Computer Assistant Language Learning

Laura Cristina Nio Informatica Educativa

COMPUTER ASSISTED LANGUAGE LEARNING

The technology can help more easily to improve almost everything but herein we are focus in how can improve the learning of another language with different kinds of tools that can improve your pronunciation, grammar, etcetera. The way you can teach the kids today with the same or more quality by using these different tools that can help the kids in different ways and to take advantage of it.

1. TOOLS FOR TEACHING WITH TECHNOLOGY.

Since the Seven Principles of Good Practice were created in 1987, new communication and information technologies have become major resources for teaching and learning in higher education. If the power of the new technologies is to be fully realized, they should be employed in ways consistent with the Seven Principles. Such technologies are tools with multiple capabilities; it is misleading to make assertions like Microcomputers will empower students because that is only one way in which computers might be used. (Ehrmann, 1996)

1.1. GOOD PRACTICE ENCOURAGES CONTACTS BETWEEN STUDENTS AND FACULTY.

COMPUTER ASSISTANT LANGUAGE LEARNING Is now clear that students are not only communicating in the class rooms but there are also communicating out the class rooms thanks to the technology that can help them in times of need without being face-to-face and quickly with tools like the mail, the world wide web and computer conferences. And one of the main functions that have the technology nowadays is that we can delay the information and we dont have to be online at the same time. (Ehrmann, 1996) An example that we can apply with our class is to:
1. 2. 3.

Post them a task by mail or a technological via. The students have to respond with the task. The instructor has to respond some time later with comments and a grade.

1.2. GOOD PRACTICE DEVELOPS RECIPROCITY AND COOPERATION AMONG STUDENTS.

Working with others students can make us to improve in aspects like socialization, interaction, speeches, etcetera; the technology have the advantage of work in any task without been physically in the same place, sharing ideas, having discussions all this by email and other tools that we can use easily. (Ehrmann, 1996)

1.3. GOOD PRACTICE USES ACTIVE LEARNING TECHNIQUES.

We dont learn by sitting and listening to our teachers but we have to apply and practice the things that we learn at the moment to make it part of our knowledge. Here we are going to talk about the doing practice. The learners have been supported by many traditional technologies: research libraries, laboratories, art and architectural studios, athletic fields. And the technology of nowadays can enrich and expand these opportunities. For example: Supporting apprentice-like activities in fields that themselves require the use of technology as a tool, such as statistical research and computer-based music, or use of the Internet to gather information not available in the local library.

COMPUTER ASSISTANT LANGUAGE LEARNING Simulating techniques that do not themselves require computers, such as helping chemistry students develop and practice research skills in dry simulated laboratories before they use the riskier, more expensive real equipment. Helping students develop insight. For example, students can be asked to design a radio antenna. Simulation software displays not only their design but the ordinarily invisible electromagnetic waves the antenna would emit. Students change their designs and instantly see resulting changes in the waves. The aim of this exercise is not to design antennae but to build deeper understanding of electromagnetism. (Ehrmann, 1996)

1.4. GOOD PRACTICE GIVES PROMPT FEEDBACK.

The different way in which we can use the new technologies to get a feedback are many for example: the teachers can use technology to provide critical observations for the learner; for example, video to help a novice teacher, actor, or athlete critique his or her own performance. Faculty (or other students) can react to a writers draft using the hidden text option available in word processors: Turned on, the hidden comments spring up; turned off, the comments recede and the writers prized work is again free of red ink. (Ehrmann, 1996)

1.5. GOOD PRACTICE EMPHASIZES TIME ON TASK.

Is proved that if you spend more time in doing a homework the quality of it increased in a positive way. Right now there are various technologies that can make effective the way of spending more time to improve the quality of a study, technologies that allows you to get access to important resources for learning without trudging to the library, flipping through card files, scanning microfilm and microfiche, and scrounging the reference room. (Ehrmann, 1996)

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1.6. GOOD PRACTICE COMMUNICATES HIGH EXPECTATIONS.

New technologies can communicate high expectations explicitly and efficiently. Significant real-life problems, conflicting perspectives, or paradoxical data sets can set powerful learning challenges that drive students to not only acquire information but sharpen their cognitive skills of analysis, synthesis, application, and evaluation. (Ehrmann, 1996)

1.7. GOOD PRACTICE RESPECTS DIVERSE TALENTS AND WAYS OF LEARNING.

Technological resources can ask for different methods of learning through powerful visuals and well-organized print; through direct, vicarious, and virtual experiences; and through tasks requiring analysis, synthesis, and evaluation, with applications to real-life situations. They can encourage self-reflection and self-evaluation. They can drive collaboration and group problem solving. Technologies can help students learn in ways they find most effective and broaden their repertoires for learning. They can supply structure for students who need it and leave assignments more open-ended for students who dont. Fast, bright students can move quickly through materials they master easily and go on to more difficult tasks; slower students can take more time and get more feedback and direct help from teachers and fellow students. Aided by technologies, students with similar motives and talents can work in cohort study groups without constraints of time and place. (Ehrmann, 1996)

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References
Ehrmann, A. W. (1996, Octuber). The TLT Group. Retrieved August 28, 2011, from The TLT Group: http://www.tltgroup.org/programs/seven.html