5.2.6 Teaching

One of the important advantages described by teachers in the use of OLEs is the wide range of activities available for students and teachers. Teachers described a large variety of ways in which OLEs can be used in second-language teaching such as for the "creation of tailor-made multimedia learning activities", for "enrichment", for reinforcement of "grammatical points and structures learned in class", to access "dictées, short stories, proverbs", for the "development of themes" and "vocabulary development, "to access games and enjoyable activities for students", to "search for ideas/lesson plans or articles to share with students", to "improve the cultural content of program", for "reinforcement of previously learned concepts", and "incorporation of sites to be used in learning centres", to "provide opportunities to go beyond expected curricular outcomes", for "skills development", to "access to teaching strategies" and to promote "hands-on learning". Teachers may also find OLEs useful "to access upgrades for software and information on various topics, mostly software or classroom related".

Many teachers in this study expressed the belief that OLEs were influencing their teaching practices and their role in a positive way. Participants gave different reasons why they appreciated using OLEs. One important use discussed was that they can use it to "share ideas and to take part in on-line discussion lists dealing with second language pedagogy". One teacher commented that the Internet provided her with "a much broader perspective on education" and another that it provided "access to the latest trends, ideas and philosophies, good and bad, on education from around the globe". Teachers commented that researching on the Internet gives them teaching ideas as well as a variety of ways to approach more familiar concepts: "The ‘Net’ is a source of knowledge, ideas, inspiration, solutions to problems....You don't always find what you are looking for, but often you come upon something of real value that you might never have discovered otherwise". The Internet was also described as providing "another teaching technique", and "a means for alternate teaching methods" to which students are exposed. In the following excerpt, a teacher describes the positive effect that the use of OLEs has had on her teaching and has made her a better teacher:

I get to vary my teaching style, it pushes me to keep changing--it is so easy to get into a comfortable rut! I get to offer the students worlds by visual aid of the computer that I could have never dreamed of by "normal" teaching methods. I guess it is making me a better teacher and I am more proud of the product I am delivering--it is now multi-dimensional rather than dry and boring.

Some participants focused on how use of OLEs assisted them in the delivery of the curriculum by serving as "a great resource to supplement the current curriculum material" by providing "support for the cultural objectives of the Core French Program" and by supplying "valuable supplementary information" for use in "developing the themes contained in the Junior High French curriculum". One teacher noted enthusiastically that "There are more and more valuable French resources appearing online, which is a boon to those of us in "cultural isolation" in terms of French Immersion programs". Furthermore, the Internet offers opportunities "to converse with other teachers to discuss and share ideas" and generally "promotes contact among teachers" which makes it "excellent for sharing units of work etc.". Such contacts also can provide teachers with opportunities to keep up with their French as the following excerpt explains: "Personally, I have found it a very valuable means of keeping up with my French. I subscribe to several French listservs and have made some close (continuing) contacts over the years." Maintaining one’s French is made easier through use of OLEs particularly through use of chat features: "I correspond by e-mail with French friends but it is when we move to the chat rooms and converse in "real time" that my language maintenance and learning takes place...all those everyday expressions that you don't tend to include in letters..and the gestures and yes, the sighs and frustrations!". In general, for a French teacher living in non-Francophone area, maintaining one’s French is a difficult task made easier through use of the Internet:

As a non-francophone, French immersion teacher, I have to say that one of the greatest benefits that I derive from Internet access is the ability to keep up with my French. At least 75% of my e-mail correspondence is carried on in French, for the most part with francophones. In some cases this has also resulted in the development of valuable and lasting friendships.

Use of OLEs can also make teaching and learning more interesting and motivating for the teacher by providing opportunities to go beyond the prescribed curriculum:

Yes, the minister wants a particular curriculum covered and yes, it is very tempting to just stick to the provided texts but how boring to use ONLY the prescribed materials and not have enough interest or motivation to spice up our own teaching and the students' learning by experimenting with new methods of instruction..videos, cooperative learning, internet etc! Many of the old school teachers will stick religiously to the text book and they believe they are on the cutting edge and providing enrichment by showing a pertinent video in class--to me, that kind of stand-up delivery classroom is like using a film-strip or a reel to reel tape. It has merit, and information will certainly be transmitted to the students, but how much more could be done in that room in the allotted time by using the advances and tools that are now available to most of us in our schools.

