This document discusses the history and evolution of technology in language learning classrooms. It notes that technology has been used for decades, from blackboards to tape recorders, language labs, video, and early computer-based materials in the 1980s. The term technology-enhanced language learning emerged in the 1990s with increased internet and communications technologies. The document discusses how technology has changed the roles of teachers and learners, with teachers now acting as facilitators and creators of learning environments. It also notes the differences between digital native and digital immigrant teachers and students.

1. ICTsin the classroom: beliefs and theoriesPrepared by:Janet Liliana Arciniegas LondoñoÓlga Lucía Ávila CaicaVíctor Elías Lugo Vásquez

2. ICT in the classroomSubtopics:Reflections on technology and language learning.

3. Society, learning imperative and ICTReflections on technology and language learning Dudeney and Hockley (2007) effectively summarised the role of technology in language teaching as follows:“Technology has been around in language teaching for decades –one might argue for centuries, if we classify the blackboard as a form of technology” (p. 7)

4. Reflections on technology and language learning “Tape recorders, language laboratoriesand videohave been in use since the 1960s and 1970s, and are still used in classrooms around the world” (Dudeney & Hockney, 2007, p. 7)

5. Reflections on technology and language learning “Computer based materials for language teaching, often referred to as CALL (Computer-Assisted Language Learning), appeared in the early 1980s”(Dudeney & Hockly, 2007, p. 7)

6. Reflections on technology and language learning “The term TELL (Technology Enhanced Language Learning appeared in the 1990s, in response to the growing possibilities offered by the Internet and communications technology” (Dudeney & Hockly, 2007, p. 7)

7. Reflections on technology and language learning This trend does not only reflect the changes in learning theories but also calls for new roles, attitudes and needs for teachers and learners to use ICT effectively.Taken from Doe-Hyung, K. (Designer) (2003). An (incomplete)map of learning theories: from school to online. [Online Image]. Retrieved on November 16, 2009 from http://www.ed.uiuc.edu/courses/edpsy317/sp03/learning-maps/map_1.GIF

8. Reflections on technology and language learning Although teachers understand the high potential of ICT in the classroom, they might feel discouraged to use them because their learners are digital natives...While they are digital immigrants, or sometimes even digital dinosaurs.

9. Reflections on technology and language learning Alkire (2007) pointed out some of the differences between digital natives and digital immigrants:

10. The learning imperativeIn a society with an ever-growing access to ICT and a trend towards globalisation, learners and learning are different:“21st century learning is not an option; it's a necessity for students who must go out and compete on a global level” (Paine, S. as cited in Nagel, D., 2009, ¶1)

11. Reflections on technology and language learning What does it all imply for language teachers?“The role of teachers has changed and continues to change from being an instructor to becoming a constructor, facilitator, coach, and creator of learning environments.” (UNESCO, 2009, ¶ 1)

12. What is next for language teachers?Teachers need to engage in continuous professional development schemes to keep up (or catch up!) with ICT-related skills.Their commitment to identify the applicability of free-access and paid-for educational and non-educational tools in their contexts is a must.Web 2.0 offers a never-ending stream of teaching possibilities: blogs, wikis, RSS, podcasts, social networking, etc.So let’s become adventurous in ICT-based teaching!

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