Integrating ICT into the Classroom

Content
I. CALL and ICT (Definition) II. Why ICT in ELT? II. Benefits & shortcomings of ICT III. Issues related to ICT

IV. The ICT lesson plan

V. Internet as an ICT teaching / learning tool VI. Evaluating Internet sites

VII. Web based lessons

Integrating ICT into the classroom

CALL (definition)
CALL
(Computer Assisted Language Learning)

Its using computers to SUPPORT language teaching and learning SOME WAY. (Egbert, 2005)

Integrating ICT into the classroom

ICT (definition)
ICT
(Information and Communications Technology) They are the computing and communications facilities and features that variously support teaching, learning and a range of activities in education.

http://www.kented.org.uk/NGfL/ict/definition.htm

Hardware:

Software

CPUs, printers, digital cameras and audio, etc.

Text editors, databases, e-mails, spreadsheets, Internet, browsers, CALL software, etc.

Why ICT in ELT?

The growing use of technology in today's world is pushing EFLESL teachers to consider the integration of ICT into the classroom.

ICT can be used as a tool for motivating students to learn in a different way.
ICT can be effective and efficient. ICT gives learners immediate access to richer source materials. It can be dynamic and interactive.

Integrating ICT into the classroom

Benefits & shortcomings of ICT

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

IT skills as prerequisite System failure Software familiarisation Careful lesson planning Computer phobia

Integration problems
Level quality of language Content

Integrating ICT into the classroom

Issues related to ICT

Students needs and interests In class or self-access Pedagogical aims Careful lesson planning

Technical support/back-up lesson

Integration with the course programme and in the lesson itself

Integrating ICT into the classroom

The ICT lesson plan

Consider the type of technology you are going to use (A digital camera? / Internet? / a text editor?) Design lesson plan Apply lesson plan Evaluate lesson plan Edit your lesson plan (If need be!)

Integrating ICT into the classroom

Internet as an ICT teaching/learning tool

You can access authentic reading-listening material There are different types of text genre You can plan communication and / or research projects Student can publish their own work Language exercises

Integrating ICT into the classroom

Evaluating internet sites

Organization Currency (Updated? - Dead links?) Accessibility ( loading ) Clarity (information - advertisements? - mistakes?) Appropriateness and relevance (content)

Integrating ICT into the classroom

Web based lessons

Demonstration
Planning an ICT lesson:

Pedagogical approach (Task-based approach)

Stages of task-based activities

Web-based lesson design

Integrating ICT into the classroom

Six types of tasks (Willis, 1996)

Task Aspects Listing Ordering & sorting Comparing Problem solving Sharing personal experiences Creative tasks

Outcome

Completed list or draft mind map

Information or data ordered & sorted according to specified criteria

Matching or assembling/ identifying similarities or differences

Solution(s) to problem

Social

Projects

Processes

Brainstorming, fact-finding

Sequencing, ranking, categorizing, classifying

Matching, finding similarities / differences

Analyzing real or hypothetical situations, reasoning and making decisions

Narrating, describing, exploring & explaining attitudes, opinions, reactions

Brainstorming, factfinding, ordering & sorting, comparing, problem solving

Starting points

Words / Things / Qualities / People / Places / Job-related skills

Jumbles lists / Set of instructions / Sorting according to specific criteria / Half completed charts/ Lists of items

Matching to identify someone or something / Compare to find similarities or differences

Short puzzles, logic problems, real life problems / incomplete stories / Poems / Case studies

Anecdotes / Personal reminiscence / Attitudes, opinions, preferences / Personal reactions

Small group activities / Creative writing / Social or historical research / Media projects / real life rehearsals Take part in a dressing-up competition / Write a poem / Talk or write about past customs/ Produce a class magazine / Perform interactions

Sample tasks

List things found in a particular place / everyday things / things you can do / qualities needed for a particular job

Organize days of the week / Rank items in order of importance / Complete a chart / think of 5 ways to classify clothes you wear Spot the missing item/ reach consensus from rankings/ justify decisions / Odd one out

Listen to descriptions of people & identify which person is / Compare ways of doing things in different countries/ Spot the differences

Give advice in response to a letter from an advice column / Guess whats in a picture / Social studies of young offenders Students do a comparing, present, justify & discuss solutions for the class to vote on the best one8s)

Talk about things you own, past routines/ preferences and find people with similar ones / What generally makes you annoyed?

Follow up

Memory challenge games / ordering and sorting tasks

Students design parallel tasks based on data

Students select the funniest experience, tell the class and give reasons for their choice

Learners keep a diary describing their progress on a project

Stages of a task based activity

Stage

Description

Example

Pre-task

Warming up ; activating background knowledge

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

Task

Students do something to express themselves in response to an activity.

Post-task (Follow-up)

Further practice to make sure students reached lesson objective(s)

Choose one food from the group in the game. Write about it. Send it to your teacher by e-mail.

Miguel Mendoza, 2006. British Council, Venezuela

Web-based lesson design process

Identify topic from lesson or unit

Scan the text

Web-based lesson design

Find sites related to topic

Search skills needed

Plan/design pre-task, task and follow up activities

Task-based approach

Lesson plan & external material

Print or store on the computer

Apply, evaluate and edit (if need be)

Miguel Mendoza, 2006. British Council, Venezuela

Blogs
Definition: A blog is a website that allows an author to publish instantly on the Internet from any Internet connection . Skills required: The ones you use for sending an e-mail

Pedagogy: Constructivism Classroom uses: A reflective, journal-type blog A class blog A shared blog
(Richardson, 2006)

References
Chapelle, C. (2001). Computer applications in second language acquisition. Cambridge University Press Egbert, J. (2005). CALL essentials. TESOL. USA Information and Communications technologies for language teachers (ICT4LT). Retrieved information January 10th, 2006.
http://www.ict4lt.org/en/index.htm

Technologies for languages. British Council. Retrieved information January 17th, 2006.
http://searchenglish.britishcouncil.org/SuggestFrame.asp?newURL='http://ww w.languagesict.org.uk/users/technology_for_languages.htm'&UserID=

Integrating ICT into the classroom