This week we were encouraged to consider how technology fits into a teaching philosophy. The thoughts I've outlined below certainly
do not cover everything, but they serve as a starting place for answering the central question of why teachers should incorporate technology in the L2 classroom.
Language use does not happen in a vacuum. We communicate ideas and needs to others. Even if we are only using language to hash out our own ideas, for our own
personal development or enjoyment, we are hashing out ideas that are impacted by the world
around us. Language learning does not
happen in a vacuum either. Students who
come to language classes come with goals and motivations that are always, in
some way, linked to a larger community.
The role of community is central in my philosophy of
teaching. Students need the appropriate linguistic tools to participate in
communities of practice, with the language classroom itself being one of those
communities. Therefore, in order to
successfully learn a new language, we
need each other. While learners need
a teacher to provide direction, scaffolding, and language expertise, they also
need their classmates if they are to interact, negotiate for meaning, provide
and receive feedback, solve problems, complete tasks, and own the fact that
they are part of a community of English users.
As technology finds its way into more and more of these
communities of practice, it must also find its way into our teaching
philosophies. Teachers must acknowledge
that technology is both shaping communication and becoming a prerequisite for educational
and vocational success. And, by
considering how technology factors into students’ needs, lacks, and wants,
teachers may have a better idea about (a) what technologies students know and
need to learn, and (b) how to use technology as a tool to meet language needs
and wants.
Technology does not replace people; rather, it connects people
and ideas in new ways. Technology also does
not replace good teaching. If anything,
it requires even more thoughtfulness and intentionality from the teacher. Teachers who incorporate technology must
continue to build community and provide the scaffolding and support for students’
language needs as well as their technology needs. If the classroom has already been established
as a place where learners work together and need each other, then technology can
be an extension of that—it is one way learners can work together, and it can also extend the community of learners to other speakers
and learners. The Internet and Web 2.0
technologies provide new forms of collaboration, allow learners to communicate
with new interlocutors for new purposes, and offer opportunities for learners
to explore topics of interest in their L2.
Obviously, teachers must always take inventory of what is
feasible. Classrooms have technology
limitations, and learners may have insecurities about language abilities and
anxieties about using technology. If
everyone in a community of learners needs each other, then they must be
sensitive to each other. Teachers must
be sensitive to affective considerations and be aware that technology has the
potential to distract from learning. They must make decisions and guide a community of learners, and decision-making
in the L2 classroom should be informed by research as well as the learners (or the community members) themselves.
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