August 2002 TESOL Journal Special Issue
Creating Meaning with Computers
Co-Editors' Note
Deborah Healey and Sarah Klinghammer
This special issue of TESOL Journal explores the "constructivist" use of
computers; in other words, how CALL is used to help EFL/ESL language
learners
and teachers construct meaning in their learning environments.
The two major types of constructivism are cognitive and social. Cognitive
constructivism refers to the learner-centered aspects of the theory, which
posits that learners are not passive recipients of learning but that they
construct their own knowledge from information received. Social
constructivism,
a concept based in large degree on the work of Vygotsky and Piaget, occurs
when others, usually more advanced, help learners understand ideas and
concepts
beyond their baseline level of understanding.
In a constructivist environment, the learner is the center of the learning
process, the one who constructs knowledge and meaning, linking incoming or
new knowledge and information with existing knowledge. The teacher
provides
the environment for relevant learning by creating whole, authentic,
inherently
interesting activities and by setting up multiple representations of
reality
and actual experience for learners, thus enabling them to construct their
own knowledge. Typical activities for such an environment are
investigation,
discussion, collaboration, and negotiation.
The authors in this issue discuss ways that CALL can be used to set up
such
environments and facilitate the activity within them. By thinking of
computers
as a valuable tool in a constructivist learning environment, the authors
make good use of the power and potential of CALL, not only to teach
technical
skills, but also to help learners create knowledge. We start with some
articles
about teacher training: Leslie Opp-Beckman describes an online project
with
English teachers in Africa; Lia Kamhi-Stein and her MA students discuss
using
technology to learn about technology; and Susana Sotillo shares what
happened
in her wireless MA TESOL class. The next four articles continue with
variations on the theme of computer-mediated communication: Sophie
Ioannou-Georgiou
offers suggestions about using virtual reality via MOOs; Dawn Bikowski and
Greg Kessler offer some tips about discussion boards, as does Wendy
Sunderland-Smith;
and Mark Freiermuth encourages teachers to try directed chats for EFL
students.
This issue’s tips are about four projects that use technology in different
ways: to create a documentary, to author English for specific purposes
exercises,
to take a virtual trip, and to help ESL students feel more connected to
their
school. The reviews include an overview of companion sites for ESL/EFL
textbooks
and a look at a pronunciation product.
Using computers to create meaning is a broad topic. We hope that you will
enjoy this cross-section of ideas - and be inspired to try more of your
own.
http://oregonstate.edu/~healeyd/tj2002coeditorsnote.html
Last updated 22 March 2003 by Deborah Healey. Email Deborah.