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Technology and Language Teaching

The document discusses the use of information and communication technology (ICT) in language teaching. It outlines how ICT can support teaching listening, speaking, reading and writing skills. It also discusses other uses of ICT like for grammar and games. The document notes advantages of ICT in education but also limitations and challenges to its use.

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ennadirhafsa
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84 views20 pages

Technology and Language Teaching

The document discusses the use of information and communication technology (ICT) in language teaching. It outlines how ICT can support teaching listening, speaking, reading and writing skills. It also discusses other uses of ICT like for grammar and games. The document notes advantages of ICT in education but also limitations and challenges to its use.

Uploaded by

ennadirhafsa
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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The Use of ICT in

Teaching
Can technology replace teachers?

Technology can never replace teachers, but

teachers who use technology will replace teachers who don’t.


• The question regarding the use of technology to
support language teaching has shifted from ‘whether’
to ‘how’.
• Two factors may have influenced this change:

1- The emergence of a body of research that examines how technology


affects learning, both in positive and in negative ways.

ØThis research informs effective applications of technology to teaching


and learning.

2- The general acceptance that technology has pervaded our society and
ignoring or suppressing it would be doing students a disservice.
Technology as a Tool
• Technology should make language teaching more effective and efficient.

• Technology is a not methodology

• Technology cannot assume the role of teachers.

• Use technology when its application proves consistent with best practices in
teaching and with language acquisition theory.

• Including technology in a language course requires a lot of consideration


and planning.
Using technology to teach language skills
• Listening:
• If input is made comprehensible through pedagogical activity,
language acquisition will be facilitated.

• Computer-based multimedia programs can assist in making input


comprehensible by increasing its noticeability, enhancing input, and
using multiple presentation modes (e.g., written and aural).
• Speaking:
• Computers can now easily capture and present high-quality audio and
video, and high-speed Internet access allow language teachers to use
technology as a medium for interpersonal communication.

• Learners can be actively involved in speaking and listening as they interact


with each other, with their teacher, and with native speakers in and out of
the classroom.

• Speaking is seen as essential to the learning process, and the computer is


now best seen not as an arbiter of student behavior throughout the learning
process, but as a medium and facilitator of communication.
• Computer programs can also interact directly with learners to
improve their pronunciation.

• Speech recognition software and signal analysis software that


evaluates learners’ pronunciation have been shown to be an
effective way to improve pronunciation and discourse
intonation.
• Reading

• The Internet is a rich source of reading materials.

• The teacher can use these materials in different ways in the


classroom.
• Writing:

• In this information age, writing has taken on a new


importance, as text communication is still the main medium
for communication and self- expression on the Internet.

• The language learning potential of Internet communication


has been explored for email and blogging.
• New writing technologies have forced a new conception of
pedagogical writing.

• Technologies such as wikis and blogs, and online word


processors that allow collaborative writing, give language
teachers powerful new tools that can open new opportunities
for students to engage in the writing process and display their
finished products.
• The ease in which one learner’s documents can be edited and
altered by other learners makes addressing the issue of
plagiarism more urgent.

• These technologies have made the teacher’s job more


difficult. Technology offers ways to address the challenge of
plagiarism, however. There are services to check student
writing against databases of existing writing samples.
Other Uses of Technology in Teaching:
• Grammar
• Games
• Assessment
Advantages of ICT in Education
• Offering the opportunity for more student-centered teaching.

• Offering greater opportunity for teacher- to-teacher and


student-to-student communication and collaboration.
• Providing greater exposure to vocational and workforce skills
for students.

• Greater enthusiasm for learning amongst students.


• Providing teachers with new sources of information and knowledge.

• Preparing learners for the real world.

• Providing distance learners country-wide with online educational


materials.

• Providing learners with additional resources to assist resource-based


learning.

• Broadening access to quality educational services for learners at all


levels of the education system.
• ICT helps to stimulate, motivate and Engage Learners.
• Enables better understanding.
• Cultivates improved communication.
• Quick access to information.
• Connecting Geographically dispersed regions.
• Catering to Individual differences.
• Wider range of communication media.
• Wider learning opportunities for pupils.
Limitations of ICT in Education
• Computers limit students’ imaginations.

• Over-reliance on ICT limits students critical thinking and analytical


skills.

• Students often have only a superficial understanding of the


information they download.

• Computer-based learning has negative physical side-effects such as


vision problem.
• Students tend to neglect learning resources other than the
computer and internet.
• Students tend to focus on superficial presentations and
copying from the Internet.
• Students may have less opportunity to use oral skills and
handwriting.
• Students may be easily distracted from their learning and
may visit unwanted sites.
• Use of ICT may be difficult for weaker students,
because they may have problems with working
independently and may need more support from the
teacher.

• The use of ICT can lead to disruptive behavior.


The Use of ICT in Morocco
• Teachers do not have appropriate training (no Educational Technology
module in teacher-training programs).

• The lack of equipment in most public schools.

• Problems of network access and coverage in rural areas.

• Not all students can afford access to technology (absence of equal


opportunities).

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