Information Technology Reference
In-Depth Information
will be defined as a project in which learners need to (with differing levels of
scaffolding) work with Internet-based partners to reach a common goal. The
language component may be dependent on learner proficiency and whether the
project involves a single language or language exchange (commonly referred to as
e-Tandem).
Initially, approaches to CMC technologies have been primarily driven by
individual instructors at institutions. Recently, as CMC financial and technological
barriers become lower, educational institutions seem to be joining the bandwagon.
Ensuring practical and effective strategies for incorporating these technologies are
put in place, however, remains one of the biggest concerns for stakeholders.
Although there is research detailing types of collaboration and their assessment,
little seems to touch on the need for curricula or blended subjects (combining an
academic subject with the target language).
8.3 Barriers
It is easy to be caught up in the novelty of using technological innovations to
communicate with others. Ever changing fads and quirks mushroom in the infor-
mation technology sector, with various conferences and expositions given the kind
of attention previously afforded to Cannes and Hollywood. Educators are no
different, and with good reason. Technological innovations offer a variety of
methods to facilitate language learning. But, as Warschauer (
1996
) warned, tech-
nology itself does not improve language learning, but rather, it is the manner in
which it is utilized. There are a number of technologically related issues that would
need to be ameliorated for a truly successful CMC project to eventuate.
8.3.1 Multimodal Literacy
Just like literacy defines ability to read and write language, multimodal literacy
signifies the ability to understand and utilize a range of technologically-modified
communicative modes appropriately.
Despite technology fast becoming an integral part of most people's lives,
exposure can elicit a range of abilities, and not all users are proficient; or rather,
proficient at some, but inadequate at others. Furthermore, as the penetration of
technology in our society continues, the emergence of multi-modal skills in CMC
use is becoming increasingly important, not only for the learner, but also for the
instructor in the classroom.
Multimodal literacy, defined by Pegrum (
2009
) as 'understanding and interpreting
the relationship and interaction between different formats of digital media', is both
gateway and barrier to language learning - in the classroom at least (Guth and Helm
2010
). In a study of task-based language teaching (TBLT) course design reflection,
