On page two of this workshop, I will explain to you the two assignments for this workshop, as well as addressing purpose number one; exploring some of the issues surrounding the responsible use of the internet in the language classroom.

Regarding the assignments, you will develop a lesson plan and one set of evaluative criteria for websites.

Go ahead and peek at the assignments if you wish, when you are done, please start reading below.

As language teachers, of course we want to teach our students in the best way possible, with the best resources at our disposal. However, there are many things that need to be taken in to consideration before using any new textbook, technique, game, method, or technological resource. To be a responsible teacher, students' attitudes, level of ability, interests, and needs must be taken into account when planning a curriculum or lesson plan, or activity. This is just as true when planning to use the Internet, whether it be in the form of a website, email, chatrooms, or MUDS (Multi user domains).

While the above mentioned criticisms focus more on the design of exercises to be found in language software and on the Internet, other possible limitations include problems with the medium itself, including the following ones, written by Karla Frizler in a Master's thesis published on the net:

Possible Limitations: Because the ability to express oneself in writing is a crucial aspect of using the Internet, some researchers propose that this puts students who lack interest or skill in writing at a disadvantage (Berge & Collins, 1995; Lundstrom, 1995). Lundstrom also points out that the quality of English found on the Internet is often non-conventional, and may actually hinder students in their progress toward communicating in person with native speakers of English (Lundstrom, 1995).

Another factor which affects the ESOL-Internet classroom is that of social interaction. While many students enjoy the creative and imaginatively social aspects of the Internet, some students may prefer to be in a traditional classroom, watching and listening to a teacher and peers in person (Berge & Collins, 1995). Other drawbacks include technical problems such as lost files or forgotten passwords. However, these issues can usually be remedied by the instructor or lab personnel (Kroonenberg, 1994/1995 ).

Also included in this category of criticism are concerns about what Allwright and Bailey call the "Receptivity" (1990 , Focus on the Language Classroom: An Introduction to Classroom Research for Language Teachers, Cambridge:Cambridge University Press.) of students towards the teacher, the teaching medium, materials, etc. Students with high anxiety towards the use of technology, or those with no prior computer experience may encounter problems.

On the other hand, there are many reasons why the principled and well-planned use of the Internet in a language classroom can be a beneficial experience. Again from Karla Frizler, here is a list of opportunities the Internet provides for ESOL writing students:

Exposure to natural language outside classroom Collaboration (both inter- and intraclass)
Student responsibility for learning
Motivation & enjoyment of the learning process
Cross-cultural communication
Awareness of global issues & concerns
Creative outlets & opportunities for publication
Development of computer skills
Furthermore, using various functions of the Internet, such as e-mail, MOO and the World Wide Web, can help ESOL students further develop their skills in reading (including skimming and scanning), writing for specific purposes and audiences, and, most of all, critical thinking. Moreover, students enjoy being a part of the newly-developing Internet community.

The access to a wide range of resources
The ease and speed of getting information to large numbers of students
The attractive layout and graphics
The links to numerous other sites
The students getting feedback without teachers having to mark their work

Now, I've given you alot to think about. Go on to Task #2 now where you will have a chance to process some of this information.

In preparation for your first assignment, which will be developing a set of evaluative criteria for websites, please answer the questions below in terms of a population of students you know about, have experience with, or just choose randomly. The population you choose for this task will also be the one you use for your first assignment.