Reflections on ICT in language learning
I. know
A. enhances teaching and learning; arrests students' attention
B. time-saving
C. it must constitute an integral part of teaching and learning ; not just a tool which you can do
without and still carry on the lessons
II. want to know
A. more digital resources that I can utilise for teaching General Paper
B. more about podcasting
III. learn
A. learnt how to create blogs
B. more about available online resources but resources more suited for primary levels and
some for secondary level English teaching
C. learnt how to use topic-based blogs to teach
D. podcasting
E. learnt about the use of Inspiartion as adigital tool for mindmapping
F. that ICT must be used appropriately to suit the needs of a particular group of students

Elements of Structuralism In Software/Materials

Elements of structuralism - does it include what Warschaeur (1999) refers to as "...the incumbent areas to teach ... the skills necessary for ...tasks. This includes the pragmatics of ... for effective presentation of material."? However, the elements of structuralism should not be overwhelming such that the entire lesson requires students to give certain expected responses to tasks or questions. A task that does not include a 2-way exchange of knowledge between teacher and students to negotiate meaning as well as give students opportunities to explore and fill information gaps may be counter-productive and not result in effective learning.

Pizza-Ordering Listening Activity and the likes of it

The pizza-ordering listening activity made me realise how ICT can serve merely as a mode of delivery for lesson content. The activity did not involve pupil interaction. Though it was intended to test listening skills, I realise how artificial the teaching-learning context can become when the student is not given a role to be actively-involved in the pizza-ordering activity. This does not give the student the opportunity to be responsible for his learning. This activity brings to mind how powerpoint presentations can likewise make students passive recipients of knowledge. Though the colour and animation effects in the slides may make the lesson more attractive, yet the information on the slides can be easily presented in handouts. In fact for most of such powerpoint presentations, teachers print handouts with lines at the side of slides for additional notes. In this instance, the computer is surely a mode of disseminating knowledge to students.

Net-Generation Kids

Hi everyone,

Quite some time since my last blog where I may have painted a not so impressive image of students ( don't know if my lot of students can be classified as kids of the net-generation!!!) This however applies to the few restless ones because majority of them are very attentive in ICT-fused lessons even if it begins with my powerpt slides (considered quite basic and ordinary these days) and then guided research based on my digital templates and finally followed by presentation and class discussion+tr. explanations.
The MAE 812 lessons have made me realise that I have not thought of students being resources themselves. Many of them being tech-savvy can be made to apply these skills and knowledge to produce ICT lessons such as podcasting (hope the software/ system required in available in the comp. lab in my college). Just wondering since it involves recording a script, how can we provide the environment considering the noise created... don't know how it is done actually.

Christina

How is the digital age shaping the way young people grow and act?

Young people, especially students can interact with an inanimate object, the computer, for hours. The several types of software fascinate them. Often they can go on for hours without communicating verbally with anyone. This may and has led to much anti-social behaviour. They do not make an effort to meet up with friends and gradually lose communication skills. They lose listening skills too and all of these are essential tools in learning. While in the pursuit of keeping abreast with technological know-how, we must not lose sight of the essential skills that facilitate learning. It brings to my mind the need to incorporate other language skills as well as ICT when planning teaching and learning activities.
Young people’s fascination with digital tools has led to a culture of materialism. Many of them concern themselves with the latest technological gadget available on the market rather than the purposes the gadgets are meant to serve. We have heard of cases where students have video-taped a teacher’s lesson using their mobile phones for the purpose of highlighting some issue that they are unhappy about the teacher.
A common grouse of teachers is that when students are brought to a computer lab for a lesson, students are more interested in venturing into their favourite websites rather than remaining focused on the lesson. Here definitely monitoring of these students would be difficult.
However, the benefits of ICT far outweigh these limitations. ICT-fused lessons are the way to go in the current education landscape. To maximise the potential to be derived from ICT lessons, the teacher must consider ‘climate’, that is provide a conducive environment for learning. The students must be comfortable with the learning tasks prepared for them. By this i mean that the students have to be equipped with the required skills Also, the interest of the students must be considered. If teachers can select topics that interest the students and show the students that whatever knowledge acquired in the lessons is relevant to their daily lives, the latter will definitely be motivated to participate in the lessons actively.
It is well- known that often students of the Digital Age do not have long concentration span. As such, the teacher should break up the main learning task into smaller digestible tasks to make it more manageable for the learners as well as sustain their interest in the lessons. More interactive learner-centred group activities that require presentation and critical thinking can generate interest in the lessons. When given opportunities to use a (their) favourite tool (the computer) and showcase their knowledge and defend their views, students, learning can be maximized.


Christina

Raintree

Hi, I am Christina from 2008 Jan MAE 812ICT course. I teach English to tertiary level students.