Carlos Rodríguez Sosa

Universidad Técnica
Nacional

Workshop
ICTand English
Language
Learning
Brainstorming
RAM, USB, DLS, WiFi, Modem, Mention, Post,
Publish, Poke, PDA, Tab, Roam. Do they seem
common?
What about these: 2nite, Gr8, TTYL, BRB, VGB,
J/K, and LOL.

Can you read thsese: @,#,_, -,/

DEFINITION

With the development of

ICT is generally defined ICT, the communicator
as technology and communicant can
functioning to support communicate through
the process of telephone, internet,
conveying information email, satelite,
and communication. television, video
conference, and the like.
An ever-changing subject.
(Simmons & Hawkins, 2009).

Always be developments within

the subject that you will need to
be aware of and keep up to date
with. (Simmons & Hawkins,
2009).

A range of different technologies

such as computers, tablets,
smartphones.
 Anderson (2010) claims that
any child born since the
begining of the century is
growing up in a digital world.

 Rozgiene, Medvedeva, and

Strakova (2008) point out that
ICT has been used in language
learning for several decades
now.

 Subsequenly, the
advancements of
technologies throughout the
past century have
encouraged corresponding
interest in potential
applications of theses
technologies in school.(Bull &
Hammond, 2008; Anderson,
2010; Tinio, 2001)
 The vast advance in ICT enhance
the role of English.

The vast majority of terminologies

and concept of ICT are in English.

Digital Age; The age of

English

Even new terms and labels are

coined in English.

English language is the most used

language in the internet.
 Top 10 Languages Used On the Internet
for 2021

Source: Internet World Stats.

http://www.internetworldstats.com/stats7.htm
Learning can be defined in a
number of different ways

Remember
Acquire new
Gain new and
fact, method,
information. reproduce
and skills.
information.

Allowing us Understand
to relate to things in new
the real different
world. ways.
 Why is ICT
important?

 ICT enhances and increases

learning.

 Technology offers diverse

opportunities.

 Technolog
y allows
students
to learn
indepenen
tly.

 Technology allows teacher to

manage learning effectively.
ICT Nature and features

Capacity and Range: ICTs are

Speed and automatic able to access and handle
function: enable routine task large amount of information,
and material to be completed give teachers and pupils to
and repeated quickly. access historical, recent or
immediate information.

Provisionality: it allows
informations to be change Interactivity: it enables rapid
easily and enables alternatives and dynamic feedbacks.
to be explored readily.
 How is ICT Effective for
English Language
Learning?
Some reason are:
Flexibility

Autonomou
s Learning

S
h
a
r
Collaboration i
n
g
Autonomous Learning

Students can
The ability to take
search for and find
charge of one’s own
resources for
learning.
learning.

Learners know their

Teacher role is
own needs and how
minimized.
they fulfill them.
Collaboration

Generally means working together to achieve one

common goal.

In learning group of people

work on the same topic use learners help each other to
one another’s respurces and reach the learning goal.
skill.

ICT provide platform for collaborative learning such as

forum in social media.
 Flexibility
Suppo
rt

Entry
Pedago
Requerme
gy nt

Flexibili
Conte
nt
ty Resouc
es

Tim Deliver
e y
Sharing

No matter the
Ideas and
social or economic
Language experiences are
factor, you can
recources are shared through
get learning
available for all. social media in
material whenever
digital forms.
you need.

Sharing your
Helpful for all. experience benefit
too.
When is it appropriate to use
ICT?

1 2 3
Improve efficiency Provide resources Provide experience
and pace: effective and structure to for learners which it
collection of materials, support learning would be hard to
speedier record keeping, independently of the achieve in other way:
automate submission of teacher: support it is possible for ICT to
homework and greater varying degree of provide the learners
opportunity for pupils to structure to their with authentic material.
solve minor problems learning strategy and
themselves. resources to support
their learning without
teacher presence.
 Improve Make Encourage Facilitate

Improve the Make higher Encourage Facilitate

quality of task level of reflection: it differentiation: it
outcome for the challenge helps the pupils enables the
pupil: it enables feasible: it helps reflect their own teachers to
pupils to pupils to learning as it provide
undertake overcome transfer students with
several stages difficulties just information very different
of redrafting and by clicking on rapidly that the resources
reconstructing the screen, result of their covering the
their work. seeing what learning can be same topic,
happen, and discussed before each one
change what pupils’ intention designed to
they have done and interest provide for need
based on start to wane. of particular
feedback the group of learner.
receive on
screen.
 Principles in using technology in
Educational Setting

Know your Choosing

students
Be familiar with students’ familiarity
with technology.
Material
Creating tasks that suit students’
learning potential and computer
Conducting need assessment on their literacy.
computer literacy. Using purposeful and contextualized IT.
Not pushing students so hard in Motivating students from their interest
learning technology. in technology.
Potential of IT
activities:
• Preproduction Stage:

• Choosing technology that support texts which

images such as photos, graphs, or chart since it
links text with its visual representation.
• Early Production Stage:

• Providing ITs that promote vocabulary, grammar,

and listening acquisition such as exercise builder,
as well as digital stories, audio podcast or
YouTube video.
• Intermediate Fluency:

• Using ITs that promote speaking, reading and writing skills

such as synchronous Voips (skype.com, gizmo.com),
online elaborate text and writing process tool such as
writeboard.com
• Speech emergent stage:

• It is important to support them ITs that subject- specific

language ability.
Students work with
technology

The shift of the role of teacher.

