using computers to encourage communication in the English classroom.

In the Name of Allah

The C in ICT – using computers to encourage communication in the English classroom.

Brian Oliver, Stavanger University College

It used to be called IT. The letters stood for Information Technology.
The C in ICT was introduced because it has become obvious that the
technology is at least as important as a means of communication as a
device for handling information. Seen as communication tools, computers
have an obvious place in language teaching and learning.

The C in ICT can help us to remember a number of key points to bear in mind when using computers in English classrooms.

Catalysts

Computers are often a catalyst for pupil activity. Unlike television,
computers invite learners to be active. They can't just sit staring at a
computer screen. They have to do something. Related to this point is
the idea of challenge. Working with computers offers an almost
continual series of minor (and sometimes major) problems that have to be
solved – in many cases, before the user can continue.

Collaboration

Another key concept is collaboration or co-operation. The

computer screen allows pupils to do things together. Two or three (or
even a whole class, if the screen is big enough) can participate in the
same activity, (solving a problem, finding answers to a question,
writing a story and so on.) The video recordings here leave no doubt
that children enjoy and are good at working together with computers.

Creativity

Computers also encourage creativity. Sound, pictures, animations, video
and text can be put together in new and different ways to make stories
more convincing and explanations clearer than they would have been
without this multi-media tool.

Complementary function

Computers seem to work best as tools for learning and teaching when they
complement other teaching and learning activity. Learners should be
encouraged to take notes when working with computers. Teacher's
instructions and tasks on paper worksheets can ensure that work with
computers has structure and purpose. Conversely, many computer
programmes for young learners can be used as sources of teaching
materials such as flashcards for oral activities, materials for wall
charts and classroom displays. Electronic reference materials such as
dictionaries can be consulted when needed for writing - or to help
pupils to understand a text. Where there are not sufficient computers
(and there hardly ever are) some pupils can work, alone or in groups
with written and or oral tasks while others perform tasks using the
computers that are available. Teachers must then be able to move easily
between the two. If teachers and learners are to use computers
purposefully and efficiently these must be placed in or near classrooms
or other work areas.

Control

In the past, some widely used approaches to foreign language teaching
have assumed strict control of pupils behaviour. Textbooks can be used
to make pupils act in highly predictable ways such as answering
questions about given text, practicing saying and writing specified
vocabulary items, responding to pronunciation exercises or grammar tasks
in the textbook. The teacher can be fairly certain that few, if any,
unexpected language or other challenges will occur. Most uses of ICT do
not lend themselves to this kind of teacher control. The Internet is a
good example. Millions of texts are available. Teachers can never know
when they will have to respond to questions like "What does that word
mean? How do we pronounce it? Is it good English? Is it taboo? Etc.
etc." Once pupils have learned basic ways of obtaining information,
they can find out many things for themselves that the teacher may not
know much or anything about. Successful use of ICT is inconsistent with
complete teacher control of what happens in the language classroom.
However, that does not mean that teachers should not guide learners or
set them tasks leading to specified solutions, set time limits and so
on.

Competence

Competence is a key concept, both linguistic and technical. The computer
is not a mechanical surrogate teacher. Teachers cannot get pupils to
create Internet web pages if they have no idea how to do this
themselves. It is no use teachers telling pupils to use an electronic
dictionary if they do not know what it contains, how to get at it or
(not least) how to interpret it. Some pupils already know a lot about
computers and we should invite them to help where this makes sense. But
teachers must be able to explain to their pupils what they want them to
do, to comment on what they are doing or have done and they should be
able to do this in English. Whenever computers are used in English
teaching, there are golden opportunities for teachers to communicate
informally and purposefully with their pupils. This brings us back to
the first point.

Communication

The C in ICT stands for communication. The primary purpose of ICT in
foreign language teaching must be to stimulate real communication
between pupils (for example, within a class), communication between
teachers and their pupils, for example, presentation, comment, advice,
explanation, suggestion and instruction. It has an obvious role in
furthering communication between learners from different countries who
are (after all) learning English as a vehicle for international contact
and understanding

I hope you enjoy it

Good Luck