#4 Theoretical and Pedagogical Concerns
1. Compared to traditional materials, what strengths and weaknesses are computer-based
materials likely to have?
2. What can program developers and teachers do to solve problems that may occur when
using computer-based materials?
3. Richard (1997) suggests that teaching typically involves the following: “selecting learning
activities, preparing students for new learning, presenting learning activities, asking
questions, conducting drills, checking students’ understanding, providing opportunities for
practice of new items, monitoring students’ learning, giving feedback on student learning
and reviewing and re-teaching when necessary.” (p. 152). In what ways do you think that
the computer can assume some of the above functions?
4. Atkins (1993) suggests, “The empirical record supports the inductive approach of
constructivist design but suggests that provision of suitable metacognitive frameworks is
problematic. The issue of user control versus program control also remains unresolved”
(cited in Beatty, p. 153). What do you think of this statement?
5. Beatty says, “What is necessary for collaboration at the computer to take place is an
environment which matches the social and interactive nature of CALL activities” (p. 154).
Do you agree with his view? Please give examples to support your stance.
6. Beatty thinks there is a question of whether “a learner’s preferred learning style is the most
appropriate for learning” (p. 156). Why does he think this is problematic? What can
teachers do to help students develop multiple learning styles? How is this issue related to
the CALL lessons?
7. Beatty thinks that authoring programs for CALL most commonly include low-level
question types as opposed to higher-level synthetic, analytical and evaluative tasks (p. 158).
Please read Bloom’s taxonomy of questions (pp. 141-142) first and give CALL examples or
activities that involve low-level question types and high-level question types respectively.
8. Beatty says, “Multimedia can be used simply as a new tool for examining old forms as well
as for creating new ones” (p. 161). Please give examples to explain what he means.
9. In a collaborative learning situation, students often need to play a range of different roles,
such as a leader, a teacher, a follower, a facilitator, a devil’s advocate and so on (p. 163).
Do you think that these roles need to be assigned to students or it is better for students to
assume the roles on their own?
10. Beatty points out that “a challenge to CALL is to create materials which encourage
learners to shape their roles and working process” (p. 163). Please explain why this is a
challenge to CALL and compare the differences in a challenge to behaviorist CALL and to
constructivist CALL.
11. Why is copyright and plagiarism particularly important in students’ learning with
computers?
12. The online environment allows people to assume new personae and different genders, just
as a cartoon shows, “On the Internet, nobody knows you’re a dog” (by Peter Steiner, The
New Yorker, Vol. 69, p. 61, July 5, 1993). Why do you think this issue is important,
particularly in CALL? (You can find the cartoon in an online article “Identity in
Cyberspace” by Marshall Soules, http://www.mala.bc.ca/~soules/media113/netself.htm).
13. What does “Digital Divide” mean? How does this issue affect CALL?