воскресенье, 4 декабря 2016 г.
ICT IN ENGLISH LANGUAGE TEACHING AND LEARNING
(SOURCE)
ICT IN ENGLISH LANGUAGE TEACHING AND LEARNING
ICT IN ENGLISH LANGUAGE TEACHING AND LEARNING
I. INTRODUCTION
Now, ICT (Information and Communication Technology) has been used in almost all fields of life, including in education. In education, computer technology has become so essential that the government put ICT as one of the curriculum in Indonesia’s education. The utilization of ICT in education has recently started to appeal the potential and significant progress in language learning. It has become a major issue in education world and has been used from preschool through to university that could facilitate students and teacher in teaching and learning process. ICT has been publicized as potentially powerful enabling tools for educational change and reform. The computers play significant role in the learning process especially in learning language. As Hartoyo (2008) stated in his book, a computer is a tool and medium that facilitates people in learning a language, although the effectiveness of learning depends totally on the users. The technology in this era has been grown up not only from the quality but also the efficiency. They are moving fast without any limit from every product. The need of technological innovation has brought the communication revolution and rapid development of technological application in teaching and learning. This technology made contribution on improving language communication in Indonesia. Every school has used the ICT to facilitate the teacher to teach the students in the classroom. Many kinds of application that they use in the classroom improved and enhanced the better lesson.
Hartoyo (2008) also asserts that English language teaching has been shaped by the search for the ‘one best method’ of teaching the language. Regardless of whether the focus of instruction has been reading, the grammatical rules and vocabulary of the target language (e.g. Grammar Translation Method), speaking (how to communicate the target language such as Direct Method, Audio-Lingual Method, The Silent Way, Suggestopedia, Community Language, Communicative Approach), or other issues (e.g. The Total Physical Response Method), the attempts of the teaching profession have been shaped by a desire to find ‘a’ better way of teaching than the existing method. The latest method that is developing is Computer Assisted Language Learning (CALL). Some experts and practitioners of education learning language in CALL, strongly supports the utilization of ICT in language learning to improve efficiency and effectiveness of learning that can improve the quality of understanding and mastery of the language studied. In other words, the integration of ICT in the field of language learning is inevitable known that the ICT and language learning are two aspects which support each other like two sides of the coin inseparable (Hartoyo, 2010). Fortunately, the use of Computer Assisted-Learning language (CALL) has increased noticeably by English teachers. Consideration of Computer Assisted Language Learning is using computer. This tool is flexible, rich and interactive. It is flexible in the term of time and place. It has also assumed that more than other media can encourage students in learning language. This is due to the computer’s ability to present material is more diverse ways than either book or video does. In addition, CALL is able to generate interaction and improve communicative competence, including providing authentic material to the class or self – learning. The method focuses in computer utilization to enhance language learning.
II. OBJECTIVES
The use of ICT in education is absolutely required. Integration of ICT in teaching and learning process is a topic of interest to many researchers, including education practitioners. Based on the use of ICT can be applied in three different scopes such as: curriculum, topics, and teaching eye. ICT also in terms of finding learning materials from original sources and recognized. In finding articles from international journals, the students can get it just by sitting in front of computers connected to the Internet network. All information about science can be presented in a short time just by using the Internet. Learning materials that have been obtained and copied and transferred to the USB, it can also be printed directly so that it can be used as learning materials. At the recent time teaching and learning are facilitated by computer has been the demand.
This essay proposes description to help the institution, teacher and student that the role of technology is being used to ease them to achieve the objective of education. Besides, it is aimed to introduce teacher and learner about the effect of technology in language teaching and learning. At the latest decades, technology becomes the most important things in which many people regard technology as the result of science. By the technology people are eased to accomplish the complicated and sophisticated problem. Since, the objective of this essay are to describe ICT, the benefits of ICT, and explain how significant is the use of ICT in English language teaching and learninis making the difficult to be the easy done, people are helped to solve their problem.
