Technology in the Classroom
Technology use in Classrooms
Jiaying Zhao
CS610 – Computers for Educators
Western Oregon University
Technology in the Classroom
With the advent of interne technology, computer-based instruction has been widely used
in language classrooms. Computer technologies have dramatically changed the way people
gather information, conduct research and communicate with others worldwide. Therefore
teachers seem to be incorporating technology into their daily lessons more today than in the past.
Using technology in the classroom provide more opportunities for both teachers and students.
The first article I chose discussed the process of second grade students creating comics on the
computer. The second article shared how an EFL teacher developed a program that allowed
second language learners to participate in an instructional videoconference with native speakers.
The authors assert that computer visuals are always reported in computer-assisted
language learning literature, but the reports on the use of comic strip creation tools are very
limited. The language aims of using comic strip involved the practice of summarizing,
paraphrasing, restating and quoting. Kilickaya and Krajka attempt to explore and examine
whether students’ grammar and sentence writing are improved by creating and sharing their own
comic strips. 25 Turkish EFL learners will be asked to create a comic strip on a website after
teacher introduces a grammar form or function. Kilickaya and Krajka point out that participants
express their enjoyment using comic strips, and their grammar and writing are improved through
creating their own comic strips. Kilickaya and his colleague also notice that participants are
given more opportunities to have more authority over their own learning. Creating their own
comic strips allow learners have control over the content of the materials, which makes this kind
of computer-based materials is student-centered and enjoyable. Considering the sentences used
in the comics, Kilickaya and krajka analyze that students can produce longer utterances than they
normally did in their traditional writing; the structures of sentences are more complex in the
comic strips than those in the traditional writing.
Technology in the Classroom
Overall, the authors believe that participants show positive attitudes towards comic strip
creation, and the use of electronic comic strip creation in a elementary classroom is helpful to
teach grammar and vocabulary. Therefore, the authors agree that comic strip creation should also
be integrated into grammar as well as other activities related to reading and writing.
Another great article talked about how videoconference instructions via distance
technology offer a student-centered active learning. Wu and other authors introduce that the
teachers in traditional classroom attempt to shift the focus of the class from lecture and rote
learning to active learning through bilingual curricula and technology-assisted teaching. Wu and
his colleagues notice that videoconference instructions need to be designed well so that students
can connect new knowledge to their own knowledge. The initial presentation should be given by
native speakers on some topics, and local teachers scaffold during the videoconferences and they
gradually withdraw the support to encourage students to become independent in their interactions.
Through the videoconference instructions, the writers indicate that confidence in using
English comes from the learners’ ability to understand English conversations, to speak accurate
English, and enjoyment. Additionally, ability to understand English conversations is highly
related to motivation to learn English. Wu and his colleagues point out English ability is the most
important factor showed from instructional videoconferences, while motivation is the indirect
factor impacting on learners’ ability and confidence. This student-centered, active learning
results in direct correlations of motivation, confidence and ability of students. Wu and other
authors imply that some specific conversational training like videoconferences help students
develop their English proficiency and motivation. To construct a more effective teaching setting,
the teachers’ pedagogical design should employ scaffolding and collaborative learning to make
students have effective interactions in the target language. The authors stress that successful
Technology in the Classroom
communication is a valuable component of an instructional design that builds ability through
strengthening motivation and confidence.
Technology in the Classroom
References
Kilickaya, F., & Krajka, J. (2012). Can the use of web-based comic strip creation tool facilitate
EFL learners’ grammar and sentence writing? British Journal of Educational
Technology, 44(3), 90-94. doi:10.1111/j.1467-8535.2012.01298.x
Wu, V., Yen, L., & Marek, M. (2011). Using online EFL interaction to increase confidence,
motivation, and ability. Educational Technology & Society, 14(3), 118-129.