Employing instructional technology, the

less-teacher centered and the more
student-centered classroom.

Using ITs promotes students discovery

learning.

Allowing them to work collaboratively in

interactive problem-solving or
cooperative project.
Language Use

ITs provide students with collaborative

communication.

The use of IT for communicative purposes

promote language play.

Teachers’ task: creating activities that foster

both interaction-communicatively accurate
interactions and communicatively effective
interaction.
The Role of Teacher

Use their subject expertice

Understand the relationship
to obtain and select
between a range of ICT
appropriate ICT resources
resources and the concepts,
that will help them meet
processes, and skills in their
the learning objective of a
subject.
particular lesson.

Need knowledge of potential

of ICT recources in terms of Need confidence in using
their contribution to ICT recources.
students.

Understand that some uses

of ICT will change the
nature and representation of
knowledge and the way the
subject is presented.
Challenge of Technology Use in
the Classroom

Problem that can create

“Technical difficulties”
classroom management
such as broken device,
such as broken web or
compatibility software,
temporarily shut downed
etc.
web.

Limited access to certain

Ambiguity language or
sources like websites,
unclear instructions
online e-books. (Internet
especially in written form.
Positif)
The Implementation of ICT in
the Classroom.

Only one computer in the Learners have low IT

classroom: experience and skills:
Use internet as main sources to Measure their experience about IT
download or access print out through e.g. questionnaire.
material to use offline. If the are have zero experience in IT
Using website skills, you can start with the simple
word processing task then move the
A Class blog with learner preparing more complicated one after they got
their contribution on paper, comfortable.
then the teacher type that on the
computer.
 Promoting self-study

 Encourage them to work on Internet-

based project.

 WebQuest.

 Electronic material
developed by the teacher
for the Students.
 Don’t have Don’t have
Teaches Big much time to Young
Classroom experience in prepare learners
IT material
Start with simple Find related
Divide the class tools and project material through
Start with the
into two groups, in class such as internet and
technology that
the one will work using website and evaluate them, so
they are already
online, the other ready-made that it could be
know.
will material for suitable for your
language learner. learners.

work offline, then

Use ready-made
the two groups
material.
will change over.
E-creation tools and Self-Made
Computer-Based

 E-tools are software or application that provide free forum for students to
publish their original work such as publishing site, presentation software,
exercise creating tool, podcasting tools and software.

 Presentation software can be used to create interactive educational

games such as Jeopardy and Who wants to be Millionaire.

 Exercising tools: Hot Potatoes, www.a4esl.org, www.eslcafe.com,

www.telfgames.com, www.English-test.net
 Communicativ
e facilitating e-
tools

Software that facilitates output

and promote interaction among
students. It is divided into :

Asynchronous communication
(time delay) e.g. Email, Online-
forum, Listserver.

Synchronous communication
(occur in real-time)

e.g. Instant Messaging, VoIP such

as Skype, google talk, gizmo, etc.
 Writing and Reading
Facilitative e-tools

IT that can be used to help improve their literacy skills.

Writeboard: web-based space that can be shared in

collaborative project or edited by individual writer.

Wikis: collaborative website that many people can work on

or edit.

Blogs: web or logs that posted to a website where they can

be seen by anyone.
  ITs that help students improve listening comprehension
skills. Listening comprehension activities are crucial at the
preproduction stage of language learning.

 Podcast (Play on Demand Cast): digital file that created and

posted on the internet and can be played in computer or
mobile device whenever the listeners want to play it.
Example: www.eslpod.com, www.esl-lab.com

 Vodcast: similar to podcast but instead video, it

contains also video for example: www.youtube.com,

 Audioblog:
combination of

Listening blog and audio

e.g.
www.audioblog.c

Facilitative e-
om

PlayPosit:PlayPos

tools
it is a web- and
Chrome-based
tool that lets
teachers create
and edit
interactive
video
assessments
from streamed
or uploaded
content.
Teachers upload
an audio file or a
video from
popular sites
such as YouTube
and Vimeo to
create an
interactive video
or bulb.
E-assessments

ITs that support and

provide assessing E-portfolios: such as
strategies and google docs
techniques.

E-Quiz:
E-surveys:
quizstar.4teachers.or
surveymonkey.com
g

E-Rubric:
rubistar.4teachers.or
g, www.teach-
nology.com
References

 Dudeney, G. Hockly, N. 2007. How to Teach English

with Technology. Pearson Education Limited:
Edinburg Gate.

 Erben, T. Ban, R and Castaneda, M. 2009.

Teaching Language Learners through
Technology. Routledge: New York.

 Kennewell, S. 2004. Meeting the Standard in Using

ICT for Secondary Teaching. Routledge Falmer: New
York.

 Simon & Howkins. 2009. Teaching ICT. Sage:

California
THANK YOU
FOR YOUR
NICE
ATTENTION
.