I. CALL and ICT (Definition) III. Issues related to ICT II. Benefits & shortcomings of ICT V. Internet as an ICT teaching / learning tool Content Integrating ICT into the classroom IV. The ICT lesson plan VI. Evaluating Internet sites VII. Web based lessons II. Why ICT in ELT?
( C omputer A ssisted L anguage L earning) CALL “ It’s using computers to SUPPORT language teaching and learning SOME WAY.” (Egbert, 2005) Integrating ICT into the classroom CALL (definition)
Hardware: CPUs, printers, digital cameras and audio, etc. Software ( I nformation and C ommunications T echnology) ICT ICT (definition) Text editors, databases, e-mails, spreadsheets, Internet, browsers, CALL software, etc. “ They are the computing and communications facilities and features that variously support teaching, learning and a range of activities in education .” http://www.kented.org.uk/NGfL/ict/definition.htm
Integrating ICT into the classroom Why ICT in ELT? <ul><li>The growing use of technology in today's world is pushing EFL-ESL teachers to consider the integration of ICT into the classroom. </li></ul><ul><li>It can be dynamic and interactive. </li></ul><ul><li>ICT gives learners immediate access to richer source materials . </li></ul><ul><li>ICT can be effective and efficient. </li></ul><ul><li>ICT can be used as a tool for motivating students to learn in a different way. </li></ul>
<ul><li>IT skills as prerequisite </li></ul><ul><li>System failure </li></ul><ul><li>Software familiarisation </li></ul><ul><li>Careful lesson planning </li></ul><ul><li>Computer phobia </li></ul><ul><li>Integration problems </li></ul><ul><li>Level quality of language </li></ul><ul><li>Content </li></ul><ul><li>Repetition of activities </li></ul><ul><li>Individual and collaborative work </li></ul><ul><li>Motivation </li></ul><ul><li>Interactivity </li></ul><ul><li>Multimedia </li></ul><ul><li>Adquisition of IT skills </li></ul><ul><li>Flexibility </li></ul><ul><li>Authenticity </li></ul><ul><li>Fun </li></ul>Benefits & shortcomings of ICT + - Integrating ICT into the classroom
Issues related to ICT Integrating ICT into the classroom <ul><li>Students’ needs and interests </li></ul><ul><li>In class or self-access </li></ul><ul><li>Pedagogical aims </li></ul><ul><li>Integration with the course programme and in the lesson itself </li></ul><ul><li>Careful lesson planning </li></ul><ul><li>Technical support/back-up lesson </li></ul>
The ICT lesson plan Integrating ICT into the classroom <ul><li>Consider the type of technology you are going to use (A digital camera? / Internet? / a text editor?) </li></ul><ul><li>Design lesson plan </li></ul><ul><li>Apply lesson plan </li></ul><ul><li>Edit your lesson plan (If need be!) </li></ul><ul><li>Evaluate lesson plan </li></ul>
<ul><li>You can access authentic reading-listening material </li></ul><ul><li>There are different types of text genre </li></ul><ul><li>You can plan communication and / or research projects </li></ul><ul><li>Student can publish their own work </li></ul>Internet as an ICT teaching / learning tool Integrating ICT into the classroom <ul><li>Language exercises </li></ul>
Evaluating internet sites Integrating ICT into the classroom <ul><li>Organization </li></ul><ul><li>Currency (Updated? - Dead links?) </li></ul><ul><li>Accessibility ( loading ) </li></ul><ul><li>Clarity (information - advertisements? - mistakes?) </li></ul><ul><li>Appropriateness and relevance (content) </li></ul>
Web based lessons Integrating ICT into the classroom <ul><li>Web-based lesson design </li></ul><ul><li>Demonstration </li></ul><ul><li>Planning an ICT lesson: </li></ul><ul><li>Pedagogical approach (Task-based approach) </li></ul><ul><li>Stages of task-based activities </li></ul>
