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1 A Teacher’s Guide to Using Technology for Language Teaching A Text to Accompa

1 A Teacher’s Guide to Using Technology for Language Teaching A Text to Accompany the Student’s Guide to Using Technology for Language Learning Mikle D. Ledgerwood 2 Acknowledgement I would like to thank the following people and institutions for making this book possible. First of all, I would like to thank a great number of people from the International Association of Language Learning technology (IALL, formerly the International Association of Language Laboratories), especially John Huy, Victor Aulestia, Nina Garrett, Trisha Dvorak, Ursula Williams, Peter Liddell, Sharon Scinicariello, Sue Mackey, Tom Browne, David Herren, Mary Ann Lyman-Hager, Joel Goldfield, and recently deceased former members, Marie Sheppard and Robert Henderson. All of these people and many other members of this wonderful organization have helped me throughout the ten years I have been a member, making an expert out of a neophyte. I would also like to thank John Barrett of the University of South Carolina at Sumter and Donald Tucker of Rhodes College, Memphis for forcing me to use technology in my teaching and to become an administrator of a language center. I would like to thank many of the faculty and administration at the State University of New York at Stony Brook who helped my Language Learning and Research Center become a reality and a thriving one, especially Kris Vandenberg who has functioned as my Associate Director of the Center and also assisted with this manuscript. I also would like to thank personally Dean Paul Armstrong who insisted that I take an early leave to work on this book. As always, I would like most to thank my family, my children Rhiannon, Ian, and William, and my wife, Fayanne Thorngate. Once again, without them this book would never have been begun, much less finished. 3 Table of Contents Preface Forward Introduction Chapter One, An Overview of Media, From Audio to Computers Chapter Two, Tips and Tricks for Teaching with Technology Chapter Three, Distance Learning and the Future of Teaching with Technology Conclusion Appendices Bibliography and Resources Foreword This is a teacherÕs guide which was written to accompany A StudentÕs Guide to Using Technology for Language Learning. It is suggested, as a result, that all who will be using this text read that text first. I will not be repeating material in this book that I put in the other. You may find that some of that material is a bit simplistic and lacking in complexity. However, the aim is to give students an introduction to the issues involved in language learning and technology in as few pages as possible. Nevertheless, please send suggestions for improving the second edition to my e-mail at MLedgerwood@ccmail.sunysb.edu. I will certainly include them if at all possible and include your name in my 4 acknowledgements. However this book can certainly be read independently of the other guide. I will not make any further references in this guide to the other. In addition I will make this guide as teacher-centered as possible, too. As a result it is longer than the Student Guide .. It also includes a wide variety of practical information and applications, including tips and tricks. Introduction Just repeat after me: technology is a tool, technology is a tool, technology is a tool..... When discussing technology, a very distressing thing occurs to a large number of people--common sense gets thrown out the window. Americans, while not unique in this respect, have more difficulties with the concept that technology is only a tool than some other peoples. There is the feeling that, somehow, if ÒweÓ can merely invent machines bright enough, efficient enough, or pretty enough that we will be able to solve all of our problems, from the common cold up to the federal deficit, a new variation on death and taxes. Perhaps it is left over Puritan idealism which allows U.S. Americans to think that we can create using technology a Òcity on a hillÓ, a more perfect society than the one we have. Yet viewing technology as a god is just as fallacious as viewing it as a tool of the gods. Technology is a tool of human beings and is useful only as human beings have created it. 5 Just repeat after me: technology is a tool, technology is a tool, technology is a tool.... When I first began to think about writing this book, a number of contradictory thoughts occurred to me. Should this work be aimed at rank beginners of technology for teaching, should it be more aimed at those who need just a little more help in new areas? Should the work be a CD ROM, a new recordable DVD Disc, or should it be a printed book? What is the need for this book? What level of sophistication in language and jargon should it use? Let me begin with my intended audience since answering this question answers many others. Audience I am currently a professor at the State University of New York at Stony Brook (Long Island) where I teach a variety of courses and direct the Language Learning and Research Center. Most of the courses I now teach are graduate courses, mainly aimed at current and future teachers of languages. I have discovered over the years that there is no textbook for my students seeking to learn how to use current technology in their (language) teaching. Instead, there are some wonderful articles, monographs, and research papers dealing with a wide variety of questions concerning the intersection of technology and teaching. There are also treasure troves of experiences learned by real teachers in the trenches which are shared via word of mouth. In my courses we begin by exploring current media and technology together and sharing experiences, with me being the leader in sharing. We write up papers and do projects using technology and share those as well. Later on we study different aspects of learning and knowledge acquisition. We then discuss how technology can be plugged in to different styles of learning and manners of acquisition. We discuss how current pedagogical practices and theories address the questions and problems of technology and how they do not. By the end of my courses my students are ready to tackle problems of how to use technology in their own praxis. Yet this does not mean that they have become experts in technology and teaching. I feel that very few teachers can even begin to claim that. Yet they are ready to use technology and keep trying to adapt it to their classes and students. They are not afraid to try. So, my first purpose in writing this book is to create a textbook for my students and all those who have the same needs my students do. My purpose is to write a book that all of my students can use, whether they are very familiar with technology and teaching or are not. I intend to write a book which appeals to a huge variety of learners, yet never forgetting the least advanced. As a result I will try to keep in mind some of my teachers as the people to whom I address this book. Let me give some actual quotations from my students on the first day of class when I ask them to introduce themselves and give the class some idea why they are taking this course. They will illustrate my target audience(s) ¥ÒProfessor Ledgerwood, I am terrified to take your course. I have never had a computer in my life and now my school district is putting one in my classroom and I donÕt know what to do with it. Please help me!Ó 6 ¥ÒHi. I love computers and I use them all the time. I am an e-mailaholic, I guess. But I donÕt know what good they are for learning languages. I also donÕt know anything about using pure audio or video for learning.Ó ¥ÒYes, hello. I am fascinated by what I read about computers being used for individualized learning. This I can understand, but in a classroom?Ó ¥ÒI think I already know how to use audiotape and videotape well, but I guess I can learn some new tricks. I can even see some uses for computers, but what is this internet thing I keep hearing about? Is it really some kind of highway?Ó ¥ÒHi again. I really enjoyed your first course but now my district has decided that I am some kind of techno guru. They are talking about putting in a network and classroom labs. What are they talking about? What should I be able to tell them? Beyond my own students who are with me for one to four semesters and have some time to digest what I am sharing with them, I get calls from all over the country asking me for advice on how to put in language centers and how to create technology-assisted spaces. Answering these calls is much harder. I usually discover that the callers fall into one of three camps: the teacher faced with the uploads/Geographie/ teachers-guide 5 .pdf