Where is the technology-induced pedagogy? Snapshots from two multimedia EFL classrooms

This research examines two multimedia secondary EFL classrooms to identify what changes, pedagogical or otherwise, have taken place in technologically integrated classroom practice. The research analyses data generated from a range of sources: classroom observations, videotapes and teacher’s lesson plans. It is argued that substantial pedagogical innovations will not come unless there is a perceived change in the understanding of the process of teaching and learning and philosophy of language. The research concludes that the traditional Chinese notion of teaching and the role of the teacher in the classroom need to be redefined to allow for a learner-centred multimedia language classroom to emerge. New trends in Chinese ELT A new educational reform, which emphasises the integration of new technologies into the curriculum, is surging in China with an increased momentum. EFL professionals are either constantly searching themselves for, or being timetabled into various computer literacy courses, to develop and upgrade technology-based skills. It is not uncommon for some forward-thinking institutions to establish a skill database that contains information about staff skills in using various computer software. On the other hand, the ability to use PowerPoint, Authorware or Flash to preen their courseware, and give showcase “Multimedia EFL Lessons” has been admired as an enviable skill. 05Zhong 04/01/2002 1:21 pm Page 39