Computers have been used for language teaching ever since the 1960's.

This 40-year period can be divided into three main stages: behaviorist CALL, communicative CALL and integrative CALL. Each stage corresponds to the certain level of technology and certain pedagogical theories.
The reasons for using Computer-assisted Language Learning include: a) experiential learning, b) motivation, c) enhance student achievement, d) authentic materials for study, e) greater interaction, f) individualization, g) independence from a single source of information h) global understanding i) learn actively rather than passively.

The barriers inhibiting the practice of Computer-assisted Language Learning can be

classified in the following common categories: a) financial barriers, b) availability of computer

hardware and software, c) technical and theoretical knowledge and d) acceptance of the technology.

 Interactivity
Content

delivery/revision Managing learning and resources Collaboration Communication Variety of teaching and learning preferences Formative and summative assessment

 Allows

students more control of their own learning Allows lecturers to guide more, teach less Allows student to build up knowledge, and become part of the teaching process Can provide some really engaging learning experiences At risk students can be identified more quickly Collaborating can be very well supported

 To

support use of the newer social websites

Facebook:
http://www.facebook.com/

MySpace:
http://www.myspace.com/

YouTube:
http://www.youtube.com/

Second Life:
http://secondlife.com/

 Time

to plan Time to develop Time to evaluate Time to be involved Obsession/addiction Use of students private, social spaces Authenticity/authority of web content

Includes the learner in decisions about curriculum, instruction, & assessment

Acknowledges, respects and accommodates differences in background, abilities, styles, and experiences Treats learners as co-creators in the teaching and learning process.

General RULES:

1. Be Simple or simplify difficult material

2. Use it as a supplement, NOT the entire

presentation 3. Focus on Learning, NOT Technology

Basic Skills Instruction Computer assisted instruction to drill Multi-media software - teach to a variety of learning styles Videodiscs - strengthen basic skills Video and audio technologies - bring material to life Distance learning - at least as effective as traditional methods of instruction All forms - develop new skills related to use of technology itself, necessary in workplace

Advanced Skills Instruction Interactive educational technologies, including: ***Computer-generated simulations ***Videodiscs ***Internet ***CD-ROM

Students learn to: organize complex information, recognize patterns, draw inferences, communicate findings Learn better organizational and problem-solving skills

http://www.nsba.org/sbot/toolkit/tiol.html

Quantitative (Achievement) Often modest increases in teacher given students grade Larger increases in test scores for low achieving students Increase students understanding of concepts Qualitative (Attitudes and Behaviors) Improved student attendance Motivation and Interest Attitude and Improved student retention Improve workforce skills Improve workforce placements.