Computer language learning
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This document discusses using computers for language learning. It outlines two types of learning: behaviorism and constructivism. It also discusses student motivation and the four conditions needed for successful motivation. Most importantly, it emphasizes that the student must become the producer rather than just the consumer of information, and the teacher's role shifts to being a guide rather than director of instruction.
Computer language learning
- 1. Using Computers for language Learning by Caty Astudillo
- 2. This topic establishes the groundwork for looking at the computer’s role in instruction and examines its role in students´ learning.
- 3. TWO TYPES OF LEARNING
- 4. BEHAVIORISM
- 5. Elements of a good lesson
- 6. The Human Factor A great deal of attention needs to be given to the individual student responses during interactions with computers.
- 7. Seven human factors critical to a good lesson
- 8. A highly individualized process. The teacher learns along with the student. The teacher becomes a supporter, a guide, and a partner in the educational process. Constructivism
- 11. Types of learning Intelligence and Best Software to work with learner Linguistic - Word processor, word games Logical -mathematical- databases, spreadsheets Spatial - graphic production, mazes and puzzles Musical - song creation, recording music Bodily-kinesthetic - keyboarding, word processing Interpersonal -Telecommunications,2 player games Intrapersonal - Tutorial, student vs. computer games Naturalistic - Spreadsheets, image capturing software
- 12. Student Motivation … is generated by need, interest, or desire on the part of the learner. … Is an essential element in instruction and learning
- 13. 4 conditions for successful Motivation
- 14. Further knowledge at any stage depends on what has been learned in an earlier lesson. THE LEARNER MUST MASTER THE LOWER LEVEL INFORMATION BEFORE MOVING ON!!!
- 15. MOST IMPORTANT!!! The student becomes the producer rather than the consumer of information. The teacher becomes the guide and facilitator of learning rather than the director of instruction. Goals are set, but the student is given sufficient freedom on how to obtain them