| Time the
curriculum |
Training,
support vision |
Access
equipment |
Control
monitoring |
Students
|
OLEs
|
| Internet is time-consuming a time
waster |
Teacher training programs did not
include Internet training |
No access at home time-consuming
to prepare lessons after school |
No control over vocabulary or
complexity of grammar |
Students don’t want to
change or get used to a new idea |
Internet is merely a resource for
research |
| Internet use requires advance
preparation but preparation time is limited or unavailable |
Technology in schools is outdated
but teachers are trained on new technology |
Can’t use one’s own
personal account for Internet projects |
Some students are adept at using
Internet go into areas where they should not |
Some students resist a
non-traditional type of teaching approach |
Need to find time to educate
students to not take for granted online info. |
| No time to get on Internet
|
Unwilling to do training outside
of work hours |
Internet access is slow and
difficult in certain regions |
Some students access
inappropriate sites |
Students see Internet as free
period |
Internet is a free for all
|
| The Internet seems like something
extra to be taught |
Need instruction on project-based
learning |
All labs are busy computer lab is
too widely used |
Some students are computer-savy
can bypass filters |
Most students cannot handle the
vocabulary level |
Internet needs to be more
interactive |
| Surfing aimlessly is
time-consuming |
Teachers feel intimidated by lack
of knowledge |
Computers are outdated
|
Difficult to keep students on
track |
Students know little about moving
around in sites |
Internet is just another teaching
tool |
| Too many demands on teacher to
find time to devote to Internet use |
Need skills to fix things, to
find information, to use it efficiently |
To conduct an Internet project, a
computer lab and set time is needed |
Difficult to let students wander
put up boundaries supervise |
Students’ attention span
shortens with a slower Internet connection |
Internet needs to be more
accessible user friendly |
| Time is consumed by translating
sites and posting student work |
Teachers’ mentalities cannot
be changed quickly |
Phone lines may be antiquated and
long distance call is a disadvantage |
Adult level of most sites
requires guidelines and consequences |
Compulsive obsessive manner of
children at the computer is scary |
Other resources such as books are
more helpful |
| Objectives must be covered by
June but projects take a long time to complete |
Teachers are helpless when
attacking new things such as Internet |
Would prefer students to work on
individual computers |
More important to teach students
potential dangers of Internet |
For students who are not computer
geniuses, technology is a hindrance |
Can easily be used to simply
digitize traditional practices |
| Time is consumed by waiting for
information to be downloaded |
Rapid pace of change in
technology makes teacher learning outdated quickly |
Working independently on the
computer is not an option for many younger children |
Can make sure site is not too
difficult by reading through it in advance of student use |
Students spend too much time
playing computer therefore don’t know how to play or socialize
|
Very few French sites are kid
friendly are written for Francophones |
| Preparation time is increased as
technology becomes more sophisticated |
Do not feel comfortable enough or
have skills to use the Internet with students |
Using Internet is difficult when
only access to computers is in resource centre |
Teachers must guide students to
sites they have chosen and continue to monitor |
For some students, exploratory
learning is something done under duress not because they appreciate it
|
Too much of what is on Internet
is simply text in more available format |
| No time available to become
comfortable using the technology |
Need inservice on how to
integrate it into the curriculum |
Not enough computers in working
order |
We do not have the resources to
check on every computer |
Students depend too much on
online sources of information |
Leery of accuracy of online
information |
| Use of Internet with young
children is not using instructional time wisely |
Lack of information available on
suitable online activities |
Need one computer per child
|
Students have online access at
home where teachers have no control |
Reading articles from French
sites would be above the ability level of some students |
The net is an underestimated time
eater and an overrated motivator |
| Planning is necessary to avoid
eating up valuable time |
If I cannot do it myself I cannot
do it with students |
With only 4 computers for 25
students, it’s a waste of time trying to access Internet |
Preplanning previewing sites
avoids overwhelming students with text |
Students without home access are
intimidated by technology are hesitant to use it |
Internet is a glorified
encyclopedia or replacement for encyclopedias |
| Use of Internet activity must be
done at expense of something else |
Limited trouble-shooting computer
literacy discourages use |
All sorts of things go wrong with
computers |
Previewing sites preplanning is a
must on the Internet |
Some students are not used to
teacher being in the role of a facilitator |
There is too much information to
access |
| Finding appropriate sites takes
forever |
Want to know which sites fit with
prescribed curriculum |
