Abstract:
This article tries to explore the use of Internet in the language classroom for
the teachers and the students, which is a global trend. However, major focus is
given to the status of ICT use in
Nepalese context with the relevancy of present scenario of ICT policy and
activities by the concerned stakeholders and people. Moreover, it shortly highlights
the digital divide and the expectations of Nepalese teachers in the days to
come.
Key words: ICT, technology, OLPC,
Internet, digital device, networks, CALL.
Introducaiton
“I
think English teachers will not survive just as English teachers rather they
will become language – cum – technology teachers in next 10 years”
(L.
Gnawali, Personal Communication, 4 June, 2008).
The above statement by my Guru focuses on the changing trend in English Language Teaching (ELT), with the changes seen in the technology around the globe in the practices of ELT. When there is the matter of survival, change is inevitable. ‘Survival of the fittest’, Charls Darwin’s statement, too, focuses on the need of change to be adapted in the new environment, culture, society and even technology. Hence, the teacher in the days to come will no more a language instructor in the ESL/EFL classroom delivering conventional form of teaching methodology, rather they will be using technology for making the classroom more lively and palpable. Focusing on the essence of technology Hudson (2013), ‘Technology is essential if we are to develop 21st century skills – creativity, critical thinking, communication and collaboration and of course information, media and technology literacy. Use of technology tools and resources support students’ acquisition of skills like creativity, innovation and productivity, all critical to students’ future success.’
Nothing is constant in the world except
the constant change. With the inevitable
nature of change the technology has leapt towards the apex of the development
and highly acclaimed for its use in the day to day life. In this global scenario of change and
development, are we having the positive change towards the development of our
professionalism adapting ourselves in the changing technology in ESL/EFL
classroom?
My dream of becoming a software engineer
was shattered due to the unaffordable circumstances. My zeal and zealot to be
an expert in that novice (to some extent at that time) field of technology was
blanched when I was forced to join in the faculty of education at Dhankuta
Multiple Campus (DMC). Along with my defeated soul, I completed Intermediate and got back to my
home town Jhapa. My little hope was shinning when I joined computer classes
managing myself to teach in a private school of Damak. My happiness could not
get maturity, as I had to leave for my further study at DMC. However, with the
basic knowledge of computer operation, I completed Bachelor in Education, which
helped me a little to understand some computer related terminologies while
studying.
I had never thought of using computer in
my classroom until became a computer teacher in a private school of Kathmandu.
The software developer course from Campion College, Gahanapokhari, made me a computer
science teacher at the beginning of the millennium. I didn’t use the computer
and other multimedia in English classroom because I was not an English teacher
at that very moment. I used computer for the mere purpose of teaching computer
science as a subject not as a tool to enhance English language ability for my
students. The use of internet technology in the ELT environment was started
personally for my own update of gaining information and imparting knowledge for
my students at college after a decade of my practice in this technological
field. Though, I used internet for a few purposes, it was optional for me and I
have never looked at another part of the coin until I joined Kathmandu
University for pursuing my higher study in MPhil in ELE. The use of technology/
Information Communication and Technology (ICT) at KU has tremendously changed
my learning styles and it has mesmerized me to some extent. The common tool for
using social sites, entertainment, and sending emails to my friends and relatives
turned into a very useful and practical tool for teaching learning activities.
Though, I was computer literate, I had a few problems tracking the sites and
using internet for more academic purpose. I could see the dawn faces of
colleagues, who were using ICT tools for the first time in the academic
purposes and aspiring themselves to be adaptable in the change academic
scenario and purpose. I can, now, trace out that if we do not change according
to the changing technology and could not adopt and adapt to the changing world,
being merely English teacher may not help us to survive. In the days to come,
as the statement of my Guru, our motto should be English – cum – technology
teacher, bringing differentiation in ELT classrooms, which makes the students intrinsically
motivated and enabled them to be connected with the rest of the world, as the
ICT tools are trendy and useful for them.
