What a title!

For this week's post, the article Potential pedagogical benefits and drawbacks of multimedia use in the English language classroom equipped with interactive whiteboard technology by Euline C. Schmid is outlined.

[Wow, what a mouthful of title!] After a brief introduction and literature review, the author presentes several advantages and potential drawbacks to the use of an interactive whiteboard in the language classroom. It is interesting to note that the potential drawbacks suggested are based on the idea that students can either feel overwhelmed or spoonfed. This therefore, stresses that as with the use of any technology in the language classroom, students need to be provided with adequate scaffolding, but also that the 'technology use' should not be the lesson, but rather as a TPACK approach suggests, be one component of the lesson, balanced by content and pedagogical knowledge.

Herewith then, the article by Schmid (2008):

Introduction and research questions

Schmid (2008) conducted a qualitative study regarding the integration of an interactive whiteboard in an English classroom focused at developing the four skills of language. Specific attention is paid at addressing the following two research questions:

1. What can the literature on "learning with multimedia" tell us about the ideal conditions that allow for an effective integration of multimedia in the IWB-based language classroom?


2. What are the teacher's and students' perceptions of the multimedia methods used for instruction in the context investigated?

This second question is answered by highlighting several advantages and disadvantages as voiced by both teachers and learners in interviews, questionnaires and observations and that are supported by previous studies.

Schmid (2008) begins the article by providing a working definition for multimedia in terms of education, and states that it "is the use of computers to present text, graphics, video, animation, and sound in an integrated way" (p. 1553), and that "multimedia environments" include "online instructional presentations, interactive lessons, e-courses, simulation games, virtual reality, and computer-supported in-class presentations" (ibid.).

Literature review

The literature review presented by Schmid (2008) highlights some concerns for the integration of multimedia in the language classroom. It is stated that these concerns are not necessarily universal, but rather that the use of multimedia should be guided by learning conditions and individual learner differences. However, some of the concerns mentioned centers on the idea that the use of multimedia might place an extra cognitive load on students and that there is a "need for multimedia instruction learning materials to be designed in accordance with individual cognitive limitations" (p.1554).

The argument of individual learner differences and cognitive limitations centers on the arguments of cognitive load theory (Sweller, 1999). These theories argue that three assumptions regarding cognitive processing are to be considered. These, as highlighted by Schmid (2008), are:

1. dual channels assumption suggests that visual and verbal information is processed in separate channels.


2. the capacity assumption suggests that each channel is limited in the amount of material that can be processed at one time.


3. the active processing assumption suggests that for meaningful learning to take place conscious effort needs to be spent in selecting, organizing, and integrating the new information with existing knowledge (p. 1555).

After a brief discussion of relevant aspects of the literature review, Schmid (2008) provides several drawbacks and advantages to the use of an IWB in the English classroom, and argues that the findings of this qualitative study is in line with the results of previous studies, but that more research needs to be conducted that would focus specifically on how students process and engage with the multimedia resources in the learning process.

For the purpose of this post, I will highlight the potential drawbacks discussed in Schmid's (2008) article first and end with the various advantages associated with the integration of said technology in the English skills classroom.

Potential drawbacks

Schmid (2008) argues that due to the various resources that are incorporated into one activity or lesson, by using the IWB, students might feel "overwhelmed by the amount of information they need to acquire in a short period of time, or by the amount of multimedia resources they are exposed to in class" (p. 1562). This feeling of being overwhelmed is further facilitated through the fact that teachers can access materials and facilitate activities more quickly and therefore they do not "waste time", time that students typically utilize to process information. Schmid (2008) argues that when insufficient time is allowed for processing of new information, then the use of IWB technology "runs the risk of becoming counter-productive" (ibid.).

This cognitive overload, as Schmid (2008) mentions, is further facilitated by the adding of "interesting but extraneous material (i.e. material that may be related to the topic but does not directly support the educational goal of the task in question)" and may ask of the "learner to use limited cognitive resources on incidental processing, leaving less cognitive capacity for essential processing" (p. 1556).

