Michael Krauss
Integrating the Internet into the Classroom
Michael Krauss, EAP lecturer and CALL coordinator at Academic English Studies ,
Lewis & Clark College (Portland, Oregon), answers the questions on his on-line
teacher training course «Integrating the Internet into the Classroom».
The interview was given to Marina Bovtenko, director of ITLT Resource Center (Novosibirsk
State Technical University) and one of the Russian participants of the course.
MB: For how long and how do you use ICT in teaching?
MK: I first began to use computers in my ESL teaching in the mid
1980's. At that time, my focus was on teaching students to make
effective use of word processing, and to introduce them to basic
applications such as database, spreadsheet and graphics. I would
encourage students to use these applications as tools in their problem
solving and in their writing. I also made use of software programs,
some designed for second language learners and others designed for
native speakers, to help students master the content and language
objectives of my classes (I teach with a content-based approach).
As the Internet became more accessible, I began using email with
students as a way to share their ideas and to enhance group problem
solving. With the advent of the Web and its multimedia resources, I saw
many new possibilities for use in language teaching. The Web can be
used to help students master basic skills (grammar, listening, reading
etc.), serve as a forum for student publishing, provide content for
Krauss interview
Information Technology in Language Teaching
Resource Center, Novosibirsk State Technical University
http://itlt.edu.nstu.ru
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student research, facilitate online text, audio and video based
communications and more. I don't teach courses strictly using Webbased resources; rather, I use the Web to enrich and supplement
traditional teaching materials.
MB: What attracts you most in teaching with ICT?
MK: Practitioners used to argue over the efficacy of teaching language
with and without computer resources. That debate still goes on, but it
has become clear to me that computers in general, and the Internet in
particular, have become accepted components of literacy in the 21st
century. So ignoring for the moment whether ICT is efficient in helping
students learn English, it is clear that our students need to learn to use
computers and the Internet for research, writing and basic
communication in order to be considered literate. Therefore, I feel that
using ICT in the classroom serves the dual role of enhancing language
acquisition and helping our students acquire the electronic literacy skills
needed to function in today's society.
MB: How did you come to the idea of designing your online
teacher training course, "Integrating the Internet into the
Classroom?"
MK: Back in 1998, I was contacted by the USIA (United States
Information Agency), now part of the Department of State, to conduct
training in Internet use for teachers of English in Сentral and Eastern
Europe. These technology trainings had always been done via email. I
Krauss interview
Information Technology in Language Teaching
Resource Center, Novosibirsk State Technical University
http://itlt.edu.nstu.ru
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was asked to train teachers in using the World Wide Web in the
classroom. Based on my experience with students, I knew that I could
be effective in this training only if I used the Web itself as the medium
of instruction. I asked if I could design a Web site to do the training.
This was a little risky as the Internet connections in much of Сentral
and Eastern Europe at that time were very slow and unreliable, but
permission was given. I designed the Web site, and due to the very
persistent efforts of the English teachers, the course was a success.
MB: What were the most important issues you took into
consideration in designing the course?
MK: The greatest challenge was that I would be dealing with teachers
who did not have much experience using the Web and most were afraid
that they would do something wrong or simply wouldn't succeed. I
knew that the teachers would need to feel supported and that they
could rely on me to help them through. I also wanted the teachers to
be able to communicate with one another, both to stimulate their
creativity and to build a supportive environment. It was for these
reasons that I decided to use both email and a Web-based bulletin
board in the course. Email was familiar to most teachers--they could
communicate with me and others easily. The Web-based bulletin board
allowed the teachers to post their work and share ideas with the group,
topic by topic, as we moved through the course, without the confusion
of wading through 100's of email messages.
Krauss interview
Information Technology in Language Teaching
Resource Center, Novosibirsk State Technical University
http://itlt.edu.nstu.ru
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Another challenge was that teachers varied in their experience with and
knowledge of ICT. Also, I wanted the course to be very hands-on, but
didn't want to neglect the need for presenting basic pedagogical
principles. Finally, I hit upon the idea of presenting a few seminal
articles (combining both theory and practice) with hands-on activities
that allowed teachers to immediately put into practice what they had
just read about. Also, I added a section of "Additional Resources" to
each day's required tasks so that those who were more advanced could
explore further and feel challenged.
Finally, perhaps the toughest challenge was to order the materials in
the optimal way so that teachers could use what they had learned in
one day's lesson to move forward to more complex tasks in the next
day's lesson. I've changed the order of activities greatly in the years
since I first developed the course, based on feedback I got from those
who took the class early on. Thanks go to those early participants!
MB: Who can take your online course?
MK: Actually, anyone who has an interest in becoming a more effective
user of the Internet can take my course. However, it was designed
specifically for educators, both ESL/EFL and content teachers, both
native and non-native speakers of English, living anywhere in the world.
