This paper intends to provide language teachers with reflective points of reference to think of how, what, and where to start when technology comes into play in the process of language teaching. The discussion begins with the most common beliefs that authors in the field have stated when approaching technology for language teaching purposes. Subsequently, the discussion establishes the main objectives for the application of technology for language learning. Finally, it will present the most pertinent justifications and points of reference for the use of technology in language teaching and learning in accordance with learner, teacher, content, and context level

1. CALL, TELL, ICT as Resources for Material Design

2. Agenda Definitions Beliefs Purposes Justifications Conditions Pedagogical implications call ict teLl

3. Definitions - CALL CALL (Computer-assisted Language Learning) An approach in ILT (Information and Language Technology) to language teaching and learning in which the computer is used as a substantial interactive aid for reinforcement and assessment in applications for language teaching and learning.(Levy, 1997)

4. Definitions - ICT ICT (Information and Communications Technologies) The merging of telephone networks with computer networks likened to an individual able to interact purposefully with its surrounding realities which are perceived and modified by various receptors and effectors. (Semenov, 2005)

5. Definitions - TELL TELL (Technology Enhanced Language Learning) The possibilities offered by the Internet and communication technology for reinforcement in applications for language learning and teaching.(Levy, 1997)

6. Devices and Applications

7. Some tips to remember…(LUCERO, 2011) Consider clearly the use of tech in your language class, it must not be used simply because it is in vogue. Don’t think that just for using tech your students will be more language proficient. Tech does not solve your problems with language teaching and learning. It is only a complement to enhance classroom work.

8. What justifies the use of CALL, ICT, and TELL? Consider then… The learners The teacher The content The context (Lucero, 2011)

9. What justifies the use of CALL, ICT, and TELL? Learner’s level Allow learners to work individually, at their own pace, with their own needs. Allow learners to experience new language and contexts. Provoke motivation and interaction with multimedia. Promote self-monitor and self-assessment for the activities and the learning process.

10. Teacher’s level Introduce a great variety of contexts, language, activities, tasks, exercises. Exemplify authentic language in use in natural situations and settings. Contribute to create in the learners new perspectives of life and interests.

11. Content and Context level Provide more content dynamism and context attractiveness. Work with situational-visual contexts and contents. Present verbal and non-verbal elements of language. Allow geographical dispersed communication. Allow mobile technology (class, on foot, home)

12. Excellent justifications, but… Where to start at?

13. To start, make yourself these questions about your learners? How many learners use CALL, ICT, TELL daily? What CALL, ICT, TELL do your students use daily, and what for? How often / long do your learners get in touch with CALL, ICT, TELL? What abilities do your learners display when using CALL, ICT, TELL? (McKay, 2000; Mayorga, 2006; Dudeney & Hockly, 2007, Lucero, 2011)

14. Now, make yourself these questions about teachers? How proficient are teachers with CALL, ICT, TELL? How often / long do teachers get learners into the use of CALL, ICT, TELL? What CALL, ICT, TELL do teachers use for language learning and use? How do teacher use those CALL, ICT, TELL for language learning and use? (McKay, 2000; Mayorga, 2006; Dudeney & Hockly, 2007, Lucero, 2011)

15. Then, make yourself these questions about the content? What language is being portrayed in the CALL, ICT, TELL used? What situational-visual context is displayed in the CALL, ICT, TELL used? How authentic and variable is the content shown in the CALL, ICT, TELL used? How accountable is the content of the CALL, ICT, TELL used?

16. Finally, make yourself this questions about your context? How equipped is the institution you work for to use CALL, ICT, TELL? How much available is this equipment? How CALL, ICT, TELL use is evaluated? By whom? What cognitive and socio-affective conditions for language teaching and learning are taken into account for using CALL, ICT, TELL? Who evaluates them? (McKay, 2000; Mayorga, 2006; Dudeney & Hockly, 2007, Lucero, 2011)

17. Pedagogical Considerations(Stepp-Greany, 2002) 1. What is the teacher/learner perception of technology? Implementing Resistance proficiency Digital immigrant / Technogeek Technophobe Digital native / techsavvy Teacher’s Learner’s To technology How and when the outside e-world is putting into the classroom (Dudeney & Hockley, 2007) What sequence is used for this (Pre-use, using, post-use) Who controls what to do and with what methodology

19. Learner

20. Content

21. Context3. Who How How often CALL, ICT, TELL tasks are evaluated? Under what criteria? Teacher Learner Answer key Worksheet Interviews Surveys Portfolio Test Completeness Quality /Quantity Self-correction

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