This document discusses the history and development of CALL (Computer Assisted Language Learning) in three phases: 1) Behavioristic CALL from the 1950s-1970s based on behaviorist learning theories using repetitive drills, 2) Communicative CALL from the 1970s-1980s focusing on using forms communicatively rather than explicitly teaching grammar, and 3) Integrative CALL from the 1990s onward allowing various multimedia and access to the internet. It also discusses the role of ICT in development as an enabler for efficiency, new business opportunities, and transparency, and issues around the digital divide between developing and developed nations related to connectivity, costs, language, and awareness of ICT capabilities.

1. UNIVERSIDAD AUTONOMA DEL CARMEN
Lengua Inglesa
TICS aplicadas a la enseñanza en Ingles
ACT. 1.8
Carolina Ivanna Job Lòpez
3º Semester – Classroom Q102

2. 1. Behavioristic CALL.
• Conceived in the 1950s and implemented in the ‘60s and '70s.
• Based on the then-dominant behaviorist theories of learning
• Programs of this phase entailed repetitive language drills ("drill
and practice”)
• In the late ‘70s behavioristic approaches to language learning
had been rejected at both the theoretical and the pedagogical
level.
ž Though CALL has developed gradually over the
last 30 years, this development can be categorized
in terms of three distinct phases:

3. 2. Communicative CALL
• Based on the communicative approach to teaching
which became prominent in the 1970s and 80s.
• Focuses more on using forms rather than on the
forms themselves;
• Teaches grammar implicitly rather than explicitly;
• Allows and encourages students to generate
original utterances rather than just manipulate
prefabricated language;

4. 3. Integrative CALL
• Integrative approaches to CALL
are based on two important
technological developments of the
last decade - multimedia
computers and the Internet.
• Allows a variety of media (text,
graphics, sound, animation, and
video) to be accessed on a single
machine

5. ICT
• ICT can be considered to be build in the 4c’s –
computer, communications, content and human
capacity.
• When considering the use of ICT for development,
even if hardware is free, communications, software
and training make it expensive.

6. ž The applications of ICT can be divided under two broad
categories:
• The first are those largely dependent on traditional
telecommunication networks to provide information
tailored to the user’s convenience and needs.
• The second, we shall call human independent, where
information is processed and decisions are drived on the
basis of present criteria without human intervention at the
time of descion making.

7. ž ICT is viewed as both, a means and an end for
development. It’s role should be seen best as
an enabler, primarily spanning several
dimesions:
1. Efficiency and competitiveness.
2. New business models an opportunities.
3. Transparency and empowerment.

8. ž The birth and the growth of the internet were in the
United States, and this has led, in part, to large
distortions in connectivity between the developing
and developed nations.
ž A consequence of this is the dominating use of
English language in the internet.
ž International connectivity is a mayor expense for
most developing countries.
ž The products are expensive as the intended markets
are in the west.

9. The digital divide is
actually a
manifestation of the
other divides
(Economic, social,
geographic, gender,
etc.)
Awareness
– people
must know
what can be
done with
ICT, also be
open using
ICT.
Availability –
ICT must be
offered within
reasonable
proximity, with
appropriate
hardware/
software
Accesibility
– relates to
the ability to
use ICT.Affordability -
All ICT usage
together should
ideally, be only a
few percent of
one’s income.

10. REFERENCES
ž Warschauer M. (1996) "Computer Assisted
Language Learning: an Introduction".
In Fotos S. (ed.) Multimedia language teaching,
Tokyo: Logos International: 3-20.
http://www.ict4lt.org/en/warschauer.htm
ž Chamos, M. (n.d.). INFORMATION AND
COMMUNICATIONS TECHNOLOGY. Retrieved
September 5, 2015, from
https://www.cs.cmu.edu/~rtongia/ICT4SD_Ch_2--
ICT.pdf