The only requirements are that participants have a working knowledge
of English, have an active email account, and have a reliable connection
to the Internet. Of course it helps if all participants are open to meeting
Krauss interview
Information Technology in Language Teaching
Resource Center, Novosibirsk State Technical University
http://itlt.edu.nstu.ru
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new people and to taking the risks inherent in learning new skills! The
course is offered for professional development or graduate credit. The
U.S. Embassy in Moscow has funding available for a limited number of
English language teachers in Russia who want to take the course.
Recipients of these funds agree to share their new knowledge and skills
with colleagues through training sessions, presentations, attendance at
conferences, etc.
MB: What criteria do you use to evaluate students'
achievements for those who are taking the course?
MK: Those who take the course for professional development do not
receive a letter grade. If they put in a good faith effort and complete a
majority of the tasks assigned, they will receive a certificate of
completion. For those taking the course for graduate credit awarded by
Lewis & Clark College, they must complete both a specific percentage of
assignments and must complete all of certain tasks which I consider to
be critical. They receive grades of A, B, or C depending on the quality
and timeliness of their work. Factors that are considered include: level
of experience in ICT, progress made during the course, understanding
of the materials presented, appropriateness and relevance of materials
created, and the overall value of contributions to class discussion.
MB: Last fall you started to work with teachers of English from
Russia. What can you say about their work?
Krauss interview
Information Technology in Language Teaching
Resource Center, Novosibirsk State Technical University
http://itlt.edu.nstu.ru
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MK: I have had the pleasure of both working online with teachers from
Russia and joining them in workshops, face to face, when I visited
Irkutsk and Vladivostok in June, 2004, as an English Language
Specialist sponsored by the U.S. State Department and the U.S.
Embassy in Moscow. Perhaps what has impressed me most about the
teachers I have met and worked with is the dedication to profession
and scholarship that I've seen. Though many of the Russian teachers
have more than one job and have extensive family responsibilities, they
are dedicated to teaching and to increasing their knowledge in their
fields of study though professional development opportunities. Though
Internet connections are not the best in many areas of Russia, teachers
have sacrificed in order to find the time and place to take, and
successfully complete, the online course. I admire my Russian
colleagues for their dedication, work ethic, and openness, qualities that
were first made evident to me though my online relationships and later
confirmed during my very rewarding trip to Russia.
MB: What are the most challenging things for you as an online
teacher?
MK: I must say that I find teaching online tremendously rewarding. I
feel that I help teachers gain knowledge and skills that will make their
classroom teaching more effective and, at the same time, I get to meet
wonderful people from around the world. Challenges of online teaching
include: 1) time restraints (long hours since I also teach in a traditional
classroom and have a family); 2) technology restraints (even though I
Krauss interview
Information Technology in Language Teaching
Resource Center, Novosibirsk State Technical University
http://itlt.edu.nstu.ru
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5/11/2004
have good equipment and a reliable Internet connection, there can
always be glitches); 3) lack of face to face contact (occasionally there
are times when I can't quite seem to give a teacher the help she needs
online--and I wish I could be there with her to show her things that she
needs to clarify her questions). Overall, however, the online format has
been more empowering than limiting for me. I find that the pros
certainly outweigh the cons--and teaching teachers to make use of the
Internet in the classroom can most effectively be done via the Internet.
That only make sense, right!?
MB: Can you say some words about your new course?
MK: I have the ideas for a new course in my mind but simply have not
had the time to implement them. I'm sure that many teachers can
identify with that problem! Since several hundred teachers have taken
"Integrating the Internet into the Classroom," they are ready to build on
what they've learned. I envision the next course as one that encourages
technology-experienced teachers to join in collaborative groups to
encourage and work with one another to develop online materials based
on content themes. Teachers with common interests could join to find
Web-based materials and develop new resources. In addition, I think
that teachers would benefit from being introduced to current topics,
some of them controversial, that touch on technology in education. How
do we help to equalize access to computing resources? How do we
encourage young people to use technology appropriately? What role
Krauss interview
Information Technology in Language Teaching
Resource Center, Novosibirsk State Technical University
http://itlt.edu.nstu.ru
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can technology play in the effort to make our world a more just,
humane and safe place to live?
I would be very pleased to know what teachers might like to study in an
"Integrating the Internet into the Classoom Part II." Please let me hear
from you! You can email me at krauss@lclark.edu and you might be
interested in looking at "Integrating the Internet" online course syllabus
and some of the materials created by past course participants at
http://www.lclark.edu/~krauss/usia/home.html
Krauss interview
Information Technology in Language Teaching
Resource Center, Novosibirsk State Technical University
http://itlt.edu.nstu.ru
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