Computer lab is practically full
with computer science courses |
Students can’t stay on-task
if allowed to randomly browse |
Students’ approach to online
research leads to a different way of knowing |
Information is too advanced for
students |
| Lack of time-management skills
motivation on part of teachers |
More more equipment added each
year but no added time to learn how to use it |
The network is a problem because
it crashes |
Students can lose computer
privileges sit at their desk if they abuse time in lab |
Students cannot understand site
descriptions as presented by search engines |
There are fewer French sites than
English ones sites must be translated |
| Lack of instructional time to
complete prescribed curriculum |
Want to know what sites to
access, which are appropriate what objectives are of using sites |
Using Internet is difficult
without computer lab in the elementary school |
Students will surf if there is
downtime so period must be well planned |
Elementary students have limited
experience reading French need simple activities |
Modern equipment offers same as
books cassettes in modified format |
| Extensive time is required to
plan effective use of Internet |
Preparation programs did not
include training in French computer terminology |
Language classes are low on
priority pole -business, math tech ed are first |
Keeping students on task while
online in lab requires a lot of preparation |
Students find that when searching
for something, it is not to be found |
Content of chat conversation is
superficial |
| No free time at school family
personal life take up time at home |
Need a reason to go online-not
aware of its value in improving learning |
Could have a lesson planned
Internet is down for whole period |
Preplanning and an objective that
can be evaluated are needed for Internet use |
Use of OLEs requires word
recognition skills which may not be developed in the primary grades
|
Internet must change- little
trustworthy information too many spelling mistakes |
| May not be relevant to curriculum
|
Trainers know technology but not
new pedagogies |
Frustrating for students when
computer freezes |
Chat rooms don’t allow
control of topics |
Students need guidance with
online searching |
There is a lot of garbage on the
net |
| Too much other curriculum to
cover-traditional curriculum takes precedence |
Don’t know how to
incorporate it into teaching Difficulty coming up with ideas |
We have to accept that students
will gain access from at home or in the library |
Students are inventive will try
things that teacher would likely not find |
Some students prefer to surf for
information in English then to translate |
It is easy to become overwhelmed
by the amount of information |
| Not interested in computers
technology therefore not willing to devote time to it |
Too much emphasis in training on
technical and not pedagogical aspects |
Half the time, computers are not
up running- one hassle after another |
Must preview sites to find
child-level language or students will translate English sites |
Need to convince students that
they need to change -some students still long for a traditional approach
|
The medium is always changing
therefore it is hard to stay on top of the technology |
| Do not see benefit coming from it
|
Training must first emphasize
technical aspects secondly pedagogical aspects |
Unreliability of equipment is
difficult because it is a factor out of teacher’s control |
There is a lot of information on
the net therefore teacher needs to guide students closely with assignments
|
Hard to get students’
attention on educational programs which are not attractive in comparison to
computer games |
Reading level is problem
particularly for those in primary- better sites use graphics rather than text
|
| Need to avoid jumping on computer
bandwagon |
Lack of support from
administrators |
Connections are slow and lines
are overloaded |
Would not have students do a
general search without guidance |
Use of computer makes some
students anxious. |
A replacement for encyclopedias
|
| Curriculum activities lessons not
conducive to Internet use |
Internet is like a huge resource
centre no time is available find anything |
You are at the mercy of the
server the time of the day |
Most difficult part is control
-wonderful to let students discover but how do you grade that? |
If students have not learned
basic investigative skills needed to explore Internet, they will not learn them
through SLL |
Internet use is like trying to
browse thousands of magazines at once |
| No need to use Internet because
it is important to vary teaching methods |
A lot of teachers parents are
comfortable with status quo |
High costs means Internet use is
not worth it for most teachers |
Teachers have duty to ensure that
students don’t access inappropriate sites |
As students are staring into
computer it is hard to get their attention in French |
Information can be shared online
but knowledge cannot. |
| Need to ensure that students are
benefitting from the technology |
Too many changes necessary
challenges to use Internet as primary teaching resource |
Limiting factor is computer lab
time reliability of equipment |
– |
Students’ way of dong online
research is less thorough than research done from books |
Information is not always
pertinent to the junior high level |
| Extra demands on teacher to
provide linguistic support needed for navigation |
