Teaching With Technology

Teaching with Technology
Philosophy

In the present, when technology is improving and building upon itself daily, one can likewise observe the keen adjustment instructors are making in order to take advantage of new-found resources. Thus, technology has become a vital instrument in the territory of second-language acquisition, and it will only improve its role with time. I have a very positive philosophy about teaching with technology due to my own positive experience with technology as a student; however, my thoughts are mainly influenced by my most recent experience as a graduate student, during which time I have witnessed the numerous ways that technology can help when it comes to second language acquisition. Both students and instructors are taking advantage of technological innovations for numerous reasons, including but certainly not limited to: systematizing information and making it accessible, providing an alternative method to the traditional classroom environment, offering more flexibility in assignments and quizzes, communicating, and much more.

I would like to speak more specifically about some of the benefits that technology provides the student. Over the years, I have been familiarizing myself with the vast world of technology, but as a graduate student at Penn State I now realize the true potential that technology has in the field of second-language inquisition. By means teaching with technology, we are making a refreshing departure from the traditional in-class, teacher-centered approach. Students may now learn and work outside of the classroom, or even off-campus. They may choose when to study the online lessons and when to complete the assignments, providing they be submitted before the due-date. This allows for more flexibility concerning their schedule, and it also gives the student more responsibility in his role as a second-language learner.

For example, Angel, Penn State’s online course management system, offers extensive assistance to the student. Through Angel, students are able to read lessons online, submit homework with the click of a button, and even take quizzes outside of the classroom. Furthermore, as an instructor, I will personally be able to make information available that may be helpful to my students. Web sites, texts, audio files, and short videos are just a few of the possibilities that may be put on Angel to help a second-language learner. The student with a decent knowledge of technology will also be able to make use of Angel’s additional functions. Students can utilize Angel's calendar, communicate using online discussions, and send messages to class members and even the instructor using this management system.

When considering the many different resources that are now available to students, it is necessary to observe technology’s function as a means to satisfy more learning styles than traditional methods. Although some students may prefer a classroom setting, others do not react to this technique as effectively. Technology thus provides a variation which will help students who respond to different stimuli improve the second-language acquisition.

In conclusion, an understanding and implementing technology in the classroom is necessary in a world where change is a daily occurrence. Expertise can help the student in innumerable ways and offer very attainable resources. Technology also provides a new environment in which the student experiences a variation from the classroom setting in which learning typically occurs. Of course, it may be years before technology will be able to replicate the necessary interchange that occurs in the classroom. However, by implementing technology in conjunction with traditional classes, students have more resources, more flexibility, and more responsibility as second-language learners.

The Pennsylvania State University. Copyright 2008
Last updated 31-oct-08 9:16