This paper is about the use of laptops in everyday classroom situations. Laptops supplement or replace other teaching materials like school books in part or in total. The scope of replacement varies. Pupils have their own laptops which they use both in the classroom and at home. This paper addresses the didactical surplus of laptop usage in everyday learning situations, in so-called laptop classes.
Computers are tools used in everyday life for researching information, writing texts and various other uses. Hence, computer skills become more important. In laptop classes, basic computer skills are imparted from early on. This, however, is only one aspect of laptop classes. The teaching scenario changes from more teacher oriented to more pupil oriented.
Table of Contents
1 Introduction
2 Technical considerations
3 Benefits using laptops in class
4 Problems using laptops in class
5 Laptops in the ELT classroom – Discussion
Objectives and Topics
This paper examines the integration of laptops into everyday classroom environments, specifically focusing on the didactic advantages and practical challenges of "laptop classes." The primary research focus is on how mobile computing technology transforms teaching scenarios from teacher-oriented models to more pupil-oriented, task-based approaches.
- Technical prerequisites and administrative requirements for laptop classes
- Benefits of laptops for media competency and cooperative learning
- Management of technical and behavioral distractions
- Task-based language learning (TBLT) integration in digital classrooms
Excerpt from the book
3 Benefits using laptops in class
First of all, pupils in laptop classes become proficient using computers and therefore acquire media competency and they become proficient understanding the basic mechanisms of using software. Additionally, they become proficient with the programs they use in the classroom, like word processing programs such as Microsoft Word or Open Office and sound and video editing software, to name but a few. Furthermore, there is a wide variety of language learning software like for example pronunciation and vocabulary trainers.
School material is easily and quickly available; everything is or at least ought to be on the computer. Homework can for example be published on a blog and thereby be controlled by both pupils and their parents, no more excuses like “I forgot to write it down” or “I didn’t have time to copy the exercises”. The same holds true for the homework itself: it can be stored locally or on a blog. Not only homework, but all results of the lessons can easily be published and presented, be it on a blog, using a projector or another type of media. Material can easily and reliably be saved without producing an endless amount of paper. Furthermore, various other media types can be integrated, like audio and video material, where applicable. This way, pupils can use their creativity.
Summary of Chapters
1 Introduction: Provides an overview of the role of laptops in modern classrooms and their impact on teaching methodology.
2 Technical considerations: Outlines essential prerequisites regarding hardware, software, maintenance, and administrative policies for implementing laptop classes.
3 Benefits using laptops in class: Highlights the improvements in media literacy, accessibility of materials, and the promotion of cooperative learning strategies.
4 Problems using laptops in class: Addresses common challenges such as technical failures, pupil distractions, and the necessity of enforcing a code of conduct.
5 Laptops in the ELT classroom – Discussion: Explores the pedagogical advantages of using digital tools for authentic communication and task-based learning in English language teaching.
Keywords
Laptop classes, media competency, ELT classroom, task-based language learning, TBLT, digital education, classroom management, hardware administration, pupil-oriented learning, educational technology, cooperative learning, software proficiency, educational software, digital literacy, authentic learning material.
Frequently Asked Questions
What is the core focus of this paper?
The paper examines the integration and impact of laptops in daily school life, focusing on the didactic surplus and practical implementation challenges in so-called laptop classes.
What are the central thematic areas?
Key themes include technical prerequisites, media competency acquisition, classroom management, managing student behavior, and the pedagogical shift toward student-centered learning.
What is the primary research goal?
The goal is to analyze how laptop usage changes the classroom dynamic from teacher-centered to pupil-centered and how technology can support learning processes.
Which scientific methods are applied?
The paper utilizes a pedagogical discussion based on didactic principles, literature review, and practical considerations for the implementation of classroom technology.
What topics are covered in the main body?
The main body covers technical infrastructure, benefits for student learning, strategies for overcoming technical and behavioral challenges, and the application of task-based learning (TBLT).
Which keywords define this work?
Essential keywords include laptop classes, TBLT, media competency, pupil-oriented learning, and educational technology.
How does the author suggest handling restricted user rights for pupils?
The author argues for a balanced approach: while restricted rights can save the teacher effort, they are often circumvented by students, making a clear code of conduct and student awareness more effective.
Why are laptops described as a "double-edged sword" regarding spell checkers?
While spell checkers provide immediate feedback, the author notes it is questionable if they genuinely improve a student's long-term spelling ability or if the student merely relies on the software.
How does the author define the role of the teacher in a laptop class?
The teacher must be an accomplished user of the software and machines, acting not just as an instructor but as a facilitator who manages the technology and steers communication effectively.
- Arbeit zitieren
- M.A., M.Ed. Thorsten Witting (Autor:in), 2011, Laptop classes. The benefits of using laptops in English Language Teaching, München, GRIN Verlag, https://www.grin.com/document/193040
