Reflection 2 - Literature review

Literature review on technology and language

This literature review addresses several important points:

1.    Technology is important for teaching and learning today.

2.    Language teaching (CALL) has been relying on Technology for many years.  

3.    Learning outcomes must be enhanced by the incorporation of technology in the learning context

4.    Language teaching requires face-to-face as well as computer assisted teaching and learning  

Over the years technology has become more important in teaching and learning. This is mainly because of the important role of technology in the world of today. It has become essential that any teaching and learning context should prepare students of all ages for the demands of technology.

As pointed out by Czerniewicz and Brown (2012) higher education is not static and is “influenced by the practices of those who comprise it” and the lecturer or teaching and learning specialist should be able to assist in this process to enhance opportunities for digital interaction between students and knowledge.  Levy (2009), points out that the introduction of multimedia, mobile technologies and the Internet, have led to new forms of communication, writing, and social networking. He identified several initiatives which were developed in each of the areas of language teaching, namely grammar, vocabulary, reading, writing, listening, speaking and even culture.

Students are referred to as digital strangers (Czerniewicz and Brown (2012). However, it is often the lecturer who is a stranger to the practices, which are common to the student. Even students from so-called disadvantaged backgrounds who might not have had access to computers or technology to the same extent as their fellow students, are very open to technology and most students at least use cell phones. As pointed out by Czerniewicz and Brown (2012), cell phones have narrowed the gap for students in a South African context more than ever before and “ pushing the boundaries of the field itself” (Czerniewicz and Brown (2012).

In this specific study, computer based language programmes are added as a form of blended learning.  Blended learning has been identified as digitally integrating the learner, teacher and content in a combination of face-to-face and virtual online learning environments. Collis and Moonen (2001) described blended learning as "a hybrid of traditional face-to-face and online learning so that instruction occurs both in the classroom and online, and where the online component becomes a natural extension of traditional classroom learning."  Blended learning emerged to close gap left by the learning environments where instructional materials are transferred electronically or through the Internet or through course software with the help of computer technologies in teaching and learning environments and where the teacher and the learner are in different physical environments i.e. e-learning.

The most significant characteristics of e learning are that the teacher and the learner are in different physical environments and that the communication throughout the teaching/learning process is carried out via e-mail, forums, through the Internet. However, e-learning environments pose such disadvantages as hindrance of the socialization process of individuals, lack of sufficient recognition between the teacher and the learner and limitations concerning the communication among learners. Blended learning combines the advantages of e-learning and traditional learning environments (Akkoyunlu & Soylu 2008).

What makes blended learning particularly effective is its ability to facilitate a community of inquiry. Community provides the stabilizing, cohesive influence that balances the open communication and limitless access to information on the Internet. Communities also provide the condition for free and open dialogue, critical debate, negotiation and agreement—the hallmark of higher education. Blended learning has the capabilities to facilitate these conditions and adds an important reflective element with multiple forms of communication to meet specific learning requirements (Garrison & Kanuka 2004).

The Pearson MyFoundationsLab software programme is a digital platform to create a learning experience where the learners can enhance their language abilities at their own pace. The content is made accessible during face-to-face sessions. The programme aims to enhance reading and writing skills of students. Assessment is embedded throughout the programme in the form of exercises and homework tasks where the learner is expected to assume responsibility for his or her own learning.

However, Barrett and Sharma (2007) point out that technology in language teaching is controversial. Arguments against technology include the following; it is expensive, based on an outdated, stimulus-response approach and might not cater for all types of learning styles and students. Some students prefer face-to-face sessions and not computer based teaching. He further argues that computer based language learning might prohibits fluency. It encourages plagiarism and could expose learners to unsuitable materials. It is not clear whether teaching language through a machine has more benefits than teaching face to face. According to Sharma, online testing may favour some learners and disadvantage others. But then, so could other test types.

Four key principles identified by Barrett and Sharma (2007), which can help teachers, implement technology. These are:

1. Separate the role of the teacher
   It is important to understand the respective roles played by the teacher and the technology in the learning process; the teacher could deal with the ‘fuzzy’ areas mentioned above, for instance.
2. Teach in a principled way
   Whenever a new technology emerges (such as, say, podcasting), it is important to go beyond the ‘wow’ factor and think about the pedagogical reasons for using it.
3. Use the technology to complement and enhance what the teacher does
4. 'It’s not what it is, it’s what you do with it.' So it is not the interactive whiteboard per se which could improve the learning experience, but how it is used.

Kittle (2009) writes on digital story telling and multimodality. Students seem more involved in their own teaching and learning if lecturers create opportunities for multimodality. This study needs to explore these possibilities in more depth. However, as pointed out by Levy (2009:777), it is essential to select an appropriate tool to match the task for which it is needed. The question to be explored is whether the Pearson tool s the most appropriate tool to develop academic literacy amongst 1^st year chemistry students. Levy furthermore points out that the effectiveness of the tool depends on the users’ understanding and application of the tool; more so than the tool itself. If not it can become an exercise in futility and much lecturing time can be wasted.

Bibliography

Akkoyunlu, B., & Soylu, M. Y. (2008). A study of student’s perceptions in a blended learning environment based on different learning styles. Educational Technology & Society, 11 (1), 183-193.

Barrett, B and Sharma, P (2007) Blended Learning – using technology inside and beyond the language classroom. London: Macmillan

Czerniewicz, L  and Brown, C. 2012.  The habitus of digital “strangers” in higher education. British Journal of Educational Technology (2012)

doi:10.1111/j.1467-8535.2012.01281.x

Collis, B. and Moonen, J. 2001. Flexible learning in a digital world experiences and expectations. London: Kogan Page Limited.

Garrison, D. R. and Kanuka, H. 2004. Blended learning: uncovering its transformative potential in higher education. Internet and Higher Education, 7: 95–105.

Kittle, P. 2009. Student Engagement and Modality. (In) Herrington, A, Hodgson K and Moran C (eds). Teaching the New writing. New York: Teachers College Press.

Levy, M. 2009. Technologies in Use for Second Language Learning. The Modern Language Journal. 93:769-782

Marsh, D. 2012. Blended learning creating learning opportunities for language learners. Cambridge: Cambridge University Press.