| Language&Technology | Introduction | - | |
| Help | [Orientation] Support | Lesson | Practice | - |
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The three lessons in this unit focus on technology-supported development of language and communication. Within each lesson, the authors address how software and hardware influence students' use of language in areas such as vocabulary, syntax, and expression of ideas. Common to all the lessons is the view that language fluency interweaves subject matter and interpersonal interactions to strengthen students' success in academic as well as social circumstances. Who are the students that stand to gain from the technology described in these lessons? While the lessons address learning English as a second language and the use of augmentative and assistive devices for those with communicative disorders, essentially, all students will be enriched by gaining insights into the lives and learning processes of those with whom they interact. Specifically, the students whose language needs are supported by technology will be able to help their peers and teachers gain new insights as they more fully participate in the learning process. In Lesson one, the author discusses the use of technology in educational settings as "computer as tutor" or as a tool for research. Interactive software, defined as software developed with pre-programmed responses for language instruction is reviewed. A framework is provided for categorizing interactive software and the research findings regarding its effectiveness in language instruction follows. Lesson two focuses on the use of computer networks to support communicative activities. Technology is placed in the educational setting as "computer as a tool." As in lesson one, technology is used to deliver information to the students primarily through software and standard hardware, such as a keyboard. However, in lesson two, the communicative possibilities of e-mail, listservs, or conferencing, for example, are addressed. With this technology, the teacher takes on a role of facilitator and, control of class content and discussion becomes fluid. In addition, students have the opportunity to negotiate meaning in real communication with others within a virtual community of learners. In the third lesson, we look at technology of Augmentative and Alternative Communication (AAC) used in educational settings as "computer as an enabler." This lesson explores how technology (both high tech and low tech) in the form of hardware, primarily, but also through software, can support students' social communication or language. The technology discussed in this lesson can augment the use of other forms of interactive and communicative technology discussed in the first two lessons. This lesson focuses on the use of technology to enhance the quality of communication for people with expressive communicative disorders. |
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