Introduction
‘Most schools do not have computers’ is a common sentiment when we talk about using technology in the classroom. To me, the sentiment says two things. First is that technology and computer are two interchangeable terms. Technology means computer. It means the term technology in this case is given a narrower definition that it deserves. Second, I think the sentiment is based on the general observation that most schools do not have the technology devices. In other word in Indonesia technology devices are luxuries in expensive schools.
So what is CALL technologies? I use the term Computer Assisted Language Learning (CALL) technologies here to refer to any kind of technology that is beneficial for language learning. It includes computer, mobile phones, websites, audio files, software, programs, etc. Then, if CALL technology includes many kind of technologies, are they all beneficial for language learning? Research found that they are indeed beneficial.
CALL in Our Real Classrooms
Regarding CALL technologies in the classrooms, I particularly interested in the teachers’ perception and opinion about it. For that reason, a focus group discussion was conducted to ask teachers opinion about technologies in their classrooms. The focus group discussion consisted of twenty English teachers of SMA and MTS in Bengkulu City. Form the discussions there are some interesting points are gathered as follows:
-. Most classrooms do not have technology devices. Most schools cannot afford the devices such as computers, LCD projectors, or internet access for students and teachers. Some other schools ban the devices such as mobile phone, computer, even internet.
-. Some teachers have access to computer and internet at home or at school.
-. Few schools in Bengkulu city provide internet access for teachers and students.
-. Few schools ban technology devices, such as mobile phone and laptop. Internet is also banned. These schools are Islamic schools and the devices and internet are banned because they are believed to have negative impacts.
-.Teachers agree that technology can help them in their teaching.
-.Some teachers use technology to ‘prepare’ the material, while for some teachers technology means a computer and the activity of typing on the computer.
So, form the points above we can generate a general picture of CALL technologies in our classrooms. First, devices are luxury which most classrooms do not have them. And it takes extremely hard efforts to make even a simple device exists in our classrooms. Then, does it mean our students cannot benefit form CALL technologies? I believe the answer is: they CAN. They still can have good quality audio files for listening activities, up to date topics, in the news discussions, etc. Yes, I am optimistic that they still can have it all, because the teachers believe that technology is beneficial, and some of them have access to computer and internet, and also some of them already position technology in the ‘preparation stage’ of their teaching.
Teachers are the conductor of the teaching- learning activity. Their beliefs determine many of the things going in the classroom. In this particular case, having heard that they believe technology is beneficial for their teaching should bring us enthusiasm that with this believe they will welcome technology into their teaching.
CALL technologies and Teacher Professional Development
Technology and Teachers Professional Development may not be a new thing. Many of Teachers Professional Development programs are using the technology as the core. Teachers’ blogging in Malaysia, for example, shows that teacher collaboration via blogs can expose teachers to skills that are critical for computer-assisted teaching and help them to enhance existing competences (Murugaiah, 2010). However, Baylor and Ritchie (2002) state that technology will not affect transformations in the classroom if teachers do not have the skills, knowledge and attitudes necessary to infuse it into the curriculum.
Then, how about CALL technologies and Teacher Professional Development in Indonesian context? According to the National Education Minister rule number 16 2007, pedagogic competence is one of the four competencies that a professional teacher must possess. Pedagogic competence here includes the ability to design the learning process, to conduct the teaching-learning process, and to design and conduct the evaluation. A professional teacher needs to develop those abilities, and technology can give the best advantage possible.
Here are some examples of how a teacher can benefit from simple technology around them. With a computer, internet access and a little knowledge about Google, teacher can surf on the internet for new ideas of classroom activities, or materials. From his/her phone, a teacher can provide themselves with exposure to English texts via twitter. This exposure is good for keeping up with new vocabulary. Teachers can also join some teachers’ forum on Facebook where people share ideas and experience.
Based on the teachers said in the previous part that they actually have access to computer and internet access; I believe that the idea is visible. And I believe that conducting workshops for teachers is more financially visible than providing language laboratory in the schools. What we need here is workshops for teachers to expose them to simple technology that might be beneficial for their professional development. The workshops should cover both technical and pedagogical aspects. For example, not only introducing them to twitter, but also introduce them to various possible exposure to English that they can target by using twitter as well as possible classroom activities or materials that can be generated using twitter. Or, the teachers are not only trained to visit podcasts website and download the podcats, but also trained to create listening activities using the podcasts.
I think it is not too far to expect that teachers who keep in touch with technology for their professional development will bring better learning experience for students. Podcasts for listening activity is more engaging than listening to the teacher drilling vocabulary. Current topics for reading texts will be more engaging than the old boring ones.
Conclusion
If we do not have computer laboratory for our students, it does not mean that we cannot take the benefit of technology for our students. Technology is broader than just computer laboratory. Resourceful teachers who are willing to professionally develop themselves through technology will make good impact to students’ learning, may be more than having a language laboratory.
Reference
Baylor, A. , Ritchie, D. 2002, What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classroom?, Computer & Education, vol. 39, no. 1, pp. 395-414.
Lee, C., Wong, K.C.K,. Cheung, W.K. (2009). Web-based essay critiquing system and EFL students’ writing: a quantitative and qualitative investigation. Computer Assisted Language Learning, 22(1), 57-72
Murugaiah, P. (2010). Blogging in teacher professional development: Its role in building computer-assisted language teaching skills. International Journal of Education and Development using Information and Communication Technology, 6(3), 73-78.
Madyarov, I (2009). Designing a workable framework for evaluating distance language instruction. CALICO Journal, 26(2), 290-308.
Sotillo,S. (2005) Corrective feedback via Instant Messenger learning activities in NS-NNS and NNS- NNS dyads. CALICO Journal, 22(3), 467-496.