Chapter 5 reinstates the “wicked problem,” of technology being taught to preservice teachers in isolation instead of in conjunction with a content area. This “wicked problem” can be found in all content areas not just in the language area. Content knowledge is required to successfully teach a foreign or a second language. This knowledge is consistent with each content area that is required. Educators need to have strong content background knowledge, understanding, and skills for each content area. The difference between world language and other content areas is the requirement to learn how to communicate across cultural borders.
According to Skinner and Chomsky (110) languages cannot be taught by memorizations. Language structures are taught through exposure, knowledge, and performance. This is true for all new learning. The saying “If you don’t use it, you lose it,” explains why memorizations provide information to stay in our short-term memory, instead of moving into long-term memory. Performing new learning enhances students’ knowledge and understanding. Real time network is a resource that can be used to assist students in their performance. Chapter 5 provided a list of networks that can be used to enhance conversation performance and cultural exposure. The Internet, chatroom, video conferencing, and text messaging are new technology (115) that can provide access to cultures far away. I do have concerns with the way our language structures are being reduced to single letters for example: lol. Grammar rules do not exist when students are text messaging each other. How is this affecting language structure in writing?
Microsoft Word was given as an example of technology integration for the writing process. I know that I depend on Microsoft Word to provide an easy access to creating a variety of texts.
As stated in Chapter 7 it is more important to focus on “how” technology can be used to assist students rather than “what” technology should be used. Once my knowledge and understanding reaches a comfort level, I will be more inclined to integrate technology into the content areas that I am required to teach.
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Ruth,
ReplyDeleteI enjoyed the Coffee Break, French and Spanish lessons.
Within your websites I liked the history and culture aspect for the different ethic groups. When I was in school, my French class did not have access to the "real world." We had to listen to poor quality tapes that played out conversations. It was incredibly boring!!!!
Hattie,
ReplyDeleteDue to the budget cuts the elementary level (K-2) does not have foreign language instructions.
Poor Dave!!!He did not have a chance with Carmen because of Manuel. It's too bad Manuel... Episode 7 revealed the truth about him.
The Coda Brothers clip on Deaf Driving was funny. I do not want to ride with them. The Google Lit Trips was a great sight. Two of the literature connections are books that I read in first grade. Thanks for the websites.
Hey Rhonda! It is so discouraging to hear that foreign languages have been cut from the elementary budget. It seems to be one of the most important skills that we can offer to our students because the world that they're living in and are going to graduate into will be so diverse and multi-lingual.
ReplyDeleteDave does not have much luck, does he? And, the CODA brothers were pretty hilarious, huh? I just loved exploring all kinds of links and sites for this chapter. I'm glad that you had some fun as well!
Rhonda,
ReplyDeleteI am glad you enjoyed the Coffee Break, French and Spanish lessons. I thought the man with a Scottish accent teaching French was an interesting twist. Using the Internet to help students learn about the culture of a country is a real asset. When I took French, we also listened to poor quality French tapes. I wish iPods would have been invented when we were trying to learn French!