Enhancing rather than replacing

Classroom interaction is an essential part of learning a language. In order to facilitate the process of learning a language, teachers often use traditional resources such as flashcards, realia and storybooks. While technology has the potential to be a very powerful resource, it should not be allowed to detract from what teachers do in their classrooms. If teachers are open to the use of technology in their classrooms, they have the potential to make their students even more successful by being even more engaged.

In many parts of the world, use of technology has become part of daily life. Stephen Bax, in his article ‘CALL – Past, Present and Future’, suggested that in order for technology to be an accepted part of teaching and learning, it needs to be so fully integrated that it becomes ‘invisible’ or completely normal, to both teachers and learners. Technology should be used because it enhances the process of teaching and learning – not just because it is available.

In terms of classroom management, although technology can help to make setting up and demonstrating tasks or conducting class feedback more efficient, using a whiteboard and a pen is perfectly adequate.

Flashcards – Prior to the advent of the internet, making flashcards was time-consuming, especially for teachers with no magazines or who lacked artistic skills. Now teachers who have internet access can find everything they need to create flashcards or simple but attractively presented worksheets in next to no time. Teachers who have their own tablets or laptops can use them to present the visuals in the classroom.

In this way, technology has made it easier for teachers to prepare high quality materials more efficiently.

Vocabulary Practice – In the past, teachers often spent hours making sets of cards with pictures and words so that students could practise vocabulary in pairs – perhaps using an activity such as a memory game.

Although the task was very valuable for the students, the preparation was so time-consuming that most teachers didn’t use this kind of activity as often as they would have liked.

These days, teachers can often find a ready-made set online, which reduces the preparation time dramatically, or if their students have access to a suitable application, they can make a personalized online version in less than ten minutes. If students play matching games in pairs, with one tablet between two students, they can work on the task together – either cooperatively or competitively. Some applications also have the option to turn it into a ‘whole class’ activity.

Thanks to technology, teachers can now make these game-like activities a regular feature of their lessons. In addition, if students are working individually or in pairs, they can go at their own pace and perhaps move onto a more difficult practice task if or when they are ready.

Storytelling is an activity which could be done on an interactive whiteboard. If teachers do not have access to real books, or if they are not confident about their own pronunciation, then this might be a good option. However, it is often much better to do it in the traditional way so that teachers can exploit the material fully. In this case, technology could provide support if necessary, but there are better options available.