Recent Information and Communication Technology

Advances at Tsukuba's Foreign Language Center

George Robert MACLEAN

Recent Information and Communication Technology

George Robert MACLEAN

Introduction

The following report describes my experience with recent improvements made to six of the
classrooms at the Foreign Language Center which now make it possible for instructors to teach using
cutting-edge Information and Communication Technology (ICT) from any of the classrooms at the
center. ICT is a general term for the use of technology, more commonly referred to by language
educators as Computer Assisted Language Learning (CALL). I use the term ICT because it subsumes
CALL in a broader approach that considers all educational sectors, and because ICT entails not only
the use of technology but a fundamental change in pedagogy. This report will consider how ICT
applies in a language lab setting, where it takes the form of a teacher-controlled computer-based
multimedia and internet system, operated from the lecture podium

As of May this year, the FLC upgraded its facilities, so that it is possible for teachers to walk in to
any classroom and within seconds be running an electronic whiteboard that is wired for multimedia
presentations and sound, as well as to be connected to the internet (see below). These improvements
provide advantages that are as yet uncommon in many educational settings, and should be used by as
many faculty members as possible. Indeed, UNESCO (2002) has described the designing and
implementation of ICT-enabled teacher programs as "the key to fundamental, wide-ranging
educational reforms." A review of literature concerning the use of the technology described in this
rcport time and again quoted teachers reporting a renewed interest in teaching, and experiencing
pedagogical epiphanies where they discover new and exciting classroom applications for the
technology (Miller, Averis, Door, & Glover 2005, Richardson Primary School 2003). Many of the
teachers interviewed after using the technology considered a reversion to a conventional classroom
setup as less than desirable (Lee & Boyle 2004, Richardson Primary School 2003). Much of the
literature suggested that the most significant gains resultant from thc technology were not from
teachers taking training courses or being guided by a technical assistant or administrator, rather it was
from "taking the plunge" and using the technology, from active reflection of the results of its usc and
consideration of further possibilities, and most importantly from teachers communicating with other
teachers and helping each other (UNESCO 2004, Kennewell 2003). More than one publication
discusses a point where a sort of critical mass is achieved amongst faculty members, who become avid
users of the technology described below (Kent 2003, Lee & Boyle 2004). It is with this in mind that
the following report presents some of the advantages to be gained from adopting an active and
engaged approach to recent ICT improvements at Tsukuba FLC.
192 George Robert MACLEAN

How can the technology make for more effective instruction?

It is a common refrain of almost all instructors that there is never enough time to accommodate all the
demands of the profession. There is the need to balance a busy teaching schedule, an ambitious
research agenda. the need to stay current in the field, and, in the case of part-time instructors, the
need to teach at numerous locations in order to make ends meet.

The technology put in place at the FLC mitigates some of the above by providing a first-rate
classroom where an instructor can save valuable time, and it is easier to meet the requirements for any
effective practitioner, such as:
the need to keep a record of what has been done in class
responsibility for refining and expanding on previously taught material
the ability to provide a quick review of the previous lesson at the beginning of a lecture. as well
as to offer a quick recapitulation of the lesson's objectives and how they were accomplished at
the end of a lecture
minimizing time spent writing on the board with one's back to the students and maximizing the
amount of time spent interacting with students and assessing the impact of instruction
making use of technology available to promote a less teacher-centered environment
creating a more dynamic presentation which appeals to learners on several levels and considers
different learning styles
accommodating the attention span of the 'Play Station Generation' by using shorter, game-like
activities and exercises

What has changed and what do teachers need to take advantage of the technology?

This May the FLC had cables installed in six classrooms that make it possible to run an electronic
whiteboard, to run a number of multimedia applications (see below), and to connect to the internet. all
from the lecture podium at the front of the classroom using a laptop computer. Teachers need nothing
more than a working knowledge of MS Word, or a similar word processing program to begin taking
advantage of the new facilities.

To set up an electronic whiteboard, instructors need a laptop that has either a composite, or S video
port. There is a case beside the lecturer's podium that contains a cable which hooks the laptop up to
four 22 inch monitors, and twenty four 7 X 5.5 inch monitors located at each student table. This means
that by plugging two cables into a laptop it is possible to display six to eight lines of text in
prominent locations that are clearly visible throughout the classroom and to be wired in to twelve
overhead speakers. It also means that any student who is paying attention is able to read and make
note of whatever the instructor has written. No more chalk dust or marker debris! More importantly,
instructors can save their notes and make use of them at a later date in a variety of ways. such as
curriculum refinement and development. posting the notes on a web page. or sending them to students
who are legitimately absent.
 Recent Information and Communication Technology Advances at Tsukuba's Foreign Language Center 193

It has been noted that instructors who begin using ICT in the above manner soon progress across a
continuum that leads them to make more ambitious use of the technology (UNESCO 2004, Lee &
Boyle 2003). Once again, such endeavors require no more than a working knowledge of programs
such as Power Point, and basic computer functions such as uploading digital pictures, copying and
pasting images from the internet, and opening and running the basic media software included on any
computer.

