Ah! Now the whole course started to make better sense to me… as a leader!

My pen was on a roll as I was reflecting on my learning this week. By the time I paused to recap my thoughts, I looked back and I was astonished of the amount of the black stripes tangled in my line of thoughts. I felt sorry for putting you through this reading so I decided to summarize it in couple of line for those who would rather read quickly and jump back to working on their project draft. Here it is:

All the suggested readings for this week, on the subject of One-Computer Classroom and Learner Autonomy along with Sean’s, our guest moderator and my colleagues’ contribution in the discussion threads put me on a quest for more knowledge. Even my additional readings could barely satisfy my curiosity, but it was enough to mold a perception linking technology-enhanced learning and learner autonomy. I am now more ready to set sail and experiment as my goal is clearer: To enhance learner autonomy in my classroom to the highest possible degree.

I am more aware that technology is just a tool and teachers and learners should learn how to use it smartly to reach all the academic goals without compromising the higher goal of autonomy. Teachers and students both need to be partners in this autonomy and collaborate to control the learning process. Teachers should be ready to become facilitators and students should be open and equipped to transform into independent learners.

Whatever technology is available in the classroom it should be used efficiently to serve the goals. Eventually, learners will carry the skills and attitude outside the classroom into their entire life.

After all, aren’t leaders shaped and born in the womb of independence and autonomy?!

For those who thrive knowledge and the curious minded, please read on. The rest you can comment sooner.

The Riddle: 0+1+many=x (find x)

Is there a way to assess the degree of learner’s autonomy for using no technology in classroom, using one-computer and using a computer for each student?  It would have been easy to solve the riddle and all the worries my initial post have stirred among colleagues.

There is a general conviction that technology can and will empower teachers and learners, taking teaching and learning processes from being highly teacher-dominated to student-centered. From a language learning perspective, computers are recognized as attractive learning tools that provide students with opportunities to become autonomous learners (Bork, 1994; Carney et al., 1997; Ding, 1997; Dingwall, 1997; Nikolova, 2002). If properly used with suitable activities, computer applications may assist students in many ways, and may be considered as effective tools that motivate learners to seek and to fulfill their own learning needs.

Unfortunately, data and studies of the subject are either premature or scarce.

Before I proceed I would like to stress once again the fact that computers and any technology are just tools and tools should be managed and manipulated smartly by the teacher not only to enhance and improve the learning process of students, but ultimately, to facilitate learner autonomy. Although computers can offer opportunities for students to be autonomous learners, it remains the role of the teacher to support and conceptualize the students’ efforts (Mercer, 1993) and to provide students with appropriate learning opportunities according to their learning needs and pace of working (Loveless et al., 2000).

Educational technology has managed to transform books into audio files, 

but somehow has not thought to eliminate the drudgery of sitting 

in a classroom of uncomfortable seats.

Our biggest mistake, which we often fall prey to, is when we think of the technology first and then investigate the educational applications of this technology only later. It should be in parallel, if not the other way around.

Just like any other tool, information technology tools are seen to be less effective when the goals for their use are not clear in the mind of both the teacher and learner.  As an ESL/EFL teacher, following Benson (2001), I take the position “that autonomy is a legitimate and desirable goal of language education”. On the other hand, autonomy takes different forms for different learners and its manifestations vary according to cultural contexts. It is up to every teacher and the learners of whom he or she is in charge, to try out what makes sense in the specific conditions of teaching and learning within which they work.

One can look at supporting or improving traditional teaching and learning processes and knowledge mastery, but what is more crucial here is to look for new approaches, processes and knowledge related to the use of technology in education and measure achievement and outcomes that are more closely related to the learning activities and processes promoted by the use of technology.

Ultimately, when we smartly introduce technology, students are motivated to do ‘more’, not only because it is faster and saves time, but also because students relate the tool to being “trendy” and “modern”. Manipulating technology tools feels like ‘playing’ with a toy, when toys of the century are mostly electronic and technology dependent and heavily related to audiovisual aids (photos and videos).

There are six main approaches to learner autonomy, technology-based approaches being one (Benson, 2001). When promoting learner autonomy in a computer-based learning environment, there are important elements that need to be considered: the teacher, students and the requirement of the curriculum and syllabus. These three elements play important, but interrelated roles for the promotion of learner autonomy.

Finally, both teachers’ and students’ attitudes towards learning independently should be looked into more seriously for the objective of the educational system. Teachers should be more flexible in choosing the activities in the classroom. In addition, the more exam-oriented syllabus should also be more flexible to the students’ needs, in order to have a more learner-centered classroom. Although, the syllabus indicated that one of the objectives is to have independent students who will take responsibility for their own learning, in reality the level of students’ independence is very low. In a matter of fact, the teachers and the syllabus are the main factors that contribute to the level of students’ autonomy.

Technology should always be used in tandem with sound pedagogical principles. It's NOT THE ONLY thing, but it will add value. It would never replace good teacher!

Hassan