Implementing Tasks with Interactive Technologies in Classroom Computer Assisted Language Learning (CALL): towards a developmental framework

Implementing Tasks with Interactive Technologies in Classroom Computer Assisted Language Learning (CALL): towards a developmental framework

Shona Whyte and Julie Alexander

Using technology in task-based language teaching (TBLT) may experience pedagogical regression during technological development. It would be supported technological know-how and encourage pedagogy often also experienced as innovative. many teachers are more likely to incorporate new technologies into existing practice rather than exploit their affordances in new pedagogical directions. It leads them facing some difficulties to transform pedagogy and learning outcomes. Thus integrating technology into task-based approaches to teaching represents a double challenge for language teachers.

Tools like interactive whiteboards (IWBs) support traditional as well as newer approaches. IWB-supported teacher education in TBLT must therefore develop new technological know-how and encourage pedagogy often also experienced as innovative. The IWB consists of a large touch-sensitive display connected to a computer and video projector

to allow the manipulation at the board with a finger or stylus of any computer programme or

internet application for collective viewing. It is integrating multimodality, increasing the pace of lessons, and improving motivation.

Different facts of research in TBLT with technology are receiving increasing research attention. The role of the teacher is important in both designing and implementing learning tasks: what Breen (1987) calls task as workplan and task as process. Just as Allwright (1984) compared the "plan" and "reality" of a syllabus, so Breen distinguishes "the original task-as-workplan," corresponding to teachers' objectives, or "what [they] intended or hoped the task would achieve," from "the actual task-in-process," or "what happens during language learning tasks" and "the ways learners interpret a workplan." (p. 335). The goals of a task are generally laid out by the teacher in designing the task, as part of the task-as-plan.

There are a lot of new information what l have learned from this article. It is motivated me to try better as long as my life. There are some implications in the future:

1.    Teaching is not teach but also learn from others

2.    Balance between pedagogical and technological in teaching and learning process

3.    Encourage other teachers to use learning technologies because of the teaching and learning potential they offer, rather than on the basis of (usually overoptimistic) ease of use arguments

4.    Sharing to each other.