 What
it can be |
|
Examples |
| Pros
& Cons |
|
Sources |
| What
it can be |
|
Examples |
| Pros
& Cons |
|
Sources |
| Filler-
Allow students who have finished their in-class work to play/work quietly
on the computer. |
|
|
| Drill - Software
or even "homemade" web pages enable teachers to pick and chose vocabulary,
grammar, pronunciation, listening and many other activities, going far
beyond the confines of the traditional ALM language lab. |
|
|
| Whatever
you want it to be:
WebQuest, PowerPoint presentation, Hypermedia Project, any combination of the above, even something original from your own imagination. |
| Drill
- A simple project using all-free materials exclusively from the internet,
including the software (Netscape Composer). Here, the topic is "Colors"
but the basic design can be complicated, simplified and varied to suit
your needs. |
|
|
| Hypermedia
Project - An elaborate example, again using
free materials from the internet. PowerPoint would also work well to create
something like this. This example is student-driven and teacher-directed.
A similar set-up can be used to create simpler projects content or context
based. |
|
|
| WebQuest
- A basic WebQQuest again using free materials
from the internet. More examples can be found listed under sources. |
|
|
|
| Students communicate in a
non-threatening environment. |
Limited student access to
computers. |
| Very little pressure of face-to-face
conversations. |
Sheer volume of online/software
resources available to either teachers or students can be intimidating
and frustrating. |
| Length of time used on any
one problem determined by student. |
Each software program has
a unique set of operating instructions. |
| Information found online is
more current than textbooks. |
Extra time required to teach
the students how to use the software. |
| Students are able to practice
until they feel secure in what they know. |
|
| Low-achieving/less motivated
students become more engaged using the computer. Lends a sense of sophistication. |
|
| Composition software makes
the experience more rewarding and less frustrating for students. |
|
|
|
| Cardenas, Karen
Hardy. (1990). "Beyond Drill and Filler: The Computer/Composition Connection."
Paper presented at the 22nd Central States Conference on Language Teaching.
ERIC # ED332537 |
CALICO
- Computer Assisted Language Instructioon Consortium. Features computer
assisted language learning specific conferences, listserves, papers, other
language and technology organizations and many other resources.
http://www.calico.org/ |
| Higgins, Chris.
(1993). "Computer-Assisted Language Learning: Current Programs and Projects."
ERIC Digest, April 1993. Washington D.C.
ERIC # ED355835 |
PBS
TeacherSource - Resource for additional WebQuest examples and much
more.
http://www.pbs.org/teachersource/ |
| McNeil, Aurelia.
(2000) "Computer-Assisted Instruction - Its Value to Second Language Learners."
Wayne State University.
ERIC # ED444365 |
VCU
Trail Guide - Virginia Commonwealth University's guide to international
sites and language resources.
http://www.fln.vcu.edu/default.html |
| Stone, LeeAnn.
(1991). "Task-Based Activities: Making the Language Laboratory Interactive."
ERIC Digest, December 1991. Washington D.C.
ERIC # ED343407 |
Clips
Ahoy - Great online source for free clip art that is indexed and cross
referenced. Provides many links to other clip art web pages.
http://www.clipsahoy.com/ |
© Sonia Ana Miller 2001