A Brief History
Internet
is commonly known as NET and it is the abbreviation of the term Network. In
fact, it is primarily the NETWORK of the NETWORKS. People might not have
thought of using Internet in the teaching learning field when it was first
developed and used by US Department of Defense, Advanced Research Project
Agency (ARPA) in 1969 (Dudeny, 2000). Since 1950’s the concept of using
computer in Language has been conceived and it was implemented as
Behaviouristic CALL (abbreviation for Computer Aided Language Learning; CALL)
in the 1960’s – 1970’s, based on the then dominated behaviourist theories of
learning (Warschaver, 1996). Passing through communicative CALL , Integrative
CALL: Multimedia, finally in 1994 internet was used as CALL: Internet in
teaching learning field (ibid.). Internet has become the breath of ELT
practitioner and the students learning English as a second/foreign language
since the development of web 2.o in 2000 (Wang & Vasquez, 2012). With the
advent of the internet, it has been an integral resource of collecting, sharing
and using information in academic arena. With the help of the various ELT
related websites, blogs and e-mail as a tool for communication, language
teachers throughout the world have been providing valuable resources in the
field of teaching with the changing time and the resource centers. Internet has
been a source of information, a tool for communication and store and retrieval
of information. The use of Dedicated and Non-dedicated websites, weblogs, chat
and interaction centers, teachers prepare materials their classroom teaching,
students learn on their own pace and they have conversation for negotiating
meaning.. In this global practice of Internet in ESL/EFL classroom, let’s have
a look at on our own face in the mirror of our context.
A Good Start
Education
based on science and technology was stressed in Nepali education plan of 1955.
Valuing science and technological based education the plan states, ‘… there can
be little improvement in our economic conditions without the help of technology
and education. We cannot even exploit our natural resources without scientific
knowledge and help’(Pandey, KC and Wood, 1956, p.83 as cited in Parajuli
(2013)). Further Parajuli(2013) adds up, ‘the plan was clear on the need for expanding access to and
participation in modern education system, understood as ‘scientific’ and
‘technology’ oriented education, and its role in national development process
of Nepal’ (p.1).’
Years have been passed but
concretization in the formation and implication of the policy was still in the
dilemma. With the growing outlook of
interest towards technology in the language classroom throughout the world,
taking concerns for the same by the Nepalese policy makers, schools’
stakeholders, teachers and students cannot be exceptional. The concerns bring
the consciousness. With the consciousness and the essence of using ICT in education,
IT policy (2010), SSRP 2009-2015, and three year interim plan (2011-2013) of
the GoN have included some policies and strategies in order to develop and
integrate ICT in education (ICT in Education master plan, 2012). IT
policy(2010) has aimed to expand the access of the internet to all schools and
to formulate and implemented special IT programme focusing on students, teachers
and schools in order to develop competent human resources (ibid. p.11). The
SSRP statement, too, is positive in development of ICT in all the schools of
our country. Similarly, MOE aims to develop learning support materials to
develop quality of distance learning and distance education by developing
ICT. MOE in Nepal has aimed, planned and
formulated programme and activities to develop basic ICT infrastructure in
educational institution by the end of 2017.
The change in policy, formulation of
programme and strategies itself is a positive start in the Nepalese context
where political instability is the pain in the neck. However, with the support
of the expected patron agencies, public – private stakeholders, community
people, ICT provider NGOs and development conscious political leaders we can
expect a significant contribution and development in the near future. Though
not today, in the near future, our aim of glocalization (globalization + localization) ourselves
through the internet can be an array of hope and can seemingly be concretized
crossing the geographical and infrastructural barriers.
Olpc
Ministry
of education realizes that new emerging information communication technology
has potential to improve teaching and learning processes in Nepal. Only after
an impact evaluation through the academic performance of students, teachers and
the 28 schools as a whole the ministry decided any the steps for computer
education. DOE is doing piloting on implementation of ict in education through different ways including olpc and lab model (ICT in education,
2012)
For the ict piloting, 28 schools from different districts are
selected. Similarly, for olpc program,
twenty-seven schools are included in the pilot project in 6 districts(3 in Daheldhura,
3 in Kapilvastu, 3 in Kavre, 5 in Lalitpur, 5 in Makwanpur, 1 is Kathmnadu and
7 in Mustang. ) approximately fifty five schools located in the same 6
districts will participate in the impact evaluation. For the comparison 32
schools from five districts have been selected till now. Preliminary data
collection for the impact evaluation is over and now preparation is underway
for the end line survey. For the lab model piloting 1 school on Kaski district
is selected (DOE, 2011). For OLPC,
national wide, approximately, 1761 students and 163 teachers are involved in
the pilot project.
