How do you (or don’t you) identify yourself with the level of confidence and behaviour discussed in Kessler & Plakans’ article?
This week our focus is on CALL or Computer-Assisted Language Learning. Following an analysis of the history and current situation of CALL, as can be found in my previous post, I read an interesting paper entitled ‘Does teachers’ confidence with CALL equal innovative and integrated use?’
The research tracked the usage of audio and video technology among seven language teachers at two large universities in America over a term. The authors categorised the teachers into three groups, “Highly confident teachers used technology less often with less integration than the contextually confident teachers. Less confident teachers integrated CALL only in prescribed ways” (Kessler & Plakans, 2008: 269).
Reflecting on my own usage of digital technology in the classroom before reading this journal, I would have said that my use was minimal. With different learner styles in the classroom, I find a mixture of different types of activities best activates student motivation and concentration, and thus only use CALL as a small part of my lesson (Hubbard, 2008). However, upon reading this research I was surprised to see that the practices that I regarded as ‘minimal’ and ‘basic’ were very much in line to the usage of the seven ESL teachers interviewed, “…the purposes seemed to be often related to teacher feedback/evaluation and student self-assessment, as well as listening practice and self-study” (Kessler & Plakans, 2008: 276)
In the past, using CD players at my school was more reliable than accessing digital recordings on the computer. As I built up a database of my own lesson plans, I began to use the newly installed IWBs for Power Point presentations (mostly to introduce new vocabulary or grammar through the use of pictures, to present new vocabulary to accompany drilling). I continue to make a lot of my own materials and/or adapt existing materials found on the internet. However, finding a stable internet connection is dubious at best, so I often bring my own Mac into the classroom, with authentic, up-to-date content already downloaded. Both audio and video are used for the same reasons: to ‘add interest’, get students attention, bring an extra dimension into the classroom, introduce a topic, stimulate discussion, etc.
At a certain point in time I recognised the importance of Communities of Practice (CoP), and began attending regular CET* webinars. From there, I decided that I should experiment more with technology in the classroom. First, I started to record my students using my iPod. The idea was that such a small device would not be seen as imposing and it would help the students get used to technology and not be shy. We listened to the recordings several times and students made peer to peer corrections. Later, I would give delayed feedback/error correction. Influenced by the features of Communicative Language Teaching, I feel it important to develop student self-awareness and ability to monitor and manage their own learning experience (Nunan, 1991).
At the end of the last term, students were asked to make a recording of themselves and send it to us via email, as a measure for on-going assessment. Finally, I began to use the accompanying CD-ROMs with provided with our textbooks, which provide additional video and audio stimulus for the students. So, as I look back, and to my surprise, I realise that I am naturally, slowly developing and integrating my use of CALL at work.
In summary, then, I appreciate the categorisation of less/contextually/highly confident language teachers to better understand CALL use in the classroom. And find humour in the fact that those who self-identified as ‘highly confident’ in the research project, were both male, and the least academically-qualified…That aside, there seems to be a misunderstanding between having a personal interest in technology, and being able to use it effectively in the language learning classroom, “…very confident users of technology did not always demonstrate consideration for the unique demands of a learning environment” (Kessler & Plakans, 2008: 280).
The study found that teachers “…wanted continued/improved support and training to increase their confidence and potential in using the technology effectively and creatively” (Kessler & Plakans, 2008: 281) Thus, in the near future I plan to identify and match areas of weakness in my own technology skill set with those of the teachers at my school, locate and adapt training materials and then present the findings in the form of a training session.
References
G.Kessler & L.Plakans (2008) “Does Teachers’ confidence with CALL equal innovative and integrated use?”, Computer Assisted Language Learning, 21:3, 269-282