Computer Mediated Communication and Telecollaboration for Language Learning: Issues of Technology - IT Enabled Services - page 127

8.5 Management
8.5.1 Blending Subjects
Subject division was a mechanism developed by philosophers in order to clearly
define bodies of knowledge. Increasingly however, these boundaries are being
blurred as topics of interest draw on disparate subjects to transmit knowledge.
Points of convergence between these subjects have automatically led to ever
growing fragmentation and specialization, evidenced by the growing number of
'subjects' available for study at all stages of formal education. This process has been
accelerated through information technology as knowledge becomes more accessi-
ble. Although widely recognized by educators, the retention of these constructs is
considered a 'necessary evil' however, as they provide a form of control.
To reconceptualize this within a Japanese context, English language education is
typically taught in complete isolation to other subjects in the school system. English
teachers rarely, if at all, teach in conjunction with instructors of other subjects. This
is not to say English, or language instruction, is the exception. Most subjects are
taught in isolation. Although this may be appropriate in some situations, educators
and researchers need to consider if recognizing these points of convergence in a
curriculum would be more beneficial for learners. Certainly with regard to CMC
telecollaboration, points of convergence would allow more instructor interaction at
the curricular level, and enable time saved on avoiding repetition to be spent on
other worthwhile topics.
8.5.2 Collaboration
It could be argued that a number of factors are leading many teachers to narrow
their focus at a time when they should be scaffolding their students and setting an
example in the classroom by encouraging collaborative practices. Factors that
complement the narrowing of focus include more emphasis on performance
measures (Gewirtz 2002 ), teaching to the test, and skewing students' integrated
knowledge about language (Frater 2000 ), and limited time to work with others
outside their specialized area of expertise (Hodkinson and Hodkinson 2005 ). With
specific regard to collaborative practices, Gereluk ( 2005 ) notes that:
Collaboration requires time and effort amongst staff and a demanding curricular framework
may overwhelm an already overworked teacher. The inflexibility of the curriculum may
create a situation whereby teachers do not have time to collaborate or see the need to
collaborate when every detail has been laid out.