Similarly
along with the work of Government, Non-government organization like Open Learning Exchange (OLE) Nepal is working in the partnership program with
OLPC program. OLE, Nepal’s ICT-based education programs are currently running
in 50 schools in 16 districts across Nepal benefitting more than 10,000
students. OLE Nepal has also trained over 300 school teachers on how to
integrate technology in classroom teaching/learning process (OLE Nepal, 2007). It
has prepared an extensive collection of interactive digital learning materials
that are based on the school curricula. Similarly, it has also developed a
digital library that is installed in servers in each school.
The ISP providers of Nepal, which are
focusing their services on city areas, have not been able to provide full
support in remote parts of Nepal. Mahabir Pun, the Ramon Magsaysay
Award for Community Leadership winner, however has contributed a lot to provide
internet and technological access to remote part of the country. He has been
contributing to promote technological access in his own village, Nangi, since
2005. Now the wireless network has been expanded up to 16 districts throughout
Nepal. 160 villages of 16 districts are benefited from wireless internet. The
main aim of Mahabhir Pun seems to provide computer education in all the schools
of Nepal. The villages which are far from the access of information have been
accessing e-education, e-communication, e-medicine, e-commerce, e-library,
e-education and transition system. Similarly, e-education has been stated in 50
schools of 16 districts in the recent year 2013. The children are highly
excited getting such opportunities in their day to day learning. It has brought
change in their learning. As Banton and Lee (2013) conclude, participating in
rapidly changing online activities involves constant learning, much of which is
informal. People learn in new different
ways, they reflect on their learning and they undertake intends and projects of
learning (p.20). Learning through online gives varieties of styles. It further
supports students learning to work collaboratively and work on their own. I
believe, according to different learning styles the different intelligences of
the students can be addressed.
Moreover, internet and e-learning are widely
accepted in many schools both in private and public schools of Nepal. 105
schools of Kathmandu valley and more than45 school out of valley are using
e-learning class produced by Midas. It is a significant change that can be seen
that schools stakeholders are promoting themselves with their children in
global scenario of network. Nobel Academy New Baneshwor has stated e-classes
with the provision of one-tablet per students from grade one to five.
Ratobangala school, Ullens school, St. Xavier school are a few names to be take
which are the leading institution which
are conducting e-based class in the field of teaching learning activities .
It seems that, the change in the teaching
learning styles and way has brought significant development in the history of
education. Our main aim of using e-technology in the classrooms is not in the
success till the real practitioners are aware. Teachers training program is a
key to success in it. Thinking on this view, ICT in education Master plan-2012
has aimed to enhance capacity of HR associated with education sector through
training and continue learning by the year 2017 with DOE and MOE (p.19). It has
also focused to train schools teacher to prepare them for ICT enabled teaching
learning environment.
What do we get from Internet?
In today’s technologically
based fast moving world, one must be able to understand and be flexible while
recognizing the needs to learn. The most essential and all-encompassing need of
the hour is to be excellent in communication skills. For communicating at the
global level English is the most accepted medium. Knowledge of the English
language keeps one abreast of the world. This leads to limitless personal and
business opportunities. Being able to speak in English also widens one’s
horizon globally.
Today, there is a huge amount of language learning material
besides the traditional grammar and course books and dictionaries. These
materials include-course books, workbooks, programmed courses, cue carts,
charts, newspapers, posters, picture cards, and cut outs, and so on. These are
supplemented by other media, such as radio, television, slides, OHP, video
tapes, games, toys, realia, as well as computers, multi media and the
especially Internet.
Mark Warschauer and Deborah Healey, as quoted by Crystal (2006: 166)
mentioned that the internet is one of the factors that have important
contribution in the advancements of the use of computers for language learning.