Research literature

A review of ICT literature revealed that there is a need for further research and usc of ICT at the
university level at present, particularly where modern foreign language (MFL) teaching is concerned.
Existing research is largely qualitative, and descriptive. Although there is an emerging body of
literature which considers further education, the majority of efforts up to now have been in the
primary education and secondary sectors. Results indicate there is a positive association between
student attainment and effective usc of ICT pedagogical measures. Reasons for this are well related by
Lee (2000), who notes that appropriately implemented usc of computer-based technology can support
experiential learning, enable pair and group work, promote global understanding, provide access to
authentic materials, and encouragc greater interaction. The British Educational communications and
Technology Agency (Becta) is a lcading force in ICT pcdagogieal research. Its ImpaCT2 (2002)
project found that, even while the degree of ICT use was relatively low in language classes. there was
a notable difference in the results attained by students who were exposed to ICT-based instruction in
this setting. Becta's 2004 report highlights key areas for further research, including the potential to
embed ICT usc in MFL teaching, and the impact of ICT on MFL pedagogical practice. Research to
date indicates that the diffusion of ICT procedures into a teacher's pedagogy follows a definable
pattern. Miller et a!. (2005) describe a sample of 10 mathematics teachers' and 13 MFL tcachers' use
of interactive white boards. The study found that teachers go through a series of stages when using
ICT technology, which start at Supported didactic, where the technology is in usc but not integral, to
Enhanced interactive, where teachers arc using the technology as an integral resource and they are
making creative and effective pedagogical innovations with the interactive white boards. It has been
noted in many of the studies (Miller et a!. 2005, B. Lee & Boyle 2004. Becta 2002, UNESCO 2002)
that instructors feel they are on a learning curve, and that they have not yet realized the full potential
for use of the technology. Further long term studies using both quantitative and qualitative research
arc therefore in order.

Pedagogical impact of the new facilities

The new facilities at the FLC have made it possible for me to transform my teaching in a number of
ways. Electronic whiteboard applications, audiovisual applications and internet applications are all
powerful tools that I will brieny discuss here.

An electronic whiteboard makes it possible to display presentations to great effect. At present

approximately 90% of students have mobile phones with cameras. This means that, once they become
familiar with how to send photos from their phones to a computer-based mail address and retrieve
them. they can bring a disc to class with photos related to a topic they choose to discuss. such as their
summer vacation. their hometown etc. By the second or third semester. they are ready to prepare more
extended presentations using Power Point. The result is a less teacher-centercd class. where students
arc using the target language to talk about real world topics that have immediate meaning for them,
and which arc interesting for their fellow students.

The electronic whiteboard has also made it possible for me to accomplish many things that were
cumbersome in the past. The time spent preparing for lectures. the time spent copying handouts for
students. and reviewing lecture notes has been significantly cut. and I have much more time to revise
and improve my lectures. Moreover. I am able to accomplish the above in a more consistent and
efficient manner. After teaching a lecture. I have a permanent record that I can review and refine
before teaching the class again. I also prepare a short recapitulation of the lesson. and a review of the
lesson for the following lecture. This is done once and then it is ready for all time to be refined and
reused.

Another important aspect of the electronic whiteboard is that it becomes a valuable tool for teacher-
student communication and negotiation. This is especially true where handicapped students are
concerned. but it applies in all situations. I use the whiteboard to post answers for homework. and
quizzes. so that students get immediate feedback. I transcribe my speech and student utterances,
which allows them to consider the message in two formats at the same time. Finally, the e-whiteboard
allows me to use a more process based approach to teaching. where I can negotiate various aspects of
our class with the students. and then write our decisions into the class notes as an indication that
decisions made are final and binding for both the students and teacher.

Audiovisual applications using the new facilities make it possible to offer a dynamic, colorful lesson
that features a variety of short activities. It is possible to retrieve and display images on almost any
lecture topic. It is also possible to piny sound files from the computer, such as songs, sound effects,
and background music. Students have reacted very positively to exercises with a game-like element.
Therefore I downloaded the game show theme Jeopardy. and usc it as well as a laugh track and an
applause track when undertaking such exercises.

