Connections in Education

Warschauer, Mark.  (Winter, 1997) Computer-Mediated

Collaborative Learning Special Issue:  Interaction,

Collaboration, and cooperation:  Learning Languages and Preparing Language Teachers. The Modern Language Journal, 81(4), 470- 481.

     In the article “Computer-Mediated Collaborative Learning:  Theory and Practice”, Mark Warschauer does a fantastic job of pointing out just how valuable technology is and is going to become in the classroom.  The author identifies five features that distinguish computer-mediated communication (CMC) from other media.  I found that these features are just some of the many new and exciting innovations that will give the old skill and drill classroom the much needed face lift.  What I found particularly interesting is that Warschauer goes on to back up his claim by citing qualified researchers, most notably Vygotsky as well as Wells and Chang-Wells.  The author sums up Vygotsky’s view by stating that the best way students learn is from modeling and text mediation.  Warschauer then goes on to expound on this idea by citing Wells and Chang-Wells and their thoughts on the role of the teacher as a guide instead of the classic role of an instructor.  The author continues the article with Wells and Chang-Wells research on how not only does CMC continue the traditional educational experience, but how it goes on to amplify this experience by allowing students the opportunity to experience these same concepts in ways not available 20 years ago.  Warschauer concludes the article by pointing out that while the current research on this topic is good, much is still left to be explored to attain a true grasp of the benefits of this type of learning. 

Williams, Marion: Burden, Robert. (Summer, 1999) Students’

Developing Conceptions of Themselves as Language Learners The Modern Language Journal, 83(2), 193-201.

     In Marion Williams and Robert Burden’s article entitled “Students’ Developing Conceptions of Themselves as Language Learners we find an examination of how teachers can have an effect on what students’ perceive as success.  The first point, and I believe one of the most important, is that teachers need to understand how they have come to form their view of learning.  The authors point out that one’s view of learning comes from the knowledge they have acquired and the view of the world in which they live.  With this in mind teachers must understand that what they focus on in their classroom, grades or knowledge, will ultimately decide how their students will perceive the material given to them.  Williams and Burden then proceed to explain how focusing on grades and the primary concern of your class does your students a grave injustice.  The authors demonstrate how a focus on knowledge, and not grades, encourages students to learn the material to better themselves, ultimately producing better citizens and not mere robots for society to command.