TEXTOS 15/04/09

Miércoles 15/04/09
Texto 2.

There is much excitement generated by the use of colour, sound and video in software and over the Internet, the chief mailing of multimedia tus far has been the lack of appropriate pedagogy. Thus, media are used to get student´attention or keep them interested- to entertain- rather than to support cognition and memory. The question- answer, multiple choice, push-the-right-button-to-answer format prevalent in most multimedia instructional software is really no more pedagogically sound than its plain vanilla paper text counterpart.

Texto 3

Traditional notions of academia remain the dominant experience-specifically, large lecture halls, anxious students taking copious notes. For professors, and lectures, the traditional methods of teaching have meant tedious preparation of lectures, copying of handouts in great magnitude, and the pressures associated with needing to teach a roomful of students with varying degrees of knowledge and experience. Technological advances in methods of communications and research are beginning to change the traditional scenarios of the classroom. The exponential growth of the internet has promoted opportunities for new ways of teaching and learning. The old environment consisted of lecture halls and classrooms, the library, and various other spaces. The new environment contains all of these things, but adds an electronic environment based on the network, where faculty and students would also gather to so their academic business.

Texto 4
ROLE OF THE TEACHER

Teacher roles have also changed with the times.. teachers are rarely the sole source of language information in these days of global interconnectedness. The assumption from cognitive theory is that teachers do not pour information from their store into the heads of waiting and willing students. As a result of all these changes, the teacher has become a facilitator of learning rather than the font of wisdom, and will find, select, and offer information in a variety of ways on the basis of what their students must learn in order to meet diverse needs.

TEXTO 5
Teachers act as facilitators of learning and as negotiators of the learning tasks.

Texto 6
ADD-ON OR INTEGRATE?
There are many ways that internet activities can be integrated into the overall design and goals. The teacher can work with students to create research questions which are then investigated in collaboration with foreign partners. Students and long-distant partners can work collaboratively on publications.

Texto 7

There are two sides to the integration of CALL into the mainstream of LT. There is Broad integration, which is simply a matter of how many teachers somehow incorporate computers into their teaching. Deep integration. The presenter argues that for CALL to have a significant impact on language learning. Deep Integration is essential. Much greater consideration needs to be made to how ICTs are used, and in particular the impact that their use has on language acquisition. The conclusion that is drawn from the survey data is that only with a concerted effort by those that have the power to influence teacher education, training and curriculum development will CALL become fully and effectively integrated into language teaching.