'CALL' and 'ICT'

1. Computer
Assisted
Language
Learning
Information and
Communications
Technology
By: Dinorah Massiel Santos Pérez.

4. Behavioristic CALL
1960s - '70s
• Programs of this phase entailed
repetitive language drills and can
be referred to as "drill and
practice."
• Drill and practice courseware is
based on the model of computer
as tutor (Taylor 1980).
• CALL drills are still used today.
Briefly put, that rationale is as
follows:
• *Repeated exposure to the same
material is beneficial or even
essential to learning.
• *A computer is ideal for carrying
out repeated drills, since the
machine does not get bored with
presenting the same material
and since it can provide
immediate non-judgmental
feedback.
• *A computer can present such
material on an individualized
basis, allowing students to
proceed at their own pace and
freeing up class time for other
activities.
Behavioristic CALL 1960s - '70s
•John Underwood, who in 1984
proposed a series of "Premises for
'Communicative' CALL".
•*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.
•*does not judge and evaluate
everything the students nor reward
them with congratulatory messages,
lights, or bells.
•*avoids telling students they are
wrong and is flexible to a variety of
student responses.
•*uses the target language exclusively
and creates an environment in which
using the target language feels
natural, both on and off the screen;
and
•will never try to do anything that a
book can do just as well.
Communicative
CALL 1970s - 80s
•Steps toward integrative CALL:
multimedia.
•CALL are based on two important
technological: multimedia computers
and the Internet.
•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. What
makes multimedia even more
powerful is that it also
entails hypermedia.
•Hypermedia provides a number of
advantages for language learning.
•Steps toward integrative CALL: the
Internet.
•Computer Mediated Communication
(CMC), which has existed in 1960s but
has only became wide-spread in the
last five years, is probably the single
computer application to date with the
greatest impact on language teaching.
Integrative
CALL 1990s-Present

5. ‘Information and
Communications
Technology'
ICT is much more than
computers and the internet
or even telephony, even
though the digital divide
and issues of internet
governance were much of
the focus of WSIS.
Applications of ICT
can be divided
under two broad
categories
The first are those largely dependent on traditional
telecommunications networks(including the
internet) that enable on-demand communications to
provide information tailored to the user’s convenience
and needs. How that information is processed, whether
it is used at all, and whether it is transformed into
knowledge is left to the human user who asked for that
information in the first place.
The second group of ICT applications, for
want of a more appropriate name, we shall
call Human Independent, where information is
processed and decisions are arrived on the
basis of preset criteria without human
intervention at the time of decision making.
WSIS
The World Summit on the Information
Society(WSIS) Phase I brought to the
forefront the role of ICT for
development. Organized by the United
Nations in conjunction with the
International Telecommunications
Union (ITU), this Summit emphasized
the growing relevance of ICT in the
global domain.

6. Allocation of
resources to an
MDG sector and ICT.
Allocation of resources
to ICT in the sector
Allocation of resources
to the sector
ICT-related increased
efficiency in delivering
Non ICT- related increased
efficiency in delivering
Increased efficiency in
delivering in the sector
Impact on this MDG
sector
ICT and Development:
Resource Allocation and
Impact in MDG Sectors

7. Digital Divides –Awareness, Availability, Accessibility, and Affordability
The digital divide is actually a manifestation of other underlying divides, spanning economic,
social, geographic, gender, and other divides. Attempting to address the digital divide as a
cause instead of a symptom of other divides has led to many failures of ICT driven
development projects.
The above four interrelated features determine the value of ICT for a user:
1. Awareness- People must know what can be done with ICT; they must also be open to using ICT.
2. Availability- ICT must be offered within reasonable proximity, with appropriate hardware/software.
3. Accessibility- Relates to the ability to use the ICT (spanning literacy, e-literacy, language, interfaces,
etc.)
4. Affordability- All ICT usage together should, ideally, be only a few percent of one’s income (under
10% maximum on average); this covers life-cycle costs (termed total costs of ownership-TCO),
spanning hardware, software, connectivity, education, etc.

8. Mark Warschauer. (1996). Computer Assisted Language Learning:
an Introduction. 27 February 2012, de Logos International Sitio
web:
http://www.ict4lt.org/en/warschauer.html
Michael Shamos. (2002). 'information and communications
technology. 2004, de Washington Workshop Summary
Presentation Sitio web:
https://www.cs.cmu.edu/~rtongia/ICT4SD_Ch_2--ICT.pdf