5.2.7 Summary

The beliefs expressed in this section provide evidence of the enthusiasm felt by teachers as they experiment with new online technologies. In the following tables, the beliefs related to the advantages of use of OLEs are summarized.

Table 5.2 Summary of beliefs related to the advantages to use of OLEs

Resources information Communication collaboration Real-world learning Motivation Learning Teaching
Resources easily available at fingertips Provides avenues for real, authentic communication Students see French as a living language Students are actively involved and interested Students prefer the arborescence approach of OLEs Promotes contact among teachers
Wealth of information available, voluminous abundant Provides meaningful opportunities to use their second language Makes clearer things that are being taught in the regular classroom Students are more interested in doing research using this format Students grow up in a high-tech world and OLEs appeal to them Provides teachers with a broader perspective on education
English sites can be translated using online tools Reduces geographic isolation Students are exposed to more French Students find it fun and interactive Broadens students’ horizons Supplements current curriculum
Provides unlimited access to materials in a wide variety of formats Means of meeting Francophones interacting with native speakers Provides students with an authentic audience for their work Students are more eager to learn online respond more enthusiastically Abundant opportunities to develop written skills Provides access to information, software upgrades
Able to meet needs interests of a wide range of learners Students can work on collaborative projects Students can consult real experts Counteracts lack of motivation for learning of French Enriches students’ language experience Promotes hands-on active learning
Adequate resources now available for research Allows for a concrete application of the language Students come to understand the value of French Students learn more with Internet activities Allows students to learn through experience Helps maintain teacher’s French
Resources useful for teaching of content in French Presents communication advantages to shier children Learning becomes less contrived and simulated Students are supportive of all types of online activities Allows for more independent learning Sites can be incorporated into learning centres
Information resources are current, constantly updated more alive than what is in books Provides communication tools that cannot be duplicated in the classroom Creates positive energy to promote oral interaction in the classroom Students’ computer proficiency provides them with feelings of success Use of multimedia enhances understanding promotes greater retention of facts Provides opportunity to vary teaching methods thus making teaching more interesting
Information is immediate Provides alternate language models Students feel more in touch with Francophone world Maintains students’ attention Students become more responsible for their learning Useful for dictées, short stories, proverbs
Varied diverse information available on all topics Students can make virtual visits inexpensively Provides students with a real purpose for learning French Encourages greater use of French Promotes problem solving and critical thinking Useful for skill vocabulary development
Available to students regardless of geographic location Increases interaction among students Makes teaching more real Students put more effort into online work Allows students to be creative Allows students more control
Large number of Francophone sites available in French Promotes international solidarity Results in more effective, in-your-face learning Makes French appeal more to intermediate-level students Students are becoming lazier are dependent on electronic tools Teachers can participate in online discussions
Multimedia format appeals to a variety of senses thus enhancing learning Provides opportunities to see parts of the Francophone world Provides learning in relevant, real, challenging connecting contexts Students’ positive attitude makes teaching more enjoyable Can be used to access activities for Christmas, Valentine’s day, holidays, festivals etc. Source of knowledge, ideas, inspiration, solutions to problems
Information easier to read than an encyclopedia Promotes racial and cultural tolerance Useful as a productive rather than receptive tool Students display an interest regardless of purpose of activity Provides opportunities for the development of oral skills Allows teacher to adopt role of facilitator
Provides more diverse information wider base of info than what is available in a library Can be used for finding, sharing and exchanging information and ideas Students realize French is not a dead language Students often seek out extra assignments when finished their work Allows for effective integration of culture provides for enriched exposure to culture Supports a cross-curricular, resource-based, project-centred approach
Authenticity of resources helps makes language less "foreign" Allows establishment of new relationships friendships Students see French not just as subject taught in school Students want to know how to use all the technologies Encourages students to use more French Allows teachers to share ideas units of work with others
Provides information not available in other forms Allows for creation of global communities Students tend to be more careful of what they say online because of audience Allows students to experience another place where French exists Differences in learning styles abilities can be addressed Teachers can create courses which are richer better structured
Inexpensive source of information Makes possible new levels of individualization Sharing student-generated work is an important use of Internet Students are motivated by the instant feedback Students can construct knowledge on their own Allows a more constructivist, facilitative, multi-disciplinary style of teaching
Useful for searching out background information Allows for communication with family friends We must think Internet not book learning when we use Internet Students are more positive about French Allows student to learn on own while using alternate approach to teaching Can be used to create tailor- made multimedia learning activities
Useful for accessing French literature, newspapers, sports, music dictionary sites Can be used for correspondence by e-mail Linear model of learn, answer questions, test is based on book learning Students are reading conversing 100% in French which they would not do in the classroom Students can engage in Internet competitions Allows for reinforcement of grammatical points structures
Fear of students not having adequate resources has now disappeared Can be used for journal correspondence with other schools Projects can be based on real questions about world students can find their own answers Feelings of success online are important to students who usually struggle with regular class work Students can access games, puzzles, maps Useful for enrichment to go beyond expected curricular outcomes
Students gain even more if they create the online material Communication provides personal exposure to French language Learning on Internet is more effective than T.V. screen in class Interactive grammar exercises are more interesting than a worksheet Students realize teacher does not have to be font of knowledge Source of latest ideas, methods approaches techniques
Provides information to support the literature component of program Represents a valuable viable conduit to L2 success – Internet increases motivation Students can use OLEs for sending greeting cards Provides access to games enjoyable activities for students
Can be used to find songs and lyrics of French music Teacher should not be only linguistic model – – Provides interactive activities, treasure hunts, crosswords Technology forces teacher to be a facilitator
Useful for doing research on French-speaking cities, countries, communities Online chat allows opportunity to clarify grammar – – Keeps students on task Provides support for cultural objectives of program
Impermanent nature of sites gives students feeling they are dealing with living data Internet is best used as a communication tool – – Today’s students are different from those of 2-3 years ago and are raised in audio-visual environments If teacher is willing to be guide on side, technology becomes an asset
Helps in teaching to remote small schools Students are ravenous for contact with outside world – – Reports music clips can be downloaded for listening activities Can be used in the development of themes
Speaks to the need of cross-disciplinary teaching Encourages collaborations that take students far beyond classroom – – Opens up classroom to more cultural inputs than library Willingness to watch other teacher’s approach critical to proper use of Internet
Provides access to most media – – – Presents activities that are relevant and interesting so students are too involved to use English Boring to use only prescribed materials not spice up teaching with new methods
Students interact with information that is contemporary – – – Provides a change of pace from the regular classroom Allows teacher to vary teaching style and pushes teacher to keep changing
Access to info fills a void that existed in pre-internet times – – – Provides students with other language models Can be used to search for ideas, lesson plans or articles

In many cases, coupled with the enthusiasm about the advantages of OLEs are the frustrations experienced by some teachers as a result of their attempts to make use of OLEs. The next sections of this chapter concentrate on a different category of beliefs than what was presented in this section. Learning and teaching may be enhanced through use of OLEs. Yet for some teachers, the frustrations experienced or perceived have led the teachers to form beliefs that raise important issues and questions about the use of OLEs in language learning.

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