Using ICT in Chinese language teaching improves results


From xin.sg:

研究显示,利用资讯通信科技,辅助华文教学,确实对讲英语家庭的孩子有帮助。有学校同华文教研中心,展开试验性课程后发现,原本华文成绩不及格的班级,在完成课程后,及格率上升到33%。

Research shows using ICT in Chinese language teaching can help students from English speaking families to achieve better results in Chinese language. In fact it should apply to all students😉

Mobile phones are featured, though the report mentioned mobile phones only have Internet access and no voice calls and SMS. Not really leveraging on the computing power of mobile phones if you ask me.

5 comments

  1. LH

    > Mobile phones are featured, though the report mentioned mobile phones only have Internet access and no voice calls and SMS. Not really leveraging on the computing power of mobile phones if you ask me.

    When it comes to mobile learning pedagogy or activity design, it doesn’t have to exploit all the mobile technology features available. The salient feature of mobile learning is mobility (learning on the move), while the use of phone calls or SMS is optional (depending on the design). If you take a look at the scholarly literature of mobile learning in the rest of the world, most of the important studies or implementations that have shaped the field’s direction did not leverage on voice calls and SMS. They used PDA or netbook, etc. (certainly no phone calls or SMS) for mobile learning and the learning outcomes have been convincing.

  2. tucksoon

    Hi LH,

    Thanks for your insights.

    I must admit I read very little scholarly literature of mobile learning, but one thing I agree with you is mobile learning doesn’t have to exploit mobile technology features available.

    I just felt that since kids are so good in SMS (You will be amazed by how many thousands of messages my ex-students sent out each month!), it’s a real pity this learning opportunity is not tapped on.

  3. ashleytan

    The use of the smartphone as a minicomputer aside, the most logical thing a user does with it is SMS or call. Using the former only might be a consequence of a ban on the latter two.

    But that is just symptomatic of schooling not meeting students where they are at or not bringing in more real life contexts. If they enjoy SMS, why not make use of it to motivate and contextualize learning? So I agree with you, Tuck Soon, that some folks are not leveraging on what comes naturally.

    There’s research and there is reality. If research does not inform practice, then practice must take matters into its own hands and inform research!🙂

  4. LH

    In designing technology-enhanced learning environment/experience, it depends on what learning objectives that you are trying to achieve in deciding what technological affordances to exploit. I disagree your advocate of going to the other extreme – exploit a popular affordance just because it is popular,. I have been conducting school-based Chinese mobile learning research for 1 1/2 year at primary school level and I know students’ competence and habits very well. First, even at P5 level, less than 20% of students own their personal handphones and SMS-ing is not a default “skill” for them as you thought. Second, they prefer using English in their day-to-day communication with their peers and it is natural that they opt for English SMS if they are given the chance. We are addressing Chinese learning problems and it is important that we are focusing on it, rather then sidetracking.

  5. tucksoon

    Hi Prof Wong,

    I think from Feb till now I have read more about your research on press and learnt a lot. I’m very impressed with the impact of mobile learning at Nan Chiau🙂

    As for affordance of SMS technology, what I meant was the functional affordance like Chinese input, response system and perhaps something in line with microblogging (Twitter). I think my lack of knowledge on mobile learning has lead me into the cool tool trap as pointed out by Dr Ashley Tan. Haha. Thank you for enlightening me🙂

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