1. Integrating
ICT into the
Classroom

2. 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

3. (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

4. (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.”
Hardware:
Software
CPUs, printers, digital cameras and audio, etc.
Text editors, databases, s, spreadsheets, Internet, browsers, CALL software, etc.

5. 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

6. - + 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

7. 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

8. 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

9. 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

10. Evaluating internet sites
Organization
Currency (Updated? - Dead links?)
Accessibility ( loading )
Clarity (information - advertisements? - mistakes?)
Appropriateness and relevance (content)
Integrating ICT into the classroom

11. 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

12. 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

13. 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 .
Post-task (Follow-up)
Miguel Mendoza, British Council, Venezuela

14. 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, British Council, Venezuela

15. 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
Pedagogy:
Constructivism
Classroom uses:
A reflective, journal-type blog
A class blog
A shared blog
(Richardson, 2006)

16. 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,
Technologies for languages. British Council. Retrieved information January 17th,
Integrating ICT into the classroom