From marginalisation to transformation: How ICTi is being used in ESLii learning today
Denise Murray
Emeritus Professor, Macquarie University, VIC
PP: 20 - 35
Abstract
ICT has been used in classrooms for more than two decades. Over this time, its use has changed, as has the technology itself. This article1 describes these changes and then reports on a series of research studies that have examined second language learners' use of the new technologies in language classrooms in Australia. This evidence-based practice leads us to re-think the role of ICT in education. The research indicates that teachers need to explicitly teach the characteristics of these new discourses for learners to use ICT competently to learn languages. Further, it shows that computer programs that seek to teach learners need to provide carefully scaffolded instruction that utilises the full interactivity potential of ICT.
Keywords
Information communication technology, ESL, EFL, language education
Article Text
information and communication technology (ICT) has been used in classrooms for more than two decades. Over this time, classroom use has moved from drill, text manipulation and word processing to more interactive and communicative applications such as email, chat and web-based programs. In addition, ICT itself has changed dramatically, moving from mainframe computers to personal desktop computers to laptop computers to handheld devices. Over this period, much discussion has ensued concerning the appropriate role of ICT in education. In this article, I will focus primarily on English language education (ESL and EFL). Over the same two decades, ESL/EFL pedagogy itself has changed to a focus on communication and therefore on opportunities for authentic communication. How has ICT been adapted to this change? To answer this question, I will briefly discuss the evolution of ICT in language education and then draw on data from a range of research on the use of ICT in ESL/EFL pedagogy conducted by colleagues and myself over the past decade. These data will demonstrate how research on good practice can inform our pedagogical theories and help us re-think the role of ICT in English language education.
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