Reflections on the Article about Technology used in USA

The article we have learned the other day is quite informative. It starts with the teachers’ shift from an expert role to a guidance role which actually announces a tall order for language teachers. To meet this order, the article introduces modern technology as an answer and presents a quite detailed description about two specific Internet activities, called Postcards and Talking Heads.


When reading this article, I not only learn the wide usage of technology in USA classes but also feel the urgency to smooth over my own transition from the traditional way of teaching with a board and chalk to be a more empowered guide on the side, equipped with rich resources and extensive skills besides language. As for the two activities introduced in the article, I think Talking Heads appeals more to me, since it can be largely developed and diversified. It’s most effective to improve students’ social skills. The idea of organizing students in groups and designing their own sites is effective and interests students to share regularly their perspective and largely increase chance to use target language.

All in all, the information from this article together with the case study Nikki has explained on this Wednesday refreshes my understanding of modern technology being an indispensible role in education.

Thoughts on Using Technology in Classes

I am sorry I don’t mean to offend anyone, but I really want to say all through my past years of teaching, I have been instinctively against the use of modern technology in my language classes. Please notify here I am focusing on language classes instead of other science classes. There is, in my view, too much difference between teaching arts (including language) and science subjects. Arts need more sensation, gut feeling, opinion sharing, insight and reflection. Science is, however, more rational and linear. Language for me is a best carrier for human feelings and thoughts. Therefore, the ultimate goal for a language class is to realize lively communication and enhancement of learner’s taste and manners. In this sense, chances for learners to talk and share, both between themselves and with the teacher are essential, no matter what contents they are engaged in. If technology is too much used, whether that’s PPT or video programs, normal class communication and cooperation might be disturbed.


Ideas mentioned above might sound radical, but really I have been puzzled from my past few years of teaching English in a computer lab, which we call “students’ autonomous learning center” with every student having access to internet in class. During the class, students all bear their head down and fix on the computer screen. It’s hard and almost impossible for the teacher to get them involved in a designed activity. They may even chat with friend on MSN. I don’t deny the fact that internet does have advantages, like rich resources and quick information, but I am sure whether its advantages weighs over the disadvantages, at least concerning some courses of language, like reading or writing.

Hopefully with this training at IECP and especially under the guidance of Nikki, I could figure out a way of puzzlement and find the best way to balance technology and soft things in teaching language.