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1. ICT IN THE CLASSROOM
They say that history often works in circles. Some twenty years ago, there were
huge discussions about the need to introduce computers and the Internet into schools.
When the school I worked at received its own Internet-class, with fourteen computer
terminals and its own server, it was such a unique experience that teachers and
administrators from other educational institutions flocked to the school just to see the
room! Few families had computers at home; students would spend all the
intermissions waiting for their chance to click, and would beg teachers to allow them
to use the ICT-room after hours. Lots of adults argued that ICT was not needed at a
lesson. “Can you find a text in your Internet?” my colleague had asked me. I inquired
cautiously, “What kind of text?” And she replied, “An interesting one!” Yes, I could.
For today/s children, Internet is not a novelty, they were born into it. They seem to be
permanently attached to a device of some kind, and are always surprised to learn that
not every school, not every country in the world has the same opportunities. There is
a computer in almost every school room, and if the web is needed at a lesson, this is
not a problem anymore. Yet many teachers even at well-equipped modern schools
never use ICT at their lessons. There is nothing bad in making do with the traditional
means of teaching and learning. After all, if the power goes down, the only “tool” to
be used is the teacher.
In which way would technology add value, how might it be integrated into the
classroom? I have conducted teacher refresher courses for many years, and taught
adults not only how, when, why it is beneficial to use ICT in the classroom, but also
how to use the computers and the web. Meaning, I still deal with people who do not
know how to turn on a computer, so this is Step 1 in my instructions. Surprisingly,
teachers are human: similar to their own pupils, they have a great fear of making a
mistake, and become very upset if they happen to click the wrong button, make a
misprint, or delete everything accidentally. “UNDO” command in such cases
becomes one of the favourite menu items.
For me, having an e-board and web access in the classroom is like traveling on
an “all-inclusive” basis. We open up a site, a web page that we need, and proceed
according to our lesson plan. When pupils ask a question or have a problem, we can
click on any word, any information and open up another window. We can read, write,
listen and speak using just one tool. Instead of opening textbooks, turning on a tape-
recorder or a VCR, writing cards and notes, we can do all that using just the e-board.
Thus a lesson becomes truly integrated, with all the skills wrapped up into one
harmonious whole. At least, in an ideal world they should be.
Naturally there must be measure in what we do. If we know that our students
come to us after two hours of IT, we probably should not use ICT at all or maybe turn
the board or computer on for a few minutes only. If we know that the children do not
have computers at home, and the technology is a novelty at school, we can think up
several lessons which may show the advantages of ICT in education. It is important

2. to start with baby-steps. If your class does not know the immense capacities of the
search engines, we can begin by asking them what they would like to know, make a
list, and then click on. We may introduce audio and video a bit later.
I have been writing my own lessons and lesson plans using ICT these twenty years. If
there is not enough material, or if it is obsolete, I search the web for a more
appropriate text, a news item or a video clip. Quite often, I would work along the
familiar and traditional lines: pre-reading, reading, post-reading, listening, writing,
discussion, consolidation.
For example, while teaching fifth grade, I was appalled when I saw their basic
text on the Healthy Way of Life. They were supposed to memorize a lot of data on
cardio-vascular diseases, balanced diets and the problems of aging. I wrote several
short pieces myself, basing them on my own children’s routines, pastimes and
hobbies. Then I composed various exercises which recycled the new vocabulary,
found some age-appropriate dialogues on the web, and finished up with a two-minute
cartoon clip. I suggested that they prepare little monologues, dialogues or sketches
during their winter break. And some inspiration prodded me to add that those who
had the facilities at home could try and make small presentations on the subject.
A few pupils came back to school with PPTs which they made at home, probably
with their parents’ help. Everybody was given a chance to show their work to the
class. I was quite astonished to see that their imagery was much more colourful and
inventive than mine! Some used every colour of the rainbow in their short texts;
others found funny pictures and sound tracks to go with their PPT. There were
borders, shadings and backgrounds which I had never known even existed. I soon
realized that actually this phenomenon was not new, that was the way children saw
the world.
When I write my lessons, I see them as something functional, practical,
answering an immediate need of my audience. Students introduce more variety, they
find the illustrations which we adults may not even connect with a topic, and they
choose sounds which may seem dissonant to us. Naturally the older they are, the
more sophisticated they become. We teachers know that adolescents are more “adult”
in their attitudes than the actual adults.
To sum up, if we feel that ICT enriches our lessons and helps students
understand our subject better, if it makes our lives easier and more productive, we
will make the technology an integral part of the whole educational process.