--- Forwarded Message from Judy Shoaf <[log in to unmask]> ---
>Date: Thu, 05 Oct 2000 12:28:37 -0400
>To: Language Learning and Technology International Information Forum <[log in to unmask]>
>From: Judy Shoaf <[log in to unmask]>
>Subject: Re: #5746 The LRC conundrum
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This question--Field of Dreams vs. Field of Needs--is an interesting one.
As UF's language technology resources limp and scamper towards the
future (we are supposed to replace our 1987 Sony classroom with a Tandberg
digital version sometime in the future, if I can ever clear the schedule of
classes enough to make it possible; we just upgraded and expanded the
computer classrooms; and I am digitizing like mad), the continuum is
continually present in my mind.
One thing is that needs are being redefined even as we try to
realize dreams. Between the time that the first computer lab was planned,
and the time it was installed, the WWW basically happened, and computers
were no longer just about wordprocessing or even multimedia any more. There
was just a huge shift in concept from "It would be nice to do this using a
computer, it would be good" to "It is absolutely necessary to do these
things; we can't send teachers out into the world not knowing how to teach
with the Web, we can't teach this class any more without Web access."
Another thing is that language lab space is being redefined. Right
now at least one Japanese instructor is using a University Computing Mac
classroom, because she is a Mac person and the Macs have the JLK
pre-installed (the language classroom has Pentiums). I would not even be
considering digitizing if there wasn't a computer requirement for UF
students, so that they can replace "take-home" tapes with home access to the
audio files; but of course our take-home tape program already involved a
redefinition of language lab space.
Right now the projected Tandberg classroom, the most expensive item,
is dictated by established needs. We have to have a place where
pronunciation can be taught, necessarily to a smallish group of students
with a professor actually listening as they speak. I am also really lucky in
that, with the large groups of grad students acting as TAs, there is a
strong committment from the language departments to using the techology even
if it involves rewriting the syllabus a bit. Also, they are quite happy to
have me be the one who sets up the WebCT or other "virtual language lab."
But, although supervisors etc. feel that the faculty are the ones
who can best define their needs, I'm actually the one who knows all the
different needs of the instructors, who can say, yes, this professor will
use this feature and these others will want this one, and we have to allow
for these 4 or 5 different types of speaking and listening tests. And it
takes quite a while to get the needs in synch with the new technology--to
see that Prof. A.'s fonts are installed and Prof. B's pronunciation program
is available, and Prof. C's cds will play.
--and I have my dreams, too!
Judy Shoaf
University of Florida
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