Some Thoughts on Teaching with Technology
Integrating technology into both class instruction and course assessments can enhance the classroom experience and augment student engagement with the course material. We must remain thoughtful though about how we include technology in our instructional practices. Technology should not be in the driver’s seat but rather sit alongside us as a passenger on our pedagogical journey. While I appreciate the benefits of digital projects and electronic supports, an analog experience can at times offer the same value. My approach to blending technology and instruction is thus one of measured enthusiasm in which both the pedagogical and the practical maintain equal importance.
While foreign language textbooks and ancillary materials typically contain samples of language use fabricated for a specific pedagogical goal, technology gives students access to authentic language via online videos, newspapers, podcasts, and social media. These digital resources further allow students to express individuality in their language acquisition. Open-ended assignments may ask students to access online documents that interest them (e.g., sports enthusiasts might choose to visit lequipe.fr and read about a recent rugby match while Indie music fans might search dailymotion.fr for recorded performances by homegrown artists) and discuss or write about their findings. Such activities offer meaningful language interaction by grounding students’ exposure in their personal interests. They likewise offer increased contact with the target language, a valuable resource when we consider limited in-class instructional time.
While the above represent some general thoughts on teaching with technology, you can also explore my various teaching examples where I reflect on the success of specific projects that I have used in my classroom.
While foreign language textbooks and ancillary materials typically contain samples of language use fabricated for a specific pedagogical goal, technology gives students access to authentic language via online videos, newspapers, podcasts, and social media. These digital resources further allow students to express individuality in their language acquisition. Open-ended assignments may ask students to access online documents that interest them (e.g., sports enthusiasts might choose to visit lequipe.fr and read about a recent rugby match while Indie music fans might search dailymotion.fr for recorded performances by homegrown artists) and discuss or write about their findings. Such activities offer meaningful language interaction by grounding students’ exposure in their personal interests. They likewise offer increased contact with the target language, a valuable resource when we consider limited in-class instructional time.
While the above represent some general thoughts on teaching with technology, you can also explore my various teaching examples where I reflect on the success of specific projects that I have used in my classroom.
