Download to read offline
More Related Content
Ict & call
- 1. UNIVERSIDAD AUTÓNOMA DEL CARMEN TICSAPLICADAS A LA ENSEÑANZA DEL INGLÉS Alumna: Emily Mayo Clemente Maestro: Rafael Ferrer Méndez Activity 1.8
- 3. ICT Is more thancomputers 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.
- 4.
- 6. • Conceived inthe 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 thecommunicative 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