ICT in the English teaching-learning process

ICT in the English teaching-learning process

1. Classroom use

   • Bruce and Levin(2001) suggest that technology can be helpful in classroom settings by
     • encouraging inquiry, helping communication, constructing teaching productsз and assisting students‘ self-expression (cited in Baek et al (2008).
   • Roles that technology can play in education. Bransford, Brown, and Cocking (2000)
     • - bringing the real-world experiences into the classroom, - allow learners to participate in complex cognitive tasks, - increasing opportunities to receive sophisticated and individualized feedback, - building communities of interaction between teachers, students, parents, and other interested groups, and - expanding opportunities for teacher development.

2. Weaknesses in the uses of ICT

   • Insufficient number of computers available for use and lack of some professors‘ sufficient knowledge and skills.
   • in academic setting
     •  A lot of time and energy need to be spent on learning how to use ICT effectively‘  the wow‘ factor involved in using ICT can be a distraction form actual learning targets  Teaching and learning can be negatively affected by what can be called 'computerized classroom syndrome‘  ICT can take learners too far in individualised learning and create isolation

3. Advantages for the classroom

   •  ICT provides rich banks of resources & information.  ICT provides a sense of modernity and progress for teachers and learners.  ICT offers multi-media capabilities.  ICT can pay the way for individualised learning.  ICT facilitates distance learning.  ICT makes individualised feedback easier.  ICT encourages communication.  ICT can be used very interactively.  ICT gives learners and teachers opportunities for endless repeatablility and patience.  ICT can be used whenever and wherever learners and teachers wish.
   • the advantages of the ICT can ifluence teaching and learning activities only when adequate training is offered for its use.

4. Consideracions

   • If insufficient effort is put into training teachers to use technology - and to use it imaginatively - then it is probably better to dispense with technology altogether (see Davies, 1997).
   • Zarei Zavaraki (2002) also found significan effects on the amount of ICT use for gender, age, field of study and research experience.

5. ideas of the comparative study