THE USE OF ICT IN ENGLISH TEACHING LEARNING PROCESSES

Mere som dette

COMMUNICATIVE PROFICIENCY

af Verbena Wilburg

Describing Learners

af Angel Salazar Pombo

DSS

af reham ashraf

University

af Christopher Carroll

REFERENCES: - ZARE-EE, A y SHEKAREY, A. (2010). Comparative study of the use of ICT in English teaching-learning processes. Turkish Online Journal of Distance Education. http://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=51459409&lang=es&site=eds-live - Babaniyazova, N., & Kalimbetova, K. (2021). Usage of Information and Communication Technologies in Teaching English. Ilkogretim Online, 20(3), 1723–1729. https://doi-org.bibliotecavirtual.unad.edu.co/10.17051/ilkonline.2021.03.199

THE USE OF ICT IN ENGLISH TEACHING LEARNING PROCESSES

TYPES OF ICT:

2. SOFTWARE: Electronic textbooks, simulators, test environments, information sites, Internet searches.

Possibility of use: - Browsers: Internet Explorer, Mozilla, Firefox. - Search engines: Yandex, Rambler, Google, Yahoo. - Communication: Internet, email, Skype, mailagent. - Work with: Summaries, take notes, cite. - Storage: CD, DVD, discs. - Automatic translation of texts: Promtxt, electronic dictionaries (Abbylingvo 7.0) - Work with texts with Microsoft office, presentations with audiovisual material in power point, Excel that allows calculations, analysis and visualization of data, table lists, office Publisher to create and modify brochures, media player to play graphics and sounds.

1. HARDWARE: Computer, printer, scanner, cameras, video cameras, audio recorders.

DISADVANTAGES

- Much time and energy need to be spent learning how to use ICT effectively. - The use of ICT can be a distraction from the learning objectives. - Teaching and learning can be negatively affected by what can be called “computerized classroom syndrome”. - ICTs can take students too far in individualized learning and create isolation. - Sometimes it can be very difficult to measure the effectiveness of teaching. - In some areas of the territory there may still be limited access to the computer. - Getting intelligent and truthful feedback from computers can be really difficult. - ICTs adapt to some communication skills more than others. - The use of ICT can lead to important changes in the role of the teacher that may not always be positive. - During the use of ICT, technical problems can sometimes be very annoying and computers can crash frequently.

ADVANTAGES

- They provide many banks of resources and information. - They provide a sense of modernity and progress to teachers and students. - They offer multimedia capabilities. - Pave the way for individualized learning. - Facilitate distance learning. - Facilitate individualized feedback. - They encourage communication. - They can be used in a very interactive way. - They provide students and teachers with opportunities for infinite respect and patience. - They can be used whenever and wherever students and teachers want. - They can be motivating.

WHAT PROMOTES THE USE OF ICT:

- Development of possibilities and creative abilities of students. - Conditions for self-education of students in areas of their interest. - Greater visibility of the lessons that are learned. - Improves lesson productivity. - Establish interdisciplinary connections. - Experience of intercultural education of the countries where the language being learned is spoken. - Enriches knowledge about the history and culture of other countries. - Navigate in modern foreign language environments. - Acceleration of learning processes. - Growth of students' interest in learning the subject or the language. - Improvement of the quality of assimilation of the material. - Allows individualizing the learning processes of each student.

CONTRIBUTIONS OF ICT IN LEARNING ENGLISH

- Use of ICTs contribute to the achievement of educational results of the meta-subject. - The use of multimedia in English helps to have a learning-oriented approach, provides individualization and differentiation taking into account the characteristics of the children, their interests and inclinations.

REMEMBER:

- A person remembers 10% of what he reads, 20% of what he hears: 30% of what he sees, 50-70% learns in group discussions, 80% when they independently identify and formulate problems. - Learning is different depending on the age of the people, so we cannot generalize.

SOME PAGES THAT MAY HELP TO MAKE USE OF TECHNOLOGY IN TEACHING:

- Quizler.com: Allows you to create interactive flash cards and learning games. - LearningApps.Org: Development of tasks in different media such as puzzles, set frequencies, quizzes. - Prezi.com: Create non-linear interactive multimedia presentations.

CLASSIFICATION GAMES IN FOREIGN LANGUAGE CLASS:

2. Role-playing creative acting online: Various communication techniques are used in these games, developing fluency in the language, classroom interaction and increased motivation. They involve the simulation that is a natural role and a role within which it is a non-real role (being the president, policeman, minister, etc.).

1. Online educational games: They have a clearly defined teaching objective and corresponding results.

Within these we find grammatical, lexical, phonetic and spelling games. They are characterized by: - Have specific educational objectives. - Ability to repeat, pause or start over. - Opening and end of the game are not precisely defined. - Compliance with rules that can be modified by the players. - Satisfaction for the participation since the games will never be evaluated with a note or rating.

RECOMMENDATIONS FOR THE USE OF ICT:

- Teachers and students must know and be able to use computers. - Teachers must understand what forms of ICT to use, at what time and make a justified use of it. - Select in advance the material to be used according to the objectives and conditions of the training or class. - The teacher must plan and organize the work so that the students are autonomous, to increase their interest in learning a second language.

WHAT INFLUENCES THE USE OF ICT:

- Level of competence in the use of ICT by the teacher. - Preparation in ICT. - Ability to integrate ICT in educational activities. - Infrastructure problems. - Weak technical support. - In university professors there may be a lack of time to implement them in classes. - Lack of software, hardware, skills to use the keyboard. - No knowledge of available technology resources. - Lack of availability of computer labs. - Little amount of computers and/or technology available. - Lack of knowledge and ability of some teachers.

MOST USED ICT TOOLS:

- Electronic textbooks. - Encyclopedias and reference books. - Simulators and test programs. - Internet educational resources. - DVD and CD with images and illustrations. - Video and audio equipment. - Multimedia presentations. - Papers and research projects.

ROLE OF TECHNOLOGY IN EDUCATION:

- Bring real world experiences into the classroom. - Provide platforms that allow students to engage in complex cognitive tasks. - Increase opportunities to receive sophisticated and individualized feedback. - Build communities of interaction between teachers, students, parents and other interested groups. - Expand teacher development opportunities.

Definition: According to the editorial direction LM Luzinares, ICTs are the set of tools and methods to transform information data to obtain data of a new quality.