LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 11 : 4 April 2011
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.

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Introducing Educational Technology, Moodle at Nizwa College of Technology
A Case Study

Lucas Kohnke

Abstract

This paper discusses how and why educational technology, Moodle, was introduced in the foundation program at Nizwa College of Technology (NCT), Oman in 2009-2010. It elucidates the issues that the author faced trying to introduce Moodle for the first time in the English Language Department at NCT.

Introduction

The introduction of computer technology and specifically the Internet has had significant effects on second/foreign language teaching and learning. Computer technology serves as an excellent tool for language acquisition and research has shown that students are highly motivated when using computers (Jaeglin 1998) and hence learn better when they are relaxed and motivated.

In today's dynamic and fast moving world computer literacy has become an essential necessity for good job prospects in the Middle East. Electronic literacy refers to a framework how people use computers to interpret and express meaning "the ability to find, organize, and make use of information…and how to read and write in a new medium" (Warschauer and Kern, 2000, pg. 173).

Currently, students at Nizwa College of Technology (NCT), Oman have a very limited knowledge of computer usage. To help the students become more familiar with computers and to improve their English acquisition this paper will introduce why Moodle with its built in functions were chosen as the medium and how it enhanced the students' learning.

Background

Nizwa College of Technology has been in existence since 1993 and is one of seven colleges of Technologies run by the Ministry of Manpower in Oman. The students in the college come from a variety of backgrounds: farms, deserts and cities. The goal of Nizwa College of Technology is to provide the students with technological and administrative knowledge in accordance with the requirements of the labor market.

The English Language Center teaches English as a second language to Omani nationals. The center offers two programs: the Foundation program and the Post-Foundation courses. The English Language Center is supported by 50 teachers from different countries, such as Scotland, England, USA and India amongst others. The center is equipped with the following facilities: Computer/Multimedia laboratories, Self-Access Center, Conference Rooms, Internet and Intranet services.

All classrooms in the buildings are reserved for only English classes and they are set up with chairs with small tables attached to the right arm. Each room is equipped with a blackboard or smart board, overhead projector and cassette/CD player with speakers.

The Foundation English language program aims at developing students communication skills in English so as to meet the academic requirements of the Post-Foundation specializations (IT, Engineering, Business, and Science).

Since Nizwa College of Technology is a technological college it is natural that teaching is geared towards real communication rather than a demonstration of target grammar and vocabulary.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

Lucas Kohnke
American University of Afghanistan
Daral Aman Road Kabul
Afghanistan
lkohnke@auaf.edu.af
lucaskohnke@gmail.com

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