Learning a language in the cloud–Office Web Apps for ELLs
Introduction
The application of technological concepts in education is one of the recent education trends that are gaining popularity. Cloud computing applications are no exception. Cloud computing can be viewed as a computing approach that significantly relies on the internet to facilitate the access of data and respective applications (EDUCAUSE, 2008). It basically allows teachers and their respective students to have access to Office Web Apps without actually having them installed on their personal computers. The integrated services of cloud computing can be applied in education to significantly assist the learning process through the use of online productivity tools such as conferencing facilities, spreadsheet applications, word processing and presentation applications. Using cloud computing approach to education is effective through the provision of diverse opportunities such as authentic tasks, autonomous learning and the audience (DuBois & Dunkel, 2011). The cloud computing technology can be integrated into the current learning and teaching strategies to provide a more effective approach to education. This paper attempts to investigate the various ways through which cloud computing can be applied in the facilitation of the learning of language in schools (Trimboli, 2010). In a more specific approach, the paper attempts to outline the ways in which Office Web Apps can facilitate the learning of English learning.
Cloud computing can be effectively integrated into learning from both the student and the facilitator perspective. The main objective behind the integration of cloud computing into computer based learning is to improve learning efficiency and maximize the potentials of computer based learning approaches in English teaching and learning (Dillenbourg & Tchounikine, 2007). Significant classroom aspects such as virtual classrooms, accessibility, reliability, online learning, resource friendly learning and efficiency are just a few of the benefits that are associated with the adoption of cloud computing in the learning environment (Ahson, 2009). One of the most significant applications of cloud computing to education is the use of Office Web Apps; they are web applications for Microsoft Office Suite. Generally, Office Web Apps provide on demand access to web based applications for MS Word, MS Excel, MS PowerPoint and MS OneNote (Toru & Vijay, 2008). The Office Web apps allow users to access their documents online via supported browser applications. In addition, the apps provide an opportunity through which multiple users can collaborate and share files online (Beard, 2008). For instance, students in different locations can share the same presentation with other students in different locations; different students can simultaneously edit the same file over the internet and so on. Educational institutions are able to access the Office Web apps through Microsoft SharePoint Server and other online platforms such as Microsoft Online Services (Blokdijk & Menken, 2009). The various ways through which Office Web Apps can facilitate English learning are outlined below.
The first significant way in which Office Web apps facilitate the learning of English is through providing a framework for collaborative learning (Mitnik et al, 2010). Collaborative learning is facilitated since Office Web apps provide a platform through which teachers and students can use the applications and share the presentations virtually on any personal computer; provided they have the required web browser applications that can support the use of office web apps (Furht & Escalante, 2010). One of the advantages of using office web apps is that they are available for free from through platforms such as LiveSkyDrive that can be accessed when teachers and students log in via any Windows Live online account. For example Windows Hotmail and Windows Messenger that are online applications that are available for free (Gillam, 2010). Through such online platforms, students and teachers can have access to shared PowerPoint presentation irrespective of their locations, for instance, they can access the presentations from home, library and through any computer that has access to the internet and is equipped with supporting web browser applications such as Internet Explorer and Mozilla Firefox (Kollar, Fischer, & Hesse, 2006). Office Web applications also facilitate equal access of online educational files that have been posted by student workgroups. Equal access implies that students and teachers can still access the presentations if they do not have the office applications installed or if they have earlier versions of Office web application (Gillam, 2010).
