July 21 readings

Thorn, S. (2006). New technologies and additional language learning. CALPER Working Paper Series, 1-26

The article is about the use of chats, emails, and other forms of internet communications (CMC or computer mediated communications) in the classrooms for learners of an additional language. Studies on the use of synchronous CMS (or chats) among learners of an additional language found that more students were involved in communication, and that language use was more complex than in a face-to-face instructional settings.
What I would like more clarification on is the study done by Payne and Ross (2005) where an experimental study was done on language learning and use of chat (where oral production was omitted) and with out chat. I think the outcome of the study was to produce a biomodal chat where both writing and oral communications can be used. Did the experimental group that did not use chat, use a traditional form of classroom instruction? Or how were the groups set up exactly?
Benefits to using internet and acquiring an additional language are tremendous. Interactionist researches on second language acquisition (SLA) suggest that comprehension comes about through interaction with other learners and native speakers. By negotiating for meaning and receiving feedback from others does a learner internalize the new language. Sociocultural theory also suggest that one cannot truly acquire a language without being exposed to the culture, activities, and language use (or being immersed in a language and culture). One finding that was interesting was how two different cultures seemed to clash among learners conversing with native speakers from another country.

McFarlane, S. (2008). The laptops are coming! The laptops are coming!, Rethinking Schools, 22, 22-26

McFarlane is a high school teacher who has dealt with students using laptops in the classroom. The school that McFarlane taught in was given laptops for each student and access to the internet for educational purposes.
Some positive points with technology in the classroom that McFarlane saw was in giving students who do not have computers at home an opportunity to be computer literate, and allowing more student involvement. The author raised concerns that would be worthy of research: the effects of the students’ bodies might have with the “increased screen time”, how learning might change, and how interaction amongst peers may be effected. One drawback to technology in the classroom is with students who are just learning English. McFarlane states that although shy and quiet students are more involved in the classroom, the English Language Learners (ELL) are alienated because they have difficulty reading and writing. Another drawback the author found was that the more time she spent on the computer the less time she was able to interact with her students face-to-face. What I liked was that there needs to be a balance between computer use and face-to-face communication among students.

Garcia, A. (2008). Rethinking myspace, Rethinking Schools, 22, 27-29

Garcia writes about her experiences with using MySpace as a communication and informational too with her students. All the articles that I read for this week, and including this article agree that student participation increases with the use of technology in the classroom. Most notable are those quiet and shy students who are able to express themselves through writing.
Although MySpace is banned the schools in our district, students do find away to get on that website which Garcia also noticed in her area. My son is constantly on that website and he communicates with a lot of his classmates and friends through that site. My greatest fear is that someone may lore him into sites he should be in. I wonder if curriculums on safety should include making students aware of the dangers of internet use.