A Class Observation Study on the Use of Software in Teaching English at University Level
Observed by : Najlaa AL ghamdi
Introduction
The aim
of the study is to reflect on the relationship between technology and learning
English through means of class observation. The study focuses on a specific
class that is used to the traditional teacher-student type where the teacher is
the sole source of information. The paper tracks the changes that take place
once technology is used in such a class. Also, it provides detailed experiment obtained
by means of class observation. The study tests students’ reactions and
responses to the use of technology in a class that studies a general English
module. The aim of the paper is to put the idea of using technology into
practice and to fairly judge the real impact of the use of technology in class
regardless of any considerations other than students. My intention is to see
how much students benefit from applying a software in class and their
excitement towards the whole idea. It also detects the hardships of using
technology from the point of view of a teacher and from a real experiment with
students.
Review
of Literature
In order
to obtain accurate results about the idea of using technology in class, I used
the class observation method. According to Schoenfeld (2012), capturing the
dimensions of teaching in an observation scheme is greatly challenging, it is
rare to get to see the difficulties of an apparently amazing idea that is found
to be unworkable. So, we find that theory is one thing while practice could be
another. In this case I found that class observation means is the practical way
to communicate directly with students and teachers to get a realistic feedback.
In addition, Richards and Farrell (2011)
highlight an important issue while observing a class, “Teaching is a complex and dynamic activity,
and during a lesson many things occur simultaneously, so it is not possible to
observe all of them. Thirty students in a class may be responding to the lesson
in many different ways.” Therefore, from an observer’s point of view, there
could be a clash between theory and practice. To avoid such a clash, the
observer should be open to all possibilities, not bearing in mind at one and
only method to be applied in class. Whatever method the teacher is using, what
should be focused on is its effectiveness in teaching and delivering the
information to students.
Applying technology while teaching is an open
subject that can have its pros and cons depending on the teaching context. When
applying technology in class, Barney (1999) says that this will bring in a
transformation in the way of work teachers follow. This will lessen the face-to-face
direct contact with students and this could have both a negative impact on some
teachers and a positive one for others. Applying technology does not only
affect students, it also affects teachers and administrators. This is what
Norum, Grabinger, and Duffield (1999) state as they agree that “technology
affects the way teachers teach, students learn, and administrators
operate".
So, the aim of my study is to examine the
effectiveness of using technology and its impact on learners. The use of
technology in my research contains introducing a new software to students as a piloting
experience to actually test whether to adapt the software in teaching or not.
For Barney this experience helps in the decision making about what technology
we use at our schools. He states that “ The key here is flexibility and the
willingness to learn from experience, both from inside and from outside the
institution” (Barney, 1999).
A brief look
over my class observation experience
According
to the article Classroom observation – purpose and protocols classroom
observation is defined as ‘all occasions when learning and/or teaching activities
are observed for a specific purpose by someone other than the class teacher and
support staff normally attached to the class’ (2003)
To start
with, I tried to set my basic goal of the observation, that is to watch closely
students’ reactions in class and test their comprehension and interactivity
with the use of technology in teaching. To organize this goal, I prepared a
table of notes to take while observing to make sure that my observation covers
all the areas intended. In support of my research, I included certain points in
my table mentioned by Schoenfeld (2012) and other points mentioned by Steve Broome (2012).
These
points are : Access – Productive
Dispositions .
These
points should examine learners in term of :
·
Teaching the rule
·
Checking Students’ understanding of the rule
·
Classroom communication
·
A variety of instructional delivery modes
·
Asking questions and teacher’s feedback to
students
·
Time planning according to the objectives of
the lesson and the activity presented
·
Teacher’s feedback to students
·
Lesson structure
Other issues
the observer can look at are also summarized in the form of questions mentioned
by Dr. Shore
·
Does the classroom encourage students to learn?
·
Are the students motivated?
·
Does the teacher seem to be eager and positive?
·
Does the teacher have a mastery of the
material?
So,
deciding on the issues to observe, I arranged with Ms. Reem AlDakheel, a
lecturer of English at King Khalid University, to observe and exchange
observation for five classes following the next scheme:
Class 1 : Traditional class. No technologies applied.
