From PLATO on the mainframe, with complex answer-judging and feedback, including directing students to more exercises based on their answers |
to Apple IIe electronic workbooks with feedback like "Right, Juan" or "Try again, Ahmed" |
to early Macintosh 512K with graphics and sound, enabling more interesting activities for language teaching |
to IBM
PCs with DOS - back to electronic workbooks with feedback like "Right,
Juan" or "Try again, Ahmed" to
slightly better Windows 3.1 (and sophisticated Macintosh language learning programs) |
to (finally) Windows 95 with graphics and sound, now with voice recognition |
to the World Wide Web with electronic workbook-style quizzes with feedback like X or check marks |
and now to somewhat better pedagogy with tools like Hot Potatoes. |
Do pre-computer, on-computer, post-computer activities
Have a method for sharing finds and files to avoid reinventing the wheel
Students create their own meaning from directed projects
Students are active and engaged
One-computer class or lab
From learning to acquisition - internalizing information
More about constructivism