Technology and Study Skills – Strained Bed Fellows?

My stance on foreign language and technology is that it is enormously important in having up-to-date, authentic language right at our students’ fingertips. In that sense it is a ‘must’ to network kids with the countries in which their language of study is used. Technological tools also are a boon to the discipline when used as a reinforcement, extension, enrichment, or man-servant for reiterative, but essential drilling outside class. However, the learning facilitated by technology in disciplines that presuppose English as the base language serve some of the needs of the foreign language learner but do not get at the essence of face-to-face communication, the act of ‘negotiating’ meaning and intent on the spot, with no time to anticipate what you might hear, nor plan how you respond. 

Frequent and consistent class meetings are our only true opportunity to simulate and work on that spontaneous communication. Students work with both traditional and technology-based tools in and out of class. They are asked to speak in structured and creative situations, role play, read short stories, write in the target language, and do essential foundational pronunciation and structure drills. This variety of methods is designed to ‘feed’ the varied and often evolving learning styles of our students, and to address the different skills needed for effective production and decoding of the target language.  

However, how does increased dependence on technology and de facto ‘distance learning’ when students do not have classroom contact for up to four of five days mesh with the development of effective study skill development in any discipline? It is clear that many 9th and even 10th grade students do not have the study, planning, management skills and discipline to use these distance learning methods to their fullest potential and in a timely manner. How do we help students develop the internal discipline to work, say, on a 10-15 minute listening exercise several times over a five-day break rather than the night before or, as is happening in several cases in my classes, 15 minutes before class starts?

I would love input from you all on the following two questions based on your experiences within your disciplines – 

a.       Is technology-based learning, which many feel is a ‘must’ in education, potentially compromising or undermining the learning of those students who do have not developed the study skills.

b.      If yes, how can we ensure that we can address effectively the pedagogical triad of – guiding students to mastery of curricular content, technology skills, and development of independent, self-governing learners?