3. ICT
Is more than computers and
telephopy, is embedded in virtually
all industrial , commercial, and
services systems.
Is a fundamental part of economic
growth, especially for so-termed
knowledge economy.
Can help achieve the Millennium
Development Goals (MDGs) by:
increasing efficiency, transparensy, and
competitiveness; opening up new
opportunities and bussines models; and
empowering citizens.
6. • Conceived in the 1950s and implemented in the 1960s and
'70s, was based on the then-dominant behaviorist theories of
learning.
• Programs of this phase entailed repetitive language drills and
can be referred to as "drill and practice" (or, more
pejoratively, as "drill and kill").
• In the late 1970s and early 1980s, behavioristic CALL was
undermined by two important factors. First, behavioristic
approaches to language learning had been rejected at both
the theoretical and the pedagogical level. Secondly, the
introduction of the microcomputer allowed a whole new range
of possibilities. The stage was set for a new phase of CALL.
Behavioristic
7. Communicative
•Based on the communicative approach to teaching which became
prominent in the 1970s and 80s.
•Proponents of this approach felt that the drill and practice programs of the
previous decade did not allow enough authentic communication to be of
much value.
•There were a variety of programs to provide skill practice, but in a non-drill
format. Examples of these types of programs include courseware for paced
reading, text reconstruction, and language games. In these programs, like
the drill and practice programs mentioned above, the computer remains
the "knower-of-the-right-answer" (Taylor & Perez 1989:3); thus this
represents an extension of the computer as tutor model.
•Another CALL model used for communicative activities involves the
computer as stimulus. The third model of computers in communicative
CALL involves the computer as tool or, as sometimes called, the computer
as workhorse.
8. Integrative
MULTIMEDIA
• Multimedia technology - exemplified today by the CD-ROM - allows a
variety of media (text, graphics, sound, animation, and video) to be
accessed on a single machine.
• Hypermedia provides a number of advantages for language learning. A
more authentic learning environment is created, since listening is combined
with seeing, just like in the real world. Skills are easily integrated, since the
variety of media make it natural to combine reading, writing, speaking and
listening in a single activity.
THE INTERNET
• Using the World Wide Web (WWW), students can search through millions of
files around the world within minutes to locate and access authentic materials
(e.g. newspaper and magazine articles, radio broadcasts, short videos, movie
reviews, book excerpts) exactly tailored to their own personal interests.
• For the first time, language learners can communicate directly, inexpensively,
and conveniently with other learners or speakers of the target language 24
hours a day, from school, work, or home.
• It also allows not only one-to-one communication, but also one-to-many,
allowing a teacher or student to share a message with a small group, the
whole class, a partner class, or an international discussion list of hundreds or
thousands of people.
9. Sources:
1 Shamos M. “Information and Communication Technology (ICT)”. Retrieved on September
10, 2016 From: https://www.cs.cmu.edu/~rtongia/ICT4SD_Ch_2--ICT.pdf
2 Warschauer M. (1996) "Computer Assisted Language Learning: an Introduction". Retrieved
on September 10, 2016 From: http://www.ict4lt.org/en/warschauer.htm
