Pedagogical concerns

for classroom

practice

This considers the role of the

computer as a kind of virtual

teacher, and most teachers see the

computer as a complementary

tool, not an alternative. Different

software programs have been a

teacher’s helper, a guide, an

instrument, a teaching tool, but

with clearly limits.

Software objectives

The empirical record supports the inductive approach of constructivism design. There are to make a decision about what kind of

software programs to include in a classroom as well as to create contracts for learning.

The categories include basic skills of reading, writing, speaking and listening as

well as the more general category of computer literacy

Making better use of existing materials

In order for learners to learn, they need to reflect upon their

learning in discussion with teachers and peers, in diaries and in reports.

Through reflction, learners begin to examine learning

materials and their strategies for

approaching them, thus benefiting even when a CALL program or online learning resource does not meet their language

needs

When a CALL program is not suitable, learners

and teachers might need to examine ways in

which it can be adapted.

Establishing an environment where CALL may take place

The environment of traditional schools is not usually or ideally suited to the delivery of call or other types of computer aided learning in a collaborative

context.

What is necessary for collaboration at the computer to take place is an environment which matches the social and interactive nature of CALL activities

Individual laptop, flexible learning environments where students are free to study anywhere, allowing a group of students the collaborative opportunity to excitedly discuss and negociate

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