Chapter 8 "Further Concerns in Developing ICT in Language Learning"
1. Chapter 8
Further Concerns in Developing
ICT in Language Learning
By:
Dwi Oktoviani (2201415034)
Rahmawati Aisyah (2201415043)
Fria Bintang Listiawati (2201415055)
Nurul Anisa (2201415077)
D
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2. 1. Introduction
• There are some aspects require our concern in
developing ICT in Language learning:
1. Teacher
2. Students
3. Classrooms
3. By the end of the chapter, students will gain a better
understanding of some important aspects as well as
requirements and strategies in successfully utilising
ICT in English language learning.
4. 2. Lesson for Teachers
The application of ICT as a new source and new way
of delivering language teaching and learning
materials requires competence teachers to adjust not
only their way of thinking, but also the curriculum.
Fitzpatrick and Davies (2002) maintain that there is
an increasing awareness among educationalists,
reseachers and administrators that the introduction
and application of the ICT into educational
institutions call for a change in learning and teaching
patterns.
5. • They believe that new media:
• Call for and facilitate more independence on the part of the learner, more self-direct ted activities
and the organization of learning processes;
• Encourage interactive work
• Facilitate direct feedback
• Call for a change in the role distribution of teacher/learner, where learners take on teaching functions
• Enable contents to be continually updated with minimum efforts
• Provide fastr access to teaching materials
• Provide greater opportunities for individual forms of learning
• But also demand more social learning in group and team work
• Offering a wider range of teaching contents
• Enabling more self directed learning and offering a range of choices, individual learning pathways
and freer forms of learning activities
• Offering Teachers and learners the better chance to plan and organize courses together
• Feeing learning and teaching from limitations and constraints of the traditional classroom by
opening up and using spaces outside the school/teaching institution
• Facilitting communication among learners and between learners and teacher via the internet.
6. Fitzpatrick an Davies (2002) believe that language teachers working in an
ICT and multimedia environment will, like their counterparts in other
disciplines, need to develop a degree or level of competence in utilising the
full potensial of ICT such as :
• Recognising the individual learning problems of learners;
• Making a careful and considered choice concerning the use of
the media;
• Checking the truth of information content offered;
• Developing efficient search techniques and be capable of
conducting effective research with the help of the computer;
• Being able to use standard software confidently and
competently;
• Making wise and critical choices of information found.
• Improving their didactic competencies linked to media;
• Providing less information and instruction, but offer more
consultation in learning processes;
• Monitoring learning processes rather than direct them
• Offering and organizing group work to a greater extent.
7. Besides competencies in utilising ICT, teacher should also learn and develop a
new role corresponding to the utilisation of ICT in language learning. The new
roles of teachers in ICT environment as follows :
1. Teacher as a facilitator and guide
2. Teacher as an interrogator of media
Teacher must not only have a sufficient knowledge of ICT
tools but also which to utilise them.
3. Teacher as a researcher
As a researcher, teacher needs to know how and where he can
get access to information for his own and for the learner
advantage.
8. 4. Teacher as designer of complex learning scenarios
In order to orchestrate successful learning
scenarios, teacher needs to learn how to put together
tasks and materials of language learning with a
proper use of ICT tools
5. Teacher as a collaborator
A skillful teacher can teach fellow teacher with
less knowledge, and as a bigger team, they can
colleborate in creating a better teaching
environtment in school
9. 6 Teacher as an orchestrator of technology, learners,
and curriculum
In order to fully exploit the potentials of ICT
teacher needs to manage and cooperate technologies,
learners, and curriculum well by constantly
developing, reflecting, reviewing, and revising
current practice of language learning
7. Teacher as a learner
In a widely open technological realm, teacher and
students are in the same are which present more
challenge for teacher.
8. Teacher as an evaluator
A teacher needs to revise the evaluating model to
properly suit the application of ICT in language so as
to achieve to better result
10. Some skills need to be developed in order to achieve to
better ICT learning environment, such as
1. Technical skills especially related to environment
2. Organisational skills, which enable teachers to build
sustainable language communities, dismantle them when
they have exhausted their function, and link mind and
hearts in order to negotiate everyday concerns or
complex vocational issues.
3. Conceptual skills, in which teeachers design learning
experiences and planning programs for their learners
with the target language environment
4. Mediation skills in which teacher perform as an
intermediary between two cultures as they introduce
learners to new linguistic and cultural concepts in
language learning environment
11. In ICT learning, teacher has to
master a wide range of skills and
competences. But, it is important for the teacher to
focus on the design of situations, sequences and
activities which are conductive and supportive to
learning languages by encouraging learners to
participate in collaborative efforts and activities.
12. Lessons for students
ICT changes the role of teacher and
students, ICT based language classes will
become much more learner-centered.
ICT enables learner of a language to
communicate inexpensively and quickly.
They have acces to an almost unlimited
amount of authentic target-language
information,
13. How to successfully integrate ICT in
Language Learning
A succesful integration of ICT in language learning exhibits
some characteristics as follow :
• Accessibility of ICT tools for all learners
• The employment of a full-time technician specialising in
providing service and maintenance of the various functions of
the multimedia laboratory and ICT tools in the classroom and
the employment of a full-time webmaster
14. How to successfully integrate ICT in
Language Learning
• Adequate training for new teachers and in-service
training for others or as a part of Continous Professional
Development (CPD)
• Meaningful utilisation of the multimedia laboratory or
ICT tools in classes for intensive practice
• Learner-centered approaches of language learning
• A total commitment from all school community and
stakeholders to support the utilisation of ICT in language
learning
• Learning classes with vision, support and proactive
leadership
