The role of educational technology in the education of limited English proficient students. New focus no. 9. Occasional papers in bilingual education.

Autor/in	Cohen, Linda M.
Titel	The role of educational technology in the education of limited English proficient students. New focus no. 9. Occasional papers in bilingual education.
Quelle	(1989), 12 S.Verfügbarkeit
Sprache	englisch
Dokumenttyp	Mikroform; Monographie
Schlagwörter	Methode; Curriculum; Effizienz; Fremdsprachenunterricht; Hardware; Lehrer; Lesen; Methode; Simulation; Spiel; Videorecorder; Computer; Computerunterstützter Unterricht; Video; Schreiben; Wortschatz; Übung; Spiel; Lehrer; Lehrerrolle; Pattern-Drill; Übung; Curriculum; Computer; Computerunterstützter Unterricht; Video; Wortschatz; Wortschatzarbeit; Fremdsprachenunterricht; Hardware; Lesen; Leseübung; Schreiben; Effizienz; Simulation; Videorecorder
Abstract	Significant advances in hardware and software have increased the possible applications for educating limited-English-proficient students. Two major studies have focused on technology and its relationship to the education of this population. There is a great diversity of hardware currently in use in schools, either stand-alone computers or computer networks. Several emerging technologies have potential applications: videocassette recorders, compact disk read-only memory (CD-ROM), videodisks, and computers that recognize speech. There is also a variety of available software in the form of drill and practice, tutorials, simulations, games, and applications of databases, spreadsheets, programming, authoring languages and systems, and word processing. Ideally, software should be both instructional and intellectual, and whatever its use, software should not supplant the teacher but provide new methods and tools for learning. The use of word processing offers a number of advantages for teaching reading and writing to limited-English-proficient students. Factors affecting the successful implementation of technology include lack of appropriate software, inadequate software integration into the curriculum, lack of compatibility between hardware and software or between hardware components, lack of funding to support repairs and maintenance of computer systems, and lack of teacher training. Correction of these problems and increased student and teacher access are recommended.
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	1996_(CD)