As every body knows language is as a means to convey ideas, opinions, and feeling among the people by oral or written ways. One of the languages which are often used as a means of communication is English. It becomes the dominant language around the world, and now more and more people use English as an international language.
The acquisition of foreign language especially English as an international language has become more and more important in facing the globalization. Everyone has to be able to communicate to foreigners because there will be no boundaries among the countries. Indonesia, that is located in a strategic area, will get a strong effect of this phenomenon. Ordinary people especially the old generations might not feel the direct effect caused by the globalization. However, the young learners have to be ready as the next generation will be responsible for their better future because globalization in free trade has just started and predicted to reach a peak in relatively short period of time.
Heavener stated that as international language, many communities in many countries in this world use it. English plays an important role in every aspect of human life, such as communication, economics, education, science, and technology (1965: p.2). English is mostly used in the world. We know that it is also needed in the scientific fields as a mean of expanding science and technologies written in English. The mastery of English by Indonesian people could be significant requirements in order to be successful in the process of getting science and technology. It is reasonable enough to learn it since English plays an important role.
The importance of learning English could be seen from the fact that most scientific books are written in English and the students are supposed to comprehend those books. According to English curriculum, English teaching covers four skills, namely reading, listening, speaking and writing. The four skills are supported by the learning of language elements. They are structure, vocabulary, pronunciation and spelling. Therefore, vocabulary is one of the important language elements the students should master. Vocabulary includes collections of words. The words are known not only as individual words, but also as a group of words that have meaning.
Creating Student-Centered Classrooms. Teachers are responsible for juggling knowledge of where students are and where they need to go; having insights into students' special needs and progress; choices of curricular activities and materials; rules that govern children's participation; expectations from parents and communities; and the norms and rules that govern them as teachers. The addition of technology further complicates the equation and presents many new questions. This book provides information based on 10 years of data gathered from the Apple Classrooms of Tomorrow (ACOT) project. Started in 1985, ACOT is a research collaboration between universities, public schools, and Apple Computer, Inc. to investigate the results of teachers and children routinely using technology for learning. The book includes case studies and teachers' personal perspectives from experiences in ACOT classrooms. The chapters are: (1) "From Instruction to Construction"; (2) "The Challenge of Instructional Change: Two Teachers' Stories"; (3) "The Evolution of Instruction in Technology-Rich Classrooms"; (4) "Managing a Technology-Rich Classroom"; (5) "Redefining Student and Teacher Roles"; (6) "Maintaining Student Engagement"; (7) "Enhancing Innovation and Promoting Collegial Sharing: A Reciprocal Relationship"; (8) "Integrating Technology into the Curriculum: An Exemplary Unit of Practice"; (9) "Creating an Alternative Context for Teacher Learning"; (10) "Back to the Real World: Opportunities and Obstacles in Staff Development"; and (11) "Technology: One Tool Among Many." A methodological appendix and index are also included.
Creating Student-Centered Classrooms. Teachers are responsible for juggling knowledge of where students are and where they need to go; having insights into students' special needs and progress; choices of curricular activities and materials; rules that govern children's participation; expectations from parents and communities; and the norms and rules that govern them as teachers. The addition of technology further complicates the equation and presents many new questions. This book provides information based on 10 years of data gathered from the Apple Classrooms of Tomorrow (ACOT) project. Started in 1985, ACOT is a research collaboration between universities, public schools, and Apple Computer, Inc. to investigate the results of teachers and children routinely using technology for learning. The book includes case studies and teachers' personal perspectives from experiences in ACOT classrooms. The chapters are: (1) "From Instruction to Construction"; (2) "The Challenge of Instructional Change: Two Teachers' Stories"; (3) "The Evolution of Instruction in Technology-Rich Classrooms"; (4) "Managing a Technology-Rich Classroom"; (5) "Redefining Student and Teacher Roles"; (6) "Maintaining Student Engagement"; (7) "Enhancing Innovation and Promoting Collegial Sharing: A Reciprocal Relationship"; (8) "Integrating Technology into the Curriculum: An Exemplary Unit of Practice"; (9) "Creating an Alternative Context for Teacher Learning"; (10) "Back to the Real World: Opportunities and Obstacles in Staff Development"; and (11) "Technology: One Tool Among Many." A methodological appendix and index are also included.