With the advent of the Internet, the computer-both in society and in the
classroom – has been transformed from a tool for information processing and
display to a tool for information processing and communication In addition; Dudeney (2007:
39) also mentions one of the benefits of using Computers and the Internet in
the practice of language teaching and learning, particularly for the teachers.
He mentions that essentially, the computer and Net connection become a shared
resource, always available to the class on the whiteboard.
Hence, it can be stated among the various advantages, the first
and the main advantage or benefit of using the Internet for teachers is the
fact that it provides a large amount of teaching resources. It is through the
Internet that teachers could easily get various materials for their teaching.
Some primary sources of materials are sites such as OneStopEnglish at http://www.onesstopenglish.com/ which
features plenty of materials and lesson plans for regular use and the BBC/
British Council collaboration also has plenty of resources on its Teaching
English site at http://www.teachingenglish.org.uk/ (Dudeney, 2007: 152 as cited in
Sudartini, 2010). Warschauer, shetzer and Meloni mention that there are abundance of materials found in the
online library which can be retrieved from the following :
1. Digital Libraries
Initiative (http://dli.nsf.gov).
2. Literature Online (http://lion.chadwyck.com).
3. Newpapers Online (http://www.newspapers.com)
4. The Times (http://.the-times.co.uk)
5. The New York Times (http://www.nytimes.com)
6. The Washington Post (http://www.washingtonpost.com)
7. The Wall Street Journal (http://www.wsj.com)
8. The Sydney Morning Herald
(http://smh.com.au)
9. Time (http://www.time.com)
10. Newsweek (http://www.newsweek.com).
11. CNN.com (http://www.cnn.com)
12. BBC Online (http: www.bbc.co.uk)
(Warschauer,
Shetzer and Meloni, 2002: 23-24).
Focusing on the benefits of Internet Sudartini(2010) asserts,
‘through internet the teachers can get much information not only in terms of
material for their teaching but also to improve their own knowledge by reading
or writing in the journal’. The tecaher can enhance their writing on abilities
by writing on the different journal related to English and Language
teaching. As mentioned by Warschauer,
Shetzer and Meloni(2005) the following are some
professional
journals and magazines which are provided online on the Internet
(P.22).
1.
TESL-EJ (http://www.kyoto-su.ac.jp/information/tesl-ej) which focuses in the theory and
practice of language teaching;
2.
The Internet TESL Journal (http://www.aitech.ac.jp/-iteslj), which
includes short, practical
articles;
3.
Language Learning &
Technology (http://polyglot.cal.msu.edu/llt), a research journal for
second language educators;
4.
CALL-EJ Online (http://www.lerc,ritsumei.ac.jp/callej)
which covers computer-assisted
language learning; and
5.
Kairos (http://english.ttu.edu/kairos), a
journal on computer and writing.
The another benefit of using internet by teacher is that they can
have interaction with the another teachers in the world and exchange information and get connected
with other teachers from the different countries having similar interest. Via
the chat program and exchange of email they can contribute in the language
teaching and learning. The internet also
opens the international professional organizations through which they can
update themselves with the frequent contact with such organizations. According to Warschauer, Shetzer and Meloni
(2005) following are some international organizations with their websites
(p.24).
1. TESOL (http://www.tesol.org).
2. The International
Association of Teachers of English as a Foreign Language (IATEFL,
http://www.iatefl.org)
3. The Japan Association for
Language Teaching (JALT, http://www.jalt.org)
4. NAFSA or Association of
International Educators (http://www.nafsa.org)
5. National Council of
Teachers of English (http://www.ncte.org)
6. The American Association
for Applied Linguistics (http://www..aaal.org)
7. The Linguistic Society of
America (http://www.lsadc.org)
Finally, teachers can be benefitted by the instant material
production with the help of the catalogues produced by some of the publisher
like: Longman ELT Connection (http://www.awl-elt.com), and Oxford University Press’s site (http://www..oup.co.uk).
Some more advantages of computer and internet assisted
language learning according to Gündüz (2005)are:
- Multimodal practice with feedback
- Individualization in a large class
- Pair or small group work on projects
- The fun factor
- Exploratory learning with large amounts of language data
- Real-life skill-building in computer use (Warschauer and Healey, 1998).
