Here are some ideas to work with web 2.0 programs. Never mind if you are a student or a teacher. You cheer up to use it!
jueves, 23 de mayo de 2013
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Here are some ideas to work with web 2.0 programs. Never mind if you are a student or a teacher. You cheer up to use it!
TECHNOLOGY IN THE ENGLISH TEACHING PROCESS AS A FOREIGN LANGUAGE
The objectives to be achieved in a foreign language
classroom using ICT as a tool has to take into account the means chosen, the
time use of to take achieve them, and what they want to consolidate that
knowledge. Therefore, the technological tools that the English teacher must be
useful and appropriated to achieve the goals.
In my exposition I took about two classical
classifications, in the first one Levy[1] defines
the Tutor as It’s about applications that were developed specify to the foreign
languages teaching that offer possibilities of interaction, observation and
evaluation by the system; he explains tool as something that was not developed
for language teaching. They are simply tools that follow or do not allow the
student to evaluate the input.
However, there are points of contact between these two
functions, as there are applications where tool and tutor have been integrated.
For example a language course on CD ROM (Tutor) in
which was built a dictionary (Tool), or a website for language learning (tutor)
with the ability to use e-mail (Tool), so the possibilities of using ICT are
related to the target language.
Also, with ICT teaching the communication can be done
synchronously or asynchronously. Since the teacher and the student, they don’t
need to participate at the same time and place in the learning process because
Internet takes the current culture to the classroom allowing to use websites,
virtual classroom, interactive software, and others.
In conclusion, ICT offer language teachers background
information, possibilities to work in a more effective and enriching the
language classes.
[1] LEVY, Michael. Computer-assisted
language learning: context and conceptualization. 1997 New York: Oxford
University Press. 298 pages.
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