One of the requirements that promote effective learning is collaborative learning. Collaborative learning entails the use of joint efforts whereby learners can be involved in a common task, yet each person significantly depends on one another. Such an approach is effective during the teaching and learning of English, both as first and second language. In addition collaborative learning eliminates the need for conventional classroom set up that is characterized by traditional student-teacher relationships (McFedries, 2010). Cloud computing, through platforms such as office web apps and Google apps provide an effective environment for effective collaborative learning. Cloud computing web based applications provide frameworks such as Computer-supported Collaborative Learning (CSCL), which entails the integration of technology in the learning set up (Garrison, 2010). Office Web apps facilitate such approach to English learning through providing avenues which can facilitate the monitoring and creation of interactive language learning and teaching between students and teachers (Microsoft Corporation, 2011). It is evident that students usually have enough information prior to a teaching lesson; the significant challenge in such a case is to search the correct language information and subsequently apply them beyond the classroom set up. This means that Office Web apps provides an avenue through which students can improve their language search skills, assess the information that they have already gathered and then integrate them into their language learning process (Nagel, 2010). On a similar account, teachers can deploy the use of built-in curriculum and English teacher guides that are ready to use to create detailed lesson arrangements, the worksheets for the students and the presentations which can be used in the physical class set up and the virtual learning environment (Microsoft Corporation, 2011).
The office web apps also provide a framework that facilitates critical thinking in the classroom environment. This is a key requirement during the teaching of English, for both first and second language learners (Marks & Lozano, 2009). Office web apps come with a variety of plug-ins that can enhance advanced web search strategies which can be customized according to the language requirements and the parental controls that can suit the academic levels for the English language teacher. Critical thinking is facilitate through the interactive and shared learning that is provided through the use of office web apps in teaching language for ELLS (Microsoft Corporation, 2011c). Interactive learning is can be achieved through provision of abilities to comment on the shared files via the cloud applications of the office web apps, this implies that students and teachers can participate in the learning process without having to actually meet physically in the classroom setup. Critical thinking in the classroom is also facilitated by the provision of web research skills that are effective. Integrated search engines such as Bing play a significant role in the teaching and learning of English by students and teachers (Wallace, 2001). In-built worksheets provide tutorials on paraphrasing and avoiding plagiarism. In addition, the plug-ins also provide referencing and citation tutorials, which assist in the enhancing of students research and writing skills (Reese, 2009). Generally, it can be inferred that the use of Office web apps in the classroom enhances student research and writing skills, and critical thinking skills, which are both significant requirements in teaching and learning of English for both first and second language learners (Whittaker, 2009).
Another significant way through which cloud Office Web apps facilitate collaborative language learning is through the provision of plug-ins that can be used by teachers and students to make interactive presentations (Salcito, 2010). One such add-in that is available in office web apps is the Microsoft Mouse Mischief, which facilitates the creation of interactive PowerPoint presentations. An example of such application is that it can facilitate the creation of multiple choice questions in the presentations which many students can respond to using mice that are connected to the personal computer of the teacher (Warren, 2010). Such approach to language learning makes it interactive, fun, and promotes participation of the students in the learning process. In addition, it also eliminates the need to acquire expensive learning equipment for the teaching process. Video conferencing facilities that are available on office web apps promote collaborative learning by allowing multiple students to participate in a learning session that is being led by a facilitator (Wallace, 2001).
The Microsoft Partners in learning network has the sole objective of improving the learners experience in the learning environment; this implies that Office Web developers have the objective of developing interactive applications, which serves to make learning more fun without impairing the purpose of learning. The Partners in Learning Network also serves as a resource for English teachers to enhance their language teaching skills from other peers so that they can implement them in their classroom in order to enhance learning (Microsoft Corporation, 2011a). Reports indicate that there are approximately 1.5 million teachers in the network globally; this is a large pool of information that is bound to enhance the teaching skills of the educators. Features such as co-authoring add-ins in office web apps facilitate language learning in the classroom through the enabling many students to edit a single document over the internet (Microsoft Corporation, 2011b). A significant number of educational tools can be integrated into the Office web apps so as to enhance student learning and facilitate the process of teaching. Add-ins such as the Interactive classroom provides the teachers with the ability to link the facilitator’s presentations with the OneNote notebooks that are owned by students. This enables the language teacher to sample students basing on multiple choice questions, provide the lesson plans to students via One Note on a real-time basis (Siegle, 2010).
Conclusion
The adoption of technology is an emerging trend that educators should embrace. Basically, the applications of Office Web apps in facilitating the learning of English cannot be underestimated at any cost.
References
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