Six types of tasks (Willis, 1996) Take part in a dressing-up competition / Write a poem / Talk or write about past customs/ Produce a class magazine / Perform interactions Talk about things you own, past routines/ preferences and find people with similar ones / What generally makes you annoyed? Give advice in response to a letter from an advice column / Guess what’s in a picture / Social studies of young offenders Listen to descriptions of people & identify which person is / Compare ways of doing things in different countries/ Spot the differences Organize days of the week / Rank items in order of importance / Complete a chart / think of 5 ways to classify clothes you wear List things found in a particular place / everyday things / things you can do / qualities needed for a particular job Sample tasks Memory challenge games / ordering and sorting tasks Words / Things / Qualities / People / Places / Job-related skills Brainstorming, fact-finding Completed list or draft mind map Listing Students select the funniest experience, tell the class and give reasons for their choice Anecdotes / Personal reminiscence / Attitudes, opinions, preferences / Personal reactions Narrating, describing, exploring & explaining attitudes, opinions, reactions Social Sharing personal experiences Learners keep a diary describing their progress on a project Students do a comparing, present, justify & discuss solutions for the class to vote on the best one8s) Students design parallel tasks based on data Spot the missing item/ reach consensus from rankings/ justify decisions / Odd one out Follow up Small group activities / Creative writing / Social or historical research / Media projects / real life rehearsals Short puzzles, logic problems, real life problems / incomplete stories / Poems / Case studies Matching to identify someone or something / Compare to find similarities or differences Jumbles lists / Set of instructions / Sorting according to specific criteria / Half completed charts/ Lists of items Starting points Brainstorming, fact-finding, ordering & sorting, comparing, problem solving Analyzing real or hypothetical situations, reasoning and making decisions Matching, finding similarities / differences Sequencing, ranking, categorizing, classifying Processes Projects Solution(s) to problem Matching or assembling/ identifying similarities or differences Information or data ordered & sorted according to specified criteria Outcome Creative tasks Problem solving Comparing Ordering & sorting Task Aspects
Stages of a task based activity Pre-task Warming up ; activating background knowledge Stage Example Task Post-task (Follow-up) Students do something to express themselves in response to an activity. Further practice to make sure students reached lesson objective(s) Ask students to match pictures from a menu with a list of words Go to site play a game (food groups) correct suggestions about food groups organize food using “a lot”, “some”, “little” ask which food from the group classmate eats a lot, some or little report Choose one food from the group in the game. Write about it. Send it to your teacher by e-mail. Description Miguel Mendoza, 2006. British Council, Venezuela
Identify topic from lesson or unit Find sites related to topic Plan/design pre-task, task and follow up activities Lesson plan & external material Web-based lesson design Scan the text Search skills needed Task-based approach Print or store on the computer Web-based lesson design process Miguel Mendoza, 2006. British Council, Venezuela Apply, evaluate and edit (if need be)
Blogs A blog is a website that allows an author to publish instantly on the Internet from any Internet connection . <ul><li>Skills required: </li></ul><ul><li>Classroom uses: </li></ul><ul><li>Pedagogy: </li></ul>(Richardson, 2006) <ul><li>Definition: </li></ul>The ones you use for sending an e-mail Constructivism A reflective, journal-type blog A class blog A shared blog
References Egbert, J. (2005). CALL essentials . TESOL. USA Technologies for languages. British Council. Retrieved information January 17th, 2006. http://searchenglish.britishcouncil.org/SuggestFrame.asp?newURL='http://www.languagesict.org.uk/users/technology_for_languages.htm'&UserID= Chapelle, C. (2001). Computer applications in second language acquisition . Cambridge University Press Information and Communications technologies for language teachers (ICT4LT). Retrieved information January 10th, 2006. http://www.ict4lt.org/en/index.htm Integrating ICT into the classroom
A particular slide catching your eye?
Clipping is a handy way to collect important slides you want to go back to later.