Integrating ICT into the Classroom

Integrating
ICT into the
Classroom

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

CALL (definition)
CALL
(Computer Assisted Language Learning)

“It’s using computers to SUPPORT language teaching and learning SOME
WAY.” (Egbert, 2005)


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.”

http://www.kented.org.uk/NGfL/ict/definition.htm

Hardware:

CPUs, printers, digital
cameras and audio, etc.

Software

Text editors, databases, e-mails,
spreadsheets, Internet, browsers,
CALL software, etc.

Why ICT in ELT?
The growing use of technology in today's world is pushing EFLESL 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.


Benefits & shortcomings of ICT

+

-

Repetition of activities

IT skills as prerequisite

Individual and collaborative work

System failure

Motivation

Software familiarisation

Interactivity

Careful lesson planning

Multimedia

Computer phobia

Adquisition of IT skills

Integration problems

Flexibility

Level quality of language

Authenticity

Content

Fun


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


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!)


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


Evaluating internet sites
 Organization
 Currency (Updated? - Dead links?)
 Accessibility ( loading )
 Clarity (information - advertisements? - mistakes?)
 Appropriateness and relevance (content)


Web based lessons
Demonstration
Planning an ICT lesson:
Pedagogical approach (Task-based approach)
Stages of task-based activities
Web-based lesson design


Six types of tasks (Willis, 1996)
Task
Aspects

Outcome

Processes

Starting points

Sample tasks

Follow up

Listing

Ordering &
sorting

Comparing

Problem
solving

Sharing
personal
experiences

Creative tasks

Social

Projects

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

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, factfinding, ordering &
sorting, comparing,
problem solving

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

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

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

Stages of a task based activity

Stage

Example

Description

Pre-task

Warming up ; activating
background knowledge

Ask students to match pictures from
a menu with a list of words

Task

Students do something
to express themselves
in response to an
activity.

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

Post-task (Follow-up)

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 e-mail.

Miguel Mendoza, 2006. British Council, Venezuela

report

Web-based lesson design process

Web-based lesson design

Identify topic
from lesson or unit

Scan the text

Find sites
related to topic

Search skills needed

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, 2006. British Council, Venezuela

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 e-mail

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

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, 2006.
http://www.ict4lt.org/en/index.htm

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.ht
m'&UserID=


Integrating ICT into the Classroom

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