The rule taught is the use of verb “to be” in the present simple tense Taught
by Ms Reem
Observed
by Ms Najlaa
Class 2 : Using YouTube website along with a game
software website to teach the rule of present simple
Observed by Ms Reem
Class 3 : Black Board Technique is to be
applied in order to teach the past
simple rule: Taught
by Ms Reem
Observed by Ms Najlaa
Class 4 : Testing students in the three
previous rules provided.
Class 5 : Students’ and teacher’s feedback on
the three methods used in the previously mentioned class.
Methodology
In order
to complete my research, I had a previous contact with Ms AlDakheel in which we
arranged the timetable that contained the required criteria for observation
along with agreeing on the materials that will be used in class. As a follow-up
activity, we provided students with a questionnaire to check their interest
about integrating technology with the traditional method of teaching. Another
method I applied is the means of interviews where I get to have a direct contact with the
girls to see into their opinions more closely.
In the
first class observed, the teacher resorted to the traditional regular way to
deliver the information. The lesson was about teaching “verb to be” in the
present tense. No technological technique was used. The teacher followed the
communicative approach to explain the rule using only the whiteboard. Students
were seated in lines opposing the teacher. They weren’t seated in a way to
facilitate group work. The class was a little dim. Some light was reflected on
the board which prevented the girls from seeing the board clearly and thus following
the rules with the teacher. The class was taught by Ms Reem and observed by me.
The
second class was about teaching the simple present tense. The teacher resorted
to technology to teach the class. To begin with, she used a youtube video that
explained the rule of the simple present. Then she moved to a website called
the monkey’s game that could train students to use the rule accurately. In this
class there was an exchange in the roles of teachers where Ms Reem did the
observation while I did the teaching.
In the
third class, Ms Reem was back to teaching while I did the observation. She
applied the technique of Black Board. She used it to teach the simple past rule
as the girls already have an access to the Black Board on the university
website.
In the fourth class, girls were given a short
pop quiz that contained 4 questions about the rules covered in the previous
classes to assess their comprehension of class along with how much they
remember. Had the students known about the exam, they would have studied
depending on themselves or an external help they can get to make them
understand the rule. So, the purpose of the pop test is to see what they have
actually understood during the classes and how much each class got them
involved in the lesson.
The fifth class was a general discussion
with feedback to see the pros and cons of each of the applied methods in
teaching. The information was obtained and detected in both students and
teachers. I used both a questionnaires and interviews to get the feedback as
accurate as I can. The questionnaire and interview questions were the
following:
Students’
questionnaire :
The
communicative class (no use of technology)
1. How much do you like this way of teaching?
2. Do you normally feel shy to ask questions?
3. Do you usually remember the rules from class
explanation only?
4. Do you prefer this way to other ways?
The
class that used computer software
1. Did you like the idea of using websites to
learn?
2. Did you feel shy during the class to ask
questions?
3. Did you remember the rules explained in the
video and the game during the pop quiz?
4. Do you prefer this way to other ways?
The
Black Board class
1. Do you think that using the Black Board is
beneficial in learning English?
2. Did you feel shy during the class to ask
questions?
3. Did you remember the rules explained in this class
during the pop quiz?
4. Do you prefer this way to other ways?
Students’ Interview questions:
1. Which of the three lessons you liked most? Why?
2. Do you think using technology can replace
having a teacher in class?
3. How did you feel about having another teacher
to teach you?
4. How did you feel about being observed by
another teacher during class?
Teacher’s interview questions:
1. What do you think about integrating technology
in teaching English?
2. Are there any obstacles that make the use of
technology difficult?
3. How did you feel about being observed during
teaching?
4. How did you feel about observing another
teacher?
Discussion
:
In this
section, I will talk in detail about the feedback, notes and results of my observation
of all the five classes taught. I will also look into the answers of both: the
students and the teacher.
The first
class: Where no
technologies applied.
Taught by Ms Reem.
Observed
by Ms Najlaa
|
The observation note
|
Access
(what the teacher gives/allows)
|
Productive Dispositions
(what the teacher receives from
students)
|
|
Teaching “verb to be” in the present.
|
The teacher writes the rule of using verb to
be on the board. Explains the rule with examples. Ask the students for
examples at each point.
|
When students are asked to give examples,
some interact while others don’t. Those who attempt to give examples are
curious to discover if they gave the correct example or not. .
|
|
Checking Students’ understanding of the rule
|
This requires giving a practice relevant to
the rule. The teacher showed the students flashcards with pictures on them.
