Embed Size (px)
Citation preview
COMPUTER TRAINING VERSUS
LANGUAGE ABILITY AND
KEYBOARDING
Established in 2004 – merging of former 3 Technikons became a University of Technology. TUT leading UOT in RSA.
Enrolls approximately 60 000 students. Most demographically representative in the
country in terms of race and gender. 22 % Students accommodated in residences,
thus largest residential HE institution in RSA. Geographically covers four of nine provinces.
BACKGROUND TUT
At present learners have limited English proficiency in RSA educational system.
Integrating keyboarding into curriculum help learners to express ideas freely, collaborate with peers, experiment with semantics of English language, edit and revise writing styles, develop stronger self-concept.
Computers have phenomenal potential for teaching arts of language if educators are knowledgeable about word processing programs.
BACKGROUND
Word processing programs allow learners and educators to create own reading and writing schema.
Learners compose on monitor result in deletions, additions, substitutions, and rearrangement of word order and sentences.
Thus reading and writing are fully optimised as learners creatively engage with learning process. Revise more on monitor than with pen and paper.
Computers develop literate minds.
BACKGROUNDBACKGROUND
Keyboard proficiency aid to improving writing skills, spelling, grammar, punctuation, hand-eye coordination.
Learners pace themselves with use of computers.
Computers should be used as tool to learn language.
Interaction with computer leads to reinforcement of learning process.
Learners employ computers to record and compare pronunciations with ideal.
LANGUAGE ABILITY VS KEYBOARDING
BENEFITS TO LEARNERS
COMPOSE QUICKLY
CREATIVE THOUGHT
SPELL CHECKER REDUCE SPELLING
STRESS
ABILITY TO SELF CORRECT
BETTER ORGANISED
WRITE MORE LEADS TO READ MORE
CONFIDENCE SELF ESTEEM
BETTER WRITING
Programmes are emerging allow computer to be used that reflect holistic nature of reading and writing process.
Programmes lend themselves to co-operative learning experiences – learners work together and make predictions about writing process.
Learner takes control of writing process and concentrates on message rather than medium.
USING COMPUTERS IN THE READING AND WRITING PROCESS
COMPUTER INSTRUCTION IN READING SHOULD:
FOCUS ON MEANING AND STRESS READING COMPREHENSION
ACTIVE INVOLVEMENT AND STIMULATE THINKING
SUPPORT AND EXTEND LEARNERS KNOWLEDGE ON TEXT STRUCTURES
USE CONTENT FROM WIDE RANGE OF SUBJECT AREAS
When considering software programmes that assist with reading, writing and spelling the learner must understand the different features.
SOFTWARE PROGRAMMES
FEATURES OF READING, WRITING AND SPELLINGWORD PREDICTION
ABBREVIATION/EXPANSION
TEXT-TO-SPEECH
GRAMMAR AND SPELL CHECKER
THESAURUS
HOMOPHONES
TO DEVELOP EFFECTIVE READING AND WRITING
SKILLS ON THE COMPUTER THE LEARNER SHOULD:
USE A MOUSE AND KEYBOARD
USE THE SPELL
CHECKER
USE WORD PROCESSIN
G PROGRAMM
E
THE LEARNER’S FINAL WRITING PRODUCT WILL
BECOME MORE:
LONGER
EXPRESSIVE
BETTER WRITTENAND PROFESSIONAL
Writing process complicated to learners with limited language proficiency.
Learners tend to:
USING WORD PROCESSING IN A SECOND LANGUAGE CLASSROOM
CONSTRUCT IDEAS IN OWN LANGUAGE
STRUGGLE WITH CORRECT
FORMATION OF LETTERS
STRAIN TO THINK OF ENGLISH
TRANSLATION
WRITE LONGER
DOCUMENTS
EDIT FREQUENTLY
COLLABORATE READILY
REVISE EXTENSIVELY
HOWEVER IF LEARNERS USE A WORD PROCESSOR THEY:
Inability to spell correctly inhibits effective use of spell checkers.
Spelling instruction should include acquisition skills and compensation skills which enable learner to write with accurate spelling.
One popular compensation tool for writing is the word processor.
Word processor compensate for spelling weaknesses and improve mechanics of writing.
EFFECTIVENESS OF SPELL CHECKERS
Two sources of unconscious errors are:
EFFECTIVENESS OF SPELL CHECKERS
KINAESTHETIC MEMORY
• Always misspell a word, will misspell it again.
SPLIT SECOND OF INATTENTION
• Mind works faster than the keyboard.
Cultivate healthy sense of doubt, double check for errors.
Read very slowly, one word at a time.
Read what is on screen not what is thought to be on screen. Most difficult.
Proofread more than once.
EXERCISES FOR SUCCESSFUL PROOFREADING
Establish whether keyboard skills and language proficiency pose obstacles in computer training?
Relationship between keyboard skills and enhancement of productivity and efficiency in computer training and does language ability have an effect on proficient use of the computer?
THE STUDY
SCENARIO IN SOUTH AFRICA
LACKCOMPUTER LITERACY
KEYBOARDING
NO COMMUNICATIONSKILLS AND
2ND LANGUAGELEARNERS
NON-TECHNOLOGICALBACKGROUND
PERSONAL ADJUSTMENT PROBLEMS
POOR EDUCATIONALBACKGROUND
RESEARCH METHODOLOGY
STRUCTUREDQUESTIONNAIRE
SPEEDACCURACY
TEST
LANGUAGEPROFICIENCY
TEST
50% Obtained Grade 12 in rural area 77% Did not have computer literacy
training at school 84% Did not possess a computer or
have access to one other than at University
79% Studied English as a second language
67% Would be better equipped to operate spell checker if they were more proficient in English
EMPIRICAL FINDINGS
75% Agree they need sufficient knowledge of English when capturing data in a word processor
67% Understand computer literacy subject better if they understood English better
67% Read more than five books per year
Majority indicated that correct use of keyboard sparks an interest in correct spelling, punctuation and capitalisation
EMPIRICAL FINDINGS
Computer use contributes to basic reading skills, encourages exploration of writing, motivates through creative open-ended programmes, incorporates decision making and thinking skills
Language proficiency key to academic achievement
Goals associated with automated offices are to increase the rapidity, accuracy, convenience of all forms of communication
EMPIRICAL FINDINGS
When developing keyboard proficiency at two to three times of average handwriting speed, becomes an aid to improving writing skills, reading comprehension, spelling, punctuation and hand-eye coordination
Proofreading is not an innate ability but an acquired skill
Integrating keyboard skills into curriculum help with expressing ideas freely, experiment with language and develop stronger self-concepts
EMPIRICAL FINDINGS
Integrate keyboard skills with language arts
Academic support programmes for disadvantaged learners
Improved library facilities in disadvantaged communities
Multicultural education needs to be incorporated into the curriculum by educators
Educators assist learners to overcome unfamiliarity with classroom dynamics
RECOMMENDATIONS
Teach proofreading and editing Interaction between vocational
training and employment needs Adequate practice time in keyboarding Train educators to teach learners the
ability to use computers with efficiency and productivity
RECOMMENDATIONS
CONCLUSION
COMPUTERS
•Tool to learn language•Control own learning
process•Can handle hardware,
software and hard copies
•Feel good about oneself
CONCLUSION
COMPUTERS
•Better communication skills
•Accomplishes writing through a different medium
•Use computers in different ways
•Advance in competency
