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Integrating ICT into the classroom
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IntegratingIntegratingICT into theICT into theClassroomClassroom
I. CALL and ICT (Definition)
III. Issues related to ICT
II. Benefits & shortcomings of ICT
V. Internet as an ICT teaching / learning tool
Content
Integrating ICT into the classroom
IV. The ICT lesson plan
VI. Evaluating Internet sites
VII. Web based lessons
II. Why ICT in ELT?
(Computer Assisted Language Learning)
CALL
“It’s using computers to SUPPORT language teaching and learning SOME WAY.” (Egbert, 2005)
Integrating ICT into the classroom
CALL (definition)
Hardware:
CPUs, printers, digital cameras and audio, etc.
Software
(Information and Communications Technology)
ICT
ICT (definition)
Text editors, databases, e-mails, spreadsheets, Internet, browsers, CALL software, etc.
“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
Integrating ICT into the classroom
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.
It can be dynamic and interactive.
ICT gives learners immediate access to richer source materials.
ICT can be effective and efficient.
ICT can be used as a tool for motivating students to learn in a different way.
IT skills as prerequisite
System failure
Software familiarisation
Careful lesson planning
Computer phobia
Integration problems
Level quality of language
Content
Repetition of activities
Individual and collaborative work
Motivation
Interactivity
Multimedia
Adquisition of IT skills
Flexibility
Authenticity
Fun
Benefits & shortcomings of ICT
+ -
Integrating ICT into the classroom
Issues related to ICT
Integrating ICT into the classroom
Students’ needs and interests
In class or self-access
Pedagogical aims
Integration with the course programme and in the lesson itself
Careful lesson planning
Technical support/back-up lesson
The ICT lesson plan
Integrating ICT into the classroom
Consider the type of technology you are going to use (A digital camera? / Internet? / a text editor?)
Design lesson plan
Apply lesson plan
Edit your lesson plan (If need be!)
Evaluate lesson plan
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
Internet as an ICT teaching/learning tool
Integrating ICT into the classroom
Language exercises
Evaluating internet sites
Integrating ICT into the classroom
Organization
Currency (Updated? - Dead links?)
Accessibility ( loading )
Clarity (information - advertisements? - mistakes?)
Appropriateness and relevance (content)
Web based lessons
Integrating ICT into the classroom
Web-based lesson design
Demonstration
Planning an ICT lesson:
Pedagogical approach (Task-based approach)
Stages of task-based activities
Task
AspectsListing
Ordering & sorting
ComparingProblem solving
Sharing personal
experiencesCreative 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
ProcessesBrainstorming,
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 upMemory 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
Six types of tasks (Willis, 1996)
Stages of a task based activity
Pre-task Warming up ; activating background knowledge
Stage Example
Task
Post-task (Follow-up)
Students do something to express themselves in response to an activity.
Further practice to make sure students reached lesson objective(s)
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
Choose one food from the group in the game. Write about it. Send it to your teacher by e-mail.
Description
Miguel Mendoza, 2006. British Council, Venezuela
Identify topic from lesson or unit
Find sites related to topic
Plan/design pre-task, task
and follow up activities
Lesson plan & external material
Web
-bas
ed l
esso
n d
esig
n
Scan the text
Search skills needed
Task-based approach
Print or store on the computer
Web-based lesson design process
Miguel Mendoza, 2006. British Council, Venezuela
Apply, evaluate and edit (if need be)
Blogs
A blog is a website that allows an author to publish instantly on the Internet from any Internet connection .
Skills required:
Classroom uses:
Pedagogy:
(Richardson, 2006)
Definition:
The ones you use for sending an e-mail
Constructivism
A reflective, journal-type blogA class blogA shared blog
References
Egbert, J. (2005). CALL essentials. TESOL. USA
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=
Chapelle, C. (2001). Computer applications in second language acquisition. Cambridge University Press
Information and Communications technologies for language teachers (ICT4LT). Retrieved information January 10th, 2006. http://www.ict4lt.org/en/index.htm
Integrating ICT into the classroom