This document discusses integrating technology into English language teaching. It defines CALL, ICT, and TELL as computer-assisted language learning, information and communications technology, and technology-enhanced language learning. The benefits of ICT for ELT include motivation, interaction, and access to authentic materials. When integrating technology, teachers should consider students' needs, careful lesson planning, and technical issues. Web 2.0 tools and task-based activities can help develop language skills while mirroring students' online experiences.

3. CALL , ICT & TELL What to consider…? Benefits & shortcomings of ICT Two Basic IT Skills Internet. The ICT weapon of choice Web 2.0 tools The Web based lesson Why ICT in ELT?

4. What do CALL, ICT & TELL stand for? What’s Web 1.0? Web 2.0? Web 3.0? Why integrate technology in ELT? What are multiliteracies? What should EFL teachers take into account when integrating technology in ELT? Which web 2.0 tools do you know?

6. ( C omputer A ssisted L anguage L earning) Support teaching & learning Computer Software 80’s

7. I nformation and C ommunications T echnology Hardware PCs Laptops Digital cameras Ipods Smart Phones IWB Software Text editors Internet CALL software Browsers

8. T echnology E nhanced L anguage L earning 90’s Internet ICT

9. G rowing use of technology Dynamic & interactive Richer source materials Effective & efficient M otivat ion Internet access Collaboration Communication Coursebooks + CDROMs Mobile Exposure

10. Repetition of activities Individual and collaborative work Motivation Interactivity Multimedia Adquisition of IT skills Flexibility Authenticity Fun

11. IT skills as prerequisite System failure Software familiarisation Careful lesson planning Computer phobia Integration problems Level quality of language Content

12. Students’ needs and interests In class or self-access Pedagogical aims Integration with the course programme and lesson Careful lesson planning Technical support Back-up lesson

13. Develop the four skills Plan communication and / or research projects Publish their own work Practice language (vocabulary & grammar) Develop multiliteracies Mirror the way students learn outside the classroom

14. Pegrum, 2009

15. Evaluating Internet sites Searching information

16. Organization Currency Accessibility Clarity Appropriateness & relevance

18. Search engines Subject Guides “ Real language” search pages

19. Punctuation: “ “ = AND = OR = NOT

21. Read-only web Read-Write web 3-D

22. Web-based lesson design Pedagogical approach (Task-based approach) Stages of task-based activities e-lesson

23. Student-centered Real life tasks Fun Interactive Autonomous work Recycling / Reinforcing Multiliteracies

24. Take part in a dressing-up competition / Write a poem / Talk or write about past customs/ Produce a class magazine / Perform interactions Talk about things you own, past routines/ preferences and find people with similar ones / What generally makes you annoyed? Give advice in response to a letter from an advice column / Guess what’s in a picture / Social studies of young offenders Listen to descriptions of people & identify which person is / Compare ways of doing things in different countries/ Spot the differences Organize days of the week / Rank items in order of importance / Complete a chart / think of 5 ways to classify clothes you wear List things found in a particular place / everyday things / things you can do / qualities needed for a particular job Sample tasks Memory challenge games / ordering and sorting tasks Words / Things / Qualities / People / Places / Job-related skills Brainstorming, fact-finding Completed list or draft mind map Listing Students select the funniest experience, tell the class and give reasons for their choice Anecdotes / Personal reminiscence / Attitudes, opinions, preferences / Personal reactions Narrating, describing, exploring & explaining attitudes, opinions, reactions Social Sharing personal experiences Learners keep a diary describing their progress on a project Students do a comparing, present, justify & discuss solutions for the class to vote on the best ones Students design parallel tasks based on data Spot the missing item/ reach consensus from rankings/ justify decisions / Odd one out Follow up Small group activities / Creative writing / Social or historical research / Media projects / real life rehearsals Short puzzles, logic problems, real life problems / incomplete stories / Poems / Case studies Matching to identify someone or something / Compare to find similarities or differences Jumbles lists / Set of instructions / Sorting according to specific criteria / Half completed charts/ Lists of items Starting points Brainstorming, fact-finding, ordering & sorting, comparing, problem solving Analyzing real or hypothetical situations, reasoning and making decisions Matching, finding similarities / differences Sequencing, ranking, categorizing, classifying Processes Projects Solution(s) to problem Matching or assembling/ identifying similarities or differences Information or data ordered & sorted according to specified criteria Outcome Creative tasks Problem solving Comparing Ordering & sorting Task Aspects

25. Pre-task Warming up Stage Example Task Post-task Students do something to express themselves in response to a task. Further practice to make sure students reached lesson objective(s) Ask students to match pictures from a menu with a list of words Go to site  play a game (food groups)  correct suggestions about food groups  organize food using “a lot”, “some”, “little”  ask which food from the group classmate eats a lot, some or little  report Choose one food from the group in the game. Write about it. Send it to your teacher by e-mail. Description Miguel Mendoza, 2006. British Council, Venezuela

26. Identify topic from lesson or unit Find sites related to topic Plan/design pre-task, task and follow up activities Lesson plan & external material Web-based lesson design Scan the text Search skills needed Task-based approach Print or store on the computer Miguel Mendoza, 2006. British Council, Venezuela Apply, evaluate and edit (if need be)

28. Egbert, J. (2005). CALL essentials . TESOL. USA Technologies for languages. British Council. Retrieved information January 17th, 2006. http://searchenglish.britishcouncil.org/SuggestFrame.asp?newURL='http://www.languagesict.org.uk/users/technology_for_languages.htm'&UserID= Chapelle, C. (2001). Computer applications in second language acquisition . Cambridge University Press Information and Communications technologies for language teachers (ICT4LT). Retrieved information January 10th, 2006. http://www.ict4lt.org/en/index.htm Dudeney, G. & Hockly, N. (2007): How to teach English with technology . England: Pearson. Hockly, N. (2010). Web 2.0. Ict & teachers. [PowerPoint slides] Istek Conference 27/03/2010. Pegrum, M. (2009). From blogs to bombs . Perth : UWA Publishing

29. Miguel Mendoza [email_address] mike08 (Twitter) Miguel Mendoza (Gtalk) Miguel Mendoza (Facebook) miguel.mendoza98 (Skype) Orwell Mineff (Second Life)