Starting CAI English Classes.

Autor/in	Kitao, Kenji
Titel	Starting CAI English Classes.
Quelle	(1994), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Classroom Techniques; Computer Assisted Instruction; Computer Software; Educational Trends; English (Second Language); Foreign Countries; Individualized Instruction; Program Development; Second Language Instruction; Secondary Education; Teacher Attitudes; Trend Analysis; Japan + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassenführung; Computer based training; Computerunterstützter Unterricht; Bildungsentwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Individualisierender Unterricht; Programmplanung; Fremdsprachenunterricht; Sekundarbereich; Lehrerverhalten; Trendanalyse
Abstract	Rapid advancement in computer technology in recent years, including easy accessibility, expansion of computer networks, and diversity of applications, support the use of computer-assisted instruction (CAI) in second language education. All secondary schools in Japan now have computers and computer instruction. Misconceptions about computers and their capabilities persist, particularly among teachers. The proliferation of software makes many instructional applications feasible. In Japan, hardware is developing rapidly and becoming more affordable, but commercial educational software is expensive and not well developed, despite interest among educators. Computers can be used in English-as-a-Second-Language instruction in many ways: preparation of lessons, instructional materials, and tests; professional information and materials exchange; classroom management; multi-media presentation; and for individualized instruction. Their versatility, efficiency, and accuracy offer many advantages. Disadvantages include technical limitations, perennial need for new software, cost, and continual obsolescence. Parallel benefits and disadvantages are found in CAI. A significant advantage of CAI is its potential for individualization without additional teachers, and this use promotes active participation in learning. Teachers wishing to begin CAI are encouraged to consult with colleagues familiar with it and to research resources available through their own or nearby institutions. Contains lists of online TESL resources; organizations; useful e-mail addresses; funds for CAI; and a commercial database address. Also, contains 17 references. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC