Krajka’s article Using the Internet in ESL Writing Instruction (2000) gives detailed descriptions on how to teach writing in secondary schools, with emphasis on different writing genres. This article is also an excellent resource of links to web-based materials necessary for teaching writing.
However, there are certain points that I disagree with. Krajka argues that “the teacher's wide computer expertise and his active role both before and during the on-line lesson are the most crucial keys to the success of such a lesson”. While the teacher’s deep involvement in all aspects of a CALL lesson is undeniable, I strongly disagree with Krajka’s argument that teachers should be computer experts if they want to integrate technology in their classroom, because such a notion is likely to influence the majority of un-tech-savvy teachers to refrain from using Interent based resources in their calssrooms. I believe that they must be encouraged to make use of the available on-line materials. Besides becoming aware of a number of advantages of on-line instruction, such as contemporary content, possibility of collaborative activites, no cost (mostly) or the authenticity of web based content, not tech-savvy teachers should be informed about possible technology mulfunctions, which are quite common so that it definitely can’t be their fault if something goes wrong; neither should they feel embarrassed if they encounter a problem that is outside their domain to repair. These are the reasons why they should prepare a “contigency” lesson plan so that they are ready for any uncalled for situation.
Krajka also argues that CALL should be employed in a class with at least four and preferably six hours of English per week. Would this mean that technology can’t be integrated in “general track” secondary schools in Croatia, with only three 45-minute lessons of English a week? I strongly oppose this view. In my opinion, the number of weekly EFL lessons is not an obstacle and it can’t be an excuse for not using computers in the classroom. I would suggest teachers rather skip certain units from the coursebook in exchange for web-based materials, because of the abovementioned advantages for technology-enhanced teaching.
I used to be a teacher who strictly followed the coursebook, only rarely venturing on topics not covered by the textbook. Probably because as a Non-Native English Speaker, the coursebook always seemed to offer a “safe haven”. However, research has shown that computer technologies can enhance vocabulary building and reading proficiency (Constantinescu, 2007). To this I would also add our last weeks’ readings and discussions, in which we emphasized the importance of technology in the acuqisition of speaking and listening skills, along with pronunciation teaching.
Another important point is that coursebook nowadays are accompanied not only by
CDRom-s, but also by the IWB materials and webpages for each of the units. This and the available web-based resources allow the teachers to tailor the required coursebook to the needs of the 21st century learners.
Dear Arjana, you have a very thougtful discussion of Krajka's article. When I was reading it, I took all the information as a rule. Now, after reading your reflection, I come to the idea that every teacher can not be a super professional in technology. You are right on this, a small training would help and provide some basics for conducting such technology enhanced lessons. We can not deprive our learners of new possibilities and techniques.
ReplyDeleteConcerning my own teaching, I may say that coursebook of course serves as a skeleton for the lesson.I used to rely on all activities in it and do all step-by-step, but it is so boring not only for me but for my students as well.So, creativity is the key to a good, motivating lesson.
Yours,
Liliya
Dear Arjana,
ReplyDeleteI agree with your comments about the article and I think the author's statements reflect the age of the article. It is about 10 years old. Now both students and teachers are more comfortable using this technology in our everyday lives and it is not as uncommon as it used to be. It can be more smoothly integrated into any course and recent textbooks have definitely helped with this.
Best regards,
Janet
Dear Marjana,
ReplyDeleteThanks for your critique of Karjak's article. I totally agree with most of what you said. However, the article was written a decade ago which means lacking the "recency" ingredient the writer himself talked about. Read with Web 2.0 and its implications in mind, the article content and tips would seem somehow obsolete.
Now let me comment on textbooks and how teachers should use them. Well, to start with, a textbook should not be confused with a holy book we are often supposed to abide by with an uncritical mind and absolute faithfulness. A textbook is there just for assisting the teacher and showing him/her a particular approach of attaining certain learning outcomes. In other words, the textbook is just one among many possible interpretaions of the syllabus. Depending on the teaching situation and types of learners, probabilities of failure and success in achieving the lesson's objectives are quite equal. So, the teacher's creativity and personal touch are especially called for in similar situations. In my case, I usually adapt, modify and even go beyond the textbook whenever I feel it won't be helpful enough in teaching a particular language point. For example, technology could possibly make up for the manual shortcomings. Again, one shouldn't cofuse going beyond the textbook with going beyond the syllabus. Totally different. We are free to manoeuvre as long as we remain within the confines of the syllabus.
Regards.
Arbi
Dear Arjana,
ReplyDeleteWhat a thoughtful and deep comment on the article. I do agree with you that the teacher of English does not have to be an expert on technology, but we do have to master the web sites we want our students to access in a lesson, in the sense that we must know what we want them to look for and how they can do it. I suppose that was what the author meant, at least that's the way I understood it...
Best wishes,
Elsa
Dear colleagues,
ReplyDeletethanks for your comments.
I'm not a copmuter expert either, and more often than not things have gone wrong for different reasons. Technology can be quite unpredictable for those of us who are not so tech-savvy. However, if we don't give it a try, we will deprive our students of the new learning experiences. I believe that even if we fail, we shouldn't give up, but find other ways to achieve our goals. This is the very essence of life-long learning and I think that we wouldn't be participating in this course were it not for our commitment to it.