‫‪This Presentation is made for Dr.

Elaf‬‬

‫‪By:‬‬
‫عذراء رضا مهاوي ◦‬
‫مصطفى أحمد سلمان ◦‬
‫مريم بسام ◦‬
‫علي ثامر ◦‬
‫مريم حميد ◦‬
‫بنين خليل ◦‬
 What Kinds of Technology Do EFL/ESL Teachers Use?

Technology is scien tific and industrial know-how or

expertise. Every culture uses tech nology, for
example, to run the transportation system, the
communications system the agricultural system, and
other systems that provide people with the means to
live. Some countries have advanced technology,
◦ digital entertainment, Other countries have quite the
opposite technology, with slow-moving trains and
buses, some countries that are developing, some quite
fast, and they have very advanced technol ogy and very
old technology within the same country. Teachers have
access to high technology, such as computers that can
surf the Internet at lightening speed, while other
teachers will only have access to chalk and a
blackboard.
◦ Some countries that are developing, some quite fast,
and they have very advanced technol ogy and very old
technology within the samit is important to emphasize
that technology is only one aspect of culture. In addi
tion to having a technological system, every culture has
a social sys tem, a human communication system,
country. The technology continuum shows examples of
low through high technology used by EFL/ESL
teachers.
◦ Moving across the continuum to such usual items as
chalk, blackboards, paper, and pencils, most teachers
simply smile. These are familiar to all experienced
teachers. Most experienced teachers are also familiar
with the overhead pro jector, filmstrip projector, slide
projector, audiocassette recorder, video camera, and
VCR.
Examples of how computer technology is being used
creatively to teach English...
◦ My first example is about the use of digital video
technology at the Marzio School, It became increasingly
obvious that students were able to increase their
abilities to communicate within the classroom walls,
but they were having difficulties with authentic English
when talking with people in such places as London,
New York, and Texas.
◦ It became increasingly obvious that students were able to increase
their abilities to communicate within the classroom walls, but they
were having difficulties with authentic English when talking with
people in such places as London, New York, and Texas.
◦ My second example is how two teachers, Kerry and Timothy: Conrad,
made use of computer technology to have students create their own
Class Memory Book at the end of the school year. This project not
only provided language learning experiences for a class of K-12 ESL
students, but also promoted a feeling of belonging for a group of low-
income students who do not fit neatly into the main stream school
culture,
◦ My final example is how two teachers, Katharine Isbell
and Jonathon Reinhardt, used high technology and
task-based learning at Miyazaki International College
(Japan) to create opportunities for EFL students to use
English to research environmental issues.
What Problems Do Some EFL/ESL Teachers Have with Materials,
Media, and Technology?
Problems some BFL/ESL teachers face include the following:
◦ The “I Am Forced to Teach from the Book” Problem
◦ When this happens, teachers can feel helpless in the face
of being creative with materials and media.
◦ The “Let the Textbook Do the Teaching” Problem
Following a text has certain advantages. It saves time, and
novice teachers can learn something about teaching from
following a text, studying the accompanying teaching
manual, and using materials from companion websites.
The “How Do I Locate Useful Websites

for My Students?” Problem

◦ learn to write academic papers in American schools
it:
◦ www.esiwonderland.com find resources for teaching or
learning English.
◦ www.eslbee.com learn to write academic papers in
American schools.
◦ http://encyclopedia.com