My result for 'ICDL Module 1 รข€“ Concepts of ICT (Test1 - 50 Questions)': 74%: (37 out of 50 Questions Correct)
Selasa, 31 Maret 2015
Assignment 3 ICT in Language Learning
COMPUTER ASSISTED LANGUAGE LEARNING (CALL)
|
1. What is CALL?
Definitions of CALL:
- Computer-assisted language learning (CALL) was the expression agreed upon at the 1983 TESOL convention in a meeting of all interested participants. This term is widely used to refer to the area of technology and second language teaching and learning despite the fact that revisions for the term are suggested regularly (Chapelle, 2001, p. 3).
- Computer Assisted Language Learning (CALL) may be defined as the search for and study of applications of the computer in language teaching and learning (Levy, 1997, p.1).
- Given the breadth of what may go on in computer-assisted language learning (CALL), a definition of CALL that accommodates its changing nature is any process in which a learner uses a computer and, as a result, improves his or her language (Beatty, 2003, p. 7).
- CALL has come to encompass issues of materials design, technologies, pedagogical theories and modes of instruction. Materials for CALL can include those which are purpose-made for language learning and those which adapt existing computer-based materials, video and other materials (Beatty, 2003, pp. 7-8).
2. A Brief History of CALL
CALL's origins can be traced back to the 1960s. Up until the late 1970s CALL projects were confined mainly to universities, where computer programs were developed on large mainframe computers. The PLATO project, initiated at the University of Illinois in 1960, is an important landmark in the early development of CALL (Marty 1981). In the late 1970s, the arrival of the personal computer (PC) brought computing within the range of a wider audience, resulting in a boom in the development of CALL programs and a flurry of publications. Early CALL favoured an approach that drew heavily on practices associated with programmed instruction. This was reflected in the term Computer Assisted Language Instruction (CALI), which originated in the USA and was in common use until the early 1980s, when CALL became the dominant term. There was initially a lack of imagination and skill on the part of programmers, a situation that was rectified to a considerable extent by the publication of an influential seminal work by Higgins & Johns (1984), which contained numerous examples of alternative approaches to CALL. Throughout the 1980s CALL widened its scope, embracing the communicative approach and a range of new technologies. CALL has now established itself as an important area of research in higher education: see the joint EUROCALL/CALICO/IALLT Research Policy Statement: http://www.eurocall-languages.org /research/research_policy.htm. See also the History of CALL website: http://www.history-of-call.org/
3. Why Would We Need to Use Call in Our Efl Classrooms?
As technology becomes increasingly ubiquitous, it is expected from the teachers to integrate it into the language classes. This means not only bringing technology into the classroom, but offering learners technology–enhanced options outside the class time.
The reasons why ELT teachers use CALL:
v Computers can do some of the work of the teacher and provide great assistance to the learner even without the presence of the teacher (Pennington and Steven, 1992).
v New technologies have seen computers become smaller, faster, and easier for the teacher to use (Evy, 1997). At present, well-designed CALL software is readily available to the teacher.
v Technologies allow computers to do multimedia applications, incorporating video, sound, and text, and this capacity allows the learner to interact with both the program and other learners. (Felix, 1998).
v The computer offers great flexibility for class scheduling and pacing of individual learning, choosing activities and content to suit individual learning styles. (Oxford and others, 1998)
v The computer can provide a meaning-focused, communicative learning environment, which serves the purposes of communicative language teaching.
4. Types of CALL Programs
CALL programs/materials include (from ICT4LT Module 1.4):
² CALL-specific software: applications designed to develop and facilitate language learning, such as CD-ROMs, web-based interactive language learning exercises/quizzes (see CD-ROM examples for language learning)
² Generic software: applications designed for general purposes, such as word-processors (Word), presentation software (PowerPoint, see an e-book made by students "Many Moons"), and spreadsheet (Excel), that can be used to support language learning (see examples of usingExcel for language learning & teaching) *Also see Microsoft Office Online Templates)
² Web-based learning programs: online dictionaries, online encyclopedias, online concordancers, news/magazine sites, e-texts, web-quests, web publishing, blog, wiki, etc.