She asked them to compose sentences about each picture using verb to be.
|
Students are interested in making sentences.
Some pictures were funny which added a pleasant atmosphere to the class and
excited students more to make sentences about.
|
|
Classroom Communication
|
When asking for examples, all students had
the chance to be engaged and
participate but not all did. Some students were marginalized in the
classroom. The pictures relate to students’
interests, but still some were not involved.
|
Some students contributed and participated actively
in the class, others didn’t. Maybe a group activity would have encouraged
more students to participate.
|
|
variety of instructional delivery modes
|
delivery modes are
incorporated into teaching and learning. The
teacher was the only source of instructions. No students were involved in
small groups or pairs to be a leader and participate in giving instructions.
The classroom is not arranged to support a
variety of delivery modes.
|
Clarity of instructions and explanation along
with the simplicity of the activity made students understand the required
task easily. The information was delivered seemingly to all students.
|
|
Asking questions and teacher’s feedback to
students
|
The teacher allocated time for students to
ask questions. She kept repeating: “Do you have any questions?” through the
class. Then at the end of the activity she referred to: questions time. For
those she felt were shy to ask she offered 5 minutes after the class to do it
individually.
The students are also asked to do an exercise
in the book which gives them the chance to self-assess their understanding of
the rule. After doing it, the teacher does it with the class to check their
answers.
Error correction strategies followed by the
teacher were one to one correction. Instant correction. The teacher posted a
multiple choice question on the board and checked students’ wrong answers with: are you sure? Which gave a
chance for students to rethink.
Does the teacher monitor students' understanding
of assignments? She does at times, but this did not include all
students.
|
Students worked independently not collaborating
with each others.
Some asked few questions and made connections
between what they learned and what they applied. For those who participated,
they checked their understanding of the rule. Few were embarrassed to ask
questions because they feared their answers were wrong. Generally speaking, some
students were shy to participate and be initiative in class despite teacher’s
encouragement. Still, they were encouraged to ask and comment by teacher’s
supportive attitude.
|
|
Time planning according to the objectives of
the
Lesson
|
Timing was met during the class. The
teacher managed to finish the rule in the allocated time and elaborate on the
rule and the given practice.
|
Had extra time been given for students for
more practice, they would have felt more confident about applying the rule.
Maybe giving a time for an additional group work activity would have involved
all students.
|
|
Lesson structure :
How it starts, develops and ends
|
-The teacher started with a warming up
activity chatting with some students individually asking them simple
questions that require answers with verb be like : how are you? What’s your
name?
-The teacher wrote some students’ answers on
the board and started to explain.
- The teacher ended the class with an
individual check up practice in the book then she assigned homework.
|
The students moved smoothly through the class
from one stage to the other.
|
Additional
notes:
·
Does the classroom encourage students to learn?
Students
were seated in rows facing the teacher. The seating plan in class encouraged a
lot of activities. The class wasn’t lighted enough and sunlight was reflected
on the board making it hard to see for some students. There were no posters or
pictures on the walls. The number of students was a little difficult to deal
with as the total number was 50: 47 present and 3 absent.
·
Are the students motivated?
Some
students were excited and eager to learn. Some were not.
·
Does the teacher seem to be eager and positive?
At the
first five minutes of class, the teacher randomly started asking questions to
some students. She got them more involved in class. She was positive and
started to joke with some students which made the rest smile and feel more
relaxed to talk and give comments in class. The whole general atmosphere in
class was smoothed by the teacher. Despite this, some students were reluctant
to take part in the lesson.
·
Does the teacher have a mastery of the
material?
Whenever
asked any question, the teacher answered with confident and gave correct and
accurate answers.
The
Second class: Technology
was applied by means of using a YouTube video and an internet website. Taught by Ms.Najlaa.
