- Nab Raj Poudel, MPhil Scholar, Nepal Open University (NOU), Nepal
Introduction
Computer technology has become inseparable part of
today’s world and in the field of language teaching. The use is ever expanding
and reaching into the classrooms like never before. This integration of
computer technology into the field of language teaching began during 1950s, continued
with some major upgrades and modifications, and became the part of modern day
education system (Alsied & Pathan, 2013). There has been always a
debate among scholars on the issue of whether the use of computer technology in
the language teaching promotes creativity or not. Some argue in favour of it
while others disagree on it. Researchers point out both the benefits and damage
to creativity that is posed through application of technology in teaching and
learning (Cone, 2010).
Academicians are divided into two fractions, some of them speak for the
advantages and opportunities that computer technology has brought into the
language teaching to extend creativity whereas some opine that computer
technology has limited the ways interactions that happened inside and outside
the classroom to promote creativity. Despite these counter arguments, I strongly
believe that computer technology expands creative thinking in language learning.
How Computer Technology Fosters Creativity in Language Learning?
There
are several arguments which support that using computer technology expands and
extends creative thinking in language learning. I am trying to show this
connection mainly in five points. Firstly, Computer technology provides a
resource repertoire that helps harnessing human creativity. The World Wide
Web (WWW) is a resource hub for online libraries, interactive materials and web
resources (Singhal, 1997). Similarly, Vi (2005)
opines computer network has offered language teachers and learners a vast
source of authentic materials. The computer technology encompasses a huge
variety of teaching learning resources for teachers and learners. Not only
teachers and learners, the computer technology has something to offer to all
the stakeholders of education. The variety of resources available in the
computer technology is immense and there are several other possibilities which
are in the evolution. The use of computer technology in language teaching can
provide a multisensory learning environment (Alsied & Pathan, 2013) which ignites all senses and
helps to develop creativity among the learners.
Secondly,
the use of technology helps in understanding the target language culture which
enhances the critical understanding
of the language. There is almost unanimous agreement that
acquaintance with the target culture helps acquiring or learning a language sub-consciously
or in natural order (Singhal, 1997). Students can obtain geographical, historical,
social, cultural, economic and political information of the countries where the
target language is spoken with the help of computer technology. Language being
a living entity in the society, the best way to learn a language is learning it
in interactive and authentic environment. So, computer technologies and the internet
are powerful tools for adapting these opportunities to language teaching (Wang, 2005).
The exposure on cultural aspects of language provided by the computer
technology is adopted into the process of language learning by the learners.
This helps in learning the language creatively and lively because the varied
contextual exposure helps the learners to internalize the socio-linguistic
process of meaning-making.
Thirdly,
the computer technology provides a platform for creating, experiencing, and presenting
creative works. Numerous schools are making use of the World Wide Web for
publishing student works which has converted students from consumers to the creative
and noble producers of the content. This process of creating several contents
gives them an opportunity to showcase their talents and explore their
creativity. After they share these contents in the cloud, these contents can be
accessed by their teachers and other students. Even the learners' parents can have
access to these materials and see the progress of their children. To use this
process students need to develop several technological skills and techniques.
This also requires logical and analytical skills as it demands scanning of
information, discarding some of non-essential ones and they need to show evaluative
judgement to select the appropriate information. Surfing through the internet
demands synthesis of available data from learners' side. To do so, they employ different
reading skills and search strategies. Furthermore, the use of computer
technology in language classroom can help students to learn independently
through self-discovery (Alsied & Pathan, 2013). Creativity is boosted when
learners are acting on their own pace and self-motivation. They create several
unique logical and mental strategies to reach to a sensible solution.
Fourthly,
the use of computer technology promotes collaboration in learning which aids
creativity. The computer network has
given language teachers and learners a place for synchronous and asynchronous
ways of interaction. These interactions and collaborations can be between
student-student, student-teacher or teacher-teacher. Whatever may be the type
of collaboration, it is most likely to bring positive impact on classroom
teaching and learning. These interactions also help to develop self-esteem and confidence among the learners
while working in a collaborative context (Pea, 2013).
This eventually leads to identifying own strengths and limitations. When they
identify their capabilities or limitations, they build alternative strategies
to cope up with them encouraging learners to explore their creative potentials.
Thus, through collaborative activities, students benefit from working with each
other (Wang, 2005)
and exploring their hidden talents. Teachers or educators should encourage
creativity and risk-taking in the classroom activities and technology aids this
best (Armstrong & Yetter‐Vassot, 1994).
