Internet for Language Teaching

Warschauer et al provide interested readers with some basic principles of using the Internet for language teaching. In the article (or chapter), the pedagogical principles are divided into learning goals, teaching guidelines and planning tips. Learning goals include different types of learning like collaborative and critical learning that are much more structured and meaningful than just surfing the web aimlessly. Teaching guidelines feature the proposals of Dual immersion and Integration, which answer teachers' concerns about using IT non-intrusively in the classroom. Last but not least, Warschauer and friends offer readers some planning tips on how to run an IT/language lesson smoothly given the complexity of using machines that might not be available to everyone and the many technical difficulties that might plague nervous instructors such as time constraints, monitoring, hardware coordination and the omnipresent slow connection and deadlinks. According to the writers, teachers should plan well ahead and forsee the problems. Also, if caught in a low-tech setting (LIKE MY SCHOOL WITH JURASSIC COMPUTERS!!), focus on simple tools like e-mail or make use of resources outside the classroom. Offline work works, too, and so do simple applications on ancient PCs. Warschauer and company end their article by listing out ten examples of Internet-based projects done by primary, secondary and tertiary institutions.

Although the tips given by the writers are useful, I doubt if English teachers in Hong Kong, especially traditionalists, are willing to buy into the concept of Internet teaching. Besides the very obvious rigid curriculum that still emphasizes on textbooks rather than netbooks, teachers are resistant to change, any change that disrupts their flow of teaching (of exam skills). I can say I'm a pioneer at my school but it's extremely tough to get everyone on board. I can attest to that personally and finding suitable partners for team teaching is equally difficult as most of my colleagues are passive observers. Funding is also a problem as different departments vie for limited subsidies. All in all, it's a lonely battle to be fought. Oh, yeah, back to those Jurassic computers I was talking about. Not only do they kill off the interest of capable students but they also deter them from even attempting web-based activities in the classroom. As for working offline and from home, one's got to be careful as parents might complain about their kids being online all the time. In a nutshell, Warschauer and friends are right in saying that pedagogy and planning, not technology and surfing, are the keys to success in IT teaching.