III. REVIEW OF RELATED LITERATURE
English language is a necessity of for most people in today’s world, while technology development always has a very high and also contributed towards the development of education, especially English. As English is one of difficult lessons, teacher must create interactive teaching and learning to make students interest. In the history of the development of education, information technology is part of the medium used to convey the message of science to many people, ranging from printing technology a few centuries ago, such as printed books, such as telecommunications to media, voice recorded on tape, video, television, and CD. According to Kent “ICT in education point of view refers to “information and communication Technology (ICT) such as computers, communications facilities and features that variously support teaching, learning and a range of activities in education (QCA Schemes of Work for ICT in Kent Country Council. 2004). Moreover, the term information and Communications Technologies includes technologies in which the computer plays a central role, i.e. Computer Assisted Language Learning (CALL), the internet, and variety of generic computer application (Fitzparick and Davies, 2002)
The development of information technology, the Internet, directs the history of educational technology in the new groove. Online services in the education of both degree and non-degree are basically providing educational services to users using the Internet as a medium. Online services can be composed of various stages of the process of educational programs such as: registration, test entry, payment, learning, case assignments, case discussions, exams, assessments, discussions, and announcements. Nothing the positive impact of various studies on the use of ICT to support learning in the school, it is a must if the school is not excessive in this country also have the prospect of a future that allows for deploying ICT in supporting learning and they are:
Electronic Books
Electronic book or e-book is one that utilizes computer technology to deliver multimedia information in the form of a compact and dynamic. In an” e-book can be integrated impressions” sound, graphics, images, animations, and” movie” so that the information presented is richer than conventional books. Type e-book of the simplest is a mere transfer of conventional books into electronic form displayed by the computer. With this technology, hundreds of books can be stored in a single piece of solid disc / CD” or” compact disk (capacity of about 700MB), DVD or digital versatile disc”” (capacity 4.7 to 8.5 GB) and ‘ ‘flash” (currently available capacity up to 16 GB). A more complex and require more rigorous designs such as the Encyclopedia Britannica and Microsoft Encarta encyclopaedia which is in multimedia format. Multimedia format allows e-book provides not only written information but also sound, images, movies and other multimedia elements. A description of the type of music, for example, can be accompanied by footage of the sound of music so that the user can clearly understand what is meant by the renderer.
E-learning
Various definitions can be found for the” e-learning”. Victoria L. Tinio, for example, states that” e-learning” includes learning at all levels, formal and informal, which uses a computer network (intranet and extranet) for the delivery of teaching materials, interaction, and / or facilitation. For most of the process of learning that takes place with the help of the Internet is often referred to as online learning. Broader definition proposed in the working paper SEAMOLEC, the e-learning is learning through electronic services. Although a variety of definitions but basically agreed that the e-learning is learning by using electronic technology as a means of presenting and distributing information. Included in the definition of educational television and radio broadcasts is a form of e-learning. Although radio and television education is a form of e-learning, it is generally agreed that e-learning reaches peak form after synergize with internet technology.
Internet-based learning or web-based learning in its simplest form is the” website” are used to present learning materials. This method enables learners to access learning resources provided by the speakers or facilitators whenever desired. If it is necessary that may also be provided mailing list specifically for the learning website that serves as a forum for discussion. E-learning facility” complete” provided by a special software called software or learning management LMS (learning management system). Current running LMS-based Internet technology so it can be accessed from anywhere over the available access to the internet. Facilities provided include the management of students or learners, learning materials management, learning management, including management of learning evaluation and management of communication between learners with facilitators.
This facility enables the learning activities are managed in the absence of face-to-face between the parties involved (administrators, facilitators, learners or learners). ‘Presence’ the parties involved are represented by e-mail, chat channel, or via video conference. In today’s era where information and communication technology is rapidly developed and turns to be a lifestyle for people throughout ages and places, its literacy has undoubtedly become a prior necessity. The sensitivity of the technology helps one in attending a more important task and in attaining a higher achievement in the area of education, professional career, and social relationship at which its literacy is a major requisite. ICT which stands for Information and Communication and Technology, is elaborated as follows.
a. ICT
ICT covers any product that will store, retrieve, manipulate, transmit or receiving information electronically in a digital form. For example, personal computers, digital television, email, robots. So ICT is concerned with the storage, retrieval, manipulation, transmission or receipt of digital data. Importantly, it is also concerned with the way these different uses can work with each other.
