The Difficulties and Challenges of Teachers' Integrating Computer Assisted Instruction into Teaching

Tzu-Pu Wang, Assistant Professor, Department of Applied English, Hsing Wu College

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DIFFICULTIES OF APPIYING COMPOTER ASSISTED INSTRUCTION TO TEACHING

Applying the computer technology in English class is so complicated and important that we don't ignore it, but nowadays using CAI strategies is still not pervasive. Several difficulties and challenges need to be solved; several conditions have room to be desired. The researcher analyzes as follows:

The Facilities of the School and Classroom

The computer was not always stable, teaching software was insufficient, the computer classroom difficult to use, and the administrator and the programmer enough time to aid teachers in time. had no And mechanic were necessaries to maintain and remedy computers.

Related Administrators' Emphasis

The school human resources. The budget about maintaining computers was shortage an equipment of the computers was limited so the computer was not necessarily a friendly user. The biggest problem was of the principles and the administrator's sufficient support. So teaching practice in CALL was not easy to set into action.

Teachers' Teaching Beliefs and Styles

Teachers' attitude and beliefs play an important part. Whether teachers decide to apply computer technology depends on their beliefs. Based on their beliefs that technology enrich the current can curriculum, the teachers can make every effort to integrate computer technology English class into teachers would like to make teaching methods creative, innovative and lively then teachers' techniques would be designed, planned, innovated, and evaluated. So the teachers' attitude and beliefs influence teaching and learning effect of the students (Fang, 1996).

Teachers' Computer Competence

Teachers' computer competences affect teaching effects. In the course of the process of teaching, teachers act as facilitators designers, guides and assistants (Warschauer, 1998). So teachers' technology competence should be enhanced. If the teachers are lack of competence, such as computer multimedia contents presented, systematic teaching models applied, and multimedia sources utilized, is impossible for the teachers to integrate technology into teaching efficiently (Wei, 2005). Teachers' Heavy Burden The teacher posted important information on the bulletin board and reminded the students' assignments and test scores. The teacher always spent much time to deal with the computer shutdowns and contacted mechanics and programmers to repair the computer right away. More importantly, the teacher designed curriculums and revised teaching materials to satisfy students' need. So in the course, the teacher played multiple roles (Wang,2000).

Students' Computer Competence

The teacher always found that a lot of information students collected was copied, and posted. Some were not arranged; some were finished by others. Still other information was plentiful but useless because they seemed to have no abilities of organization, data collection, and operation computer. To raise of learning effect, enhancing students' computer competence was urgent (Chien, 2004).

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็HOMEWORK : Acronyms

Directions: Find words or phrases standing for the following acronyms with short descriptions.

1.     IT

"IT" stands for information technology. 

Reference: https://www.reference.com/technology/computer-term-stand-9f71997fb644281b

2.     ICT

ICT stands for 'Information Communication Technology'. 

Reference: https://www.griffith.ie/faculties/springboard/what-ict-skills

3.     CAI

Computer Assisted Instruction (CAI)

Reference: http://wikieducator.org/Computer_Assisted_Instruction_(CAI)

4.     CALL

Computer-assisted language learning (CALL)

Reference: https://en.wikipedia.org/wiki/Computer-assisted_language_learning

5.     WBI

Web based instruction (WBI)

Reference: http://www.businessdictionary.com/definition/web-based-instruction-WBI.html

6.     CBI

Content-based instruction (CBI)

Reference: https://en.wikipedia.org/wiki/Content-based_instruction

7.     CMC

  

Computer-mediated communication (CMC) 

Reference: https://www.techopedia.com/definition/392/computer-mediated-communication-cmc

8.     TELL

(TELL) or Technology-enhanced language learning 

Reference: https://ccit205.wikispaces.com/Technology-enhanced+language+learning

9.     MUD

Multi-user dungeon (MUD) 

Reference: https://www.techopedia.com/definition/556/multi-user-dungeon-mud

10. MOO

Master of Orion (MoO or MOO) 

Reference: https://en.wikipedia.org/wiki/Master_of_Orion

Directions: Describe the following terms.

Synchronous Tools

Examples of synchronous e-learning are online chat and videoconferencing. Any learning tool that is in real-time, such as instant messaging that allows students and teachers to ask and answer questions immediately, is synchronous. Rather than learning on their own, students who participate in synchronous learning courses are able to interact with other students and their teachers during the lesson.

The main benefit of synchronous learning is that it enables students to avoid feelings of isolation since they are in communication with others throughout the learning process. However synchronous learning is not as flexible in terms of time as students would have to set aside a specific time slot in order to attend a live teaching session or online course in real-time. So it may not be ideal for those who already have busy schedules.

Asynchronous Tools

Asynchronous learning on the other hand can be carried out even when the student or teacher is offline. Coursework and communications delivered via web, email and messages posted on community forums are perfect examples of asynchronous e-learning. In these instances, students will typically complete the lessons on their own and merely use the internet as a support tool rather than venturing online solely for interactive classes.

A student is able to follow the curriculum at their own pace without having to worry about scheduling conflicts. This may be a perfect option for users who enjoy taking their time with each lesson plan in the curriculum and would prefer to research topics on their own. However, those who lack the motivation to do the coursework on their own may find that they do not receive significant benefit from asynchronous learning. Asynchronous learning can also lead to feelings of isolation, as there is no real interactive educational environment.

Ideally, effective e-learning courses should include both asynchronous and synchronous learning activities. This allows students and teachers to benefit from the different delivery formats regardless of their schedules or preferred learning methods. This approach provides students with access to immediate help if needed, while still giving them the ability to learn at their own pace.

Reference: https://www.talentlms.com/elearning/synchronous-vs-asynchronous-elearning