The Advantages of Using Technology in Second Language Education


Li Wang’s article discusses the positive effect on “language learning” using technology. He states that the advantages of using new technology in language classrooms can be interpreted in light of the changing goals of language education and the shifting conditions in our postindustrial society.

Since technology is here to stay, I do agree with Mr. Wang’s idea about integrating technology in Second Language Education. Technology allows learners to enter into computerized worlds with exposure to language and culture in a meaningful audio-visual context. When teachers integrate technology programs into their curriculum, it allows each learner to have a good deal of control and interactivity so they can better manipulate their linguistic input. Some excellent examples of integrating technology in a second language curriculum are the Interactive CD-ROM Tutor which uses engaging video and interactive games to help students improve listening, reading, writing and speaking skills. The Interactive CD-ROM Tutor is an excellent tool because it helps the learner with their literacy skills. Another type of software is the Audio CD Program which offers students a chance to hear the language they’re learning. Many of the software programs draw learners into the world of many different cultures. These programs feature a wealth of motivational instruction and are a lot of fun and engaging cross-cultural explorations, imaginative activities and projects. The interactive technology shows students how to use language in a cultural context.

The Internet is another powerful tool for assisting in language teaching. The Internet is a vast interactive medium which can be used in many different ways to teach a second language. The Internet provides learners with unprecedented opportunities for autonomous learning. Computer technologies help teachers and students transcend linguistic, geographical and time barriers. The use of the Internet allows the learner to engage in all types of online communication. The Internet especially helps the learner communicate with people in different cultures.

Despite the many advantages of using technology, Mr. Wang states that the Internet also has its disadvantages. Some of the main disadvantages regarding technology integrating in language classrooms include access to objectionable material, on-line predators, copyright violations, plagiarism, viruses and hacking. Teachers must be prepared to deal with these issues as they use technology in their classrooms.

Another problem that Mr. Wang mentions is that it is very costly to integrate technology in a second language education program because staff has to be trained and schools have to buy hardware and software and frequently schools do not have that money available for this purpose. Usually the second language programs are poorly funded, as is the case in our school district. We are further behind with technology than most school districts in the area. The perception is that the Language Department is not a priority of the school district. The department is seen as a non-academic venue; therefore, the resources are limited.

While I agree with most of the authors ideas, I feel he left out a crucial point about the lack of the social aspect when using the Internet in second language education. Technology is a wonderful tool that helps students with multiple intelligences learn at different levels and at a different pace. Although, I think the Internet is a powerful and wonderful tool that is here to stay I have my reservations about students taking a second language course on-line. I believe that human interaction is crucial to learning a second language. Students need to be immersed in the culture in order to learn a second language. They need to have a connection and develop their social skills so they can be successful and well-rounded with their academic and professional pursuits.


Resources
Li Wang (2005) The advantages of Using Technology in Second Language Education THE Journal May 2005, Vol. 32 Issue 10, P 38-42, 5p
http://draweb.njcu.edu:2137/citation.asp

NETS

REFLECTION:

In 1995 President Clinton confronted the nation’s parents, teachers, government, community, and business leaders to work together to ensure that all children in America are technologically literate by the 21st century. He established the four pillars of his technology literacy agenda:

1. Connect every school and classroom in America to the information superhighway
2. Provide access to modern computers for all teachers and students
3. Develop effective and engaging software and on-line learning resources as an integral part of the school curriculum
4. Provide all teachers with the training and support they need to help students learn using computers and the information superhighway.

The vision that President Clinton had in mind was very ambitious and it was a grand scale project. Twelve years have gone by since his speech and today many school districts throughout the United States have been slowly infusing technology into their curriculum, but no yet up to the standards he envisioned.

Today we have in place the National Educational Technology Standards (NETS). According to the Education World website the NETS project will work to define standards for students. The project will integrate curriculum technology, technology support, and standards for student assessment and evaluation of the use of technology. The technology foundation standards for students are divided into six broad categories. Standards within each category are to be introduced, reinforced, and mastered by students. These categories provide a framework for linking performance indicators within the Profiles of Technology Literate Students to the standards. Teachers can use these standards and profiles as guidelines for planning technology-based activities in which students achieve success in learning, communication, and life skills. (iste)

While I believe that the current technology standards we have in place at this moment are a great source of guidance to school districts, I feel compelled to say that many school districts are still not complying with them. One of the problems I see with many school districts is that they lack the resources to bring their technology up to speed. Another factor is that teachers are not properly trained or prepared to infuse technology in their core classes. In fact, in order for teachers to infuse technology in their content area they need to learn a whole set of new skills. This takes time and money. Many teachers who have been teaching in the traditional setting do not necessarily embrace technology because they are set in their ways and are afraid of changes. On the other hand, teachers who want to infuse technology in their curriculum cannot because some schools have very limited resources.

As Grabe and Grabe indicate (p.30) “Classroom activities have remained fairly similar in most schools because of limited resources and limited awareness of alternative methods. As technology in classrooms offers new opportunities and a growing dialogue among educators creates greater awareness of how technology can be applied, teachers who have been frustrated with traditional approaches have the motivation and now the opportunity to change. In contrast, those who are satisfied with traditional methods see no reason to change. So improving access to technology will be the impetus for some teachers to alter their classroom activities, but others will continue doing what they have always done.”

Do my students meet the NETS for their grade level? I am not sure about this. It will be unfair for me to say they do. From my point of view, we do not have adequate technology to teach my students. What I teach it is not a core subject. It is an elective. Only one year is required. Therefore, the administration will not go out of their way to spend a lot money when they might need that money somewhere else. A language lab will be very expensive for our department to have. We need significant changes, but these changes are going to be slow. It all comes down to money, higher taxes, approvals etc. By the time teachers have learned new skills, these skills will be obsolete because new technology is emerging every day.

Resources
www.education-world.com
www.ed.go/updates/PresEDPlan/part11.html

February 1, 2007
Reflection

This has been a hectic week for me with midterms in our school. Nevertheless I had time to go and speak to our school Principal about Unitedstreaming. I was very happy to find out how receptive she was, although she had no idea what it was. I briefly explained to her about Unitedstreaming and she advised me to go to the media specialist and find out if we can get it ordered for next year or the year after. Today after school I went and spoke with her about this resourceful program. The media specialist was aware of it and told me she had gone to a seminar to find out more about the program. She even told me that she had subscribed one of our six high schools but teachers were complaining that they could not download the video clips because the school lacked many of the resources.

I provided her with the information that Mary sent me about the price. I am so thrilled that she is going to order it for the next school year (she has the money in the budget). The only problem she told me she was going to have is how to download the video clips since our school lacks the resources. The other problem is that all our computers are old and are not compatible with many of the any new software packages that we would like to get. She even mentioned about getting just a server for Unitedstreaming, but she does not know if this is possible.

I am happy that our school district will subscribe to it, but I am not so sure if this will work.