Write a reflection on chapter 11 & 12
Issue; Mismatch or missed opportunity?
First steps in experimenting with computers.
The issue of mismatch between student expectations and instructor practice in adapting computer technology into the class was dealt with in the chapter. In terms of active motivation and involvement of learners, especially EFL background of students, materials used in class, led by teachers, are very important and crucial matter.
As computer-dependent technology is going to change rapidly in compliance with the new generations’ (“digital natives’”) demands and requests, the role of teachers related to adapting those new methods became difficult, but more realistic due to their lack of abilities in performing sort of art, multimedia technology art.
According to the chapters, even teachers feel worried and nervous about any ominous opportunities they might loose their teaching job in return for the failure of manipulating computer-machine for the class. And most students think that their performing abilities in multimedia excel those of their teachers. I agree and accept that situation. Students would think that many teachers are very bad at dealing with computer technologies even though such capability is very significant not only in motivating them with interest, liveliness, and efficiency but also in enhancing English class atmosphere in a virtual world.
On the other hand, many teachers including me might still emphasize interactive class and interpersonal communications. Frankly speaking, for fear of the possible failure in facilitating those new methods in class, we might easily have given up introducing and learning them, not deviating from the old custom, conventional teaching.
Here, I think that teachers should try to their best to keep up with the rapidly changing new technologies to adapt in class even though being familiar with those methods don’t appear to be simple. There might be some reasons (excuses?) for many teachers to put aside adapting up-graded pedagogical methods with computer technology.; time-consuming in learning those technology, fear of slowness and lack of ability in learning technology, negligence, sense of hanging up one’s hat, etc.
Teachers, of course, can’t be experts in performing computer-art, but they should embrace such a wonderful technology to make it a family member. It’s real situation. I think that teachers should face up to reality. There are my suggestions for the teachers to become close friends with computers as for catering their students into widely-opened virtual English class environment. Anyway, the last goal for that will be to make students improve their English skills.
1. To approach computer technologies constantly everyday; don’t be panic, but be familiar with computer machine, building experience.
2. To collect a few web-sites to use in class; be familiar with the guidelines and tutorials.
3. To set up goals to use those technologies in class
4. To inform those goals to students in class
5. To come up with rules between teacher and students in using them, like time-frame, boundaries (limitations), etc.
6. To agree to accept any good ideas or methods in picking up newly coming-out technologies from students through feedback and comment sections
7. To seek support from peers from online colleagues to solve any problems
8. To have students understand that teachers are just going to open the computer sessions as pedagogical purposes and to learn more ways by themselves to give their students more chances in improving English skills in real world.
I agree that “the more I experiment with these constantly evolving tools, the more pedagogical potential I find in them; the more diverse their features become, the better they cater to different learning styles, and thus the more easily they embrace all students” (P172. Leaning Language Though Technology)
Issue; Mismatch or missed opportunity?
First steps in experimenting with computers.
The issue of mismatch between student expectations and instructor practice in adapting computer technology into the class was dealt with in the chapter. In terms of active motivation and involvement of learners, especially EFL background of students, materials used in class, led by teachers, are very important and crucial matter.
As computer-dependent technology is going to change rapidly in compliance with the new generations’ (“digital natives’”) demands and requests, the role of teachers related to adapting those new methods became difficult, but more realistic due to their lack of abilities in performing sort of art, multimedia technology art.
According to the chapters, even teachers feel worried and nervous about any ominous opportunities they might loose their teaching job in return for the failure of manipulating computer-machine for the class. And most students think that their performing abilities in multimedia excel those of their teachers. I agree and accept that situation. Students would think that many teachers are very bad at dealing with computer technologies even though such capability is very significant not only in motivating them with interest, liveliness, and efficiency but also in enhancing English class atmosphere in a virtual world.
On the other hand, many teachers including me might still emphasize interactive class and interpersonal communications. Frankly speaking, for fear of the possible failure in facilitating those new methods in class, we might easily have given up introducing and learning them, not deviating from the old custom, conventional teaching.
Here, I think that teachers should try to their best to keep up with the rapidly changing new technologies to adapt in class even though being familiar with those methods don’t appear to be simple. There might be some reasons (excuses?) for many teachers to put aside adapting up-graded pedagogical methods with computer technology.; time-consuming in learning those technology, fear of slowness and lack of ability in learning technology, negligence, sense of hanging up one’s hat, etc.
Teachers, of course, can’t be experts in performing computer-art, but they should embrace such a wonderful technology to make it a family member. It’s real situation. I think that teachers should face up to reality. There are my suggestions for the teachers to become close friends with computers as for catering their students into widely-opened virtual English class environment. Anyway, the last goal for that will be to make students improve their English skills.
1. To approach computer technologies constantly everyday; don’t be panic, but be familiar with computer machine, building experience.
2. To collect a few web-sites to use in class; be familiar with the guidelines and tutorials.
3. To set up goals to use those technologies in class
4. To inform those goals to students in class
5. To come up with rules between teacher and students in using them, like time-frame, boundaries (limitations), etc.
6. To agree to accept any good ideas or methods in picking up newly coming-out technologies from students through feedback and comment sections
7. To seek support from peers from online colleagues to solve any problems
8. To have students understand that teachers are just going to open the computer sessions as pedagogical purposes and to learn more ways by themselves to give their students more chances in improving English skills in real world.
I agree that “the more I experiment with these constantly evolving tools, the more pedagogical potential I find in them; the more diverse their features become, the better they cater to different learning styles, and thus the more easily they embrace all students” (P172. Leaning Language Though Technology)
We already talked about this a little in our class, but I have a follow-up. Do you have a plan to further grow in your familiarity with learning technologies (or technologies that can be adapted for teaching/learning) after this course is finished? If not, think about it and comment on what you can do to grow in this area.
답글삭제Dan