Teaching ePortfolio > Instructional Technology Philosophy
My philosophy on instructional technology is predicated on several postulates: that the teacher is a facilitator with an ever-expanding bag of tricks created to entice the learner into learning; that the instruction should be tailored to learners’ needs and interests and aim to expand the learners’ horizons; and finally, that learning should be cross-disciplinary. For these reasons, my philosophy is that the use of instructional technology is necessary insofar as it meets the learning goals and objectives in the best possible way. I disagree with using the latest and greatest instructional technology, which is a fluid concept, just for the sake of using it. Using any technology should be appropriate for the goals and objectives that are to be achieved.
Instructional technology is extremely important for studying languages because computer technologies, including a variety of integrated and accessible media (text, graphics, audio, video) and readily available authentic input from real speakers of a language, open a window to the real world, thus facilitating authentic learning of language and culture. Teaching with computer technologies is even more essential for teaching the less commonly taught languages (LCTLs) because of the unique benefits provided by technology. LCTL teachers are faced with the problem that students interested in learning the languages and those qualified to help them are few and far in between – they are geographically bound. Furthermore, student profiles are always diverse, affecting availabilities to attend regularly scheduled classes, even if the learner is fortunate enough to reside in an area where the particular language is offered. The same is true for teachers who are often pressed to offer classes that generate more interest among students and greater enrollments than teaching an LCTL. Computer technologies such as multimedia and the internet can provide a solution. By using the internet as a classroom, not only can materials reach the students who are motivated to find them, but their format can also provide the learners with a flexible timetable for utilizing the resources. Additionally, teachers do not have to be the sole providers of information, instead being available as a supplementary (though not secondary) resource. The benefits of teaching with computer technology are a perfect fit for the gaps left by traditional instruction of the less commonly taught languages.
Instructional technology is extremely important for studying languages because computer technologies, including a variety of integrated and accessible media (text, graphics, audio, video) and readily available authentic input from real speakers of a language, open a window to the real world, thus facilitating authentic learning of language and culture. Teaching with computer technologies is even more essential for teaching the less commonly taught languages (LCTLs) because of the unique benefits provided by technology. LCTL teachers are faced with the problem that students interested in learning the languages and those qualified to help them are few and far in between – they are geographically bound. Furthermore, student profiles are always diverse, affecting availabilities to attend regularly scheduled classes, even if the learner is fortunate enough to reside in an area where the particular language is offered. The same is true for teachers who are often pressed to offer classes that generate more interest among students and greater enrollments than teaching an LCTL. Computer technologies such as multimedia and the internet can provide a solution. By using the internet as a classroom, not only can materials reach the students who are motivated to find them, but their format can also provide the learners with a flexible timetable for utilizing the resources. Additionally, teachers do not have to be the sole providers of information, instead being available as a supplementary (though not secondary) resource. The benefits of teaching with computer technology are a perfect fit for the gaps left by traditional instruction of the less commonly taught languages.