Abstract
The focus of English teaching has to be on the teaching of language rather than on literature. The tradition of English teaching has been drastically changed with the remarkable entry of technology. Technology is utilized for the enhancement of modern styles. The use of appropriate teaching aids and equipment in the language classroom could improve the communication skills and increase the motivation of the learners and teachers. This paper discusses some of the appropriate and unique teaching techniques like, podcasts, Chat, Radio, Charts, and Puppetry to enable the language classroom more interactive and interesting.
Introduction
Technology is the open term used to address any kind of media which help support learning. With the rapid development of science and technology, a wide variety of supplementary teaching aids has been developed and many of them can be particularly helpful in teaching English in India and in other developing areas. As Zhang (2006:11.1) points out through network technology we can offer students not only rich, sources of authentic learning materials, but also an attractive and a friendly interface, vivid pictures and pleasant sounds, which to a large extent overcomes the lack of authentic language environment and arouses students’ interest in learning English. Techniques for facilitating learning, remarks Strevens (1969), “can be very greatly improved by the use of appropriate aids and equipment”. There are many techniques applicable in various degrees to language learning situation. Some are useful for teaching business English, spoken English, reading, listening or interpreting. The most effective technology integration lessons put students at the centre of the learning process.
According to D’Angelo & Woosley (2007, p. 462), “Technology has evolved and become more central to teaching and learning” and by citing the works of various researchers, they illustrate that technology is being used across disciplines. George Siemens, in his presentation at Educause on January 27, 2008, said, “Current developments with technology and social software are significantly altering: a) how learners access information and knowledge, and b) how learners dialog with the instructor and with each other.”
The following technologies are currently used in the classroom: traditionally, pens, pencils, and paper; chalks and chalkboards; dry-erase markers and books then later, overhead transparencies; slides and slide projectors; photographs; instructional radio; instructional television; educational films; educational TV; media projectors; interactive whiteboards and presentation technologies; computers and computer-related technologies like, laptops, workstations, servers; PowerPoint, blogs; wikis, social bookmarking; podcasts, multimedia-based learning objects, multimedia-based presentations, simulations, Internet-based applications and systems, office productivity, network-based technologies, systems involved with delivering web-based learning/distance learning/online learning; test banks; online library databases; electronic mail; live chat/text messaging; discussion boards; web-based videoconferencing, classroom recording system and so on.
Advantages of Technology
- improves students’ interest and motivation in study and their involvement in class activities,
- inspires students’ positive thinking and communication skills in social practice,
- enables the teacher to tailor instruction specifically to individual learners,
- provides individualized interaction,
- helps learners develop learning strategies that will benefit them beyond the language classroom,
- provides authentic material in a quick and accessible way,
- Equip the learners with knowledge and bring about information-sharing among students,
- provides flexibility in teaching and learning
However, technology is not the respond to all the problems in the classroom teaching.
Simple Technology
In the present world is imperative to use new aids of teaching in the classroom. The teaching of foreign languages in particular should not be a ‘chalk and talk profession only. But, at the same time, we cannot afford to be extravagant in this direction. Highly mechanized and electronically operated teaching aids will be difficult to manage particularly in rural areas. The world of higher education in urban or semi-urban areas may effectively integrate the following technologies in the classroom;
Computer Technology
Computer technology enables the learners to work on programmes that enhance learning. Word processing help students with typing and publishing papers. There are a variety of programmes that help students practice skills, review material and test specific skills.
Internet Technology
The Internet can provide resources and websites for practicing skills and monitoring student progress. It also has resources for teachers pertaining to student management, lesson plans and teaching general knowledge.
Podcasts
A podcast is an audio or video file archived on the Internet in such a way that it can be automatically accessed by a personal computer, downloaded and transferred to a portable MP3 player. In other words it is similar to a radio or T.V. Show. The learners can listen to or watch or even create a podcast on a topic that interests them. Podcasting has been a popular method of delivering audio and video content over the internet. A growing number of teachers have embraced podcasts as an exciting way to make learning more effective and fun. Teachers have used this technology to record lectures or presentations that can be accessed by students at a later time. They have also used podcasting to record school performances and events for the benefit of students as well as their parents. Perhaps the most exciting use of this technology is its application in project-based learning. Students involved in creating podcasts must use higher levels of thinking and creativity as well as problem solving skills. They have the opportunity to use their imaginations by writing and acting out scripts while learning how to work with the technology itself.
Chat
Chat is a tool which allows for synchronous, i.e. real- time, communication over the internet. It may include a video and sound component or only text. Some of the benefits are; the learners can contact with other learners/cultures, real communication with a real purpose, use of a new medium in the classroom, opportunity to practice both spoken and written English.
Radio
Teachers have explored the use of radio in the classroom almost since radio technology entered into the mainstream of society, yet radio remains a relatively unused mode of instruction. Radio is an innovative, inexpensive, and highly effective educational tool. It is used for communication purpose. It can be used in the language classroom to listen to radio talks, stories, dialogues, music, world news, weather etc. These programmes would help the learners to engage in the art of storytelling, description and character development through creative writing and thinking.
However, the utilization of these technologies in the rural areas is very limited. Therefore, the teachers need to adopt simple and more appropriate technologies making full use of indigenous materials and techniques appropriate to the needs of the local students. One of such techniques is puppetry besides blackboards, wall pictures, maps, posters, charts and models etc. Large pictures can be seen by the whole class by direct display and no projection is required. Maps can be used for drawing and writing captions. A complex story can be told in a series of pictures or charts and flash cards can be used for teaching grammar, words and sentence structures. It is difficult to convey effectively all the relevant bits of information only through language. For teaching any language other than L1 particularly the literature of the language,a good knowledge of its culture is necessary. Visual aids which are of great help in this grasp and experience of L1 culture and also save explanation time.
