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By: Elih Sutisna Yanto NIM . 0908066094
The impact of communication and information technology (IT) development on language education has been widely countenanced. Ballenden (1984) points out that computer technology will increasingly penetrate all areas of life, including education. Maddison (1983) maintains that the technology of education and the technology of communication are two sides of the same coin. The development of information technology that has followed the development of computer technology has stimulated people especially those who work in the field of education, such as teachers, curriculum planers and media designers, to endeavor to carry out experiments and studies on the possibilities of utilizing computers for educational purposes. In the last few years the number of teachers using Computer-assisted Language Learning (CALL) has increased markedly and numerous articles have been written about the role of technology in education in the 21st century. Although the potential of the Internet for educational use has not been fully explored yet and the average school still makes limited use of computers, it is obvious that we have entered a new information age in which the links between technology and TEFL have already been established. Computers have been used for language teaching ever since the 1960's. This 40-year period can be divided into three main stages: behaviorist CALL, communicative CALL, and integrative CALL. Each stage corresponds to a certain level of technology and certain pedagogical theories. The reasons for using Computer-assisted Language Learning include: (a) experiential learning, (b) motivation, (c) enhance student achievement, (d) authentic materials for study, (e) greater interaction, (f) individualization, (g) independence from a single source of information, and (h) global understanding. The barriers inhibiting the practice of Computer-assisted Language Learning can be classified in the following common categories: (a) financial barriers, (b) availability of computer hardware and software, (c) technical and theoretical knowledge, and (d) acceptance of the technology. Although the use of ICT tools such as blogs, can be very motivating for learners, teachers themselves sometimes fearful of the technology, or feel that they are not technically competent enough to use these tools. However, as we will see, all of these tools are easy to set up and use, with no specialist technical knowledge required. Teaching language through blogs makes the role of the teacher will be so different with the traditional teacher . In this case, the traditional teacher is called face to face (f2f) teacher. For example, in the traditional classrooms, there are teachers who still use lectures as the main teaching strategy. On the other hand, in using blogs, a teacher simply cannot stand in front of a class and lecture. Moreover, the students in using blogs must learn to be independent and active learners; there will be no one to “spoon-feed” the information. It is really different with the face to face students in traditional classroom .It happened because the information content and readings are made
online links. from other classes or ever from classes in other countries. analyses. Blog will sometimes include a blog roll. to communicate and to collaborate on line. interest or person. In this case. The third type of blog is the class blog. We can thus see why blogs are referred to as social software. learners will access and read. study tips. one used by an entire class. Blogs is an examples of social software. Learners can be asked to post their blogs once or twice a week. as they set up informal grassroots. Blogs used in education are known as edublogs. from the same class. These are known as student blogs. or they may include pictures or photos – photo blogs – or even audio and video. The teacher may decide to allow their learners to write comments in the blog. a summary of a class for learners who were unable to attend. computer tools which allow people to connect. interesting links. can be encouraged to post comments and reactions to student blog postings. Even if a student or class blog is not shared with learners in other parts of the world. there are some obvious advantages to using blogs in the classroom. Other learners. Most blogs will allow readers to comment on blog entries. experiences of daily life. To conclude. In a class blog learners all post to the same blog. by individual learners or by a class. and content can range from comments or current affairs to descriptions of daily activities. A blog set up and maintained by a teacher is known as a tutor blog. Blogs may consist of written text only.available and it is the students‟ responsibility to read the inform ation. thereby widening the online community of blog writers and readers. or list of links to other blogs which the blog writer admires. They provide a „real-world‟ tool for learners with which to practice their written English. this blog can be used to post comments on certain topics. thoughts. or list of links to other writers/readers of blogs. The most common type of blog is kept by one person. from musings on educational policy and developments to learner compositions. An edublog can be set up and used by a teacher. Edublogs cover a wide range of topic related to education. Again. thereby creating an online community around a common topic. extra reading practice or homework. and possibly add comments to. and so on. a blog is publicly available on the Internet. A further area to consider is . as well as a way of contacting learners from other parts of the world if the blog is used as part of an international exchange. or however often the teacher judges convenient. who will regularly post comments. A teacher may decide to use a blog to provide their learners with news and comments on issues. the blog outside the classroom. or on class work or on any other issue the teacher thinks interesting and relevant to learners. jokes or any other form of content to a web page. A blog is essentially a web page with regular diary or journal entries. A teacher may encourage their learners to each set up and maintain their own individual blogs.
M. Tim(editor).=591.. R. 276).). Given that a student or class blog is essentially a written assignment. as with any written work the criteria for evaluation need to be made clear to learners in advance. The Visitor. Dudeney Gavin. (1995). Combining Computer Assisted Instruction (CAI) and a live TV teacher to extend learning opportunities into the home.M. NY: Instructional Systems Inc. (Information Series No.D.Leslie. England: Pearson-Longman Dean. Albany. (1994). blog postings can be used for evaluation. 42 (2). State University of New York. Jr.Terry(editors. 2006. J. such as the effective use of visual. how to teach English with technology. such as accuracy. Ph. A.A.. TESOL. M. Individial Differences in Computer-Assisted Language Learning. H.M. G. 2-4. OH: The National Center for Research in Vocational Education. Addressing vocational training and retaining through educational technology: Policy alternatives. (ERIC Doc.D. BIBILIOGRAPHY Bowman. 1996. Benson. If the teacher intends to evaluate blog entries as part of a writing assessment. and other areas like the length of posting and awareness of audience.com /ym/showletter?MsgId=975. Hockly Nicky. (1993). Criteria will probably include those used to evaluate more traditional. M. ED359916). (2007). (1996). Part1-Toward an experience-based definition. Hahn. Columbus. 1622. Herschbach. 1997. 4.mail. Available: http://us. paper-based forms of writing. (ERIC Doc.. coherence and relevance. The Journal of Continuing Higher Education. fluency. Semarang : Universitas Negeri Semarang Press. New Ways of Using Computers in Language Teaching. but they may also include criteria related to the visual nature of this electronic medium. or visual presentation overall. Alternative instructional delivery system: Implications for vocational education.yahoo.assessment. .. Distributed training for the reserve component: Course conversion and implementation guidelines for computer conferencing. Teacher Feature. D. Froke. A vision and promise: Distance education at Penn State. Technology-Enhanced Language Learning. ED359936). A learning productivity research and developmental project of the research foundation of the State University of New York and Instructional Systems Inc. Bush. (1994). Boswood. Hartoyo.
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