An additional drawback to the use of the IWB comprise the other side of the previously stated argument regarding easy access and incorporation of various resources into a lesson or activity. While some students feel that they are not given sufficient processing time (feeling overwhelmed), others argue that they feel "spoonfed". Schmid (2008) explains that this spoonfeeding might encourage laziness and lack of participation on the students' part because the "teacher could draw upon a greater variety of resources to provide more 'complete' explanations. As a result, the students understood concepts, meanings and ideas with less effort", which inhibits the "development of effective learning strategies" needed for the outside world (p.1563).

Advantages of incorporating the IWB

The advantages of incorporating an IWB in the language classroom are those found in Schmid's (2008) study and that are supported by previous research.

The first advantage is that as Schmid (2008) notes, it

"lends itself well to the effective integration of multimedia in the regular whole class language classroom because it enables a seamless and easy access to multimedia resources, such as CD ROMs, digital videos and audio files, Powerpoint slides, websites, in conjunction with the facility to highlight, annotate, drag, drop and conceal linguistic units" (p.1554).

A second advantage counter argues the idea that students might feel spoonfed and is as Moreno (2006), as mentioned by Schmid (2008) states, the idea that it the use of multimedia in "learning environments are designed in a way that forces students to do a great amount of incidental processing (p. 1556).

A third advantage to the integration of technology such as an IWB is that a "more life-like environment" is created and this not only facilitates discussions and enhances student engagement with the topic, but introduces and prepares students for the real world outside of the classroom (p.1558).

Students in the study voiced that they found the lessons to be more interesting, they were more motivated to learn and engage in the leaning process and that they found the lessons to be more "active" (p.1561).

Other advantages include the idea that a variety of resources can be incorporated into activities. It has been found that the use of IWBs increase student motivation, and facilitates concentration and comprehension. Schmid (2008) emphasizes this my noting that the teacher can make "input understandable to the learner through the use of multimedia resources and online materials' (p.1560).

It is further argued that an additional advantage to the integration of IWBs in the language classroom is that it allows for various learning styles.

Conclusion

In conclusion it is argued that even though students "are used to being bombarded with information via different modes or devices simultaneously, these research findings seem to indicate that becoming "multimodally" competent remains a challenge" (p.1566). Schmid (2008) further emphasizes that:

an important challenge for teachers who work with multimedia in the IWB-based language classroom would be to find ways of reducing cognitive load and of supporting learners in constructing meaningful knowledge. Since the technology allows a seamless access to multimedia resources, there is a potential danger of using the technology mainly to give lessons a crisp pace, instead of focusing on making the best pedagogical use of these resources (p. 1566).

Therefore it remains important to as Schmid (2008) notes, to balance the multimedia in order to avoid cognitive overload and to encourage "students to engage actively with multimedia resources so that they can process the information more effectively" (p. 1567).

Reference:

Schmid, E.C. (2008). Potential pedagogical benefits and drawbacks of multimedia use in the English language classroom equipped with interactive whiteboard technology. Computers & Education, 51 (4), pp. 1553-1569.

Writing and the virtual world

The past couple of weeks' blog posts and class discussions about social networks, constructivist learning, teacher responsibility, coupled with my search for a thesis topic set the scene for this week's post.

So finally, I have decided to stick to my initial idea of researching the use of virtual worlds for language learning, specifically for the development of reading and writing skills...which leads to a very overarching, keeping me awake at night question (to be revealed later).

Anyway, before I share this question with you, I thought that I'd highlight some arguments from various sources in favour of using virtual worlds as a learning environment in general.

1) Virtual worlds allow for the building of a community, which not only increases motivational levels, but also allows for collaborative learning experiences.
2) Learners are provided with an opportunity to establish their identities (through the use of avatars).
3) Constant role-play and acting allows for continual communicative principled learning, especially if the tasks are well prepared and focused.
4) A constructivist approach is present in the learning environment, specifically with reference to scaffolding, ZPD, learner-learner interaction, I+1
5) With learning having a strong emphasis on the use of authentic materials, the virtual word allows learners to be immersed in and co-create the authentic materials.
6) Tasks can be designed to create opportunities for reading in contexts.

