Should Teachers Give Technology a Chance? (FOC08)

Most high school and post secondary teachers in my neck of the woods are still using traditional lecture type of instruction. The rationale for using the old way is that it worked for students in the past. According to the literature and the latest educational innovations, learners should be actively learning rather than passively listening to the teacher (Phillips, 2005).

Active learning is an instructional strategy that researchers claim transforms learners from passive to active participants of the learning process. Active learning is very different from the traditional lecture. In active learning, teachers may chose (a) collaborative; teamwork with the emphasis on student interactions, (b) cooperative or teamwork with individual assessment, (c) and problem-based self-directed learning (Prince, 2004). Students who engage in active learning even briefly during a lecture, "will remember more content" as opposed to instructional methods that overload the learner with information at one time (Prince, 2004, p. 7).

According to the literature, teachers must prepare students for active learning by taking the role of facilitators that encourage and guide learners to stay focused in achieving the learning objectives (Friedman, Harwell & Schnepel, 2006; Modell, 1996).
One way of preparing students is to conduct ongoing evaluations of students' work to learn about their knowledge, skills, and affective status. Knowing what students have learned and reflecting on the instructional method used, can facilitate and improve instruction (Friedman et al., 2006; Hunt, Touzel & Wiseman, (1999).

Another way of assuring active engagement in the learning tasks is to provide individualized learning via electronic or internet-based learning environments. Computer-based learning provides "self-directed, meaningful interaction" (Derntl & Motschnig-Petrik, 2005, p. 112). According to Derntl & Motschnig-Petrik (2005), electronic learning is potentially more effective "given the instructor was experienced as a highly open, respectful, and understanding person" (p. 128). My students' have commented on the value of using technology in language learning. I can also see that their language skills have improved a great deal as they use technology in and out of the classroom.

Do you use technology? Would be willing to give technology a chance? If not, do you have alternative ways to engage learners in the learning process?

Your comments would be greatly appreciated.


Derntl, M., & Motschnig-Pitrik, R. (2005). The role of structure, patterns, and people in blended learning. Derntl, M., & Motschnig-Pitrik, R. (2005). The role of structure, patterns, and people in blended learning. Internet and Higher Education, 8, 111-130. Retrieved August 23, 2008, from http://www.pri.univie.ac.at/Publications/2005/iheduc05-derntl.pdf

Friedman, M., Harwell, D.H., & Schnepel, K. C. (2006). Effective instruction: A handbook of evidence-based strategies. Columbia, SC: The Institute for Evidence-Based Decision-Making in Education.

Hunt, G. H., Touzel, T. J., & Wiseman, D. (1999). Effective teaching: Preparation and implementation. Springfield, IL: Charles C. Thomas Publisher, Ltd.

Modell, H. I. (1996, June). Preparing students to participate in an active learning environment. Advances in Physiology Education, 15(1), 69-77. Retrieved August 23, 2008, from http://www.physics.emory.edu/~weeks/journal/modell-aipe96.pdf

Phillips, J. M. (2005, March/April). Strategies for active learning in online continuing education. The Journal of Continuing Education in Nursing, 36(2), 77-83. Retrieved August 24, 2008, from ProQuest database.

Prince, M. (2004, July). Does active learning work: A review of the research. Journal of Engineering Education, 93(3), 223-232. Retrieved August 23, 2008, from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Prince_AL.pdf