This document discusses the use of information and communication technologies (ICT) in language education. It covers: - ICT can be built on four components: computing, communications, content, and human capacity. - ICT refers to the convergence of audio-visual, telephone, and computer networks through a single cable system, with economic incentives to merge these systems. - ICT can promote universal access to education, equity, quality learning and teaching, teacher development, and more efficient education management and administration according to UNESCO.

1. Universidad Autónoma
del Carmen
TICS aplicadas en la enseñanza del inglés
Profesor: Rafael Ferrer
Alumna: Yesenia Cardenas Santini

2. INFORMATION AND COMMUNICATIONS
TECHNOLOGY (ICT)
ICT can be considered to be built on the 4C’s
 Computing
 Communications
 Content
 Human Capacity

3. INFORMATION AND COMMUNICATIONS
TECHNOLOGY (ICT)
The term ICT is also used to refer to the convergence of audio-visual
and telephone networks with computer networks through a single cabling or
link system. There are large economic incentives (huge cost savings due to
elimination of the telephone network) to merge the telephone network with
the computer network system using a single unified system of cabling, signal
distribution and management.

4. INFORMATION AND COMMUNICATIONS
TECHNOLOGY (ICT)
Information and Communication Technology can contribute to universal access to
education, equity in education, the delivery of quality learning and teaching, teachers’
professional development and more efficient education management, governance and
administration. UNESCO takes a holistic and comprehensive approach to promoting ICT
in education. Access, inclusion and quality are among the main challenges they can address.
The Organization’s Intersectral Platform for ICT in education focuses on these issues
through the joint work of three of its sectors: Communication & Information, Education
and Science.

5. Computer Assisted Language
Learning:
an Introduction
Until quite recently, computer-assisted language learning (CALL) was a topic
of relevance mostly to those with a special interest in that area. Recently,
though, computers have become so widespread in schools and homes and
their uses have expanded so dramatically that the majority of language
teachers must now begin to think about the implications of computers for
language learning.

6. Drill and practice courseware is based on the model of computer as tutor (Taylor 1980). In other
words the computer serves as a vehicle for delivering instructional materials to the student. The
rationale behind drill and practice was not totally spurious, which explains in part the fact that
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
Computer Assisted Language
Learning:
an Introduction

7. Computer Assisted Language
Learning:
an Introduction
The second phase of CALL was 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.

8. Computer Assisted Language
Learning:
an Introduction
According to Underwood, 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.

9. Another critic of behavioristic CALL, Vance Stevens, contends that all CALL
courseware and activities should build on intrinsic motivation and should foster
interactivity - both learner-computer and learner-learner (Stevens 1989).
Computer Assisted Language
Learning:
an Introduction

10. References
• http://www.ict4lt.org/en/warschauer.htm
• https://www.cs.cmu.edu/~rtongia/ICT4SD_Ch_2--ICT.pdf