Lastly,
Language learning is an active mental process and technology helps boosting
these processes. After the technological intervention in the language
classroom, the teachers' role shifted from a 'knowledge giver' to a
'facilitator' (Vi, 2005).
Technology will also work as a means to enhance intellectual capacity of both
teachers and learners as we have to prepare students to live in an
interconnected and globalized world. (Chun et al., 2016). This change in classroom situation has enabled
students to take over the responsibility of their own learning. This has made
them more active and more autonomous learners. In addition to this, the use of
computer technology in language instruction can provide a multi-sensory
learning environment to the language learners. (Alsied & Pathan, 2013). Therefore, the introduction
of computer technology has triggered the mental faculty of students which
demands active participation from the learners and a helping and supporting
role on the part of the teachers. This has resulted in a conducive environment
for creativity and critical thinking. The use of computer technology has the ability to
“amplify” and “organize” our thought, teaching & learning process (Pea, 2013)
and the expansion of our self-guided learning (Alsied & Pathan, 2013) extending creativity (Singhal, 1997).
The Opposing Views: Is Technology Worth this much
Attention?
Every
aspect in the world have both positive and negative sides. There are scholars
who doubt on the effectiveness of computer technology to develop creativity in
language teaching. I have presented here some of the strong arguments put forward
by those who doubt on the benefits of computer technology to develop creativity
in language learning.
First
of all, several scholars are worried about the issue of plagiarism. Economically,
it has caused the loss of billions of dollars and learners are misusing it to avoid
the creative tasks set by their teachers. Many learners are found of copying
and pasting tasks which are available on the Internet. This unethical and inappropriate
practice has raised questions over the use of technology. It has also raised an
ethical issue in academic field. But, this doesn't give us a solid reason to forsake
technology but we must build counter measures to combat plagiarism. The computer
technology has given access to a vast resources of knowledge to every part of the
world, this must be further regulated and monitored.
Second
argument against the use of technology is the distractions caused by its use. The
technology has brought several new ways of entertainments, i.e. Video games,
films, TV shows, social media, etc. This has worked derogatively to derail
learners from focus and inspiration on their creative activities. This is a serious
concern to the teachers and parents. They must educate their children to make use
of this wonderful resource and not to misuse it. Somehow linked is another
argument for technology hampering creativity is that kids who always have their
phones, tablets or laptops lack imaginative activities that help promote
creativity (Katie, 2020). In similar note, The American Academy of
Pediatricians (AAP) somehow discouraged the use of technology because it called
for limiting children's use of media to only one to two hours per day (Wang, 2005).
This warning came towards their concern over the physical and mental effects of
technology on the young children. This claim is serious and should be taken into
consideration. The parents and teachers must make sure that the screen time is utilized
to the maximum and should be made as less as possible. This doesn't mean that learners
should be refrained from using the computer technology.
Yet
another argument against the use of technology into teaching learning claims
that kids learn to be creative through direct play and hands-on experience with
materials, people and in nature. Some researchers pointed out that American
creativity scores are falling down and they point to technology for this (Merryman & Bronson, 2010). But, educators like Katie (2020)
argue that if we want to boost the creativity of the learners, we need to see
how we can put a balance between the impact of technology and the information
and the mental space needed for creating new. Contrary to popular beliefs,
Michael (2002)
concluded that computer simulations are equally as effective as real life or
hands-on laboratory experiences.
Conclusions
Language learning is a complex, creative and intellectual
endeavor. Computer technology helps to simplify this complicated task. Computer
technology provides with interesting, enjoyable, and exciting alternatives to
study language. It is a vast source of language learning resources for teachers
and learners. When the learners go forward and take command of their learning,
they can learn effectively. Technology has provided an opportunity of interaction
and collaboration between teachers and learners. Furthermore, it is helping
learners to develop thinking skills, making classroom activities learner-centered,
emphasizing on learners' autonomy and helping them boost their confidence and
increasing their motivation for creation of knowledge. In addition to this, computer
technology has made language learning an active and lively process which is not
just delivery of information but dynamic and interactive aiding to the creative
aspects of human intelligence. However, the computer technology should be used
just as a means to an end not an end by itself. The whole purpose of the
embracing technology into the classroom should be guided by the desire or will
to improve existing classroom situation. Technology is just a tool which must be
used to boost creativity in learning and must never be used as hindrance to it.
If we take these things into consideration, technology is most likely to foster
creativity in language learning.
References
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