- Information
Information means the processed data in a meaningful and purposeful form according to Shore in Hartoyo (2012:2)
- Communication
According to Potts, communication is defined as a process by which we assign and convey meaning in an attempt to create shared understanding. Brown (2011) stated communication is transfer of information from one person to another,whether or not it elicits confidence. But the information transferred must be understandable to the receiver.
- Technology
Technology derived from the word ‘techno’ which means technique, art or skill, and ‘logos’ which means science. Therefore, technology can be defined as a scientific knowledge of art or skill.
Based on the definitions of the three components, ICT as a whole can be described as the utility of technology to support the effort of conveying information and communication particularly in the area of education. The technique includes digital technologies mostly of electronic information – processing technologies, such as computers, internet, mobile phones, networks, broadband, and so on.
b. The benefits of ICT in general
ICT is found to be advantageous in several ways as mentioned by Herington (2002), (1) technology facilitates exposure to authentic language; (2) technology provides the access to wider sources of information and varieties of language; (3) technology gives the opportunity to people to communicate with the world outside; (4) technology allows a learner – centered approach; (5) technology develops learner’s autonomy. ICT help people in order to get information and to communicate each other in wider range.
c. ICT Tools in Language Context
There are some kinds of technologies classified into information and communication technology commonly used in language context, such as:
- Interactive multimedia
Interactive media is the integration of digital media including combinations of electronic text, graphics, moving images, and sound, into a structured digital computerized environment that allows people to interact with the data for appropriate purposes. The digital environment can include the Internet, telecoms and interactive digital television. (Finney, 2011:2)
- Computer
Computer can be utilized with other multimedia learning devices or it can stand alone (a standard PC) and still serves its basic purpose as an electronic medium of language learning. (Hartoyo, 2012:29).
Computer is an electronic device which is capable of receiving information (data) and performing a sequence of logical operations in accordance with a predetermined but variable set of procedural instruction (program) to produce results in the form of information or signals based on Oxford dictionary. It is consist of CPU, monitor, keyboard and some other apparatus.
- Audio devices
Audio devices can be used with other media to form an interactive multimedia. However, it can also be utilized separately as independent tool. Audio devices include speaker, earphone, CD, and etc.
- Internet
Internet can be used as a medium of language learning through email, www (world wide web), text, audio and video conferencing.
- Television
According to Oxford dictionary, television is a system for converting visual images (with sound) into electrical signals, transmitting them by radio or other means, and displaying them electronically on a screen.
- Telephone
This telephone medium has not been widely used for language teaching because of the poor quality of analogue transmissions. However, there is new invent of digital quality and lower connection cost which potential for conference calls.
- Mobile gadget
Mobile gadgets such as cell phone and smart phone which are equipped with programs like computer, which enable it to perform as mini personal computer. By using this gadget and its internet connection, everybody could enjoy chatting, browsing, and discuss each other with the wider range. The advancement of science and technology makes the size and price of those gadgets are getting cheaper and reachable.
- Social interface
This media provides facility or example that enables an interaction between human and computer. People set up more interaction with computer in a more intuitive way with less effort-through writing, voice, touch, eye movements, and other gestures. (Hartoyo,2012:34) This technology serves as the milestone of the recent development of interactive multimedia, audio-graphic computer teleconference, and interactive television via satellite (National Broadband of Employment, Education and Training, 1993:5).
- Interactive whiteboard
An interactive whiteboard or IWB, is a large interactive display (such as a touch screen monitor) which is connected to a computer and projector. A projector projects the computers’ desktop onto the board’s surface, where users control the computer using a pen, finger or other devices.
d. Current application of ICT in English language teaching and learning
ICT defined as technology which the function is to support the process of conveying information and communication. The ways of conveying information doesn’t have to be carried out directly between the communicator and the communicant. The development of ICT makes the process of communication between the communicator and the communicant can be conveys in easy ways. They can communicate through telephone, internet, e-mail, satellite, television, video conference and so on. The process of those communications applies in language learning. In language learning, there is a communication between teacher and student. The process of learning is not always carried out by subjecting teacher and students in the certain room or a certain place directly. As the example, teacher can use internet as the medium to give lessons, assignments, or other information to their students.