Observed by Ms Reem .
|
The observation note
|
Access
(what the teacher gives/allows)
|
Productive Dispositions
(what the teacher receives from
students)
|
|
Teaching “The present simple” rule
|
The teacher presented the rule as a youtube
video she played on the projector. She played the video twice. Once fully and
then in the second time she paused at different points to elaborate and to
check students’ understanding of the rule.
|
Students were a little confused when playing
the video at the first time. The second time the video was played, students felt
more relaxed. They asked few questions at the pauses. However, no productive
practice was given yet at this stage.
|
|
Checking Students’ understanding of the rule
|
In order to do this, the teacher asked
students to work in groups to try to give her the rule they concluded and
remembered about the use of present simple. Afterwards, she asked them to go
to the monkey’s game website and start the game as a kind of practice. She
started it first on the projector to show students how to play it.
|
Students worked together in groups to try to
figure out the rule. They gave feedback to the teacher. Once they started the
game, they were excited. They started
smiling and enjoying the activity. Some asked questions about the mistakes
they made.
|
|
Classroom Communication
|
Teacher to student communication prevailed
mostly in class.
Student to student interaction was also
applied during the group work activity.
Student to teacher interaction was also used
for a short time to give feedback to the teacher.
|
Group leaders participated actively. The group activity helped reluctant students
to participate more within their groups. The game also encouraged more
students to participate and play individually.
|
|
variety of instructional delivery modes
|
The video played gave basic instructions
about the rule. The teacher enhanced the rule with her own comments. Overhead
projector – the teacher’s interpretations – and computers with internet were the
sources of information.
|
The instructions in the video were vague for
students. However, the teacher’s comments and elaboration helped them get the
rule more. Mostly they were active during the game as it helped them work
independently.
|
|
Asking questions and teacher’s feedback to
students
|
The teacher encouraged students to ask
questions. In order to check their understanding she gave them the group work
activity. Leaders who reported feedback to the teacher were corrected on the
spot.
Questions time wasn’t specified.
The teacher roamed in class during the activity
and the game. She monitored students and helped those who were confused about
something weather it was the rule, the website, or using the internet.
|
Students felt more relaxed about giving
feedback individually to the teacher. Self assessing activity game helped shy
students to ask and answer. Few students only asked questions directly to
teacher in front of class during the video intervals.
|
|
Time planning according to the objectives of
the
Lesson
|
Timing in plan didn't match the class. The
teacher faced internet connection problem that caused some delay. Students’
group activity also needed more time. The teacher managed to finish the rule
in the allocated time, but the game time had to be shortened because time was
insufficient.
|
Students needed more time to play the game
specially that it was the checking information part. They managed to
understand the rule and give feedback about what they understood. However,
more practice time was needed.
|
|
Lesson structure :
How it starts, develops and ends
|
-The teacher started with a warming up question
asking students about their daily activities. Breaking the ice was a little
short as students needed to be more engaged to be prepared for the video.
-The teacher started the video. When seeing
students confused she repeated and stopped for further explanations.
- The teacher ends the class with the game
which gave a joyful end pleasant atmosphere to the lesson.
|
Puzzled at the beginning, the students later
managed to cope with the class and follow with the teacher.
|
Additional
notes:
·
Does the classroom encourage students to learn?
The students were in the computer lab which was
not arranged well to support a variety of delivery methods. Students were
seated in a square shape of computer desks. Their backs were to the teacher
while they faced the computers. The seating plan was not comfy for a group work
and even more for teacher’s explanations as students had to turn their heads to
see the teacher. However, students managed to do the activity. The class lighting
position was excellent. The lab was big to seat all students yet the teacher
had a hard time to make her voice heard to all. The number of students was 50:
49 present and 1 absent.
·
Are the students motivated?
Most of the
students were excited about the class. Few were not into computers. They liked
the experience of trying something new though at times they were puzzled.
·
Does the teacher seem to be eager and positive?
At the beginning
of the class, the teacher seemed troubled giving the lesson for different
reasons. Being observed, the number of students, the new experience and
unfamiliarity with students were of the reasons. As the class went on tbhe
teacher became more confident and relieved. By the end of the class she was
pleased and satisfied about the outcome. She tried to create a calming
atmosphere in class that help students understand and ask questions and get
them all to participate.
·
Does the teacher have a mastery of the material?
Whenever
asked any question, the teacher answered with confident and gave correct and
accurate answers.
The third
class :
Applying another software: the Black Board Technique to teach simple past rule. Taught by Ms. Reem.