These are only six advantages noted over and over by several authors. My question still remains....how do these virtual worlds allow for the development of writing skills. The only form of writing that takes place in most virtual worlds are in the form of IM (Instant messaging). How would the constant use of these improve learners' ability to write for a variety of audiences? I am reminded of the social network Ning we discussed in class, and students there also did not participate in writing essays or paragraphs of a more academic nature (granted this specific site was dedicated to very young learners). Perhaps to place my question in another way, if we take Facebook for example, how would allowing students to comment on each other's statuses and occasionally sending each other a message, actively contribute to developing their writing for a variety of purposes? Or is the mere fact that they are engaging with the language and writing (for whatever purpose) enough to allow for the development of the skill of writing for a variety of audiences?

What do you think? I understand that the use of a virtual world or social networks would be supplemented with additional teaching, but do you feel that IM can ultimately develop the learners' writing skill?

In the news today...

It seems as if after every CI 556 class, I walk away feeling more impressed and inspired with what the world of technology has to offer the language classroom. To such an extent that I really consider purchasing a megaphone to shout "It's out there, we can do it!" from the rooftops. So in case I totally lost you on that last part, several of my and my fellow classmates' blogposts address the fact that as educators we need to create an environment where our students are prepared for the real-world outside the classroom. This world is filled with tons of technology. I considered possible reasons why teachers might avoid embracing the integration of technology in their classrooms and came to the conclusion that perhaps, in the majority of cases (not including the lack of resources), ignorance or lack of knowledge regarding technology, applications, software, websites and gadgets exists as opposed to mere hesitation or fear of change on the part of the educator. But in some way, these educators cannot really be blamed. Where would they even begin to look for the technology to be used in the classroom? There are so many out there and it takes time to find the ones that are appropriate for what you want to do. However, I also came to realize that the more you are familiar with what is out there, in other words, the more you are exposed to what might be possible to use, the easier your searches for appropriate applications, websites, software and gadgets become. This might sound contradictory, but all I am actually saying is that yes, initially it takes time and effort to familiarize yourself with the resources available, but after a while, you know how to search for these sites, applications and software and the initial time it took to search is cut way down.

So then for this week's blog, I wanted to see what was happening in the technology world, apart from nanotechnology, solar wind power turbines and cars that could potentially drive themselves, and I stumbled upon these three things that I thought you might find interesting as well.

1) According to a New York Times article, written by Audrey Watters, Bill Gates announced that his foundation proposes to invest $20 million for the development of technology for educational purposes. Well, that's pretty exciting news for this educator, I can't wait to see what these grants that range from $25,000 to $750,000 will deliver. According to the article,

"proposals are due Nov 19 with the winners to be announced at the end of March 2011. And while this first round will be aimed at developing technology tools and projects for higher education, the next round, according to the Gates Foundation, will address the needs of students in grades 9 through 12"

An important requirement to be met in order to receive the grant is that these new technologies should aim to increase the use of blended learning where face-to-face interaction with the teacher is combined with online learning. It thus seems to me that technology developers understand the importance of the educator being present in the learning process, and perhaps the debate of whether a teacher is actually necessary is laid to rest (well, for a while at least)....Whoohoo, new technology for educational purposes...coming soon!

2) Also in the New York Times, Sarah Perez reports that Windows is releasing the Windows 7 Phone. This is Windows' response to the iPhone, which not only has the normal features of smart phones, but also delivers Twitter and Facebook updates, internet news, photos uploaded by friends etc. as a standard feature (as news feeds on the home screen). The phone can also connect to the Xbox, (for what it is worth). The developers of this phone promise that it will be the most personalized phone on the market. In addition, Microdoft Office software is also integrated into the device.

It sounds to me more like a mini computer. If this is truly the case, and it contains all the features as suggested, then perhaps providing each child with their own 'computer' [phone]would be even easier than previously anticipated? Or am I way too enthusiastic about this again?

