Another pre-sessional EAP summer is approaching. Once the intensive course starts, there is hardly any time to reflect on what I’m doing in the classroom. So, I want to look back a bit, in a couple of blog posts, at how and for what purpose I have integrated technology in the course in the previous years. But before doing that, I want to list what kind of technology or tools are available where I work and try to come up with criteria for using technology in pre-sessional EAP courses. Finally, I hope that these reflections will help me to look ahead and think about any area where I could or should do things differently this summer and decide whether technology can help with this.
Unpredictable availability of technology
What makes it sometimes a bit difficult to prepare to integrate certain technology in pre-sessional courses is that we are not in the school or environment that we are familiar with. Even those of us who have taught at the same university for several years are assigned different buildings and classrooms, and they can all have a very different set of technology that is available. There can be classrooms with just a blackboard (yes, black, with a small “b”!). In many science buildings/classrooms, for example, they prefer the blackboard for certain things. If you are lucky, there will be both black and whiteboards, but no other technology, no access to wi-fi due to the location of the classroom.
Then, there are what I call the “standard” classrooms with a large whiteboard, a computer connected to the internet, a projector and screen, integrated CD-player and loudspeakers, and broadband wi-fi for everyone.
At the highest end, you will have a large classroom with several whiteboards, possibly even blackboards, a computer connected to the internet, a projector and screen, and broadband wi-fi for everyone, and a visualiser, plus thick curtains that you can shut automatically when showing something on the screen.
However, all students (and teachers) have access to quite a lot of technology outside the classroom: broadband wi-fi on campus, lots of computer clusters, scanners, printers, … and, of course, the technology they bring with them: smartphones, tablets, netbooks, and laptops.
Here’s a simple list of some of the technology I’ve used in the pre-sessional courses:
- CD-player (mostly integrated in the computer)
- projector + screen
- computer clusters
- smartphones (the students’)
- iPad / tablet (mine or the students’)
- MS Word (or other word processors)
- presentation tools (PPT, prezi, keynote)
- PDF viewer
- video and audio player on the computer
- Youtube or other video sites
- screencasting software (e.g. Jing)
- electronic or online dictionaries
- apps for the iPad (to view document, take notes, record audio)
- apps or tools that my students use
As you see, nothing extraordinary really. So, this is not about the latest “toys” that you can wow your students withs. In fact, if there is one thing I would like teachers who might read this to take away is that this is not about wowing students at all. I would even say that the less they are aware of the technology the better. I don’t want to draw attention to the technology, I want them to be interested in the content, the language, the ideas, etc. If I can accomplish this by using technology fine, but if this can be accomplished in a different, non-tech way, that’s fine too. A simple example: After a couple of weeks, certain tasks become repetitive, or students simply get tired, which is absolutely understandable in a relatively long, intensive course. Sometimes, a simple change of setting helps them to focus again or to make the same task more interesting. For example, I tell them they can do a discussion or group work task outside if they want to, on a warm, dry day. Sometimes, we go to the library for tutorials, so when I talk with one student, the others can do research or continue writing their essay, or can give each other feedback on their writing.
At the same time, we use technology to do certain tasks: During the tutorial, we might look at a student’s writing on my iPad and talk through it. Students might be using the library computers to find books or articles for their essay. Other students might be using their laptops to write their essay. The technology is just there to do certain tasks, nothing extraordinary. So, this would be on criteria for me. I’ll list this and others in no particular order below.
Criteria for technology use in pre-sessional summer courses
- needs to me “normal” or normalised (aim is not to wow students but to help do something better or easier, not to distract them with the tech)
- no training needed (there is no time for training other than for a brief explanation; this is also connected to the first point)
- no sign up required (other than maybe for tools which I think they might continue using, but I really try to avoid this. There might also be a policy at some schools where teachers can’t simply ask students to create accounts or sign up to a website or tool without the school’s consent).
- used in a way or for tasks that are authentic (for example, they will use a Word processor and it’s comment or track changes function after the course when continuing with their studies,so it’s good for them to get used to this in the pre-sessional course as the objective of the course is not only to help them improve their academic English, but also ease them into the academic life at a UK university).
- help make a task easier (sending drafts by email and for me commenting in word processor is easier and more efficient than asking students to print out each draft and hand it to me, etc. However, I know teachers who prefer printed drafts, so this is my personal choice.
- accessible to all students
- available for all computer systems (which the students use)
- free (no fees for the students!)
- available on the university computers or accessible online, or my students have their own (if I want to use them in class)
What are your criteria? Why?