Dear Readers,
This week's readings were about evaluating CALL resources for the L2 classroom. I chose this topic as my wiki entry for two reasons: 1) there were only two choices left, and 2) I'm actually very interested in learning more about how to pick the right resource. Using technology just for technology's sake has frustrated me in the past because I wasn't sure how to use the resources (limited as they might have been) effectively. When I taught in Cambodia, I remember putting on a pirated DVD of a hit movie in the media room, dimming the lights, and thinking I was really making the most of my technology (insert buzzer sound here). Not exactly. But, through the MA-TESL program, I have learned more effective methods and techniques for teaching in general, and now I'm uncovering more ways that technology can serve me and my students in the classroom and beyond.
While as a novice I often find a comparison of three or more evaluation frameworks daunting, the DuBravac chapter was an excellent introduction for the Jamieson and Chapelle (2010) article that I will be presenting on Wednesday. Chapelle's six-pronged framework includes these criteria: language learning potential, learner fit, meaning focus, authenticity, impact, and practicality. I think her framework shows the most essential things to consider in evaluation, while not overwhelming the selection committee with data. Other models with more thorough lists, for example the Susser and Robb (2004), seem a little cumbersome to use efficiently.
One takeaway that I had from this week is that evaluating technology is not that different from choosing a textbook. In many ways, knowing the curriculum, the learners, and the culture surrounding the use of a technology are some of the most important considerations. With some guidance, teachers are capable of evaluating whether a technological resource is appropriate for their purposes.
Jena, I, too, was struck by the comparison of the evaluative criteria for language textbooks and CALL resources. Clearly, these two means of providing students with language instruction have a lot of overlap. In fact, today I have my computer to bring to class AS my textbook for call, since I rented the book online. As such the online textbook has some features that make the content even more accessible, such as a dictionary and the ability to make the print size bigger. These are only two small features of the book that make it more ... interactive, yet I'm sure there are more, especially on digital books that one purchases. I'm thinking now of the Pathways Listening and Speaking book and how it includes access to videos to augment the textual content.
ReplyDeleteWhat I'm saying is, CALL resources, in a lot of ways are simply beginning to fulfill the function of textbooks and workbooks for learners. While this may be advantageous as far as saving print resources, I'm still skeptical of whether or not this technological learning revolution promotes deep learning. Call me antiquated. But that's why I'm taking this class, to find out more about the advantages and disadvantages of CALL in the curriculum.