Synchronous CMC

Week 7: Synchronous CMC

Hi, I'm working backwards to get caught up on my blog posts. So, some things may be out of order.  Apologies.

During Week 7 we studied Synchronous CMC. Examples include chat groups, virtual worlds, cell phones, Skype, etc.  In SCMC, communication happens in real time using a technological platform.

I found the following ideas interesting:

1.  When using technology for language teaching, it is important to be aware that the technological medium changes patterns of communication.  I believe both Dubravac (2013) and Hampel (2006) mention this, and the observation applies to all forms of technology, not simply SCMC.  When designing tasks, the instructor needs to understand the patterns of interaction in the medium in order to design tasks appropriate for the medium and the language learning goals.  This will also allow the instructors to properly prepare the students to communicate effectively using the medium.  Dubravac mentioned that it is important to teach students common abbreviations used in Chat, for instance.  (Thank you, Dubravac, I finally know what IMHO means! This has been a mystery to me for years.)

2.  Before setting students to language tasks using technology, they first need to be instructed in the use of the technology.  IMHO, using technology that is familiar to students and frequently used by them works better than using new technological tools. Less time will then be spent teaching technology, and more time can be spent teaching language. I also believe teachers need to be fully trained and proficient in the technology being used. Schools and other entities dedicated to language teaching need to be "picky-choosy" when deciding what technology to adopt. Although some technology will become standardized over time, I don't see this happening consistently. My own observation is that it changes rapidly and inconsistently over time, especially in the field of consumer electronics and website applications. They are constantly "evolving." It is difficult to keep up with the latest technology and trends. Thus, the onus is on the school to make informed decisions about what technology to adopt, how to standardize it within their classrooms and over the curriculum, and to train teachers and students to use it proficiently and consistently.

3. Dubravac made some good points about practical considerations regarding the use of cell phones.  I had not thought about it, but some cell phone plans apply different usage charges. There may be limits on minutes or number of texts sent and received. These factors may make students reluctant to use their cell phones, and for good reason.

4.  Dubravac also made a good point about how in CMC, transcripts of student interactions are usually available. I can see many pedagogical uses for these. One suggestion for this was to show students how to ask follow-up questions to keep a conversation going. I thought that was a neat idea.