Chapter 8 Further Concerns in Developing ICT in Language Learning By: Dwi Oktoviani (2201415034) Rahmawati Aisyah (2201415043) Fria Bintang Listiawati (2201415055) Nurul Anisa (2201415077)

1. Introduction There are some aspects require our concern in developing ICT in Language learning: 1. Teacher 2. Students 3. Classrooms

By the end of the chapter, students will gain a better understanding of some important aspects as well as requirements and strategies in successfully utilising ICT in English language learning.

2. Lesson for Teachers The application of ICT as a new source and new way of delivering language teaching and learning materials requires competence teachers to adjust not only their way of thinking, but also the curriculum. Fitzpatrick and Davies (2002) maintain that there is an increasing awareness among educationalists, reseachers and administrators that the introduction and application of the ICT into educational institutions call for a change in learning and teaching patterns.

They believe that new media: Call for and facilitate more independence on the part of the learner, more self-direct ted activities and the organization of learning processes; Encourage interactive work Facilitate direct feedback Call for a change in the role distribution of teacher/learner, where learners take on teaching functions Enable contents to be continually updated with minimum efforts Provide fastr access to teaching materials Provide greater opportunities for individual forms of learning But also demand more social learning in group and team work Offering a wider range of teaching contents Enabling more self directed learning and offering a range of choices, individual learning pathways and freer forms of learning activities Offering Teachers and learners the better chance to plan and organize courses together Feeing learning and teaching from limitations and constraints of the traditional classroom by opening up and using spaces outside the school/teaching institution Facilitting communication among learners and between learners and teacher via the internet.

Recognising the individual learning problems of learners; Fitzpatrick an Davies (2002) believe that language teachers working in an ICT and multimedia environment will, like their counterparts in other disciplines, need to develop a degree or level of competence in utilising the full potensial of ICT such as : Recognising the individual learning problems of learners; Making a careful and considered choice concerning the use of the media; Checking the truth of information content offered; Developing efficient search techniques and be capable of conducting effective research with the help of the computer; Being able to use standard software confidently and competently; Making wise and critical choices of information found. Improving their didactic competencies linked to media; Providing less information and instruction, but offer more consultation in learning processes; Monitoring learning processes rather than direct them Offering and organizing group work to a greater extent.

Besides competencies in utilising ICT, teacher should also learn and develop a new role corresponding to the utilisation of ICT in language learning. The new roles of teachers in ICT environment as follows : 1. Teacher as a facilitator and guide 2. Teacher as an interrogator of media Teacher must not only have a sufficient knowledge of ICT tools but also which to utilise them. 3. Teacher as a researcher As a researcher, teacher needs to know how and where he can get access to information for his own and for the learner advantage.

4. Teacher as designer of complex learning scenarios In order to orchestrate successful learning scenarios, teacher needs to learn how to put together tasks and materials of language learning with a proper use of ICT tools 5. Teacher as a collaborator A skillful teacher can teach fellow teacher with less knowledge, and as a bigger team, they can colleborate in creating a better teaching environtment in school

6 Teacher as an orchestrator of technology, learners, and curriculum In order to fully exploit the potentials of ICT teacher needs to manage and cooperate technologies, learners, and curriculum well by constantly developing, reflecting, reviewing, and revising current practice of language learning 7. Teacher as a learner In a widely open technological realm, teacher and students are in the same are which present more challenge for teacher. 8. Teacher as an evaluator A teacher needs to revise the evaluating model to properly suit the application of ICT in language so as to achieve to better result

Some skills need to be developed in order to achieve to better ICT learning environment, such as Technical skills especially related to environment Organisational skills, which enable teachers to build sustainable language communities, dismantle them when they have exhausted their function, and link mind and hearts in order to negotiate everyday concerns or complex vocational issues. Conceptual skills, in which teeachers design learning experiences and planning programs for their learners with the target language environment Mediation skills in which teacher perform as an intermediary between two cultures as they introduce learners to new linguistic and cultural concepts in language learning environment

In ICT learning, teacher has to master a wide range of skills and competences. But, it is important for the teacher to focus on the design of situations, sequences and activities which are conductive and supportive to learning languages by encouraging learners to participate in collaborative efforts and activities.

Lessons for students ICT changes the role of teacher and students, ICT based language classes will become much more learner-centered. ICT enables learner of a language to communicate inexpensively and quickly. They have acces to an almost unlimited amount of authentic target-language information,

How to successfully integrate ICT in Language Learning A succesful integration of ICT in language learning exhibits some characteristics as follow : Accessibility of ICT tools for all learners The employment of a full-time technician specialising in providing service and maintenance of the various functions of the multimedia laboratory and ICT tools in the classroom and the employment of a full-time webmaster

How to successfully integrate ICT in Language Learning Adequate training for new teachers and in-service training for others or as a part of Continous Professional Development (CPD) Meaningful utilisation of the multimedia laboratory or ICT tools in classes for intensive practice Learner-centered approaches of language learning A total commitment from all school community and stakeholders to support the utilisation of ICT in language learning Learning classes with vision, support and proactive leadership