In context of language learning, ICT has an important role as the “media” bridging and enabling the learning process, or direct communication between students and teacher although they are not present in the same room or place in certain time. Language learning program can be created to enable students to learn the lessons with guidance, instruction, information or further explanation. ICT in language learning used as a reference-book. Computer can store unlimited lessons or references, which can be accessed anytime, anywhere and accurately. Fitzpatrick and Davies (2002) in Hartoyo (2012) sets out the seven ways in which ICT used in language learning:
a) Presentation
Some material of language learning such as text-based materials, audio-video needs to present to the learners. Presentation helps learners in understanding the learning material well.
b) Practice
Some of different exercises types are possible to be provided with ICT, incorporating the presentation stimuli in varying combinations of text, audio and video format. ICT also offers the possibility of the analyzing learners’ responses with appropriate feedback.(Hartoyo, 2012:40)
c) Authoring
In applying ICT in language learning, teacher can either purchase ready-made materials or create their own exercise materials using a variety of authoring tools based on Hartoyo (2012:40).
d) Computer-Aided Assessment (CAA)
Computer-Aided Assessment (CAA) is playing an increasingly important role in foreign language teaching and learning. This media used to testing and assessing students understanding after learning some courses.
e) Publishing
ICT tools exist to help teachers and learners or students to publishing or linked in their work in a local area network. ICT may use by the teacher and learners to help them publish their work in these ways:
- Word – processors and Desk Top Publishing (DTP) software
- Doing audio recording and editing tools to record interview, discussions, learning material and etc
- Using digital camera and camcorder to record presentations, drama, role play, and so on
- Power point can be used as the medium to publish presentations
- Web pages using web authoring tools
f) Communications
Technology can help learners and teachers to communicate with another. Some ICT tools which can use as the medium of information are: 1) Email, which allows language learners to communicate with ‘web pals’ in other countries; 2) Tandem learning; 3) computer mediated discussion; 4) web-based learning environment; 5) audio conferencing; 6) Video Conferencing.
g) Simulations
The computer can act as a stimulus which generates analysis, critical thinking, discussion and writing. Program which include simulations are especially effective as stimuli. Examples of language learning tasks which ‘simulate’ real world tasks are : 1) Web Quest; 2) Action Mazes; 3) Adventure games; 4) Sunpower; 5) Expodisc; 6) “Real-life” simulations; 7) video conference.
IV. ANALYSIS
ICT appears to give both advantages and disadvantages. ICT in language learning reduces the intimacy of students – teacher relationship that it may negatively contributes to students affective feelings in the process of learning. However, ICT appears as a ‘bridge’ to break the distance and ‘survive’ the learning. In case of distance, teachers can use ICT through video conference to enable them teach or monitor the students learning process. Therefore, the development of ICT is seen as a better way of teaching and learning a certain language compared to the existing methods. Through the internet, teacher or learners can obtain as many as possible sources related to the learned – language; such as text, songs, stories, etc. Those sources can contribute as models of the learned – language use in the real context and in a proper manner. In addition, computer can also be used as a more interactive aid to support the learning of language compared to that of tape recorder, or chalk and blackboard. However, you can see that many of the technology solutions available in the world of education can lead to confusion among the teachers on how to choose the right ICT technology solutions. Let’s take a look at the advantages and disadvantages of ICT tools for education and finding a suitable ICT education solution for the needs of the school.
Advantages:
- The information required will be more quickly and easily accessible for educational purposes.
- Innovation in learning is growing in the presence of e-learning innovations that further facilitate the educational process.
- Progress of ICT will also allow the development of virtual classroom or classroom-based teleconference that does not require the educator and learners are in one room.
- System administration in an institution will be more easily and smoothly because of the application of ICT systems.
