Project 16

ICT for education
What are the positive benefits of ICT in the classroom? For the
teacher? For learners?
ICT makes it possible to bring the outside world into classrooms and to
deal with current topics by using authentic documents (text, audio,
video). For those who use them, they bring added value. A TNI for
example does not only replace a blackboard, but also brings together
the functionality of a projector, speaker, CD or DVD player and allows
you to save results and then save them reuse.
Using media that mark the daily life and lifestyle of our young learners
can only motivate them. When used properly, a mobile phone becomes
a powerful learning tool, just like a touchscreen tablet which, thanks to
WIFI, allows a free distribution of places compared to computer labs and creates new educational scenarios. ICT
offers free tools for training the 4 key skills.
FINDINGS:
The development of various intellectual skills.
The specificity of learning using new technologies.
Interest in a learning activity.
Why are teachers still reluctant to integrate ICT in the

classroom?
The professors' refusal to accept the challenge becomes understandable when we study their situation. Most
teachers have never learned to use the new tools. In addition to this lack of training, there is a deficient
infrastructure which often means that “we are wasting our time”.
Self-training should be done in their spare time when they are already overworked.
Some are afraid of the loss of control, 2013 of the breakdown in front of the students, of the loss of authority,
since they believe that they are superior in the matter and do not dare to call on the help of the students that
they would value as well.
ICT evolves very quickly, but the educational uses of ICT evolve slowly, why?
This is mainly due to the lack of continuing education as well as the ignorance of educational models (which do
exist - see our guide to good practice). Unfortunately, ICT training still plays a minor role, even if the authorities
demand skills in this area. 2013
Integrate ICT effectively

How can ICTs be effectively integrated into the teaching practices of teachers of modern languages? Some tips for
appropriating ICT?
Nothing better than training courses to advance ICT. For 6 years I have participated in the Cyberlanguage
conference where the participants share their know-how. You just have to get started and move forward in small
steps, rather than targeting megaprojects from the start. Learn on the job, according to the principle of “learning
by doing” and do not hesitate to be assisted by your students. There are many educational sites and sitographies
that allow you to find benchmarks.
Our guide to good practice fills a gap by providing “recipes”. The free online conferences that accompany the
publication of our guide also allow us to see how other teachers have succeeded in this integration and to discuss
2013 with the speakers in a friendly atmosphere.
Examples of the use of ICT

Could you give us some examples of the use of ICT to diversify teaching methods?
ICT especially innovates by favoring collaborative approaches, such as for example collaborative writing in real
time thanks to a free tool like Framapad. According to the socio-constructivist philosophy of Martin Dougiamas,
the founder of ENT Moodle, learners build their own knowledge by interacting. They can collaborate online to
create a mind map and share the fruits of their labor.
In the same way, they create interactive exercises using software such as Quizlet or learningapps - which they
then pool. They could also develop a glossary on thematic vocabulary together, contribute to a class blog (or wiki)
that would document their learning as a kind of e-Portfolio.
Other new formats such as the webquest (cyber survey) also put students at the center of their learning and
promote their autonomy.
Evaluate learner’s productions

To document the learning, we would use a class blog, an ENT (preferably Moodle), or even an e-Portfolio
(Mahara). In judging the “performances” of the pupils, one should above all take into account the aspect of
“successful communication” and less of “grammatical correction”.
Do you think distance education is the future of teaching? 2013 In this context how do you see the role of the
teacher?
Distance education will never be more than a face-to-face education. Its purpose will not be to replace the “real”
teachers. The role of the professor “in cyberspace” changes from that of the holder of all knowledge to that of a
moderator, a “facilitator”, he loses his status of “single authority”.
Could you tell us about your book, give us a little presentation?
The title “practical guide to web 2.0 in language class” describes its usefulness. There are 35 articles, mostly in
German, but many in French, English or Spanish, written by:
1. Teachers all driven by the spirit of sharing

2. Practitioners with many years of experience
3. Trainers active in the training of language teachers
4. ICT specialists
5. "Educational" blogging webmasters
6. Organizers and speakers of online conferences
We have received very encouraging feedback from institutions involved in the training of future teachers,
university teaching teachers, libraries. We are regularly congratulated on the “webinars” during which the
authors provide their experience reports.
After reading the guide, the teacher will be able to benefit from the didactic potential of web 2.0. This web 2.0 is
by definition a participative web. So get your hands dirty and good luck.
Brakes and motors
Some numbers
The activities favored by young people on the Net are:
1. The use of research tools (92%, against 78% in 2002);

2. Electronic mail (79%, compared to 72% in 2003);
3. Navigating without a specific goal (74%);
4. 2 Chat on the keyboard.
5. Chat2(72%, compared to 66% in November 2006);
6. Visiting sites linked to movies, TV shows, etc. (65%);
7. Instant messaging (64%);
8. Online games (61%, compared to 56% in November 2009);
9. Visiting sites related to their leisure (61%, compared to 54% in 2010).
EComputer Aided Teaching
Educational function Give exercises, individualize teaching, program it
Type of software Exercisers, educational games
Theory of the underlying learning Behaviorism
Task assigned to the user Exercising, interacting with the system but cannot modify it
Knowledge status Training, rehearsal, application of the model

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ICT for education

The development of various intellectual skills.

The specificity of learning using new technologies.

Interest in a learning activity.

Why are teachers still reluctant to integrate ICT in the

Integrate ICT effectively

Examples of the use of ICT

Evaluate learner’s productions

Could you tell us about your book, give us a little presentation?

1. Teachers all driven by the spirit of sharing

Brakes and motors

1. The use of research tools (92%, against 78% in 2002);

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