包头师范学院计算机辅助教学语言课件Unit10 Design CALL Instruction.ppt

Issues in Computer Assisted Language Learning (CALL) Session 10 Designing CALL Instruction Designing CALL Instruction There are a number of key points to consider when you design instruction that includes the use of computers. Starting a CALL approach is not just a matter of taking students to the computers and getting them started. There are many issues to consider. Let’s think about the “who”, “why”, “what” and “how” of designing CALL instruction. The “Who” of Instructional Design Who are your students? age language level their prime motivation for being in your class (school) their aims and objectives in studying English private or public education? where do they want to be in the next couple of years? what are they used to in the classroom (expectations)? The “Why” of Instructional Design Why are you introducing computers into your teaching? Are you bored with the “status quo”? Is the use of computers being mandated “from above”? Are you part of a “grass roots” development group? Are you part of an action research project (therefore working with other teachers)? Why now instead of later? The “What” of Instructional Design What aspects of the students’ work will require access to computers and what will not? What language skills do students need in order to complete the tasks you’ve set? What level of language skill do students already possess? Will you need to pre-teach some vocabulary / language structures? The “What” of Instructional Design What computing skills do students need in order to complete the tasks? Will you need to pre-teach some software skills or vocabulary? What higher-level cognitive skills will students need to complete the tasks? Will you need to pre-teach some concepts? What do students think is “appropriate” instructional / classroom behaviour? The “How” of Instructional Design How much time will the tasks / unit take to complete? How much time can I spend in the computer lab? How can I arrange access to computers in my clas