Disadvantages:
- Progress of ICT will also occur of violation of Intellectual Property Rights (IPR) for the easy access to the data that is causing people plagiatis will commit fraud.
- Although the system of the administration of an educational institution like a system without a gap, but if there is a recklessness in running the system would be dangerous.
- One of the negative impact of television is to train children to think short and survive concentrated in a short time (short span of attention).
V. SUMMARY AND RECOMMENDATION
ICT is a form of advanced science technology must be optimized function, especially in the implementation of learning. ICT provides opportunities for students in the era of global competition needs to obtain adequate supplies. through innovative ICT-based learning can provide vast opportunities for students to hone and promote competence on an international scale. On the other hand, mental attitude and self-reliance in accessing any information necessary learning independently influence the value teaching student’s character it does not always depends with others. Mastering current tick is necessity for every human being inedible age. as well as in education, innovative learning, especially learning can be done by using the Internet to generate device-based learning ICT
ENGLISH IDIOMS RELATING TO WORK
| ace up your sleeve | If you have an ace up your sleeve, you have something in reserve with which you can gain an advantage. Our new product is an ace up our sleeve. |
| hold all the aces | A person who holds all the aces is in a very strong position because they have more advantages than anyone else. Given the high unemployment rates today, employers hold all the aces. |
| ambulance chaser | A lawyer who finds work by persuading people injured in accidents to claim money from the person who caused the accident is called an'ambulance chaser'. Peterson and Scott are well-known ambulance chasers - that's how they make their money! |
| back to the salt mines | Saying that you have to go back to the sale mines is a humorous way of talking about returning to work, usually with some reluctance. We get two days off at Christmas and then it's back to the salt mines! |
| bait and switch | This term refers to a deceptive commercial practice of advertising a low-priced item to attract customers, then telling them that the product is out of stock and persuading them to buy a more expensive article. This store is famous for its bait and switch tactics. |
| in the black | To say that a person or organisation is in the black means that they are financially sound, have a positive balance on their account and that they owe no money. |
| black market | The black market refers to the illegal buying and selling of goods or currencies. Be careful of what you buy on the black market - it's not always good quality. |
| blamestorming | A discussion among a group of people who try to determine who or what is to blame for a particular mistake, failure or wrongdoing, is called 'blamestorming'. A blamestorming session took place following the unfavourable reviews in the press. |
| blank cheque | If you give someone a blank cheque, you authorize them to do what they think is best in a difficult situation. Tom was given a blank cheque and told to negotiate the best deal possible. |
| blue chip company | This term refers to a company with a solid reputation for the quality of its products and the stability of its growth and earnings. It's usually safe to invest in a blue chip company. |
| above board | If a situation or business is described as above board, it is open, honest and legal. There are not secret negotiations. Our dealings have always been above board. |
| boil the ocean | To “boil the ocean” means to waste time on a task or project that is unnecessary, not worth doing or impossible to achieve. “I expect you to do the job well but don’t try to boil the ocean!” |
| get down to brasstacks | When people get down to brass tacks, they start to discuss the essential aspects of a problem or situation. The situation was so serious that after a few polite exchanges they quickly got down to brass tacks. |
| break your back | If you work extremely hard, or put a lot of effort into achieving something, you break your back to do it. If you want the job done well, you should accept to pay more. He's not going to break his back for such a low price! |
| bricks and mortar / bricks and clicks | An established trading company (office/shop) is referred to as a 'brick-and-mortar' business. 'Click companies' refer to internet-based operations. Companies which do both are called 'bricks and clicks'. |
The use of ICTs in the English class
The use of ICTs in the English class: an enriching experience
Anahí Cuestas
Valquiria Fazzi
Globalization has caused significant changes all over the world in different fields. Education has been particularly affected by this process of transformation, especially due to the development and fast spread of the new information and communication technologies (NICTs) which have led to a paradigm shift in the teaching-learning process.
The implementation of such technologies in and outside the classroom has fostered autonomous learning thus encouraging students to become more independent and more responsible for their learning processes in new educational environments.