² Computer-mediated communication (CMC) programs: synchronous - online chat; asynchronous - email, discussion forum, message board
5. Types of CALL Activities
Multiple-choice & true/false quizzes:
l gap-filling exercise/cloze
l Matching
l re-ordering/sequencing
l crossword puzzles
l Games
l Simulations
l writing & word-processing
l concordancing
l web quests/searching
l web publishing
l online communication (synchronous and asynchronous)
6. What Computers Can and Can’t “Do” (based on Meskill, 2002, p. 122)
| ||||||
| ||||||
Reflection:
According Beatty (2003) CALL is defined as ‘any process in which a learner uses a computer, and as a result, improves his or her language’. It is essentially a tool that helps teachers to facilitate the language learning process. It can be used to reinforce what has been already learned in the classroom or to help learners who require additional support. There are some kinds of CALL programs, CALL activities, and also some kinds of CALL that can be applied in the classroom. As we know that CALL is important and gives many advantages for the the teachers as well as the learners. However, there are also some limitations of using CALL in the classroom that should be considered so that the implementation of of will be effective.
Sources:
Senin, 23 Maret 2015
Assigment 2 ICT in Language Learning
ICT Tools, Roles, and Applications
A. ICT (Information and Communication Technologies) in Education
"ICT in Education” means “Teaching and Learning with ICT”. Educational ICT tools can be divided into 3 categories: Input source, Output source and Others. Worldwide research has shown that ICT can lead to improved student learning and better teaching methods.
![]() |
The following are the advantages of ICT tools for education:
1. Through ICT, images can easily be used in teaching and improving the retentive memory of students.
2. Through ICT, teachers can easily explain complex instructions and ensure students' comprehension.
3. Through ICT, teachers are able to create interactive classes and make the lessons more enjoyable, which could improve student attendance and concentration.
The following are the disadvantages of ICT tools for education:
1. Setting up the devices can be very troublesome.
2. Too expensive to afford.
3. Hard for teachers to use with a lack of experience using ICT tools.
1. Through ICT, images can easily be used in teaching and improving the retentive memory of students.
2. Through ICT, teachers can easily explain complex instructions and ensure students' comprehension.
3. Through ICT, teachers are able to create interactive classes and make the lessons more enjoyable, which could improve student attendance and concentration.
The following are the disadvantages of ICT tools for education:
1. Setting up the devices can be very troublesome.
2. Too expensive to afford.
3. Hard for teachers to use with a lack of experience using ICT tools.
Integrating ICT into education seems to be a necessary issue for educators/education administrators in the world. However, if teachers cannot make good use of the ICT tools, the money and time spent on the ICT is going to be a waste. Also, if the educational budget is limited, looking for a cost-effective and high-performance ICT tool can be the first priority.
B. Free Online Tools for Teaching and Learning
Below are the free online tools that might change your teaching for the better revealed by Louisa Mellor:
1. Wallwisher: Wallwisher allows users to build virtual classroom Walls, in the sense you might be familiar with from Facebook, onto which 160-character messages, web links, images, videos and audio may be posted. Individuals can use it to mind-map, keep notes, or bookmark useful websites - but the real power of Wallwisher is in its potential for collaborative activities.
2. Prezi: Prezi provides users with a large canvas upon which to pin text slides, video clips and images. So far, so PowerPoint, you might say.
3. Study Blue: A revision and assessment tools for the over 13s, which allows teachers and pupils to create sets of digital flashcards, then generate online tests based on them. StudyBlue tracks learner performance based on these tests. Students can use the tool for self-directed study or with peers from the same class. They can even work with others preparing for the same exam across the country.
4.Animoto:A videocreation tool that teachers and pupils can use to make dynamic videos, either for the classroom, VLE or for special school events such as parents' evenings and open days. Upload images, text, video and music, and Animoto will automatically composite your ingredients, creating a fluid video presentation in minutes.