Access to a high speed internet connection makes it possible to demonstrate many things to the
students, such as how to search for information in the target language. good sites for self study, on-
line dictionaries. and so on. It also allows me to take the class on mini cyber tours related to whatever
we may be studying.

Future Directions

It is clear that ICT is a new and promising field for pedagogical innovation and researeh. It can also
help instructors in manifold ways to improve their teaching. In my case, I am at the planning stage of
 Recent Information and Communication Technology Advances at Tsukuba's Foreign Language Center 195

a number of procedural and research ideas involving ICT, including the following:
on-line interviews with domain experts & cross cultural exercises using video and voice
communication programs such as Skype and MSM
video presentations with a class at another university or in l!nother country
handheld devices for polling and games
short video clips from natural sources that feature target language or desired stress and
intonation
the integration of resources from major publishing houses

None of the developments described in this report might be considered revolutionary on its own.
However. combined they arc a most compelling reason for teachers to attempt to integrate more ICT
into their lectures. While many teachers have reported that they found there was a steep learning
curve when attempting some of the above, they also reported that they felt it was worth the time, and
indeed that it would save them time in the long run. It is possible to imagine a time in the future when
the developments discussed in this report arc considered routine. For now they are new and exciting.
They offer a unique opportunity for instructors to improve their lectures and undertake research in a
promising new area.

References

Becta (2004). What the research says about using ICT in modern foreign languages. Retrieved October
12th. 2005 from the World Wide Web:
[Link]

Becta (2002). The Impact of ICT on pupil attainment. Retrieved November 7th, 2005 from the World
Wide Web: [Link]

Bell. M. A. (2002). [Link] Gazette 3( I) Retrieved September 2nd, 2005 from the World Wide
Web: [Link] A N02/[Link] I

Cox. M., Webb, M., Abott, C., Blakeley, B., Beauchamp. T .• Rhodes. V. ICT and pedagogy. (ICT in
Schools Research and Evaluation Series - No 18). Coventry: Becta.

Clyde. Laurel A. (2004) Elcctronic whiteboards Teacher Librarian 32 issue 2, 43-44.

Kennewell, Steve (2003, January). Developing research models for ICT-based pedagogy. Paper
presented at the IFIP Working Groups 3.1 and 3.3 Working Conference: ICT and the Teacher of
the Future, The University of Melbourne. Australia.
196 George Robert MACLEAN

Kent. P. (2003). Whole school adoption of IWBs Richardson Primary - A Case Study. Retrieved
September 2nd, 2005 from the World Wide Web:
[Link]

Lee. B .• & Boyle M. (2004). Teachers tell their story interactive whiteboards at Richardson Primary
School. Retrieved September 2nd. 2005 from the World Wide Web:
[Link]

Lee. K. W. (2000). English teachers' barriers to the use of computer-assisted language learning.
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[Link] I

Lee. M .• & Boyle M. (2004). The Richardson Revolution. Retrieved September 2nd, 2005 from the
World Wide Web: [Link]

Lee. M.• Gaffney. M. & Schiller. J .• (2001). 'Integrating ICT in your school' Hot Topics February 2001
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[Link]

Mechling. Linda C. (2004). Effects of multimedia, computer-based instruction on grocery shopping

Miller. D .• Averis D., Door, V., & Glover D. (2005). How can the use of an interactive whiteboard
enhance the nature of teaching and learning in secondary mathematics and modern foreign
languages? (lCT Research Bursary - Final Report). Coventry: Becta.

Millman. Howard (1999). Electronic whiteboards. Computerworld 33 issue 37. p. 93.

Overbach. Richard C., (1994). Research-based guidelines for computer-based instruction development.
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Richardson Primary School. (2003. October). The educational effects and implications of the
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& Dr. Maureen Boyle. Retrieved September 41h. 2005 from the World Wide Web::
[Link]

Saade. G. R. and Kira. D. (2004). Effectiveness of an interactive application to assist learning: a test
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UNESCO. (2002). Information and communication technologies in teacher education a planning guide.
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[Link]
 Recent Information and Communication Technology Advances at Tsukuba's Foreign Language Center 197

UNESCO. (2004. December). leT Pedagogy. Retrieved September 2nd, 2005 from the World Wide
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Valenti, S., (2003). Information technology for assessing student learning. Journlll of Information
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Young. Jcffrcy (2002). 'Electronic whiteboards' add ncxibility 10 classrooms. Chroniclc of Higher
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