Sunday, February 19, 2012

"Application of Bax Normilasation in Saudi Arabia: The how!"

Stephan Bax argues that, "Our aim should be to attain a state of `normalization' in which the technology is invisible and truly integrated"








                         This article offers a critical examination and reassessment of the history of CALL ( Computer Assisted Language learning ), an  argues for three new categories—Restricted, Open and Integrated CALL . It is suggested that we are currently using the second approach, Open CALL, but that our aim should be to attain a state of ‘ normalization’ in which the technology is invisible and truly integrated . This article seeks answers to three questions: where has Computer Assisted Language Learning (CALL) been, where is it now and where is it going
 Warschauer and Healey famously identifies three phases of CALL which he terms ‘Behaviouristic’’, 
‘‘Communicative’’ and ‘‘Integrative



  where is CALL going? Integrated CALL and normalization 
   Bax sees that the goal of CALL is  the clearest way of
defining this goal is through the concept of ‘ normalization
concept is relevant to any kind of technological innovation and refers to the stage
when the technology becomes invisible, embedded in everyday practice and hence
‘normalised’.
CALL will reach normalized state when computers (probably very different in shape and
size from their current manifestations) are used every day by language students an
 teachers as an integral part of every lesson, like a pen or a book 


In Saudi Arabia we dont use  technology alot for teaching in schools .teachers  use the traditional way in teaching but we  use technology more in colleges .
With the increasing presence of technology in our classrooms, and the comfort of students using technology, it is important for faculty to understand the pedagogical implications of integrating technology into their classrooms It is important to provide a model classroom for faculty to see best practices exemplified, and observe how the various technologies can be integrated in teaching and learning. Faculty development efforts and programs must focus on the integration of technology into teaching . Instructional or educational technology should be “integral to teaching practice” and not viewed as an add-on to teaching
Instructional technology can influence and improve learning . These types of technologies can improve teaching and learning by increasing teacher and student efficiency and reaching different learning styles .Through increased exposure to and competence with technology, faculty can select those technologies that improve “the quality of teaching and learning [and] student motivation