Observed by
Ms. Najlaa
Note:
Students are already familiar with the black board as it is used in all of
their subjects. Usually it is used for distant learning. This is the first time
for students to use it in class with the teacher.
|
The observation note
|
Access
(what the teacher gives/allows)
|
Productive Dispositions
(what the teacher receives from
students)
|
|
Teaching “The past simple” rule
|
The teacher started with a “find who”
activity that had questions in the past tense. For example: Who watched a
movie yesterday? The activity was posted on black board. The teacher led
students to open the folder related to this lesson to find all the materials
in. The folder contained “find who” quiz along with power point slides and a
quiz. After the warming up activity the teacher open the illuminate system to
give the students the lecture online. In the online lecture the teacher asks
students to open the power point folder to follow the lesson together.
Students interaction with the teacher was not enough. They didn’t master the
way to use microphones in order to ask questions. The teacher finished the
lecture then asked the students face to face if they had any questions.
|
Students were confident at the beginning to
use the blackboard which they were accustomed to use. Later, as the lecture
went on they had some technical problems with the headphones and microphones.
It was a relief for them to face the teacher and ask her questions directly.
However, they enjoyed the warming up activity as it asked them to move in
class and ask each others.
|
|
Checking Students’ understanding of the rule
|
After the online lecture, the teacher gave
students a short quiz online that is corrected by the system. The teacher had
to go to the grade center to check how students were doing in the practice
quiz.
|
Students were a little at discomfort with the
online lecture. However, they managed to open and read the power points
slides with the teacher to understand the rule given.
|
|
Classroom Communication
|
Teacher to student was the main communication
in class. .
Student to student interaction took place
during the “find who” activity.
Student to teacher interaction was very
little.
|
The students did well in communicating with one
another while felt anxious about how to communicate with the teacher because
of the technical problems they had.
|
|
variety of instructional delivery modes
|
The sources of information in class were
mostly the teacher and the power point slides. There was also a chance for
students to deliver the information from each other during the first
activity.
|
The instructions were clear at the beginning.
The illuminate part was a bit confusing, yet power point slides helped to
deliver the rule more.
|
|
Asking questions and teacher’s feedback to
students
|
When the teacher found it difficult to
communicate with students on illuminate system. She gave them the chance for
a face to face communication. The students were in charge about their own
feedback of the quiz as they assessed themselves doing the quiz. Still, the
teacher kept walking around in the lab to answer students’ questions, monitor
what they were doing and interfere to help when needed.
|
Students were at ease being corrected by the
computer not the teacher. The feedback was self obtained by the system.
|
|
Time planning according to the objectives of
the
Lesson
|
Timing in plan didn’t work in reality.
Technical problems consumed some class time. Students’ questions took time as
they were supposed to go with the lecture and not on a separate time. The
teacher had to speed up the illuminate when she found that it was time
consuming and not very appealing to students.
|
Students needed more time to do the warming
up activity and the quiz. The might have needed also more time for questions.
|
|
Lesson structure :
How it starts, develops and ends
|
-The teacher began with an activity that
students enjoyed. But because of the time problem the teacher didn’t reflect
a lot on it.
-The teacher started the illuminate lecture
as a through-class stage.
- The teacher ended the lesson with a checkup
mock quiz.
|
All in all students liked being monitored in
their distant learning system but didn’t enjoy the illuminate part much.
|
Additional
notes:
·
Did the classroom encourage students to learn?
The
students were in the computer lab which was not arranged well to support a
variety of delivery methods. Students were seated in a square shape of computer
desks. Their backs were to the teacher while the faced the computers. The
seating plan was not comfy for a face-to-face interaction. The lighting
position was excellent. The lab was big to seat all students. The number of
students was 50: 48 present and 2 absent.
·
Were the students motivated?
Most of
the students were excited about the class at the beginning. They enjoyed the
“find who” activity a lot. Yet, they were anxious to hear the lecture online.
·
Does the teacher seem to be eager and positive?
The
teacher tried to smooth students once they faced technical problems. She
changed the illuminate method when she found it not workable. Walking around
students in class made them feel more comfortable about the lesson.
·
Does the teacher have a mastery of the
material?
The
teacher showed mastery at the language level, but when it came to technical
problems a professional help was needed but not well provided.
The fourth
class: A pop
trial exam was given in this class to test students’ performance in the
previous three classes. The test was corrected in class with students by
themselves. The results were as following:
The
performance of students in the first class (verb to be in present) was the
best.
Their
performance in the second class (the present simple tense) came second.
Their
performance in the third class (the simple past) came third.