5. Wordle: Another of those tools that may have begun life as an online novelty, but which canny teachers have since co-opted for use in the classroom. You'll no doubt have encountered Wordle clouds before; those intriguing little bundles of various-sized words visually showing which terms are the most frequently used in a section of text.
6. Storybird: A gorgeous tool, with a range of practical applications from Key Stage 1 and 2 Literacy, to Key Stage 3 lCT, Key Stage 5 Modem Foreign Languages and beyond. lt makes available hundreds of high-quality artist illustrations in a range of styles, which pupils can use to illustrate their own ebook.
7. Popplet: Popplet has three main functions, two of which (digital bulletin board and presentation tool) overlap with the uses we've already discussed for Wallwisher and Prezi. As a result, we'll focus on its primary application: mind-mapping.
8. Google Docs: Google Docs, offers an on line word processing, spreadsheet creation and presentation package. Without wishing to sound giddy, in theory it sounds the death-knell for coursework excuses of the "I've lost my USB stick", "my hard drive crashed", or "my notes are at home" variety.
9. Dipity: An interactive timeline tool that allows students to plot text and images, as well as video and audio clips, onto a linear timeline. Timelines can be published online, and URLs submitted to your school's VLE.
10. Storify: A content aggregator that pulls in social media elements from sites such as Rickr, You Tube and Twitter, to create illustrated multimedia "stories" about current and world events. Because of its use of social networks, Storify is best used with Key Stage 4 and 5 pupils - and only then if your school's internet security options allow access to the sites from which it draws material.
C. Role of ICT is Multi Faceted in Education
In the twelfth plan, The Planning Commission has stressed that ICT tools must be used for significantly improving the educational services and for streamlining the admission process. Says Dr Veera Gupta, Secretary, Central Board of Secondary Education, “ICT is integral to the teaching learning process. In an age where massive expansion of education is required, we cannot do without the use of technology. ICT is vital for dissemination of knowledge, for evaluation and for keeping data and records. The role of ICT is multi faceted and it has to be exploited to the maximum potential.” The draft of 12th five year plan document states, “Information and Communication Technologies (ICTs) should be harnessed to enrich teaching-learning experience, to extend and diversify delivery, improve research quality and collaboration by making knowledge and information widely available, and ensure effective governance both at the institutional and systemic level.”
D. ICT in English
To implement ICT successfully in their classrooms teachers also need to:
1. Identify how ICT can be used to meet specific objectives within the English curriculum to improve pupils attainment (Moseley et al,1999)
2. Understand that successful use of ICT depends on other factors such as pupils’ work in the classroom away from the computer, discussions between pupils and between pupils and their teacher, and the ways in which pupils interact with each other at the computer (Mc Cormick and Scrimshaw,2001 cited in Becta, 2005)
Because of its interactive and dynamic nature, ICT has the potential to meet the needs of individual students by providing opportunities to direct their learning and to pursue information, or complete tasks, in ways which meet their own interests and needs. (Computer based technologies in English KLA, 1997, p6)
The use of ICT in the English classroom extends beyond its motivational value to address key outcomes of the syllabus, and allow students to become competent users as well as consumers in English. Research suggests that incorporating ICT into the English curriculum can:
1. Improve writing and reading skills
2. Develop speaking and listening skills
3. Support collaboration, creativity, independent learning and reflection (Becta,2003a, Becta,2003b, VTC,2003) (cited in Becta 2005)
As an interactive and collaborative medium, ICT allows responding, composing, and publication to be easily shared and offers students the opportunity to explore the language of texts more creatively and develop as speakers, writers and readers for an ever widening range of purposes and audiences. There can be no doubt as to the importance of ICT to English. However its integration into the curriculum raises serious questions concerning access and equity and the following issues must be addressed:
1. Access to ICT within and among schools
2. Access to ICT in students’ own homes
3. Access to effective models of ICT teaching and learning
4. Skilling teachers in ICT
Langganan:
Postingan (Atom)