Internet also facilitates students of English learners
to:
- Correspond in English by e-mail with other classes in other parts of the world
- Develop individual-pen-pals to write to at out of class time
- Communicate in real-time chat rooms
- Share opinions and ideas across cultures on sports, music, food, hobbies, etc.
- Conduct international surveys for class work
- Read and listen to up to date news.
Internet
is basically advantageous to the students and teachers; however, the teacher
has to make up mind to the following guidelines by Warschauer & Whittaker (1997)
before starting the activities in the classroom. (Warschauer & Whittaker, 1997).
·
Consider
carefully your goals
·
Think
integration
·
Don’t
underestimate the complexity
·
Provide
necessary support
·
Involve
students in decisions
Digital Divide and My Conclusion
We are living in the 21st
century. The role of IT and management for educational reform can hardly be
exaggerated in the present day world. Information and Communication Technology (ICT) has brought
unprecedented changes and transformation to the academia in this century. Educational systems, all over
the world, are being redesigned to fit more into the electronic age for the
purpose of efficiency. Information and communication technology (ICT) has
become a powerful device for enhancing quality education in every colleges and
universities round the world.
The evolution of ICT into universities clearly changes the way
education is conducted. Not only is it possible to work with distance
learning and achieve a closer collaboration between different universities, but
also paving the way for a new pedagogical approach where there is unparallel
ability to spread knowledge and disseminate information. ICT fosters easy
worldwide communication and increases instant access to a vast range of
knowledge and information, at home, work and in educational establishment.
Nepalese societies have
been dividing in terms of class, caste and gender since the historical period.
There exists a debate whether ICT widens the gap or it fulfills the gap among
the iniquities. It is believed if the access of the ICT reached into hands of
elites then it will perpetuate the digital divide among the students. Digital
divide create a gap between those who have access to and control of and those
who do not have. Diffusion of the society due to
digital devices can seemingly be inevitable, but we should not forget about the
adoption of it by the marginalized and poor people too. Since, the production
cost of the electronic gadgets are decreased, it will be in the access to
everyone. My claim in this regard is that, for a
developing country like ours, one of the greatest hardships endured by the
poor, and by many others, who live in the poorest countries, is their sense of
isolation. Information technology would be the best and most
innovative tools to bridge this digital divide. It thus represents a potentially equalizing strategy for
developing countries. ICTs greatly facilitate the acquisition and absorption of
knowledge, offering developing countries unprecedented opportunities to enhance
educational systems, improve policy formulation and execution, and widen the
range of opportunities for business and the poor. The whole world is now connected in to one
big chunk of network digitally. Failure to meet the challenge would mean a further
widening of the knowledge gap and the deepening of existing economic and social
inequalities.
Conclusion
So from the above study it can
be concluded that the internet being the most available, flexible, practical
way and a treasure of vast knowledge, can be utilized for the purpose of
developing good communication skills. A teacher and learner can better utilize
it by the application and sharing of real-life experiences and situations
within a healthy learning environment. So it is advisable to take internet and
use of technology as an aid for educational and language learning activities as
it allows for a great number of opportunities to communicate in the target
language.
Political stability is the key to any
successful implementation of the development work. Although the political
stability and stake holders concern Nepalese educational system for also get a
footprint in enhancing e-learning practices. There should be proper
understanding/building in development endeavor. The infrastructure remains a
great challenge. With the role of the major donor agencies, these can be
fulfilled but the challenges are seen that there is no proper support from
donor agencies along with the regional support. Formulation of plan and
implementation is crucial in the change orientation. However, are we
enthusiastic to review the implementation of it? Though, implementation plays a
vital role, we need to fill the gap of monitoring and supervision with
strategic institutional restructuring.
Finally, with the proper concern of the
government and the non-government organization, with the help from the social
workers like Pun , the concerned ISP providers’ willigness to move towards the
village of our country, with the proper interests of the teachers and the
respective stakeholders for the innovative change to meet the MGD and ICT
master plan by 2017, it seems that Mr. Gnawali’s wish to see the teachers as language
– cum – technology teachers will not
take many years but just the willingness.
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By:
Krishna
Prasad Khatiwada
M.Phil.
ELE
Kathmandu
University
