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TESOL Greece Blog Challenge : Playing the Devil’s Advocate

TESOL Greece Blog Challenge

As a celebration of the launch of the TESOL Greece blog, a blog challenge was launched.

We were asked to answer the following question:

‘During an economic crisis, resources (books, budgets, infrastructure) are limited, but high standards and qualifications are required so that learners can survive on the job market. Can the use of technology help learners and teachers overcome this problem? If so, how?’

 

This ‘technology versus anti-technology’ debate has taken place on multiple platforms repeatedly over the last few years, and will again be had at the TESOL France conference this November. Reading the excellent posts written by the bloggers that have responded to TESOL Greece’s blog challenge, I’ve come to realise that it is far easier to think of the advantages that technology can bring to the classroom and to the students’ learning process than to bask in negativitiy.

And I’m sure the very fact that we are bloggers, and therefore eager users of online tools, has nothing to do with it at all.

But seriously, what’s there not to like? One only needs to take a look at the multiple posts on Twitter and in the blogosphere about M-Learning, the Flipped Classroom, Digital Storytelling, and the use of social media, wikis, class blogs, computer games, online corpuses, Youtube videos, etc that could provide the practitioner with hundreds, if not thousands, of new lesson ideas.

To debate against the use of technology in education would be debating against learner autonomy and learner choice.

To debate against the use of technology in education would be debating against having a wide range of free, but well-thought-out and professionally-presented resources.

To debate against the use of technology in education would be debating against ways of helping our learners increase their exposure to the target language and getting involved in communities of practice outside the realm of the classroom.

In short, to argue against technology online would be courting death in the online TEFL arena.

But surely someone needs to play the Devil’s Advocate in this?

Here are some counter arguments against English teachers being expected to use technology in the classroom:

  1. Some teachers feel that they don’t want to have yet another new thing to learn.

    They have spent years learning about the language and dealing with the different designer approaches and fads in ELT. And now, they are being told that all the knowledge and experience they have accrued from teaching English is not enough if they are unable to get to grips with the latest device or online software.

    They feel that the ability to use technology has got nothing to do with learning English per se, and if such high standard and qualification are needed for learners to survive in the job market, then these learners should be taking classes in IT, and not be relying on their English teacher to provide them with such training.
    .

  2. Teachers are not paid enough to spend all their free time learning to use new digital tools and implementing them.

    It takes hours to moderate a wiki or Moodle account, to respond to comments on a blog, to find appropriate games and video clips, to maintain the students’ interest in class chats on Twitter or Facebook, and to read other teachers’ blogs for more ideas and development.

    And most schools do not pay teachers to do this.

    I constantly get told, ‘You must not have a life outside TEFL. I treasure my private life and I am certainly not sacrificing it to do more work’.

    I don’t blame them for thinking that at all.
    .

  3. Not all students want to participate in the use of online tools.

    There could be several reasons for this. Some of my teenage learners equate the use of social media and blogging with something that is done with their friends, and not something that is done with their teachers as part of the curriculum. Making them use the same tools for learning might just turn something fun into something repellent. Just like the use of text speak. It’s just no longer cool among teenagers.

    Some learners from less-privileged backgrounds might feel left out and inferior. They might not be as familiar with certain online platforms and styles of games because they do not have easy access to a computer or a game console at home. They might not have a smart phone and have to share a classmate’s.

    Some learners simply don’t have the time to participate outside of classroom hours. This is especially true when teaching Business English or doing cultural training. These clients not only have a busy work schedule, but might not see the teacher any more than once a week, or even once a month. Class participation is extremely hard to maintain under such circumstances.

    So we know that we can’t force students to use or participate in the use of these digital tools. But how then can we cater for those students who choose to opt out?
    .

  4. Some schools cannot afford to invest in the latest technology.

    The bigger schools and the more profitable chains are keen to invest in this move towards an E-Learning and M-Learning environment by purchasing the latest computers, Interactive White Boards, newest programmes, subscriptions to the fancy online tools, and iPads for every student enrolled. They advertise this fact and this helps their marketing efforts.

    Meanwhile, the smaller schools that offer perfectly student-centred classes that cannot afford such luxuries are seen as not keeping up with the times.

    What are these times we live in? Times where the bigger co-operations drive out the smaller ones?
    .

  5. Many educators who talk about the use of technology in a classroom often assume easy and available internet access.

    Those who are involved in ‘in-company’ training would identify with the fact that wifi access is often blocked and the use of firewalls is not uncommon so as to protect company secrets.

    Essentially, this means that you can’t bring up a picture on Google images to explain a word away easily. It means that you can’t connect to Youtube or any video streaming sites for your listening activities (unless you download them illegally…and you don’t want to do that). It means that you can’t use social media, chat rooms, or any backchannelling software.

    Of course, there are digital tools that do not require an access to the internet, but your hands are pretty much tied if you are providing training in such a context.
    .

