CMC in the classroom

I think computer mediated communication can be an excellent tool in a foreign language classroom, sometimes. I think that both asynchronous and sychronous communication can be valuable, but it all depends on how the activites are set up and the way the technology is managed.

I think that setting up an intercultural chat is a great way to get students using language for a reason. In these situations I think that the focus should be on the cultural aspect of the communication rather than form. If a chat is taking place between NNS then maybe form could become more important. Mostly, I like the idea of using jigsaw activities or information gaps to get students communicating for a purpose. These kinds of activities are fun and educational.

I think when using asynchronous types of CMC it is easier to place an emphasis on form. In the case of email or blogging, students have more time to think about what they want to say and therefore, to think about how they are using the langauge.

Overall, I think we have been introduced to lots of great forms of CMC this semester. However, I am having a hard time making connections between what we discuss and do in class and how it could be implemented in an elementary classroom. So far, video/audio CMC is the only type I can think of with practical uses for young learners. But, with these I am having trouble justifying how they are any different than just face-to-face communication. Maybe I am just scared of the classroom management issues that teaching technology to kindergarteners would create.

Bingo

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Final project

For my final project in this class I would like to research some of the effects of live chatting on students' learning. I think that many teahcers are integrating chats into their classes as a way to get students using language for a meaningful, communicative purpose and to increase their participation. Most foreign language teachers seem to believe that chats can make students more comfortable using the TL by removing the face-to-face factor.

However, I know from experience that the stress of forced communication can really raise a student's affective filter and make communication even more difficult. I am interested to what degree this may or may not be true for other language learners that may prefer face-to-face communication as I do. So, my tentative research questions are:

1. What effect does chatting have on learners' affective filters. What are the specific causes for the comfort/discomfort students feel.
2. What does chatting provide for learner's that face-to-face communication does not. What does chatting provide for learner's that asynchronous communication does not?

Technology Reflections

I have learned several things about technology so far this semester. I have really enjoyed learning how to make a blog and how easy it is. I always assumed it was really complicated to have a fancy blog using all kinds of elements, but the things I have put on here were all pretty simple. I especially like the widgets! Being able to see how many people have visited my blog (8 so far!) is really interesting. I also like to see the results of my quiz (100% of participants want a vacation day after Easter!).

As far as using blogs in a classroom, I dont know how likely that will be in my future. I want to teach elementary aged students who might not be ready for blogging. I have been trying to think of an idea for my CMC miniproject that could work for this age group, but I am having a hard time. I might need to pretend like I am working with middle or highschool students. If anyone has any ideas for elementary CMC I would love to hear them!

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