This paper is based on an oral report about `computers in school´. Since
my group and I did a lot of research in schools including interviews and a
visit in a language lesson I will use our results for developing this work.
The question I asked myself before I started researching is whether
computers are a good alternative to frontal teaching in language lessons. I
will compare both teaching methods after I write about research results
about the two options. In the end an evaluation of the results will be made. First of all I have to say that Pro and Contra arguments of course slightly
vary from person to person since everyone has different points of view. I
start with listing up the Contra points.
The first point is the financial aspect of computers1. To afford the whole
equipment for a whole school costs quite a lot and is much more of an
investment than maybe some books. If the school does not have enough
money it could be unaffordable to pay for the right amount of computers,
screens, etc.
Another important aspect is that some teachers did not, like most of the
recent pupils, grow up with computers and still do not know how to handle
it. Some of them think they are too old for trying to get into this new type of
media. And even if they would try it they think they are technically not as
good as the pupils themselves and could look like a fool in front of the
class2. [...]
1 See Christiane Kallenbach, Markus Ritter: Computerideen für den Englischunterricht.
Anregungen und Beispiele für den Software- und Interneteinsatz Klassen 5-10. Berlin
2000, p. 11
2 See Kallenbach, Ritter, [See note 1], page 11
Table of Contents
1. Introduction
2. Pros and Cons for computers in school
2.1. Teacher interview
2.2. Pupils interview
2.3. Visit of a language lesson
2.3.1. Lesson structure
2.3.2. Pupils´ comments and reactions
2.3.3. Teacher comments
3. Pros and Cons for the frontal-teaching method
4. Comparison of computer usage and frontal-lessons as language teaching methods
5. Conclusion
Research Objectives and Key Themes
This paper explores the role of computer-based learning in foreign language education, specifically evaluating whether computers serve as an effective alternative or complement to traditional frontal teaching methods.
- Analysis of arguments for and against computer-integrated language lessons.
- Empirical evaluation through teacher and pupil interviews.
- Direct observation of computer usage in primary school language settings.
- Comparative analysis of computer-based learning vs. traditional frontal instruction.
- Assessment of learning strategies and student motivation in technology-enhanced environments.
Excerpt from the Book
2. Pros and Cons for computers in school
First of all I have to say that Pro and Contra arguments of course slightly vary from person to person since everyone has different points of view. I start with listing up the Contra points.
The first point is the financial aspect of computers. To afford the whole equipment for a whole school costs quite a lot and is much more of an investment than maybe some books. If the school does not have enough money it could be unaffordable to pay for the right amount of computers, screens, etc.
Another important aspect is that some teachers did not, like most of the recent pupils, grow up with computers and still do not know how to handle it. Some of them think they are too old for trying to get into this new type of media. And even if they would try it they think they are technically not as good as the pupils themselves and could look like a fool in front of the class.
Summary of Chapters
1. Introduction: The author outlines the purpose of the paper, which is based on field research in schools to compare computer-assisted language learning with traditional teaching.
2. Pros and Cons for computers in school: This chapter lists various arguments, such as financial constraints and lack of teacher confidence against the integration of technology, while highlighting benefits like increased motivation and interactivity.
2.1. Teacher interview: The section provides insights from interviews with teachers regarding their experiences and attitudes towards computer equipment in schools.
2.2. Pupils interview: This chapter captures student feedback across different grade levels, showing varying levels of interest in digital learning tools.
2.3. Visit of a language lesson: The author details a practical visit to a primary school lesson that utilized the station-method, focusing on student reactions and teacher implementation.
2.3.1. Lesson structure: Describes the specific organization of the observed classroom lesson using language learning software.
2.3.2. Pupils´ comments and reactions: Summarizes the highly positive and motivated response of students during their first interaction with educational software.
2.3.3. Teacher comments: Reports the teacher's perspective on the success and pedagogical potential of the station-method.
3. Pros and Cons for the frontal-teaching method: Analyzes the strengths and weaknesses of traditional lectures, noting that while it offers structure and discipline, it may limit student autonomy.
4. Comparison of computer usage and frontal-lessons as language teaching methods: Provides a balanced overview of the challenges and benefits when contrasting digital integration with traditional didactic approaches.
5. Conclusion: Summarizes that neither method is inherently superior, suggesting that a hybrid approach is the most effective solution for diverse learning needs.
Keywords
Language Learning, Computer-Assisted Instruction, Frontal Teaching, Educational Technology, Classroom Methods, Student Motivation, Interactivity, Language Lessons, Digital Media, Pedagogical Strategy, Teacher-Student Interaction, Learning Strategies.
Frequently Asked Questions
What is the core focus of this research paper?
The paper examines the integration of computers into school language lessons and evaluates whether they represent a viable alternative to traditional frontal teaching.
What are the primary themes discussed?
The work covers financial aspects, the teacher's role in digital environments, the impact on student motivation, and the development of specific language learning strategies.
What is the main research question?
The author asks whether computers are a good alternative to frontal teaching in language classrooms and how these methods perform in comparison.
Which research methods were employed?
The paper utilizes literature research combined with qualitative empirical data, including interviews with teachers and students and observations of primary school language lessons.
What topics are covered in the main section?
The main sections discuss the pros and cons of using computers in schools, the traditional frontal-teaching approach, and a final comparative analysis of both methods.
Which keywords best characterize this document?
Key terms include Language Learning, Educational Technology, Classroom Methods, Student Motivation, and Pedagogical Strategy.
Why are teachers sometimes hesitant to use computers in the classroom?
The author notes that some teachers feel technologically unprepared, fear losing their authority, or believe that traditional methods have proven effective enough without the need for expensive equipment.
What did the observation of the 'station-method' reveal?
The observation showed that students were highly motivated and engaged when working in small groups with software, suggesting that interactivity significantly improves the learning experience.
- Quote paper
- Farina Wittenberg (Author), 2004, Language learning with computers, Munich, GRIN Verlag, https://www.grin.com/document/28765
