ICT in English Language Education: Bridging the Teaching-Learning Divide in South Asia (SpringerBriefs in Education)

This book discusses the use of Web 2.0 tools to leverage students’ own use of New Media, which can take learning beyond the classroom. This paradigmatic book will help language educators gain a better understanding of the shift in pedagogic practices through the incorporation of technology in language learning programs. It explores the theoretical underpinnings of ICT in education, before moving on to pragmatic considerations and subsequent implementation of ICT within and beyond language classrooms in the South Asian context. The book covers a wide range of topics, such as the context within which ICT can be placed vis-à-vis teaching and learning in the digital age, as well as the role of ICT in communicative practices, and strategies used to bring these practices to the language classroom. It illustrates how ICT can be incorporated for both receptive as well as productive language learning skills, such as listening, reading, speaking, and writing within pedagogic frameworks. Accordingly, it addresses affordable technologies and how they can be made a part of the teaching–learning experience. Finally, in terms of ICT beyond the classroom, the book provides a broader perspective on ICT in terms of selecting platforms or software, as well as the evaluation of ICT with special reference to ICT policies that offer language educators guidance on managing ICT frameworks within their institutions. Given its scope, the book offers a valuable asset for language educators, teacher trainers, students, and researchers in education and linguistics programs within and outside South Asia. Preface Contents 1 ICT and the World Around Us 1.1 The Beginnings 1.1.1 Learning to Learn 1.2 What and Why of ICT? 1.3 Exploring the Potential of ICT 1.3.1 The Potential to PREPARE: Participants of the Twenty-First Century 1.3.2 The Potential to EXTEND: Access to Education—Equalizing 1.3.3 The Potential to REDESIGN: Learning Environment Redesigned 1.3.4 The Potential to IMPROVE: Quality of Learning 1.4 Summary References 2 ICT, Communication, and the Curriculum 2.1 Introduction 2.2 ICT and Its Use in Schools 2.2.1 ICT as a Tool for Teaching 2.2.2 ICT for a Specific Subject 2.2.3 ICT for Preparing Lessons 2.2.4 ICT for Professional Activities 2.2.5 ICT for Personal Use 2.3 ICT in the Curriculum 2.4 Curricular Frameworks and ICT 2.5 ICT for Listening, Reading, Speaking, and Writing 2.6 Summary References 3 ICT in the Classroom: Active Listening and Reading 3.1 Introduction 3.2 Active Listening: Past and Present 3.3 ICT and Listening 3.3.1 Teacher Control 3.3.2 Teaching Skills and Strategies 3.3.3 Active Listening and Integrated Skills 3.3.4 Active Reflection on Listening 3.3.5 The Variety in Listening Activities 3.3.6 Designing Listening Activities and Publishing on the Net 3.4 ICT and Reading 3.5 Reading: Past and Present 3.5.1 Teaching Approaches in Second Language Reading 3.5.2 Reading Today 3.6 Using ICT Tools for Reading 3.6.1 Forming Reading ‘Communities’ 3.6.2 Linking Reading and Writing 3.6.3 Using the Multilingual Potential of Technology 3.7 Summary References 4 ICT in the Classroom: Speaking and Writing 4.1 Introduction 4.2 Spoken Skills: Past and Present 4.3 ICT and Speaking 4.4 Teaching Writing: Past and Present 4.5 ICT and Writing 4.5.1 Writing as Product 4.5.2 Writing as Process 4.5.3 Writing as Situated 4.6 Summary References 5 ICT Beyond the Classroom: New Media and Learning 5.1 Introduction 5.2 Functions of Technology Adoption 5.3 Discussion Boards and Forums 5.4 Electronic Portfolios 5.4.1 E-portfolio Creation Processes and Considerations 5.4.2 E-portfolio Platforms 5.5 Levels of Learning 5.6 Summary References 6 Managing ICT: Administration, Evaluation, and Policymaking 6.1 Introduction 6.2 Managing ICT: General Principles 6.2.1 Mode of Learning 6.2.2 Choosing the ICT Platform 6.2.3 Integration Within the Curriculum 6.3 Evaluating ICT Tools Designed for Language Learning 6.3.1 The Developer 6.3.2 The Learner 6.3.3 The Product 6.3.4 Language Learning Potential 6.3.5 Learner Fit 6.3.6 The Focus on Meaning 6.3.7 The Authenticity of Language 6.3.8 Assessing the Impact 6.3.9 Practicality 6.4 Designing an ICT Policy 6.4.1 The Question of Access 6.4.2 Internet Safety 6.4.3 Reflection and Feedback Mechanisms 6.5 Summary References 7 Conclusion References This book discusses the use of Web 2.0 tools to leverage students own use of New Media, which can take learning beyond the classroom. This paradigmatic book will help language educators gain a better understanding of the shift in pedagogic practices through the incorporation of technology in language learning programs. It explores the theoretical underpinnings of ICT in education, before moving on to pragmatic considerations and subsequent implementation of ICT within and beyond language classrooms in the South Asian context. The book covers a wide range of topics, such as the context within which ICT can be placed vis-a-vis teaching and learning in the digital age, as well as the role of ICT in communicative practices, and strategies used to bring these practices to the language classroom. It illustrates how ICT can be incorporated for both receptive as well as productive language learning skills, such as listening, reading, speaking, and writing within pedagogic frameworks. Accordingly, it addresses affordable technologies and how they can be made a part of the teachinglearning experience. Finally, in terms of ICT beyond the classroom, the book provides a broader perspective on ICT in terms of selecting platforms or software, as well as the evaluation of ICT with special reference to ICT policies that offer language educators guidance on managing ICT frameworks within their institutions. Given its scope, the book offers a valuable asset for language educators, teacher trainers, students, and researchers in education and linguistics programs within and outside South Asia