Educational Technology and Other Teaching Equipment
To teach a FL effectively the teacher needs teaching aids. By teaching aids we mean various devices which can help the foreign language teacher in presenting linguistic material to his pupils and fixing it in their memory.
Computers
Computers are seen by many as an important teaching aid. These days learners need to be 'computer literate', and since computers use language it would seem logical to take advantage of them for language learning. They enable individual work, since learners can progress at their own pace, and many programs include a self-check facility. Also, younger and adolescent learners in particular find the use of computers attractive and motivating. However, it takes time to train both teachers and students in their use; and in practice a lot of time in a computer lesson often goes on setting up programs, getting students into them, and then solving problems with moving from one stage, or one program, to another.
For teachers who are familiar with their use computers can be invaluable for preparing materials such as worksheets or tests.
Books
Books are very user-friendly 'packages' of material: they are light, easily scanned, easily stacked and do not need hardware or electricity. They are still the most convenient and popular method of packaging large texts, and a library of them is arguably the best way for learners to acquire a wide experience of foreign language reading.
It is very useful to have a collection of reference books, extra textbooks and teachers' handbooks easily available to the teaching staff; and regular reading of a professional journal can inject new ideas and update teachers on current thinking.
Overhead projectors
These are useful for presenting visual or written material to classes: they are more vivid and attention-catching than the black- or whiteboards. They also save lesson time, since you can prepare the displays in advance. However, this does mean added work in preparation! Another disadvantage is the need to carry the OHP from class to class, unless each classroom has its own - which true only of the more affluent institutions. And of course, like any other electrical equipment, OHP’s are vulnerable to breakdowns: electricity failure.
Video equipment
Video is an excellent source of authentic spoken language material; it is also attractive and motivating. It is flexible: you can start and stop it, run forward back, 'freeze' frames in order to talk about them. And there are many good programmes on the market. A disadvantage is their lack of mobility: few vide sets are portable, which means that classes need to be specially scheduled for video rooms; and of course there is the problem of occasional breakdowns ar technical problems. When planning a video lesson, always have a 'back-up' alternative lesson ready!
Audio equipment
Cassette recorders and cassettes are relatively cheap, and easy to use; and the are the main source (other than the teacher) of spoken language texts in most classrooms. They are more mobile and easier to use than video recorders, but lack, of course, the visual content. Again there may be problems with electric on the other hand, most portable cassette recorders - unlike video and most computers - also work on batteries. When buying cassette recorders, make sure that there is a counter, and then use it to identify the desired entry-point; otherwise, if you want to replay during the lesson, you may waste valuable time running the tape back and forth to find it.
Posters, pictures, games
Materials of this kind are invaluable particularly for younger learners, and teachers of children find that they constantly use them. However, if you have time, this type of material can be largely home-made: glossy magazines in particular are an excellent source of pictures.