The advantages and disadvantages of internet access during the lesson liubov Khalezova (Sevastopol, Ukraine) icon

The advantages and disadvantages of internet access during the lesson liubov Khalezova (Sevastopol, Ukraine)




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Pedagogics

THE ADVANTAGES AND DISADVANTAGES OF INTERNET ACCESS DURING THE LESSON

Liubov Khalezova (Sevastopol, Ukraine)

Annotation. The article describes the pros and cons of Internet access during the lesson of live discussion. The different types of such lessons are described and the common problems with Internet access are enumerated.

Key words: SmartBoard, Internet access, discussion, on-line translators.

I Introduction. Working in the Sevastopol Institute of Banking of the Ukrainian Academy of Banking of the National Bank of Ukraine which is highly equipped with any modern devices possible we not only have to use our methodological knowledge, we must use these devices the more the better. And as usual there are both advantages and disadvantages in applying computers and multimedia equipment.

The Smart Board is a brand of interactive whiteboard, which is now apparent in many classrooms of Ukrainian Universities and in the Sevastopol Institute of Banking of the Ukrainian Academy of Banking of the National Bank of Ukraine as well. The Smart Board allows the teacher and student to take an interactive approach to learning.

Being teachers we first of all see the brightest sides of working with the help of new technologies, but the Universal laws of balance always remind us that for every plus there is a minus. The idea of teaching with the help of computer technologies is not at all new. What teachers and educators face now is the vast opportunities of Internet recourses that are studied as well as used now by many modern educators. As Nataliia Fominykh states “The Internet can be …a monitor which controls work during the classes, a source of information that can be found in it, a helper and organizer of real communication with native speakers, a tool with the help of which a teacher can create his own projects, didactic materials and even interactive computer programs” [2, p.17]. Modern teachers study the way computers can be used in a class in many different ways. Some of them pay attention to the significant limitation to use of innovations due to lack of computers at schools in Ukraine [5]. Others study the influence of blogs on the literacy of students [4, 6]. A lot more use internet-based media in EFL teaching [1].

^ II Problem statement. So, the idea of this article is to describe the problem of Internet access during the lesson of live discussion and not only.

III Results. As the aim of our work is to develop students’ speaking, writing and listening skills the Interactive SmartBoard can be of great help. The specific of the Sevastopol Institute of Banking is that English teachers use SmartBoards as a technology in teaching future professionals to become effective executive leaders. The first thing needed is a specially equipped room that would facilitate a collaborative learning style by meeting some specific requirements. For example, the teaching faculty needs a lot of whiteboarding space to facilitate discussion and provide access to online materials, and students in every part of the room have to be able to see what the teacher is writing.

Another specific feature of the new technology is that it meets the demands and expectations of young people who now live in a particularly interactive world. They are used to getting an immediate response to what they do. It's all about immediacy, participation and personal involvement. That is why it is so important to use the technology that plays to their enthusiasm as we have to educate and grow up a personality and individual who does not only speak a foreign language but can easily represent his country and knows historical, political and geopolitical situation in his region of the world.

So every classroom is equipped with a SmartBoard, a Whiteboard and every student has a PC to work during the lesson. There are different types of activities students can be involved in and live discussion is one of them.

Firstly, any live discussion is a well-prepared activity from the side of a teacher. One should always “calculate” where it might turn, so any “crossroads” are to be studied carefully.

For example, preparation to the lesson dedicated to Adam Smith could be as follows:

Figure 1. Lesson plan 1.

Sometimes you have to stimulate your students go this or that way to broaden their outlook and general knowledge. Such discussions are really informative and stimulating especially if connected with the other subjects. This is a sample plan of a lesson dedicated to Crimean war during which the knowledge of world history, political economy, regional history, logics can be revised.



^ Figure 2. Lesson plan 2

These are just a few examples of a discussion plans prepared by the teacher. A teacher may show the whole diagram to the class so that the students see the way discussion will flow or show the diagram step by step for the class to follow teacher’s plan. Choosing the first variant you may ask your students to surf the Net and find information connected to the whole topic of discussion which can be a more competitive task for them because they will have to filter every fact they come across (as for example, Nikolay Pirogov can be discussed as a participant of Crimean War or scientist who won famous Demidov Prize of 5000 rubles 4 times, the author of influential paper on the problems of pedagogy or the person whose body is preserved using embalming techniques he himself developed, even his corpse is worth discussing!). Such tasks make students be more attentive to what they do and more selective in choosing the facts they will later present in the discussion. If a teacher chooses the second variant of step-by-step work he/she will be the “filter” to limit the information to be found to an exact sphere.

