From Static to Dynamic

Cybertools Conference

Koc University, November 16-17

Deborah Healey

Molding the Internet to Our Purposes

How Did We Get Here?

cycle of innovation and regression
mainframe computerFrom PLATO on the mainframe, with complex answer-judging and feedback, including directing students to more exercises based on their answers
AppleII to Apple IIe electronic workbooks with feedback like "Right, Juan" or "Try again, Ahmed"
MacPlus to early Macintosh 512K with graphics and sound, enabling more interesting activities for language teaching
IBM PCto 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.

Links and More Links: general purpose pages

Creating Static Pages

Quizzes and More Quizzes

Students like workbook exercises -- but what do they get? Where is the context? What kind of feedback?

Which are more interactive? You be the judge.

Beyond Quizzing

So where's Internet interactivity?

Role of the Teacher

One-computer Classroom - a few possibilities

In the Lab

Integration into the Curriculum

Do pre-computer, on-computer, post-computer activities
Have a method for sharing finds and files to avoid reinventing the wheel

Constructivist Approach

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

A Sampling of Sites


Keep technology in its place -- the means, not the end!

Go to Deborah Healey's Attic
@2000, Deborah Healey, Teachers may use this page for educational purposes as long as copyright information is retained.
Last updated 12 November 2000.