And the third bit of news again relates to cell phones.

3) Apple has decided to include Verizon as a network provider. Thus, increasing availability of the iPhone to most carriers. Again, with the apps on this phone, which almost, really, does have the potential of a computer, language learning (including literacy) is available on the go, non-stop, everywhere.

Surely, we as educators cannot be stuck teaching with the backboard and a piece of chalk only? Most learners (well especially high school and older) have cell phones. Soon the normal cell phones will be the smart phones. If lack of resources is one of the major hindrances for integrating technology into the language classroom, then surely making use of resources that are available such as cell phones should be no problem.


Any takers on this idea?

The one who conquers the alphabet, rules the world!

The title sounds more fitting for a fairy tale of some sorts, but it was either that or the 'Pen is mightier than the sword'...either way, both seem to be pretty cheesy, so let me just start with a quote and try to regain some credibility.

"Why is the alphabet in that order? Is it because of that song? The guy who wrote that song, wrote everything!" ~ Stephen Wright ~

Okay, on second thoughts, I might have just lost the last bit of the credibility I had left...or did I? However, before I go off on a philosophical journey about the interpretation of the quote, let me rather stick to writing this week's entry.... a focused one. I noticed that my previous blogs are really long, so the mission for this week is to keep it (the actual information, not this introduction), to two or three paragraphs max. A very difficult task for me, but nonetheless, here goes:

Before I get to my thought about technology and the language classroom, I would just like to make use of this opportunity to extend a sincere thank you to the creators and uploaders of YouTube. You have made my teaching for the past couple of weeks an easier task, well at least to the extent of finding some authentic materials)....Thank you!

Okay, two weeks or so ago in class, we briefly discussed the use of a digital alphabet book in the reading and writing classroom, for example using powerpoint to create one. I have to admit that at first I just smiled at the use of said project in more advanced or higher grade classes, but the more I thought about it, the more sense it made. And now I am just amazed at why I have not been exposed to this in all my years of being a learner (apart from grade R, or kindergarten as it is known in this part of the world). Anyway, side tracking again (perhaps this is why my posts seem to go on forever?), in academic reading and writing courses aimed at students that need to complete a bridging year before entering mainstream courses or otherwise known as intensive English programs, where students are prepared to develop skills that will enable them to cope with the academic reading and writing demands of college, students often feel that the texts they read or the assignments they have to complete are far removed from that which they actually want to learn about, i.e., their major. Some universities are able to group the students in classes according to their proposed major, and although there are advantages and disadvantages to this approach (which is beyond the scope of this blog), students often feel demotivated and detached from achieving their dreams of being an engineer, psychologist or scientist for example. They tend to feel that the things they learn are far removed from what they would have learned had they been enrolled in the mainstream courses.

It thus made sense that to assign a project such as a digital alphabet book to students (where they either draw a letter or complete the activity for all 26 letters) and find concepts, definitions and terms associated with their field of interest, have several benefits connected to it. Not only will students have an advantage of knowing some foundation-laying terms and definitions when they enter the mainstream course, they will also feel that at least in some part they are starting their journey to becoming the doctor, astronaut, teacher that they want to be. And in addition, while students are expanding their vocabulary, subject knowledge and researching skills, they are also actively reading and writing. And if this were to be a class project, seeing and sharing in the pride of the end product, not only creates a sense of community (which is good in creating a positive learning environment), but it also allows learners to collaboratively build knowledge, learning from each other. I like it! And cannot wait to use it!

One last note, perhaps presenting students with activities such as these are not only intended to develop the literacy skills, but also somehow touch the deeper levels of motivation, character, attitude, perseverance, loyalty, etc. However, could it be that I am way too optimistic and that most language activities are really primarily intended to develop language skills. Could you envision that activities such as these hold deeper meaning for students, or am I unrealistic in my expectations. I am really curious to hear what others might think regarding tasks not only teaching the language skill, but building character, realizing dreams, etc.

Three paragraphs, not too bad right? (referring to the actual discussion and not just my thought on life and everything else---thought I'd just clarify).