Now my background makes
me predisposed to like computers. I often do the quiz in my local bar
where my quizzes always have animated powerpoints to accompany the
questions. It's marvelous to be able to play music, show movies, have
interactive games and do everything else you can do with computers in
the classrooms
Almost every classroom
here in China, in the big cities anyway, is fitted with a computer
and a projector. Some, I am told, have actual smartboards. And I
virtually never make any use of it at all.
Why?
Well, before I answer
that, let me just pop in a quick disclaimer. More than any post I
have made so far under this heading, this should all be treated as my
personal opinion only – informed by my experience, but my own
opinion nonetheless. You may have entirely different views. And if
you do, I say, “Go to it!”
Right.
Why do I rarely use the
computers that the schools have helpfully installed everywhere? It's
quite simple. In the handful of times I have actually done computer
or technology based lessons over the last four years there has never
been a single instance where I completed more than two thirds of the
classes without needing to go to my non-technology back up plan.
Ah, back up plans.
Those of you who have already trained with me will remember that I
mention them probably about twenty times a day. It's essential that
you have a back up plan whenever you are intending to use any
technology at all in class. Even working in England or America it's a
mistake to assume that things will work.
Things won't work.
That's the nature of technology. It breaks down. The more complicated
the technology, the more likely it is to break down. Or to quote
Mister Scott in one of the Star Trek movies, “The more they
overthink the plumbing, the easier it is to stop up the drain.”
Progress is all very
well but even small amounts of progress cause problems.
Hands up anyone who has
ever found that writing with chalk on a blackboard suddenly didn't
work.
No-one? I'm not
surprised.
Now hands up anyone who
has got halfway through a class with whiteboards and markers and had
to send a student rushing off to another classroom to borrow more
markers because all the ones you have are out of ink.
Everyone? Still, not
surprised.
And that's a very minor
bit of technology.
Computers are so much
worse than that. For a start you can't borrow one from another
classroom.
Let me tell you about
my most recent attempt to use them. A month or so ago my students
asked if I could do a music-based lesson with them. I have a music
lesson. It's a good one – popular, fun, develops a lot of
vocabulary, gets the students expressing opinions. I like it.
It requires me to be
able to play short sections of about ten pieces of music in different
genres – say about thirty seconds each. In the past when I've done
it I have recorded things onto cassette tape and used a big cassette
player to play it.*
However at the moment I
don't have access to a cassette player to do that. What I have is a
lot of MP3 files and a computer. I copied the files onto a flash
drive and we were ready to go. You can certainly guess what happened
next.
Of the twelve classes
that I was intending to give the lesson, five didn't work.
In one we could get the
computer working but wasted ten minutes trying to get the speakers to
work before I went to plan B.
In another we couldn't
get the computer to work at all. It had, the students informed me,
been broken all year.
In the third we had a
repeat of the non-functioning speakers.
And then there was the
classroom where everything seemed to be working but the folder
containing the files was invisible to the computer. I have no idea
why.
In the last of the five everything was sort of working but
the music sounded so horribly distorted that it was painful to listen
to.**
My Plan B proved to be
rather inadequate as it consisted of playing similar music through my
minidisc*** player and a set of tiny speakers that I had taken in for
the purpose but which proved to be much too quiet for the classrooms.
We had to stick with
Plan B though. I hadn't gone as far as preparing a Plan C.
This is completely
typical of my experience with computers in classrooms in China. It
even happened often enough when I taught in England that I didn't
like relying on them.
So, what can you do?
There are a few things.
If you need the
computer to show pictures, have copies of the pictures also printed
to hand out if necessary.
If you need the
computer to play music or any other audio, have an alternate source
of music to hand.
If you need the
computer for any kind of game or to show movies, plan an alternate
activity that can be substituted.
If your whole lesson is
a powerpoint, have a completely separate non-powerpoint version in
you bag, ready to go
Of course all this
raises an interesting question. If, when you prepare a computer based
lesson, you also HAVE TO prepare a non computer version “just in
case” then why not just prepare the non-computer version and halve
your effort? Why not, as it were, go straight to the back-up plan.
And that's the answer
to why I so rarely use computers. I am sure many of my lessons would
be much better on computer but when I know that half the time I will
be going to the back-up anyway I figure it's best to just save the
time and effort and forget the computer altogether.
Of course, you may love
computer lessons to the point where you will use them whatever the
difficulties. Or you may feel confident that in your school the
technology won't fail you. Great. As I said, go for it. But don't
forget that back up anyway. Better safe than sorry.
(*Even the tape
recorder version failed once when I got to school and was told the power was going to be off for three days.
** On one particularly
memorable occasion, in my first year teaching in China, everything
was working except that the student who looked after the key to the
lockable computer desk was off sick. No student, no key, no computer.
***Yes, a minidisc.
Made obsolete, I know, by the rise of MP3 players and their
successors, but I like them!)