The Fifth
class then was decided to depict these results and ask students about their
performance and preferences. The class was intended mainly as a feedback
session to see students’ attitudes towards using technology in class. After distributing the questionnaire and
making the interviews with 40 students, the results were as following:
Students’
questionnaire :
The
communicative class (no use of technology)
1. How much do you like this way of teaching?
Most students answered they prefer the teacher
giving the class as this is the way they are used to. They prefer this type of
classes especially when it is a communicative class. It is better for them to
get the information directly from the teacher with face-to-face communication.
This helps them to ask more questions and ask for further explanation when
needed. When the teacher is funny, this smoothes the class atmosphere and makes
their understanding better.
2. Do you normally feel shy to ask questions?
15
students answered that they have no problem asking questions in class. 15
students said they prefer asking the teacher privately or after class. 10
answered that they feel shy to ask even alone.
3. Do you usually remember the rules from class
explanation only?
Most
students answered that they do remember the rule after class and when the
teacher makes a revision. However, if they don’t revise the information at
home, they tend to forget it. This is maybe due to the lack of practice and the
book’s very brief mentioning of the rule.
4. Do you prefer this way to other ways?
Most
students replied that preferring this class depends on the type of teachers
giving it. Once they like the teacher , they are not bored with the class and
they enjoy the lesson.
The
class that used computer software
1. Did you like the idea of using websites to
learn?
30 students answered with YES while 10 answered
NO. They stated that they didn’t follow with the video as it was too fast for
them. However, they enjoyed the monkey’s
game website and felt it was interesting. The 10 students were reluctant to
using the internet to learn preferring a teacher interaction to internet.
2. Did you feel shy during the class to ask
questions?
During
the display of the video, all students agreed that they felt shy to ask
questions as they feared to interrupt the class. They felt at more ease to ask
questions when the teacher paused the video. They also felt better about asking
questions while using the website. 3 students only said that they have no
problem asking questions at anytime in class but they were focusing on the presentation
in the video.
3. Did you remember the rules explained in the
video and the game during the pop quiz?
34
students answered that it was a little difficult to remember the points
mentioned in the video while it was easier to remember the game. 6 students
stated that they got more from the teacher than the video. 2 students said that
they were more distracted by the game than they were actually learning.
4. Do you prefer this way to other ways?
30
students didn’t mind the idea of learning through videos with teachers’
comments. 8 students didn’t mind this method and 2 were enthusiastic about the
method.
The
Black Board class
1. Do you think that using the Black Board is
beneficial in learning English?
35 students think that blackboard is more
convenient for distant learning not class. 5 students don’t like using the
blackboard at all.
2. Did you feel shy during the class to ask
questions?
Because
of the technical problem they faced during the class, students agreed that it’s
better to ask the teacher directly not through network.
3. Did you remember the rules explained in this
class during the pop quiz?
Because
of the feedback and the power point slideshow, students had consensus that they
managed to remember most but not all of the points.
4. Do you prefer this way to other ways?
36
students stated that they prefer to use black board independently. 3 students
answered that they didn’t mind using blackboard in class. One student said she
didn’t like the use of blackboard at all.
Students’ Interview questions:
1. Which of the three lessons you liked most? Why?
Most students preferred the communicative class
as they feel comfortable dealing with familiar classes. Some said they liked
using the technology as they prefer trying new things and they can adapt
quickly to them. Few said they prefer using technology. Most agreed that given
enough practice and no technical problems, coordinating technology with
teaching could be helpful.
2. Do you think using technology can replace
having a teacher in class?
All students said that it can’t as they have
experience using black board anonymously and they are in favor of having a
regular class with a teacher rather than alone. They said the presence of a
teacher encourages them to learn more. They also agreed that technology can be
very helpful once used correctly with the aid of the teacher.
3. How did you feel about having another teacher
to teach you?
Answers varied from agreeing and not minding to
disliking the idea.
4. How did you feel about being observed by
another teacher during class?
Students had the same opinion about feeling
irritated about seeing another teacher in class. Most felt a little shy to
participate fearing to answer wrongly.
Teacher’s interview questions:
1. What do you think about integrating technology
in teaching English?
Actually, the idea seems so promising and
helpful .Integrating technology helps the teacher save time, effort and adds a new
spirit to the class. It is beneficial to keep pace with the latest technologies
in the world and in teaching as it develops the whole teaching-learning
process. Technology is an aid to teaching not a burden once teachers are given
the correct practice and the sufficient time.
