5 - Misconceptions and Fantasies Abound
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ABOUT THE USE OF COMPUTERS IN THE ESL CLASS

Misconceptions and fantasies abound about how the use of computers will affect teaching and learning in English as a Second Language and LINC programs. High expectations can be as much an obstacle to success as attitudes of resistance. In order to successfully integrate computers into program delivery, it is essential that realistic expectations and outcomes be identified. This will help to avoid the disappointment that often follows the initial excitement of trying out new technology.

Teacher: Students will love this! Learner: I'll learn so much faster and better. Administrator: Teachers and learners will love this. It'll make teaching and learning so much easier.

Reality Check:

Some students and teachers will be thrilled to have an opportunity to work on computers. This is a great starting place - as long as that initial enthusiasm does not turn into subsequent disappointment and discouragement as unrealistic expectations are not met, and there are not adequate supports in place to help overcome problems.

Some students (and teachers) may actually refuse to use computers because they simply don't like change, or they don't like being put in new situations where they feel helpless, overwhelmed or intimidated.

They may refuse because they are skeptical of the notion of change for change sake and no one has actually made a good case for why computers should be used. So, be prepared to make a good case for why using computers is a worthwhile way to use everyone's time and energy, and what they can expect to gain from their efforts.

Teacher: It will give me a break - time to do some lesson preparation and marking. Teacher: I'll lose control. I won't know what they're working on or how they're doing. They'll be all over the place, each working on different areas.

Reality Check:

Teachers need to be very familiar with the content of the software programs learners are using. Teachers need to know:

whether the level and content is relevant and appropriate to the learner's needs

how the content supports or relates to other learning activities in the program

With the appropriate software and supports, learners can make significant progress in specific areas of learning. It will, however, take time to find the right software program and to make sure the learner knows how to use it properly. Ongoing monitoring and adjustments will be required to ensure that the program is being used appropriately, that optimal learning is taking place, and that the learner feels the time spent using the program is valuable and worthwhile.

For software that claims to individualize lessons for learners and track their progress, teachers need to be able to understand the reports and tracking process in order to help learners understand the results and determine whether real progress is being made.

It's also important that progress made is recognized and reinforced by integrating that learning into other activities. Computer generated student reports and documents should be included in portfolios or student records of progress.

Teacher: What can you do on a computer that you can't do in a classroom just as well - maybe better? Learner: I don't need to use a computer. I came here to learn to read and write.

Reality Check:

Computer resources are no more or less valuable than other material resources. They have their strengths and weaknesses. But remember, while using computers may not be of interest to some, it may be tremendously motivating, enabling and empowering for others. Using technology may be of unexpected help with learners with particular kinds of learning problems, physical disabilities or particular learning styles.

Building up valuable resources in computer software is no different than expanding and broadening other material resources. Educational software comes in a wide variety of interactive, engaging and motivating tools for addressing specific areas of learning that will free up teaching time to observe, monitor, and support learners, rather than spending as much time in materials creation and photocopying.

Administrator: Finally! Computerized programs with the capacity to individualize lessons and maintain student tracking and assessment records. Students can virtually learn on their own.

Reality Check:

Computer technology is not magic and computer software programs are not substitute teachers. Programs are designed to address specific learning situations - but they can't put together a comprehensive learning plan for a learner; they can't incorporate other learning activities the learner may be involved in; they can't help the learner relate what they have learned from this program to their overall learning goals. In short, they can't bring intuition and good teaching sense to their programming. They can, however, perform many of the mechanical, routine activities that take up teachers' time.

Teacher: I don't have the time to learn how to use this equipment. I won't be able to offer technical support. I'll be replaced with someone who can. Administrator: Too many ongoing costs for staff training, maintenance. You know technology - it's always breaking down.

Reality Check:

Technology is expensive and given your program budget you may have to start small and build slowly over the next few years.

Technology requires a real commitment to staff training and ongoing technical support. This is why technical ease of use has become such an essential criteria for computer operating systems and software programs. If staff have little or no prior experience with technology, it is essential to start with the most user friendly programs, requiring minimal technical support. You don't have to sacrifice quality to do so. In fact, the best programs should be easy to use.

When purchasing any software package:

make technical ease of use an essential criteria

purchase products offering full product support via toll free phone lines

purchase software on a trial basis so it can be returned if it is full of glitches or difficult to use.

Teacher: Learner: This will help them get a job. Great, I'll be able to get a job. Administrator: I'll be able to report on how many learners obtained employment from our program.

Reality Check:

While learners are not likely to learn the kinds of computer skills necessary for them to obtain a job, becoming familiar and at ease with computers is going to make it that much easier for them as they move to higher levels of education, skill training opportunities or on the job training where computers are being used.

Learning to be at ease with computer technology may also go a long way to helping learners grow in confidence and self-esteem as they master new skills. It may excite individual learners enough that they discover new career interests.

There are two very different types of program outcomes for the use of computers.

1) If your goal is to improve the four language skills (reading, writing, speaking and listening) you may decide to buy educational software which focuses on these skill areas. Learners will acquire some basic computer skills, such as using a mouse, menus and keyboard, but may not learn a broad base of computer skills.

2) If your goal is to develop basic computer skills for employment preparation, you will probably purchase integrated program applications with a word processor, spreadsheet and database capabilities. Learners will spend time learning basic keyboarding, file management (create documents, save or delete documents), basic formatting, and data input (budget, names and addresses etc.) while producing letters, notes, lists and reports. They will be developing their literacy skills while at the same time learning a broad base of computer related skills.

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