Abstract:

At the University of Cape Town, English is the language of instruction, of academic enquiry and assessment. However, in South Africa we have eleven official languages and thus, for a high percentage of our students, English is often their second language and, for some, even their third language. Added to this is the fact that the language of academe is a very specialized discourse which presents a problem for all students. In an effort to assist students to access this specialized language, I developed an etymology course called Word Power. At its inception in 1997 there were 47 students. This number has grown to 800 students in 2012 with the numbers this year looking to be the same. By its very nature this course requires rote learning of roots of words, constant practice and reinforcement.

Computer and associated information technology is well suited to assist with vocabulary exercises, testing, record-keeping, and communicating with students and I do use computer technology because of the large number of enrolments - but my contention is that educators should not lose sight of what education is all about. Whilst memorization forms an essential part of learning (especially in a subject such as Word Power), it does not constitute the total learning package. The well-educated person learns not only facts but also the how and the why of those facts. This type of learning requires an interaction between educators and their students. Despite the fact that my students belong to Generation Y (i.e. the Millennials) for whom computers, the internet and cell phones are the sine qua non of existence, the computer cannot and should not replace the living teacher. The fundamental principles of teaching and learning have not changed simply because the technology used has changed. A balance must be struck that acknowledges the overall needs of the students as well as being mindful of the learning goals: techno and retro rather than techno or retro.

Keywords:

Technology, use in large university classes.