OLEs can also provide teachers with the opportunity to develop courses which are richer, better structured and which allow for more independent learning on the part of students: "Parce que l'enseignant a maintenant à sa disposition toutes les sources d'information qui lui faisaient naguère défaut, il est maintenant capable de construire des cours plus riches et mieux structurés (à condition qu'il accepte d'y consacrer du temps), et des cours permettant mieux le travail en autonomie".

OLEs’ support to teachers by allowing them easy access to "up-to-date information" may explain why some teachers described the Internet as supporting a resource-based and communicative approach to language teaching. They explained that they tend to teach more "from a resource-based perspective" and to give more research projects knowing that they can avail of the Internet. The Internet’s capacity to support a resource-based or project-based type of learning can also provide support for a change in the role of the teacher and the relationship between teacher and learner:

Because of a number of factors, I have found myself moving more towards a cross-curricular, resource-based, project-centered approach with my students. To borrow a phrase, I am trying to become more the "guide on the side" as opposed to the "sage on the Stage". I have found that the Internet offers resources and access that help foster the types of activities/opportunities that I want to create. This type of approach, though, can be very demanding. It requires a great deal of time and lots of organization and background work. For the past few years, I have tried to develop and introduce one, new Internet based project and add it to those that I have already developed. In addition, there are many worthwhile activities sponsored by other classes that I encorporate (sic) into our classwork - again, offering the same approach of making the students more responsible for and in control of their own learning.

Some participants in this study discussed how OLEs provide support for and even forced teachers to adopt the role of "facilitator" as opposed to "a disseminator of knowledge": "One of the ways in which using the Internet changes one's way of teaching is that if you had not adopted the role of facilitator, technology will force you to take on this role." Another teacher provided support for this change in role: "The teacher does not have to be at the center of instruction. When one can get past this, then integrating the Internet becomes fun and exciting". Instead of being the specialist, the teacher can be researcher who sets up the learning experiences for students:

The Internet permits the teacher to adopt the role of facilitator (so often espoused in professional development but difficult for many to achieve in the classroom) rather than all-knowing sage. It also allows the generalist teacher to link from an area of strength, i.e., information researcher rather than French specialist, to effect learning opportunities for students. Many of the generalists with whom I work have fine reading skills in French but are hampered by poor oral skills/confidence; the medium of internet increases their ability to participate and lead effectively.

For some teachers, use of technology can move teachers towards a more facilitative approach. As one teacher explained: "I used to apply the direct approach with repetitive drill, teacher led lessons. My style now is more constructivist, facilitative, multi-disciplinary in nature and I tend to approach themes with the given, that the computer is an integral part of activities, center work, etc." Changing the teacher’s role can help breath a new life into the profession providing that the teacher is willing to reconceptualize his/her role. The new role requires a shift in the locus of control between teacher and student:

...the Internet has changed my practice of teaching, by allowing the student more control and therefore encouraging more active learning in the class. As long as a teacher is willing to give up the 'sage on the stage' concept, and become a 'guide on the side',--the technology becomes an asset and not a liability. We needed a breath of new life, teaching had become stagnant, and now we are on the right track, in my humble opinion. I look forward to surfing the net, to make the language current and pertinent.

The change in roles means giving more control to students and allowing them to explore. One teacher offered encouragement to other teachers about the new role but also stressed the importance of being willing to change:

Teachers have to be open-minded and not worry about losing 'the spot of authority' that they have traditionally held in front of the class. If they are not fearful of empowering the students to explore, than that will enable the teachers to expand their horizons. The willingness to watch other teachers in action, and to see what their approach is also critical to proper use of the Internet.