Interactive whiteboards are great!' 'Interactive whiteboards are expensive!' There are many controversial issues in the area of technology-enhanced language teaching. This article explores some of these areas of disagreement; it concludes by revisiting four key ‘principles’ which can help teachers incorporating ICT (information and communication technology) in their courses. Terminology One thing that I have noticed is how terms can have different definitions. For example, the phrase ‘blended learning’ means different things to different people. In language teaching, the classical definition is a combination of face-to-face classes (same time, same place) and web-based training. However, this definition excludes using CD-ROM, since they are not delivered over the internet. What this means is that when teachers begin discussing concepts such as ‘blended learning’ they soon discover they are arguing about completely different things! Even the term ‘f2f’ can now be qualified as ‘f2f online’ when used to describe teaching via tools like Skype. Connotation For some people, the term 'blended learning' has a positive connotation: 1+1 is more than two. In other words, the best of the teacher plus the best of the technology could result in positive learning outcomes. For others, blended learning has a negative connotation: it is the worst of both worlds. On a blended course, the students who love the classroom do not contribute to the knowledge-building on the forums. The students who spend their time on-line hate crossing the busy city to attend the face-to-face lessons. The course ends up pleasing no-one! So, when someone mentions the ‘virtual’ classroom, what connotation does it have? For one person it’s exciting; for the next, it’s scary. Using technology for different areas of language study While technology has had a major influence on the teaching and learning of languages, a lot of disagreement surrounds areas such as the teaching of grammar, vocabulary, language skills and testing. Grammar The increase in the number of interactive exercises on CD-ROM and the web has undoubtedly benefitted the analytical learner. Students can practise 24/7 and receive instant feedback. However, many teachers and material writers would argue that this kind of practice is based on an outdated, stimulus-response methodology. These grammar exercises ‘skewer’ the language, so on-line practice focuses on ‘crisp’ areas of language at the expense of ‘fuzzy’ areas. Here’s a good example of this distinction: Crisp: Is 'I went there': (a) Simple past? (b) Present perfect? Fuzzy: What’s the difference between (a) 'I did it' and (b) 'I’ve done it'? Vocabulary Arguments are currently raging about the use of electronic translators. These provide many benefits, allowing students to cross-check between bi-lingual dictionaries and mono-lingual dictionaries, and encouraging them to review language. Yet, when used for production, they seem to encourage the selection of the wrong word in English, and teachers can quite easily spot an essay written with the help of one of these small machines. They also inhibit fluency if students take them out in discussion classes – which they frequently do. Skills In the area of the receptive skills, listening and reading, the effect of technology has been huge. The Internet has provided a vast range of material, offering many more opportunities for exposure to authentic materials, both audio and text. At the same time, much of this material is clearly unsuitable for language learners. The debate continues as to how useful YouTube is and to what extent is technology ‘responsible’ for the rise in plagiarism in EAP (English for academic purposes). The influence of technology on the productive skills of speaking and writing is, arguably, less. If you wish to improve fluency, many students would argue that nothing is better than a face-to-face language lesson, a discussion class with the teacher. Can the same be said about taking a fluency class using Skype, a web-based program such as Illuminate or a class in the virtual world, Second Life? What value does ‘Voice recognition’ have? Wikis enable students to compose an essay together at a distance, making them a suitable medium for collaborative writing. However, not all learners wish to learn from each other, and prefer only the teacher to correct their work, rather than a peer. Testing There has been an explosion of on-line testing in the last few years. Such test materials use the same formats as multimedia materials: gap-fill, multiple choice etc. Is this a match made in heaven? Some would argue that on-line tests actually favour students who use computers, and ignore the assessment of ‘affective factors’ such as personality and learner type.
The digital divide
Almost no other technology symbolises the ‘digital divide’ as much as the interactive whiteboard (IWB). Those with access to this technology are currently exploring how best to exploit it in the classroom; detractors suggest it can be a way of going back to ‘teacher-centred’ approaches. In some parts of the world, using such technology is a distant dream. The Cardiff Online forum has hosted a particularly lively debate on IWBs.
Theory vs practice
This is a world which is driven by technology. The innovators innovate, and later, pedagogy plays catch-up, as teachers try things out. The world of theory (of evidence and research) is, arguably, lagging behind what is happening in the classrooms. In other words, if you wait for a case study to justify whether or not Twitter has value, you may be waiting a long time, and the technology will have moved on by the time the research has been done.
