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

(Computer Assisted Language Learning) CALL (definition) CALL (Computer Assisted Language Learning) “It’s using computers to SUPPORT language teaching and learning SOME WAY.” (Egbert, 2005) Integrating ICT into the classroom

(Information and Communications Technology) 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 EFL-ESL 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 IT skills as prerequisite 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) Sharing personal experiences 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, fact-finding, 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 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 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 what’s in a picture / Social studies of young offenders Talk about things you own, past routines/ preferences and find people with similar ones / What generally makes you annoyed? Take part in a dressing-up competition / Write a poem / Talk or write about past customs/ Produce a class magazine / Perform interactions Follow up Memory challenge games / ordering and sorting tasks Spot the missing item/ reach consensus from rankings/ justify decisions / Odd one out Students design parallel tasks based on data Students do a comparing, present, justify & discuss solutions for the class to vote on the best one8s) 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 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. 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. Post-task (Follow-up) Miguel Mendoza, 2006. British Council, Venezuela

Web-based lesson design process and follow up activities Identify topic from lesson or unit Scan the text Find sites related to topic Search skills needed Web-based lesson design 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://www.languagesict.org.uk/users/technology_for_languages.htm'&UserID= Integrating ICT into the classroom