Puppetry
Recently special attention has been paid to educational puppetry and it has been found valuable in a teaching situation. Literacy House, Lucknow, makes imaginative use of puppetry in its educational programmes. Indian puppeteers are popular for their skill and the government makes use of their shows for propaganda and publicity. When puppetry is used as a visual material in language teaching the teacher has a greater control over content, timing and method. In fact puppetry has the requisites to develop into a dynamic teaching medium. Therefore, a puppet theatre can be an excellent piece of equipment in a second language classroom.
Galarcep (1971) has recommended puppet shows as excellent audio-visual aids in the English class. Here are some of the ways in which, as Galarcep has recommended, puppets can be used in an English class:
- to teach greetings
- to teach prepositions
- to teach comparatives and superlatives
- to dramatize dialogues
- in word games
- to present facts about nutrition
- in rhythm studies
- in biographies
- in sketches
For example, the teacher can teach prepositions with the help of a story or a game. Two puppets appear on the stage and move their hands to point different places.
Gopi : I’ve lost my pen. And I am sure you have it.
Raju : Who? Me? I don’t have it.
Gopi : You have it under your coat ( he lifts up Raju’s coat as if searching for it)
Raju : No (he moves back). I saw it in little Kiran’s drawer. You must go into his
bedroom.
Gopi : ( in the bedroom) Here it is, but on the table.
Raju : Gopi, have you found it?
Gopi : Yes, but it wasn’t in the drawer, it was on the table.
Remsbury (1972) finds puppetry of much use in language teaching by oral methods and lists the following as its practical advantages:
- Puppets take the dullness out of repetition.
- The puppet takes us out of the classroom.
- ‘Controlled conversations’ go off with éclat.
- Learners remember a puppet show longer than a lesson
- There are no hurt feelings when a puppet criticizes.
Experience has shown that since puppets have no ‘ego’ they can be used to tackle more delicate subjects than live actors can.
Puppetry is of special benefit to shy and nervous children and also gives the feeling of involvement and participation to the entire class. These shows give a sense of relief from the tension of classroom teaching and add variety to the lesson.
Conclusion
The application of these teaching aids is not all that simple and the whole idea is a challenge to the teacher. Sometimes the teacher may find the use of these techniques a little taxing. The teacher has to spend much time in gaining competence in the use of these materials. But, it will certainly enhance the teaching profession. If the language teachers are seriously wish to improve the standards of language teaching, efforts must be made in the right earnest to spread their use. D’Angelo & Woosley (2007, p. 463) point out that “Professors who employ various methods of teaching such as a PowerPoint, video segments and overhead projectors during one course lecture are able to better keep students’ attention, thereby reducing boredom with the lecture and, consequently improving the overall learning experience.” So the use of technology, when used properly, can actually engage students and put the students in a position of greater control of their learning. However, these techniques should not be overused in the classroom. A moderate use of technology and innovative teaching aids will definitely enable the learners to master the second language without much difficulty.
References
D’Angelo, J., & Woosley, S. Technology in the classroom: Friend or foe. ducation, 127(4), 462-471. Retrieved January 26, 2008, from Pro Quest Education Journals database. (Document ID: 1325378541), 2007. Print.
Galarcep, F.M. “Puppets in Teaching English”, English Language Teaching Journal, Vol. XXV, No.2, 1971. Print.
Remsbury, Ann. “ Oral Methods Through Puppetry”, English language Teaching Journal, Vol. XXVI, No.3, 1972.Print.
Siemens, George. Learning and knowing in networks: Changing roles for educators and designers. Educause, San Antonio. 28 Jan., 2008. Print.
Strevens, P. “Where has all the money gone? The need for cost-effectiveness studies in the teaching of foreign languages”. In: Application of Linguistics. (1971). Ed. G.E. Perren and J. L. M. Trim. Cambridge University Press, 1969. Print.
Zhanghongling. The development tendency of the modern foreign language teaching and the computer assisted instruction. Computer- Assisted Foreign Language Education 3, 2006. Print.
http://library.thinkquest.org/J0113011/uses.htm
http://www.slideshare.net/Anandkab/educational-technology-and-its-application-6745492
http// Integrating technology into the classroom – a help or a hindrance? Daniel S. Christian, Calvin College.
http://teachhistory.com/2009/10/18/the-benefits-of-using-podcasting-in-the-classroom/
About the author
Shiny K.P. is working as a lecturer in the P.G. Department of English at JMJ (Autonomous) College for Women, Tenali, affiliated to Acharya Nagarjuna University, Andhra Pradesh. She has 9 years of teaching experience. She has published 4 articles and presented 10 papers at various National and International Conferences and Seminars. She has delivered 2 invited talks and had been one of the resource persons in the Workshop-cum-National Seminar on Telugu-Malayalam Short Story Translation held in the Department of Telugu and Oriental Language, Acharya Nagarjuna University, Guntur during 3-7 October,2005. She has received ‘Best Service Award’ on 3rd Jan, 2011 by S.C., S.T. and Minority Employees Federation, Tenali. She has special aptitude to English Language Teaching. She is also in charge of Intermediate Students and Vice-Principal of the college.