Integrating ICT into the classsroom

Integrating ICT into the Classroom

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?
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.

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

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

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

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

Evaluating internet sites Integrating ICT into the classroom
Organization
Currency (Updated? - Dead links?)
Accessibility ( loading )
Clarity (information - advertisements? - mistakes?)
Appropriateness and relevance (content)

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

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 .
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

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

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Integrating ICT into the classsroom

by UCV / British Council on Dec 20, 2006

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