CALL 570 Intro. to Computers for PedagogySeptember 28, 2002
van LierRebecca Kersnar & Kevin Jepson
Gaer, S. (1999). Classroom Practice: An introduction to e-mail and World Wide Web projects. In J. Egbert & E. Hanson-Smith (Eds.), CALL environments: Research, practice, and critical issues (pp. 65-78). Alexandria, VA: TESOL, Inc.
Chapter 6 – Classroom Practice: An Introduction to E-Mail and WWW Projects (in Part II: Authentic Audience)
Author gives examples of S writing to T, researcher writing to S, person responding to an Internet-posted S story. = Authentic voice to an authentic audience (most profound effect of e-mail projects) to accomplish real purposes.
Email projects:
Provide opportunities to interact/negotiate meaning
Allow Ls to use authentic tasks
Expose Ls to varied/creative L and opportunity to produce same
Give Ls needed time and feedback
Allow mindful attn to learning process
Provide ideal level of stress and anxiety
Support Lr Autonomy
Provides authentic audience (message created/read for meaning)!
The Internet and the World Wide Web
Internet – vast system involving multitude of computers
Internet tools – includes software to send email and use WWW (= multimedia version of the Internet, viewable through a Web browser). Not necessary to have Web access to use email.
E-mail – transmitting data through (1) telephone (through modem), (2) cable, or (3) Web TV (less overall functionality than a computer) over a network of computers and satellite relays called the Internet.
Internet service providers (ISPs) have domains (commercial = .com, educational institution = .ed, government = .gov, etc.)
For example: (sgar = account name; earthlink = ISP; .net = domain of ISP/type of account)
Electronic Discussion Lists
Discussion lists (referred to by software that manages them, e.g. Listserv, Majordomo, etc.) enable us to ask questions and receive hundreds of responses in seconds. Used for discussing issues, giving info. Similar to a mass mailing.
Participants in a list have similar interests. You must subscribe, usu. for free. All messages sent automatically to everyone on list to email addresses.
More than 50,000 lists in operation. Good lists for Ss, and good lists for Ts. TESL-L is a major teacher list. NET-TEACH is great for CALL. There are branches of TESL-L, such as TESLCA-L for technology, TESP-L for English for specific purposes.
You can customize how much/often or what content is sent to you. See p. 69 for details.
Why should Ss use the Internet?
Email and lists serve as network for Ss of varying ages, cultures. These help create conditions for good learning environment by:
Increasing self-esteem by empowering Ts and Ss (not specified how)
Accommodating different learning styles and empoweringSs regardless of physical challenges or sociocultural differences (Berge & Collins, 1995)
Motivating Ss to become involved in authentic projects and write for a real audience of peers (not just for T)
Promoting critical thinking as Ss are active participants and collaborators, not passive
Making learning relevant – teaching Ss skills they need when they are most ready to learn them (not clear on what this means)
Allowing cooperative participation in educational process, e.g. a S who wrote her T (away on jury duty) to ask about status of email projects
How can Ss learn to use the Internet?
Author considers both wired and unconnected classrooms.
Using e-mail
Author gives her syllabus for teaching e-mail to adult immigrants:
Week 1 – acquire basic computer literacy – use of mouse, keyboard, w processor in typing exercises
Week 2 – learning about e-mail – Ss learn e-mail basics, set up class account and send letter to collaborating teacher
Weeks 3 & 4 – getting an email account – Ss learn to use local e-mail system and sign up for ind accounts; peer tutors collaborate w/others
Weeks 5 and beyond – using e-mail – Ss write to T, keypals, save all letters in case a communication misunderstanding arises
Keypals
Finding Keypals
Try a S discussion list, especially SL-Lists (see p. 72), which specializes in cross-cultural discussion and writing practice (authentic!). (For further instructions, visit Includes: MOVIE-SL discuss cinema, BUSINESS-SL discuss business and economics.
Or connect to another classroom using keypals. With one e-mail acct, Ss can still post to an individual (acct used as mailroom).
Keypalling allows authentic communication btwn and w/in dif cultural groups. A benefit – eliminates pitfalls of pronunciation or accent. (as well as obstacles of gender, age, etc.)
Keypalling for L learning
This is a free-form activity. Therefore, to maximize pedagogical value:
- Prekeypalling activities
Find other classes willing to be keypals
All Ts collaborate on a topic, formulate ?s
- Keypalling
Have Ss write letters
Develop a partner grid
Have Ss send letters to participating class
Have Ss respond
- Postkeypalling activities
Begin the cycle again. (Hmmm…)
If Ss have own email, management is simpler, but focusing Ss is more difficult
Assign a summary report to ensure Ss stay on task.
Once Ss are familiar with email, Ts can assign cyberprojects with other classes around the world:
Reading journal: Ss write journals to other Ss about books. Can collaborate on submissions (e.g., reviews) to online magazines/sites.
Authentic information search: Ss ask ?s of the developer of an interesting site by email. E.g. email a journalist at an online magazine.
Online Projects
Writing to an authentic audience involves creating authentic tasks that spark meaningful exchanges
The Basics
Ss email other participants or sites and use the information as a means of publishing authentic class work online. Email projects home page lists current and completed projects. Ideas from this page:
Intergenerational project: parents share traditions with their children
Health chats: Ss chat about stress and nutrition
Annotated booklist: Ss summarize books and more……
Other project pages (see pp. 74-76 for more!):
(Kev thinks this one is COOL)
Participating in an online project
- choose project that fits curriculum. Write to coordinator.
- have Ss find/examine some projects on the web
- develop a model with Ss that conceptualizes steps in completing project
- allow plenty of time
- correspond with collaborating T and Ss to highlight class progress
- post project (on website, if appropriate)
P. 76 - Author gives details on how to join a project (e.g., Internet Library Project).
Online projects are enjoyable, foster L learning as Ss collaborate with an authentic audience of peers (Ling driven by necessity to write to authentic audience of peers on the Internet). Improves cross-cultural and generational understanding. Also develops computer literacy. Good for any grade or proficiency.