The aim of this paper is to describe an experience using different ICTs in an ESP class and to analyse the advantages and drawbacks of using these tools in this particular context.
Introduction
No doubt may be cast on the fact that globalization, together with the development and fast spread of the new information and communication technologies (NICTs) have caused significant social, economic and educational changes all over the world. The impact of the digital wave has influenced a fully integral part of our lives integrating the digital technologies to our routines at high speed. Studying and managing a foreign language in this new context is a way of meeting a need in order to be apt and gain access to education and employment possibilities rather than being just a mere pleasing pastime to cater for leisure time, (Ellis, 2003; Graddol, 2006).
In the field of education, the introduction of the ICTs has brought about a paradigm shift in the teaching-learning process. Nowadays, our students are harnessing the new technologies and thus they learn in a new manner: they create knowledge rather than memorize and repeat content. Within this new digital environment, we, teachers, must provide our students with lessons where the outside world of emerging technologies is bridged to the classroom and act as guides. Learners should feel that they can have an online identity in networking spaces in order to increase opportunities for learning, to foster collaboration, motivation and knowledge-sharing.
The aim of this paper is to describe an experience using different ICTs in an ESP class that paved the way for the creation of an educational blog with a variety of multimedia materials, and to analyse the advantages and drawbacks of using these tools in this particular context.
Background information
The experience was carried out with a small group of adult students (aged 30 to 55) who work as administrative or technical staff at the School of Astronomical and Geophysical Sciences belonging to the National University of La Plata, Argentina. They all shared the same mother tongue (Spanish) and English level (A2). The course lasted four months with two-hour classes being delivered once a week. The material used included a selection of units from New English File Elementary (Oxford) as well as some additional online material.
All students knew how to use the word processor and send emails and some of them were familiar to a little extent with the use of other tools available on the web (blogs, picture or video editors, google docs and social networking sites); however, they were all very enthusiastic about incorporating new ICTs in the classroom, as they had never used these instruments in an educational environment.
Within this context, the introduction of technology was thought first as a means of giving students the possibility of being in contact with the language they were learning beyond the classroom walls while engaging in real communication (Torres, 2012); second, as a possibility of integrating technologies that “support real models and contexts through which students can actively improve their listening, speaking, vocabulary and writing abilities” (Torres, 2012, p. 30); and third, as an opportunity of bridging the “digital divide” particularly in the case of the “digital immigrants”, i.e., of “those who come late to the world of technology” (Dudeney & Hockly, p. 9, 2008).
As regards evaluation, the course focused on formative assessment, that is, assessment for learning rather than on assessment of learning (tests and examinations) (Black, Harrison, Lee, Bethan & Dylan, 2005). Therefore, at the beginning of the course students were informed that no final exam would be administered. The ongoing assessment would be based on the different tasks learners would have to perform, some of which would incorporate the use of ICTs, and they were also told that, by the end of the course, a blog would be created and they would have to post one of the texts (oral and/or written) they had created dealing with some of the topics covered in the course (personal information, description of places, historical events). Permanent oral and/or written feedback was given to students during the course. This was possible because there were only 10 students.
ICTs used in the English class
As stated, one of the goals set for this course was the creation of an educational blog in which learners could present their works. Therefore, the first step to introduce the new technologies in the classroom was to show students examples of blogs so that they became familiar with their use and characteristics. In this way, the students could see posts similar to the ones they would have to produce, analyse content, form and discuss what themes and topics could be imitated for their own presentations. In this activity, the students were capable to see in advance that when a person posts something, the message gains a highly meaningful communicative effect. Other students respond to the posts and links to other posts may also be created, the so-called threads.
As the course progressed, the students gradually became acquainted with other online resources that they were likely to use to prepare their posts for the blog: googles docs (now called Google Drive), e-portfolio, Glogster, Fodey, Letterpop. All these tools form part of what is now called WEB 3.0 which is the third stage of the web evolution. Its aim is to improve the e-learning experience using new technologies and interfaces. Collaborative learning, more personalized interactivity, more live manipulation of content are favoured within synchronous and asynchronous modes (Lapatas & Stefanidakis, 2010).