Actually having worked according to such plans for a couple of lessons students begin to be more precise in what they read while preparing their tasks.

As to the Internet access, of course any lesson and any work or discussion is based on some previous material, so your students might come prepared and it is up to you whether to let them find out general or detailed information about the topic of discussion.

During the lesson you may appear in a situation when students are asked to browse the Internet (their task can be individual or given to a group and they will have to divide their work and decide who does what by themselves), or when on-the-spot question or data appears. If the latter happens you may browse either by yourself or ask a student (or a group) to do it.

Internet access gives the opportunity to surf the Net and use educational sites at the lesson (www.ego4you.com, www.bogglesworld.com, www.onestopenglish.com, www.enchantedlearning.com, www.englishraven.com/Main.html, www.englishathome.com, www.geocities.com/allhou/lessgames.htm, http://iteslj.org/questions, www.towerofenglish.com, etc.).

This also allows to orgainse on-line conferences and webinars. A teacher should have an access to any peripherals he/she is using such as when podcasting, Skyping, etc.

The teacher can feel free to correct his lesson-plan during the process of teaching and follow the discussion illustrating it with the help of World Wide Web materials, as well as YouTube, etc.

YouTube allows a teacher to choose videos of different length and topics, As to SmartBoards, they help to stop and repeat the video at any moment. Here we speak about listening activity which has its own methods of teaching.

Us being teachers think: “With all these opportunities and all these sites they will start studying!” What do student think? Internet is for Social Networks! They tend to spend any spare moment communicating with each other.

There are several other problems which are to be solved. Typically if students are asked to find information this is always Wikipedia, very seldom they look through a couple of links (the proper work with the sites, actually, can be taught). They are not very well prepared to working at home, if asked to create a Power Point Presentation students copy paragraphs from the official sites and insert in the slide not even knowing what the text is about. Being asked what it means they either do not know or translate it with the help of any on-line translator. The same situation is with speaking and reading. Students never look for translation of a single word; it is much easier for them to type (or copy/insert) a whole phrase either in English or in Russian/Ukrainian. This prevents them from thinking individually, using correct grammar and checking the mistakes on-line translators often make. In this case it is helpful (and funny) to tell them about mistakes in translation, e. g. corkscrew made in China has such a text in Russian as instruction: Проект делает его удобнее и легче практикой удобной. Проектирование с техникой человеческого тела привело к операции лёгче. Мы гарантируем эффекты эксплуатапии продукта. Or the phrase “Our cat gave a birth to kittens – one white and one black” was translated as “Наша кошка родила 2 котят – одного белого и одного афро-американца”. Such examples help a teacher show how ridiculous students may sound.

The other problem one faces when using new technologies is simply technical – a humble blackout can ruin your plans to use Internet during your classes, so make sure you can change the lesson plan easily or there are plenty of printed materials for students to work with.

One should not forget about health – a lot has been said about the impact of electrical appliances and the duration of a working session with PCs.

IV Conclusion. Using innovative technologies one should not forget that they are just assisting not replacing the teacher. So be aware that you focus is on the students, not the sage on the stage. Learning should come from anywhere, not just at the board in front of the room or Internet in the PC.


Literature

  1. Abliakimova F. Methods of using Internet-based media texts in EFL teaching / Abliakimova F. // Language, Education and Career : збірнік наукових праць. – Кам'янець-Подільський:ВВП "Апостроф", 2011. – 1. – С. 8-10.

  2. Fominykh N. Technological, Didactic and Social characteristics of WEB – 2.0 / N. Fominykh// Language, Education and Career : збірнік наукових праць. – Кам'янець-Подільський:ВВП "Апостроф", 2011. – 1. – С. 17-18.

  3. Fominykh N. Using ITC in Teaching and studying English / N. Fominykh // [Electronic resource]. – Access mode. – http:// shvidko172.narod.ru .

  4. Gizhko I. Integrating technology into language teaching using Blogs / I. Gizhko// Language, Education and Career : збірнік наукових праць. – Кам'янець-Подільський:ВВП "Апостроф", 2011. – 1. – С.18.

  5. Kolomiyets D. Information technologies. Computerra incognita, November 16, 2009 [Electronic resource]. – Access mode. – http: // www.vestal.com.ua/95/kompyuterra-inkognita

  6. Mamchur N. Peculiarities of Twitter text messaging in Modern English / N. Mamchur //// Language, Education and Career : збірнік наукових праць. – Кам'янець-Подільський:ВВП "Апостроф", 2011. – 1. – С. 40-41.

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