Challenges of creating web-based activates in Sally Morrison” Interactive language Learning on the Web
Regarding the challenges for creating web-based activities, the author mentioned the following challenges:
1.
The first challenge is that teachers do not have the technical skills and challenge that enable them to create web-based activities.
2.
The second challenge is that teachers are in short of some of the basic instruments that are used in designing web-based activities such as HTML pages design tools. So, teachers are faced with the problem of lacking the know-how in order to design CALL materials.
3.
The third challenge is that teachers have a busy schedule and lack of time in order to find a space to design web-based materials.
4.
The fourth challenge is that students are not equal in their dealing with the computers. There are students who have computers and those who do not have. There are also who have high speed internet connection and those who do have. Such things should be previously settled.
5.
The fifth challenge is that students of disabilities should not be discarded and they should be considered when designing the CALL materials. Students who have special needs should be treated as normal students and be introduced with the technology-based activities that suit their needs.
In addition to the obstacles mentioned above, there are some other obstacles special to the Saudi context. These obstacles have much to do with the teachers’, students, the educational context, and the educational officials in the Ministry of Education.
At the outset, the Saudi students depend mainly on technology as a source of entertainment and joy. They think of it as a matter of killing the time. They still lack the concept that technology is for education and learning. Also, they still see it as secondary to their learning and that the traditional way of instruction is their main focus. They should be made aware of the importance of technology and that technology should be a common practice in the class. They should be tested as per their knowledge of technology and their use of it. For example, students can be tested as taking a writing assignment and requesting them to write their paragraph on a shared blog. They will be then more attentive to technology.
Also, in most of the Saudi schools, what can prevents the usage of technology in language classes is the costs associated with modern technology. When computers become a basic requirement for student to purchase, low budget schools and low-income students usually cannot afford a computer.
Furthermore, a great deal of teachers and students do not how to deal with technology. It is also necessary that both teachers and learners should have basic technology knowledge before they apply computer technology to assist second language teaching and learning. No student can utilize computer if he or she lacks training in the uses of computer technology. Unfortunately, most teachers today do not
have sufficient technological training to guide their students exploring computers and its assisted language learning programs.
Finally, current computer technology mainly deals with reading, listening, and writing skills. Even though some speaking programs have been developed recently, their functions are still limited. The educators should ensure the availability of the programs that help students develop in all areas in a balanced way.
Regarding the challenges for creating web-based activities, the author mentioned the following challenges:
1.
The first challenge is that teachers do not have the technical skills and challenge that enable them to create web-based activities.
2.
The second challenge is that teachers are in short of some of the basic instruments that are used in designing web-based activities such as HTML pages design tools. So, teachers are faced with the problem of lacking the know-how in order to design CALL materials.
3.
The third challenge is that teachers have a busy schedule and lack of time in order to find a space to design web-based materials.
4.
The fourth challenge is that students are not equal in their dealing with the computers. There are students who have computers and those who do not have. There are also who have high speed internet connection and those who do have. Such things should be previously settled.
5.
The fifth challenge is that students of disabilities should not be discarded and they should be considered when designing the CALL materials. Students who have special needs should be treated as normal students and be introduced with the technology-based activities that suit their needs.
In addition to the obstacles mentioned above, there are some other obstacles special to the Saudi context. These obstacles have much to do with the teachers’, students, the educational context, and the educational officials in the Ministry of Education.
At the outset, the Saudi students depend mainly on technology as a source of entertainment and joy. They think of it as a matter of killing the time. They still lack the concept that technology is for education and learning. Also, they still see it as secondary to their learning and that the traditional way of instruction is their main focus. They should be made aware of the importance of technology and that technology should be a common practice in the class. They should be tested as per their knowledge of technology and their use of it. For example, students can be tested as taking a writing assignment and requesting them to write their paragraph on a shared blog. They will be then more attentive to technology.
Also, in most of the Saudi schools, what can prevents the usage of technology in language classes is the costs associated with modern technology. When computers become a basic requirement for student to purchase, low budget schools and low-income students usually cannot afford a computer.
Furthermore, a great deal of teachers and students do not how to deal with technology. It is also necessary that both teachers and learners should have basic technology knowledge before they apply computer technology to assist second language teaching and learning. No student can utilize computer if he or she lacks training in the uses of computer technology. Unfortunately, most teachers today do not
have sufficient technological training to guide their students exploring computers and its assisted language learning programs.
Finally, current computer technology mainly deals with reading, listening, and writing skills. Even though some speaking programs have been developed recently, their functions are still limited. The educators should ensure the availability of the programs that help students develop in all areas in a balanced way.
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