We will now provide a brief theoretical background that supports the implementation of these WEB 3.0 tools and describe how we used them in the course.
Google Docs
This service works as a document editor that allows learners to work individually or collaboratively. One of its valuable characteristics is that both the teacher and the students keep track of the changes introduced in a text. (Torres, 2012), a feature that was well in keeping with our interest in assessment for learning. As most of the students in our course already had a gmail account and the editor is quite simple to use, we thought this could be an appropriate instrument to introduce collaborative work.
The learners worked with this tool both individually, sharing the document only with the teacher, and in pairs to write texts containing personal information (introductions, hobbies, the family, job, etc.), letters and short narratives.
We agree on the fact that feedback to the learner is an essential aspect of formative assessment (Black et al. 2005). Therefore, the works written by the students were not marked immediately; instead, mistakes were highlighted and comments were made to help students identify the kind of error; for example, tense, punctuation, verb, etc. If the solution to the mistake made was beyond the proficiency level of the learners, a complete version of how to express the intended idea was provided by the teacher and, if necessary, explained orally in class. Comments also aimed at guiding students on how to improve their weaknesses (for example, ‘revise form of simple present’) and they also included positive feedback such as ‘good organization of ideas’ or ‘well done, you have correctly identified and solved punctuation mistakes!’. A final mark was awarded only once the written work was passed, which meant that students sometimes had to write two, three or more drafts of the different activities.
E-portfolio
A formative portfolio (Torres, 2012) was used with all the written texts produced by the students, even those that were not going to be included in the blog.
The idea of creating printed-mode portfolios dates back to the mid-1980s especially in areas like art and communication. Then, they gained importance in higher education during the 1990s. It was then when the electronic and digital portfolios appeared. According to Barrett (2001), an electronic portfolio is defined as the compilation of portfolio items stored in electronic formats such as audio-visual, graphical, or text (Barrett, 2001). Pearl and Leon Paulson (1991) created a metaphor for portfolios as a tool to construct meaning and they stated that the portfolio is a laboratory where students can construct meaning from their accumulated experience. They also pointed out that: “A portfolio tells a story. It is the story of knowing. Knowing about things... Knowing oneself... Knowing an audience... Portfolios are students' own stories of what they know, why they believe they know it, and why others should be of the same opinion. A portfolio is opinion backed by fact. Students prove what they know with samples of their work.” (Paulson & Paulson, 1991, p.5).
The material comprising the e-portfolios included the texts that the students had been writing in google docs.
Glogster, Fodey, Letterpop
Before the end of the course, the learners were requested to revise their portfolios, select the items they liked best from all the activities that they had uploaded and chose one to post in the blog.
In google docs, the students had only used plain text. Hence, in order to make their postings more attractive, the following tools were shown so that they could ornament their texts: Glogster (http://www.glogster.com/), which allows to create posters; Fodey (http://www.fodey.com/generators/newspaper/snippet.asp), which is used to generate newspaper clips; Letterpop (http://letterpop.com/), which provides templates to publish newsletters.
Finally, the students generated a final version of their written texts using these tools and chose a catchy title for their productions. These final pieces of work were not marked, as we were not evaluating how proficient students were in the use of these new instruments: instead, they received feedback through comments made face-to face, which contributed to increase the learners’ motivation.
Windows Movie Maker
As the course progressed, students felt more confident with the use of ICTs. They became even more excited and came up with new ideas: produce two videos as a means of showing their oral production.
The learners worked collaboratively planning how to introduce themselves in a mock class and writing a sort of script for a mock advertisement. In the class, the students provided personal information as they knew there would be a real audience for the blog outside the classroom. The ad, in turn, was a really creative text. That is, the students prepared the script using the language they had learned or asked for help when they lacked the vocabulary/structures to deal with a topic we had never worked with in class.
In both cases, the recording was carried out by one of the students and the videos were edited by two of them using Windows Movie Maker and uploaded in YouTube before posting them in the blog. Even though in this final stage of the video production the work was limited to only two students, we believe the experience was highly rewarding for the whole group.
