Who Moved My Chalk? A Toolbox for Language Teachers

Technology, media and the Internet are major agents of change in the language teaching profession. This presentation introduces skills and tools language teachers need to do their job more effectively and how they can embark on a strategy of self-development seeking assistance from institutional and organizational programs, peers and other sources. The following topics are addressed: (a) Changes in learning patterns and educational activities brought about by the development of information technology (b) Skills teachers personally need to develop in response to these changes particularly in the use of computers, media, and digital devices (c) A toolbox of hardware, software and manuals tailored to the needs of language teachers (d) Specific information technology-related initiatives taken by governments, institutions and organizations in Japan, China, Taiwan and Korea (e) Strategies for personal development among language teachers Technology, media and the Internet are major agents of change in language teaching. Bates [1] notes that Although technology infrastructure plans are essential, they are not sufficient. It is equally important to develop academic or teaching plans that specify the ways in which technologies will be incorporated into teaching learning activities.” In responding to these changes affecting the process of second or foreign language learning, teachers need to upgrade their information literacy and computer literacy since changes are occurring in the way we select, capture, prepare and present information. In the past, a language teacher needed only a textbook, some chalk and a well thought-out talk. Traditional teaching skills included choosing appropriate materials, planning lessons, explaining clearly, and using a blackboard or OHP effectively. Nowadays, teachers also need to know where to find useful materials on the Internet or on e-media, to be able to capture, modify and save text, graphics, sound and video files by handling tools such as computers, digital cameras, video cameras, video machines, and scanners. Table 1 highlights the difference between traditional and contemporary teacher skills. A teacher needs tools as much as a plumber or an electrician. In the past, a teacher’s toolbox contained only a textbook, worksheets, a grade-book, chalk and a red pen, now more tools are needed. Tools and resources which help teachers do a better job are listed in Table 2. Just as individuals are sensing the need to respond to changes brought about by information technology, so too are governments, institutions and organizations mounting initiatives such as promoting online materials. As academic organizations become larger, they often split into smaller, more focused groups serving as forums for discussion and exchanges of online resources. Language teachers themselves can upgrade their skills from organizations, peers, and students. In the end, the information technology revolution is about both institutional and personal responsibility. Organizations need to initiate training programs and teachers themselves need to take steps to position themselves close to IT initiatives, learn new skills, and seek out assistants to act as instructors or trainers.