Teachers and Technology

Much debate exists about the effectiveness of technology in a foreign language classroom.  Robert Blake, author of Brave New Digital Classroom: Technology andForeign Language Learning, asserts that, “computers can make a significant contribution to the SLA process because the students themselves feel that they are interacting with the computer in a real social manner.”   If the computer can take on a perceived social identity, then language learning can be significantly enhanced.  There are many benefits to computers for learning, including the fact that a program can operate at the level and speed of any student.  Because every learner is different, this is a feature that no classroom teacher can compete with.       

Of course, not every teacher views technology in a language classroom as an advantage.  Blake acknowledges, “for many language professionals, technology might represent the antithesis if what learning a second language should be all about: talking to and interacting with real people in the target language.”  If students were to rely solely on technology, I agree that language learning would be impaired.  However, I believe computers are a valuable resource that provides an additional domain for students to interact with in their language development.  If a teacher does not fully understand the technology or the purpose of a digital exercise, then it’s expected for that teacher to have a negative view of technology.  In contrast, as Blake responds, “people expect good input from the computer and therein lies its power to help students learn.”