Blog
As mentioned, one of the course goals was to create a blog[1]. This tool allows to promote interaction and communication between the author and the audience (Torres, 2012). Blogs can be an undeniable source of expression in which teachers and students can share and exchange data and content in a whole environment of participation and collaboration. Ferdig & Trammel (2004) contend that blogs are more successful in promoting interactivity that is conversational; a mode of interaction more conductive to improve student and teacher relationships, active learning, higher order thinking, and greater flexibility in teaching and learning processes. Other activities can be combined with the use of a blogging software to strengthen real interaction.
Thus, we expected the implementation of an educational blog would provide an authentic audience for the students’ works as well as fulfil the following aims:
· to promote the students´ acquisition of digital literacy skills.
· to enhance participation among learners in an online environment.
· to encourage reciprocity and active learning.
Blogs allow for authentic asynchronous communication, a feature particularly beneficial for introvert students. In this respect, Chickering and Ehrmann (1996) see online communication technology such as blogs as particularly important for shy students who are more reluctant to ask questions or challenge the teacher directly and blogs provide opportunities for interaction not possible in class. Moreover, learners know that their postings are likely to be read -and commented- not only by their teacher and partners but also by their families, friends and the whole community, depending on the blog access restrictions. Hence, even though they may be shy, they feel more motivated and tend to make their best effort to achieve a better communication (Santamaría González, 2005). We were satisfied to observe how well some shy students did on being able to communicate with an audience asynchronously.
Short before the end of the course, the blog was created with the material selected by the learners. Because of time restrictions to teach students the different aspects involved in the creation of the blog, the posts were uploaded by the teacher although the blog name and organization was the result of a class discussion on how to arrange it.
Finally, the learners were so happy with the result that they suggested making a kind of ’official presentation’ of their blog and organized a party to such end. They invited the school authorities, other English teachers working in the institution and some of their workmates. The blog was shown and they even offered a ‘live show’ singing a song for the audience.
This blog is available at http://www.thecobblestonesfcaglp.blogspot.com.ar/
Advantages and disadvantages of using ICTs for language teaching
The integration of the NICTs to teach languages presents both advantages and disadvantages for teachers as well as learners, just as the use of any other material.
Among the advantages noticed, we would like to mention the following:
· the possibility of extending the learning experience beyond the classroom walls.
· increased motivation.
· more interaction both teacher-students and students-students.
· flexibility (in terms of topics, timing, learning styles).
· development of collaborative work.
· increased students’ participation.
· teachers need to be familiar with a number of resources and sometimes they lack enough preparation. In this sense, as Jeff Utecht, a teacher in Shanghai, says, “If we want to engage students in learning, we need to first understand their world. This world is without borders, boundaries, and is limited only by the speed of one’s Internet access” (as cited in Solomon and Lynne, 2007, p. 22).
· the application of some activities requiring ICT may be time-consuming.
· some students might be reluctant to use new technologies and that fear needs to be overcome.
Conclusion
Even though technology in language teaching has been around for centuries (if we consider the blackboard as such, for instance), it is true that the early 1980s signalled a radical change with the introduction of computer-based materials for teaching languages (Dudeney & Hockly, 2008).
The fast increase in the use of ICTs has most evidently had a tremendous impact on the way teaching and learning take place. The implementation of such technologies in and outside the classroom has fostered the organization of educational environments where students are encouraged to become not only more independent but also more responsible for their learning processes, thus contributing to learner autonomy, as Benson (2001) points out.
This paper has demonstrated with pedagogical reasons, how new technologies can be integrated into a curriculum to support learning and it has also shown how positively the learners responded to the challenge of incorporating ICTs to encourage autonomy and to improve their grammar, cooperative teaming, interpersonal and digital skills. We, as e-teachers, became active users and confident e-facilitators with high readiness for innovation. Instead of dispensing our knowledge, we set up e-practices, arranged for access to appropriate web resources, and created the scaffolded support that helped students achieve their aim in a more independent way. We constantly mentored our students´ performance with a stimulating attitude in order to shield the pressures and stress that were sometimes caused by the manipulation of technology.
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