use ICT in the classroom, but don't know where to start! Could you suggest what I try first?
If you don't have much experience of ICT, we would suggest starting with simple tools and projects in class, such as using websites (see Chapter 3), or using ready-made materials for language learners, such as web quests (see Chapter 4). You might also want to start using email with your learners, simply for receiving and marking work, or for simple collaborative writing projects (see Chapter 5).
I don't have much time for material preparation. What chapters in this book would you recommend I read first?
Using ICT-based activities does not mean that completely new materials need to be prepared for every class. The Internet has a wealth of ready-made materials available - you simply need to know how to find them! First hone your Internet search and evaluation skills (see Chapter 3), then look for ready-made materials to use with your classes, such as web quests (see Chapter 4) or technology-based courseware (see Chapter 9), or use simple tools that need little or no preparation, such as email (see Chapter 5) or chat (see Chapter 6).
What types of ICT tools and activities would you recommend as best for young learners?
All of the ICT tools, and many of the activities, discussed in this book are suitable for use with young learners - indeed many of today's young learners arc more tech-savvy than their teachers! You might want to ask your young learners what tools they already know or use, and start off by using those. Many teenagers, for example, will already be familiar with email, instant messaging and chat, and perhaps even with blogs. For younger learners, you may want to use some of the ready-made materials and websites available on the Internet for this age group. There are also plenty of web quests on a range of topics available for younger learners.
I'd like to use the Internet to put my learners in touch with learners in other countries. How can I do this?
Several Internet tools provide an excellent way to put learners in contact with learners from other countries and cultures, as well as providing them with realistic and motivating opportunities to practice their English.
My learners need to use the computer room mainly for self-study or research, without a teacher being present. What can they do on their own?
There may be times when learners are scheduled to work alone on computers in a self access centre. Typically, CD-ROMs (see Chapter 9) are provided for these occasions. In some schools students can access content placed on a central school server via an Intranet. However, if the computers are linked to the Internet, learners can also be encouraged to work on Internet-based projects in pairs, such as:
q web quests (see Chapter 4).
q electronic materials developed by the teacher especially for these students (see Chapter 10).
q research for later presentation to the class, using online dictionaries or other reference tools (see Chapter 8).
They could also be listening to pod casts, preparing and updating their personal blogs or developing a class wiki (see Chapter 7), or even using text chat (see Chapter 6).
Silts and equipment for getting started
The basic skills you do need to have in place before you start reading this book are how to use a simple word processing program (e.g. Microsoft Word), how to use email and how to access and use the Internet. By reading this book, and trying out the activities suggested with your learners (with plenty of step-by-step help provided in the tutorials on the CDROM if you feel you need it), you should be able to greatly increase your ICT skills set, and to feel a lot more confident about using technology in the classroom.
You will also need some essential equipment in order to get the most out of this book, and to start to implement technology with your learners:
q at least one computer (preferably one per two students).
q an Internet connection.
q a printer.
q an audio card in the computer, and a headset (audio and microphone) for every computer.
q basic software (a word processing program, a web browser like Internet Explorer, Firefox, Safari or Mozilla, and an email program).
Of course, few of us are lucky enough to be able to choose how our computer facilities look, but it may be possible for you to make some small changes in the work environment so that it's more comfortable to work in the room, and easier to teach in. It's well worth considering how your institution's computer room could be made more user-friendly for You and your classes