I think that there are many controversies in the use of ICT in the teaching and learning of languages. This article has just touched on some of them – there are many more: • Do we accept text-talk when we mark writing? (cu l8ter) • How effective are language classes in Second Life? • Can students learn using a mobile phone? In our book ‘Blended Learning’, my co-author and I discuss four key principles which can help teachers implement technology. These are: 1. Separate the role of the teacher It is important to understand the respective roles played by the teacher and the technology in the learning process; the teacher could deal with the ‘fuzzy’ areas mentioned above, for instance. 2. Teach in a principled way Whenever a new technology emerges (such as, say, podcasting), it is important to go beyond the ‘wow’ factor and think about the pedagogical reasons for using it. 3. Use the technology to complement and enhance what the teacher does 4. 'It’s not what it is, it’s what you do with it.' (Jones 1986.) So it is not the interactive whiteboard per se which could improve the learning experience, but how it is used. As I listen to the various arguments about all these controversies, I frequently revisit these principles and still find them helpful in ascertaining my role. In the first part of my time as Guest Writer, it would be interesting to learn what people are doing, how they are using technology, and exploring these issues further. So what technology related issues have you encountered in your classroom? Bibliography • Barrett, B and Sharma, P (2007) Blended Learning – using technology inside and beyond the language classroom Macmillan Jones, C (1086) ‘It’s not so much the program, more what you do with it: the importance of methodology in CALL’ System 14 / 2, 171-178
'Interactive whiteboards are great!' 'Interactive whiteboards are expensive!' There are many controversial issues in the area of technology-enhanced language teaching. This article explores some of these areas of disagreement; it concludes by revisiting four key ‘principles’ which can help teachers incorporating ICT (information and communication technology) in their courses.
Terminology One thing that I have noticed is how terms can have different definitions. For example, the phrase ‘blended learning’ means different things to different people. In language teaching, the classical definition is a combination of face-to-face classes (same time, same place) and web-based training. However, this definition excludes using CD-ROM, since they are not delivered over the internet. What this means is that when teachers begin discussing concepts such as ‘blended learning’ they soon discover they are arguing about completely different things! Even the term ‘f2f’ can now be qualified as ‘f2f online’ when used to describe teaching via tools like Skype.
Connotation For some people, the term 'blended learning' has a positive connotation: 1+1 is more than two. In other words, the best of the teacher plus the best of the technology could result in positive learning outcomes. For others, blended learning has a negative connotation: it is the worst of both worlds. On a blended course, the students who love the classroom do not contribute to the knowledge-building on the forums. The students who spend their time on-line hate crossing the busy city to attend the face-to-face lessons. The course ends up pleasing no-one! So, when someone mentions the ‘virtual’ classroom, what connotation does it have? For one person it’s exciting; for the next, it’s scary.
Using technology for different areas of language study While technology has had a major influence on the teaching and learning of languages, a lot of disagreement surrounds areas such as the teaching of grammar, vocabulary, language skills and testing.
Grammar The increase in the number of interactive exercises on CD-ROM and the web has undoubtedly benefitted the analytical learner. Students can practise 24/7 and receive instant feedback. However, many teachers and material writers would argue that this kind of practice is based on an outdated, stimulus-response methodology. These grammar exercises ‘skewer’ the language, so on-line practice focuses on ‘crisp’ areas of language at the expense of ‘fuzzy’ areas. Here’s a good example of this distinction:
Crisp: Is 'I went there': (a) Simple past? (b) Present perfect?
Fuzzy: What’s the difference between (a) 'I did it' and (b) 'I’ve done it'?
Vocabulary Arguments are currently raging about the use of electronic translators. These provide many benefits, allowing students to cross-check between bi-lingual dictionaries and mono-lingual dictionaries, and encouraging them to review language. Yet, when used for production, they seem to encourage the selection of the wrong word in English, and teachers can quite easily spot an essay written with the help of one of these small machines. They also inhibit fluency if students take them out in discussion classes – which they frequently do.
Skills In the area of the receptive skills, listening and reading, the effect of technology has been huge. The Internet has provided a vast range of material, offering many more opportunities for exposure to authentic materials, both audio and text. At the same time, much of this material is clearly unsuitable for language learners. The debate continues as to how useful YouTube is and to what extent is technology ‘responsible’ for the rise in plagiarism in EAP (English for academic purposes).
The influence of technology on the productive skills of speaking and writing is, arguably, less. If you wish to improve fluency, many students would argue that nothing is better than a face-to-face language lesson, a discussion class with the teacher. Can the same be said about taking a fluency class using Skype, a web-based program such as Illuminate or a class in the virtual world, Second Life? What value does ‘Voice recognition’ have? Wikis enable students to compose an essay together at a distance, making them a suitable medium for collaborative writing. However, not all learners wish to learn from each other, and prefer only the teacher to correct their work, rather than a peer.
Testing There has been an explosion of on-line testing in the last few years. Such test materials use the same formats as multimedia materials: gap-fill, multiple choice etc. Is this a match made in heaven? Some would argue that on-line tests actually favour students who use computers, and ignore the assessment of ‘affective factors’ such as personality and learner type.
The digital divide
Almost no other technology symbolises the ‘digital divide’ as much as the interactive whiteboard (IWB). Those with access to this technology are currently exploring how best to exploit it in the classroom; detractors suggest it can be a way of going back to ‘teacher-centred’ approaches. In some parts of the world, using such technology is a distant dream. The Cardiff Online forum has hosted a particularly lively debate on IWBs.
