I have been doing a good deal of reading lately on the use of technology in the language classroom and I have found a few quotes I thought I would pass along. Feel free to add your comments below, send me Tweet at @nathanghall, or email me using the contact page on this website.
– Blake, Robert. (2008). Brave new digital classroom: Technology and foreign language learning. Washington, D.C.: Georgetown University Press. (p. 22).
“(U)sing technology is a challenge that language professionals must squarely face and to which they must endeavor to find pedagogically principled responses.”
– Evans, Michael. (2009). Digital technology and language learning: a review of policy and research evidence. In Michael J. Evans (Ed.) Foreign-language learning with digital technology. London: Continuum International Publishing Group. (p. 17)
“New forms of interaction and expression are leading to the emergence of what has been referred to as the culture of interactivity. This fact challenges the typical communication processes of the traditional classroom, calling for more innovative learning materials that combine pedagogical effectiveness with easy-to-use mechanisms supporting interaction between learners, tutors and other peer groups.”
– Hamilton, Miranda. (2009). Teacher and student perceptions of e-learning in EFL. In Michael J. Evans (Ed.) Foreign-language learning with digital technology. London: Continuum International Publishing Group. (p. 150)
“Along with the pace of technological change and the ubiquitous presence of technology it would seem that there is a need for regular re-evaluation, experimentation and investigation into classroom practices with regard to the means by which computers are deployed to support language learning. As we grow in familiarity with the technologies available to us, it seems that boundaries are there to be pushed back, with newly identified needs emerging that would have been previously undreamed of, and are subsequently characterized by improvements in ICT design.”
– Raith, Thomas and Hegelheimer, Volker. (2010). Teacher development, TBLT, and technology. In Michael Thomas and Hayo Reinders Task-based language learning and teaching with technology. London: Continuum International Publishing Group. (p. 156)
“(T)he ability to analyse critical incidents in teaching and to understand them in relation to relevant theory can be seen as a core competence of a teacher as a reflective practitioner. Using educational portfolios helps to initiate and guide such processes of informed reflective practice. To make the most of reflection on action, it is important to base reflections in a portfolio on more than just subjective data from self-observation. The integration of video and feedback from a mentor or peer can help to base reflections on a more complete and objective database. Furthermore, the use of standards to guide the reflective process makes sure that professional development is consistent with the requirements of the given educational context.”