2. Are there any obstacles that make the use of
technology difficult?
Oh, there are many of course. First, there is
the timing problem. We have to stick to the teaching plan that is not so
flexible with time. We have to work out the class with specific timing, so the
use of technology can be more time consuming as we have to give new
instructions and guidance to the girls which takes more time. Nevertheless,
Black Board for example saves us a lot of time as we post different practices,
quizzes and power point slides to help students enhance their understanding of
the rules given. The second problem is the technical problem. As teachers we
are not trained to deal with such problems as power cut, internet disconnection,
malfunctioned microphones or headphones. We need special technicians to be
around present while giving the lesson which I think will be costly to
university. Thirdly, the sources are limited for software CDs or programs that
we can install on computers without the need to use internet.
3. How did you feel about being observed during
teaching? Do you think it’s helpful?
At first, it was somehow confusing. As the
class went on I felt more relaxed and didn’t mind being observed as after all,
teacher to teacher notes can be helpful for developing methods of teaching and
that is something all teachers need no matter how experienced.
4. How did you feel about observing another
teacher?
It gave me a new insight to my own teaching.
Finding what is good and what is not about delivering information, the class
atmosphere and the students attitudes helps a lot in figuring out things we
don’t see as teachers. It is also useful to be seated with students being in
their shoes to see things from their perspective. The class observing
experience, in my opinion, helps to enrich our methodology in teaching.
Exemplification
:
All
in all as any aspect of teaching, implementing technology in teaching has its
pros and cons. To begin with, applying technology opens new horizons to both
teachers and students. It helps develop the teaching and learning process and
keeps both teachers and students updates with all what’s new in the world. When
using the right technology, this helps to support the information students get
and hence helps them to make their own decisions about learning and be more
independent. Furthermore, technology helps to save time and effort in class and
outside it. Technology also helps to keep the learning process on going for
students as they don’t have to depend on one source (the teacher) for learning.
On the
other hand, technology has its own disadvantages. There are thousands of
software programs that can be use in teaching, the teacher has to be careful
choosing the correct and suitable one according to the students’ background,
level and the efficiency of the software itself. It is a big job to make such
choices to be loaded only on the teacher, so the decision about choosing a
software should also be made by the administration or a specialized committee
in the university. Second, it can be
expensive to buy and try software and its equipment at some institutions.
Third, the insufficient training on the program or software could lead to the
wrong usage of it. Fourth, when it comes to technical problems, there should be
component specialists to deal with them and aid the teacher to make the teacher’s
worries only about the class and teaching.
As Bates (1999) states that they "build it
and they will come" approach without academic strategies for using the
technology is a very expensive policy .
Conclusion
In conclusion, the main goal of using
technology is to facilitate the pedagogic process that develops the outcomes of
students. Consequently , the choice of technology along with its competence can
give the utmost benefit to learners. The teacher’s role is to bridge the gaps
between planning and implementation. Where students accustomed to the use of
technology in class, they would be more open and thrilled about applying it in
class. To optimize the use of technology in teaching, a whole encouraging
atmosphere must be created. In my opinion, I think that using technology in
class can be of great assistance once
used correctly with specific criteria demanded by teachers and specialists.
References
A.W. (Tony) Bates&Jossey-Bass,
Managing Technological Change, Strategies for College and University Leaders,
December 1999, http://media.johnwiley.com.au/product_data/excerpt/18/07879468/0787946818.pdf
Jack C. Richards, Thomas S. C. Farrell,
Practice Teaching: A Reflective Approach,Cambridge University Press : USA 2011,
http://www.professorjackrichards.com/wp-content/uploads/Practice-Teaching-A-Reflective-Approach-Chap-7-Classroom-Observation-in-Teaching-Practice.pdf
Norum, K., Grabinger, R. S., &Duffield, J. A., Healing the universe
is an inside job: Teachers' views on integrating technology. Journal of
Technology and Teacher Education, (1999).
Broome. S., Using
Classroom Observations to Improve Teaching and Learning , New Mexico State Work
Session ,August 29, 2012
http://learning.wales.gov.uk/docs/learningwales/publications/131219-classroom-observation-guidance-en.pdfClassroom observation – purpose and
protocols
Dr. Shore K., http://www.educationworld.com/a_curr/shore/shore090.shtml
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