Theory vs practice
This is a world which is driven by technology. The innovators innovate, and later, pedagogy plays catch-up, as teachers try things out. The world of theory (of evidence and research) is, arguably, lagging behind what is happening in the classrooms. In other words, if you wait for a case study to justify whether or not Twitter has value, you may be waiting a long time, and the technology will have moved on by the time the research has been done.
I think that there are many controversies in the use of ICT in the teaching and learning of languages. This article has just touched on some of them – there are many more:
Do we accept text-talk when we mark writing? (cu l8ter)
How effective are language classes in Second Life?
Can students learn using a mobile phone?
In our book ‘Blended Learning’, my co-author and I discuss four key principles which can help teachers implement technology. These are:
Separate the role of the teacher
It is important to understand the respective roles played by the teacher and the technology in the learning process; the teacher could deal with the ‘fuzzy’ areas mentioned above, for instance.
Teach in a principled way
Whenever a new technology emerges (such as, say, podcasting), it is important to go beyond the ‘wow’ factor and think about the pedagogical reasons for using it.
Use the technology to complement and enhance what the teacher does
'It’s not what it is, it’s what you do with it.' (Jones 1986.) So it is not the interactive whiteboard per se which could improve the learning experience, but how it is used.
As I listen to the various arguments about all these controversies, I frequently revisit these principles and still find them helpful in ascertaining my role. In the first part of my time as Guest Writer, it would be interesting to learn what people are doing, how they are using technology, and exploring these issues further. So what technology related issues have you encountered in your classroom?
Bibliography
Barrett, B and Sharma, P (2007) Blended Learning – using technology inside and beyond the language classroom Macmillan
Jones, C (1086) ‘It’s not so much the program, more what you do with it: the importance of methodology in CALL’ System 14 / 2, 171-178
Independent Student Media is an online educational platform that offers educators the tools to energize students' desire for learning, tapping into their excitement for Hollywood movies. It was founded in 1999 by Darrin Fletcher and Chet Thomas to create a new teaching curriculum through the medium of film and the internet.[1]
Program Design
The basic design behind the project is to use Hollywood movies as a foil for traditional classroom topics, as well as fostering a strong understanding of technology and its applications, strong social skills, and creativity.[1]
The system is broken down into different modules. To begin, Tutorials instruct students on the processes that are specific to the program. A section titled Notebook tracks assignments for students, which includes a schedule. Production Meetings are used to work directly with students on different parts of the projects. Students make use of the built-in Screenwriter tools as well to complete assignments.
[Curriculum
The course is designed to provide an overview and introduction to the four most basic phases of film making: Development, Preproduction, Production, and Post-production. The course covers higher-level thinking skills and technology skills with an emphasis on the creation of films; with the final goal to actually create a film.
ISM training workshops were developed in tandem with the main student program and are used hand in hand together. This gives the instructors an in-depth filmmaking experience from which to draw on throughout the school year.[2] All of the workshops are organized and performed by professional filmmakers with industry experience. Each year, the roster of instructors changes.[3]
Interviews
ISM Works has several Hollywood professionals with many years of experience. They create a learning platform which offers students a feeling of works performed in Hollywood. Individuals who appear on the site are as follows:
Creating Student-Centered Classrooms. Teachers are responsible for juggling knowledge of where students are and where they need to go; having insights into students' special needs and progress; choices of curricular activities and materials; rules that govern children's participation; expectations from parents and communities; and the norms and rules that govern them as teachers. The addition of technology further complicates the equation and presents many new questions. This book provides information based on 10 years of data gathered from the Apple Classrooms of Tomorrow (ACOT) project. Started in 1985, ACOT is a research collaboration between universities, public schools, and Apple Computer, Inc. to investigate the results of teachers and children routinely using technology for learning. The book includes case studies and teachers' personal perspectives from experiences in ACOT classrooms. The chapters are: (1) "From Instruction to Construction"; (2) "The Challenge of Instructional Change: Two Teachers' Stories"; (3) "The Evolution of Instruction in Technology-Rich Classrooms"; (4) "Managing a Technology-Rich Classroom"; (5) "Redefining Student and Teacher Roles"; (6) "Maintaining Student Engagement"; (7) "Enhancing Innovation and Promoting Collegial Sharing: A Reciprocal Relationship"; (8) "Integrating Technology into the Curriculum: An Exemplary Unit of Practice"; (9) "Creating an Alternative Context for Teacher Learning"; (10) "Back to the Real World: Opportunities and Obstacles in Staff Development"; and (11) "Technology: One Tool Among Many." A methodological
