Integrating ICT into the classsroom

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  • 1. Integrating ICT into the Classroom
  • 2. 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?
  • 3. ( 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)
  • 4. 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 .”
  • 5. Integrating ICT into the classroom Why ICT in ELT?
    • The growing use of technology in today's world is pushing EFL-ESL teachers to consider the integration of ICT into the classroom.
    • It can be dynamic and interactive.
    • ICT gives learners immediate access to richer source materials .
    • ICT can be effective and efficient.
    • ICT can be used as a tool for motivating students to learn in a different way.
  • 6.
    • IT skills as prerequisite
    • System failure
    • Software familiarisation
    • Careful lesson planning
    • Computer phobia
    • Integration problems
    • Level quality of language
    • Content
    • Repetition of activities
    • Individual and collaborative work
    • Motivation
    • Interactivity
    • Multimedia
    • Adquisition of IT skills
    • Flexibility
    • Authenticity
    • Fun
    Benefits & shortcomings of ICT + - Integrating ICT into the classroom
  • 7. Issues related to ICT Integrating ICT into the classroom
    • Students’ needs and interests
    • In class or self-access
    • Pedagogical aims
    • Integration with the course programme and in the lesson itself
    • Careful lesson planning
    • Technical support/back-up lesson
  • 8. The ICT lesson plan Integrating ICT into the classroom
    • Consider the type of technology you are going to use (A digital camera? / Internet? / a text editor?)
    • Design lesson plan
    • Apply lesson plan
    • Edit your lesson plan (If need be!)
    • Evaluate lesson plan
  • 9.
    • You can access authentic reading-listening material
    • There are different types of text genre
    • You can plan communication and / or research projects
    • Student can publish their own work
    Internet as an ICT teaching / learning tool Integrating ICT into the classroom
    • Language exercises
  • 10. Evaluating internet sites Integrating ICT into the classroom
    • Organization
    • Currency (Updated? - Dead links?)
    • Accessibility ( loading )
    • Clarity (information - advertisements? - mistakes?)
    • Appropriateness and relevance (content)
  • 11. Web based lessons Integrating ICT into the classroom
    • Web-based lesson design
    • Demonstration
    • Planning an ICT lesson:
    • Pedagogical approach (Task-based approach)
    • Stages of task-based activities
  • 12. 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
  • 13. 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
  • 14. 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)
  • 15. Blogs A blog is a website that allows an author to publish instantly on the Internet from any Internet connection .
    • Skills required:
    • Classroom uses:
    • Pedagogy:
    (Richardson, 2006)
    • Definition:
    The ones you use for sending an e-mail Constructivism A reflective, journal-type blog A class blog A shared blog
  • 16. References Egbert, J. (2005). CALL essentials . TESOL. USA Technologies for languages. British Council. Retrieved information January 17th, 2006.''&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. Integrating ICT into the classroom