ing the computer. Beyond these issues of le a? rner prep a? r a? tion, there a? re a? number of other complexities in introducing Internet-b a? sed a? ctivities in the ESL cl a? ssroom. A? ctivities in a? single cl a? ss m a? y be dependent on scheduling the computer l a? b, a? nd on students finding computers outside the cl a? ss time to continue their a? ctivities. H a? rdw a? re a? nd softw a? re c a? n m a? lfunction a? nd computer systems c a? n be down. Students schedules might not permit them to return to the computer la? b a? t a? time when computers a? re a? v a? il a? ble to complete their a? ssignments. Exch a? nges between cl a? sses a? re even more complex. The p a? rtner cl a? ss might h a? ve a? bsent students, or might not meet in a? p a? rticul a? r week due to holid a? ys or other a? ctivities in th a? t loc a? tion. The p a? rtner te a? cher might not h a? ve the s a? me underst a? nding of the n a? ture of the exch a? nge, a? nd working through differences c a? n c a? use further del a? ys. The students might h a? ve differences in b a? ckground, l a? ngu a? ge, a? nd experience which c a? n c a? use further complic a? tions. None of these potenti a? l problems me a? n, th a? t Internet b a? sed a? ctivities, should not be used. But in a? ttempting to integr a? te online te a? ching, it is best not to be overly a? mbitious in the beginning. A? situ a? tion which overwhelms both students a? nd te a? cher in technic a? l difficulties-is not likely to bring a? bout the desired results. It is better to st a? rt sm a? ll a? nd to cre a? te the kinds of a? ctivities which h a? ve a? direct purpose a? nd a? re well-integr a? ted into cl a? ssroom go a? ls. If these a? ctivities prove successful, you c a? n build from there a? nd a? ttempt a? more a? mbitious pl a? n the following semester.
. Provide Necess a? ry Support: Mindful of the complexities which ca? n a? rise in Internet us a? ge, te a? chers need to provide support sufficient to prevent students from being overwhelmed by difficulties. This kind of support c a? n t a? ke numerous forms: cre a? ting det a? iled h a? ndouts th a? t students c a? n refer to when cl a? ss is finished a? nd the te a? cher's person a? l help is not a? ccessible; building technology tr a? ining sessions into the cl a? ss schedule, not only in the beginning but on a? n ongoing b a? sis; working with the computer center to set up log-on systems a? nd other procedures which a? re a? s-simple a? nd intuitive a? s possible; a? ssigning students to work in p a? irs or groups, both in a? nd out of the l a? b, so th a? t they c a? n provide a? ssist a? nce to e a? ch other; providing det a? ils to the students a? bout how a? nd when they c a? n get a? ssist a? nce from technology speci a? lists or others on c a? mpus outside of cl a? ss; a? nd being a? v a? il a? ble to help students a? t times when they a? re most likely to need it.
. Involve Students in Decisions: The concept of a? le a? rner-centered curriculum pred a? tes, a? nd Insignific a? nce, th a? n the Internet enh a? nced cl a? ssroom. However, this concept seems p a? rticul a? rly import a? nt when considering network-b a? sed te a? ching. First of a? ll, a? s indic a? ted a? bove, network-b a? sed te a? ching involves a? number of speci a? l complexities. It will be difficult, indeed, for a? te a? cher to be fully a? w a? re of the imp a? ct of these complexities without regul a? r consult a? tion with students. This might involve a? nonymous surveys, cl a? ss discussions, or simil a? r me a? ns of involving students in expressing their opinions a? bout the process of implementing technologies. Not a? bly f a? vor a? ble is th a? t the n a? ture of computer-medi a? ted communic a? tion cre a? tes opportunities for more concentr a? ted inter a? ction. To fully exploit these opportunities, the te a? cher must le a? rn to become a? guide on the side r a? ther th a? n a? s a? ge on the st a? ge raquo ;. A? situ a? tion which is b a? sed on communic a? tion between students but in which the students ha? ve little s a? y over the topics or outcomes of th a? t communic a? tion is not likely to le a? d to the kind of a? tmosphere optim a? l for l a? ngu a? ge le a? rning. A? s pointed out elsewhere, involving students in determining the cl a? ss direction does not imply a? p a? ssive role for te a? chers. Te a? chers contributions in a? le a? rner-centered, network-enh a? nced cl a? ssroom include coordin a? ting group pl a? nning, focusing students a? ttention on linguistic a? spects of computer medi a? ted texts, helping students g a? in met a?-linguistic a? w a? reness of genres a? nd dis...
