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• W1495351666 abstract "New information and communications technologies such as computers and electronic networks are now being used in all facets of teaching English language arts. These applications include word processors, tutoring programs, data bases, and new communications media. The wide-ranging uses of digital tools and media promise to transform language teaching. At same time, there are concerns about needs for teacher education, time involved in learning new technologies, monetary costs, effects on students' learning, plagiarism, privacy, and a host of other issues. They all point to a general question: What role should these technologies play in teaching and learning? This chapter argues that a productive answer can develop out of Dewey's characterization of interests of learner. It discusses examples of applications grouped into four uses: (1) inquiry, (2) communication, (3) construction, and (4) expression. A decade ago, about time work began on precursor of this chapter (Bruce, 1991), televisions around world displayed scenes of confrontation between students and soldiers in Square. Hundreds of people, perhaps thousands, died in streets of Beijing that June. No can forget words of Ling Chai, then a student at Beijing Normal University, children, are ready to die. We, children, are ready to use our lives to pursue truth. We, children, are willing to sacrifice ourselves. (Buruma, 1999). These words initiated hunger strike that eventually led to forcible entry of army into Beijing and ultimately Square itself. The events of that time were later seen to be much more complex than they first appeared. The students had conflicting strategies and goals, and many were more aligned with central government than with ordinary citizens who suffered most when tanks rolled in (Long Bow Group, 1995; Schell, 1994). Nevertheless, word Tiananmen has come to symbolize struggle for freedom and courage of young people to challenge powerful civil and military authority. Today, Ling Chai lives in Cambridge, Massachusetts, and is CEO of Jenzabar, a company that develops web-based intranets for schools and colleges. According to company that develops web-based intranets for schools and colleges. According to web site http://jenzabar.com/, company provides communication tools (e-mail, chat rooms, instant messaging, course bulletin board discussions, customized posting to a user group's front page, profiles to browse and customize), learning tools (custom course Web pages, a handout section for text, audio, video, or multimedia resources, syllabus posting with daily reminders for students), organizational tools (a calendar with course schedules and personal events, a resume builder and portfolio center), and fun tools (games, contests, and a social area, guides to build Web pages, Web shopping and travel centers with discounts and deals). Few people can claim to have had a decade of changes as dramatic as Ling Chai’s. But a decade is a long time for any of us, and for an area of study as well. Although first author endeavored to write about issues, and not simply latest technological devices, his chapter from a decade ago now seems quaint, rather than prescient. The tools offered by Ling Chai’s company are now commonplace, and although early versions of each of these existed more than a decade ago, forecasts of their widespread adoption and incorporation into World Wide Web cannot be seen in that earlier work. It is all too clear that its description of what is has become a record of what was. While this must be true of any area in language arts, use of new information and communication technologies unquestionably challenges our abilities to reflect in useful ways. As we set out once again to consider interactions between new technologies and language arts, we wonder what massive changes may be lurking about, ready to apply a harsh time stamp to our words. Looking back, we see that many of specific applications described in previous version of this chapter are irrelevant, or have been superceded by technological developments. Still, some of general conceptions of computer’s role stands up well. Is It Possible to Write This Chapter? Ten years ago, first author wrote, the time is near when computers, and other new information technologies, such as video, telecommunications, and speech synthesis, will play such important roles in English and language arts classrooms that it will not be possible to write a chapter like this one (Bruce, 1991, p. 536). The point was that new information and communication technologies were beginning to show up in every of traditional topics, methods, and goals of teaching. Thus, research on use of computers in teaching would become in effect research on every aspect of pedagogy. Moreover, could not sensibly pull out computers as an object of study when they were becoming so thoroughly integrated with other media and approaches. The process of digitization, of incorporating new information and communication technologies into our social practices, has not only continued, but accelerated, over last decade. Thus, although we began with idea of revising earlier work, we find that few of words there can remain untouched by changes in society in which our schools are situated. Nevertheless, recommendation of that earlier work to consider critically roles that new technologies can play in education still stands. A narrow conception of computer's use within English language arts teaching would see computer as a device with some well-defined function, such as drill on basic skills. Under this conception, it would make sense to examine critically research that has been done specifically on computer use, with aim of identifying programs that are most effective and populations of students who could be most helped. One would look for evidence of effectiveness of this technique across curricular goals in comparison to other technologies. Thus, might compare a multimedia presentation to a lecture, or use of film strips to learn about famous authors; or might compare playing word games on computer versus a board game as a way to build vocabulary." @default.
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• W1495351666 title "Roles for New Technologies in Language Arts: Inquiry, Communication, Construction, and Expression" @default.
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