As many have mentioned (Christina and James, among others), it is not about being anti-technology. It is simply about being judicious in its use and not letting technology dictate what happens in the classroom. And perhaps an awareness of the issues that face teachers who are wary of the exponential increase of technological tools might help us be less evangelical in helping them utilise technology in the best way for their learners and their teaching context.

At the end of the day, perhaps the issue is not whether to use technology in the classroom or not.

That would be like adamantly saying, ‘I’m not going to learn to use the photocopying machine coz it’s just too much hassle.’

Neither is it about whether to help our students use technological tools as part of their learning process.

That would be like stubbornly saying, ‘I’m not going to teach my students how to write emails because I don’t use the internet.’

As modern technology and the internet becomes more and more part of our everyday lives, we ought to move pass the ‘technology versus no-technology’ debate.

For what really matters is the way we use it, the context that we use it in, and the learners who we use it for.

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About chiasuanchong

I am a teacher and teacher trainer in the EFL industry, and have been teaching General English, Business English and exam classes for the last 9 years. I am interested in teaching approaches and methodologies, especially in Dogme and coursebook-less classrooms, and Sociolinguistics, and am fascinated with the interplay between culture, communication, language and thought.

7 responses »

  1. Excellent points! You write as someone who “feel” the field.

    You wrote:
    I constantly get told, ‘You must not have a life outside TEFL. I treasure my private life and I am certainly not sacrificing it to do more work’.

    Ooh, you touched a nerve. recently posted on my battle with this topic: The dark side of CPD”

    http://visualisingideas.edublogs.org/2012/11/08/the-dark-side-of-continuous-professional-development/

    Naomi

    Reply
    • Hi Naomi,
      Yes, it’s a difficult one, isn’t it? Maintaining a work-life balance, especially when we love our job…
      And I’m lucky in a way because I can spare the time to do all this development stuff.
      But I can also understand that if one has a family and children to look after, it would make it so much harder.
      That’s why I said I don’t blame them either…

      At the end of the day, we’re just trying to survive in our own little ways, aren’t we?

      C

      Reply
      • Mariana Manolova

        Very good points to be discussed! I have never read anything related to maintainin
        g of work-life balance which shows real concern on the isse!

        Reply
  2. Great post. Lots of food for thought here. As someone who is just dipping his toe into the waters of educational technology, I think you identified the main benefits and concerns of encouraging a digital classroom. Last night, I watched a seminar with Gavin Dudeney on m-learning http://mlearninglive.modstreaming.com/. Definitely worth watching. Looking forward to the next post.

    Reply
  3. your practical considerations against tech in the class, along with James Taylor’s focus on the learner will strike familiar chords with teachers.

    i found torn halves response (http://tesolgreece.blogspot.gr/2012/11/the-crisis-digital-complicity-torn.html) most striking as they nicely describe how tech ‘myths’ are ‘complicit’ in the crisis.

    teachers certainly can help fight the myth-makers.

    ta
    mura

    Reply
  4. Love this: “To argue against technology online would be courting death in the online TEFL arena.”

    But perhaps we need a few people prepared to court online death, if only to stop the non-debate sinking into a vacuous round of mutual congratulation.

    The practical concerns you highlight re: overworked teachers are real ones, but the debate at its best is not animated by concerns like those. Is this a devil’s advocate we have here, or a straw man?

    It’s not a “technology vs no-technology” debate. It’s a debate about where we are going and what we are doing, not just as teachers, but as a society. What values are we promoting? What unspoken ethic are we conveying? Are the victors online thinking about this in a way that does more than just scratch the surface?

    For instance, the first sentence you put in bold links technology with autonomy. Now, obviously, there are ways of fostering learner autonomy that use digital tech, but if we stand back a bit and look beyond the school walls, how is autonomy faring in the world of technology? The learners will one day become workers and citizens. How is worker autonomy faring in the digitally enhanced workplace and how is citizen autonomy faring in the public sphere? If some of the developments outside school disturb us (Foxconn suicides, for instance), shouldn’t that affect how we present and use the tech in the classroom? We might also think about changing the words on the banner that we are waving so vigorously at the conferences: Ed-Tech, not because we don’t want to use the tech, but because we don’t want to convey a wholehearted affirmation of what is currently being done with the tech. Do we really want to call ourselves Tefltechers? If autonomy is so important, why not: Teflfreedomfighters?

    This is a world in which spin is everything. How are we as teachers helping to spin, and therefore sell, the tech? Are we happy with that? Why? What is our view of where we are heading with this particular way of socially instituting the tech?

    Social media: Yes, there are useful things to be done with social media in EFL, but do we not need to think about how the phenomenon of the social media ought to be read? Is there nothing to be concerned about there? Should those concerns not influence how we present the social media in class and what we do with them?

    I read somewhere that burying the dead is the first sign of civilisation. I wonder if the new virtual world will be civilised enough to bury those of us who die online?

    Reply
  5. Pingback: Why not use tech in class? | efl-resource.com

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