It’s a myth that all
training knowledge problems will be solved thanks to Internet |
Morning classes bring up online
information faster than afternoon classes |
– |
Students’ approach to online
research is to scan for words they know look for visuals and not to read
|
Searching effectively efficiently
is difficult- sites send searcher on useless tangents |
| Takes time to keep up with
technological changes |
In-service in Internet technology
is not provided |
It is often up to teacher to find
sites resources, download them to paper, develop class activities, save student
products then upload them |
– |
Students’ automatic reaction
is to research online before going to other sources |
The Internet is just another
source of realia |
| Time is used screening resources
to ensure communication is in French |
Technology can sometimes be
difficult to assimilate, requires repetition practice by teachers |
Webwhacking programs can be used
to simulate navigation of a site |
– |
Trying to master language skills
while exploring the Internet may frustrate students who learn deductively
|
Computer people can’t make
something educational educators don’t know how to computerize material
|
| Teaching French and using
Internet is complicated |
Internet technologies
non-existent when most teachers were trained |
– |
– |
– |
Often you have to wade through a
lot of junk to find information |
| Students waste time by browsing
the web in other areas |
Without staff development,
teachers will continue to teach in old ways |
– |
– |
– |
Online dictionaries serve more to
amuse than to educate |
| The time needed to plan effective
Internet lesson is daunting |
Little support from colleagues
|
– |
– |
– |
The Internet is a resource to be
used with other resources |
| Projects can eat up valuable time
if there is not a commitment to plan, find sites assess effectiveness
|
Tend to fall back on way teacher
learned best which did not include Internet |
– |
– |
– |
Internet provides information but
does not teach students how to use it |
| As long as teachers play by
antiquated rules of educational system, new technologies will always remain new
|
Technological illusion results
from seeing technology as an end in itself de-emphasizing pedagogical needs
|
– |
– |
– |
The Internet has no value for
teaching of Core French as it does not facilitate learning in speaking
listening |
| Need appropriate sites to ensure
objectives are achieved to make maximum use of time |
Other teachers do not share
enthusiasm for use of OLEs- they think technology is a passing fad |
– |
– |
– |
Internet is great for children
who know how to read well, classify info. have a purpose for its use
|
| Educational system works against
valuable but time-eating projects |
Vision is too technological -not
enough emphasis on new uses new paradigms |
– |
– |
– |
At times, you can experience a
serious information overload |
| Would like to use Internet but
don’t have time |
Many adults are petrified of
technology |
– |
– |
– |
This is a medium that is ever
changing |
| Time-management is number one
skill to master |
Focus of teacher development
should be on tapping into excitement without a lot of pressure |
– |
– |
– |
Today’s machines have
computer as master attitude do not adapt to individual needs of students
|
| Teachers need commitment to look
outside the box |
Need training to transform what
is on Internet into a didactic tool or material |
– |
– |
– |
Machines present only one
cognitive approach to the language |
| The Internet should not be used
as a sole resource |
Don’t know how to use
technology on day-to-day basis |
– |
– |
– |
The machine does not allow
students to express themselves |
| Primary F.I. program is already
‘surchargé’ |
Need follow-up to training on
on-going basis |
– |
– |
– |
The hard part is staying on top
of the technology |
| The Internet needs to be used
with specific goals and frequent evaluation |
A minimal mastery of the tool is
necessary before consideration of pedagogical questions |
– |
– |
– |
Students must be coached to
develop higher-order thinking skills to process information |
| – |
Teachers are stressed tired and
just want to get through their curricula |
– |
– |
– |
Finding online information has
more to do with luck than with skill or expertise |
| – |
Teachers have not apprehended the
new pedagogical paradigms |
– |
– |
– |
Sites tend to be difficult for
weaker French students |
| – |
There is a lack of information
available about suitable online activities or uses |
– |
– |
– |
The number of sites you hit after
a search can be overwhelming and time-consuming |
| – |
More teachers would be apt to use
technology with more support training |
– |
– |
– |
It is easy to become distracted
while searching online |
| – |
Colleagues are convinced that
teacher must be only source of input of knowledge |
– |
– |
– |
When speaking listening are
integral parts, the Internet will be a language learner’s dream
|
| – |
There is distrust of
students’ ability to learn on their own -they must be led to knowledge
|
– |
– |
– |
Machines cannot understand
students’ errors, follow student’s cognitive path or propose an
individualized response |
| – |
Each time a new technology is
introduced in the language class, the same messianic discourses come back
|
– |
– |
– |
– |
| – |
All that is being done at present
is through individual’s teacher’s initiative |
– |
– |
– |
– |