Chapter 3 Reflection

Chapter three of Robert J. Brake's book, Brave New Digital Classroom: Technology and Foreign Language Learning, discusses the history of CALL, or computer-assisted language learning, and a overview of its evaluation.

First, I really appreciated Blake's reference to Skinnerian behaviorism. I enjoyed these topics in previous psychology and education classes and using this reference really helps me understand the beginning and evolution of CALL. In the 1960s, as Blake explains, a time when technology was limited, foreign language learning and the use of technology consisted of using programs to train or condition students to produce correct responses to particular stimuli. In plain terms, this means that students were trained to memorize appropriate expressions that they would be able to use when confronted with native speakers in authentic situations. I'm happy to report that, based on my own observations, language learning has come a long way since then. I feel that we now take a more thematic approach and try to foster a community of learners. In other words, we try to approach language learning in a more logical way, rather than simply having students perform drill activities and memorization acivities. We also want students to interact with each other and to create situations that come as close as possible to authentic situations with native speakers. One particular idea that I took from this chapter is that there are so many ways to integrate technology into these concepts, ways which I outline in my reflection on the second chapter.

Another section of this chapter that I found interesting was Blake's section on CALL evaluation. I particularly liked the where he cites the format for evaluation in the CALICO Journal: technical preview, operational description, teacher fit and learner fit. The former two seem obvious, of course, but the latter we might take for granted. It is important to ensure that whatever technology or software we use in our classrooms fit the teacher's methodological approach and that it matches the students' needs and interests. If the technology is something that will not develop student motivation and interest, then it may not be the best fit for that particular classroom.

Overall I found the chapter very useful because it explain not only how to review software and other technology for our classrooms, but it also gave some examples and cited some resources, making doing so much easier. 

References:

Blake, R.J. (2008). Brave new digital classroom: Technology and foreign language learning. Washington, DC: Georgetown University Press.