The Importance of ICT

Everyone is well aware of the importance of learning the English language in the 21st century business and social community that requires working globally and across all time zones. The easy access to computers and internet for everyone and the increasing number of web-based English courses has encouraged and helped a lot of people to study English. Though the internet use in language learning has brought certain advantages, simultaneously, it carries some disadvantages also. So the aim of this paper is to study the practical benefits and difficulties observed while using the internet by a language teacher in the classroom.

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Introduction: In today’s technologically based fast moving world, one must be able to understand and be flexible while recognizing the needs to learn. The most essential and all-encompassing need of the hour is to be excellent in communication skills. For communicating at the global level English is the most accepted medium. Knowledge of the English language keeps one abreast of the world. This leads to limitless personal and business opportunities. Being able to speak in English also widens one’s horizon globally.   Today, there is a huge amount of language learning material besides the traditional grammar and course books and dictionaries. These materials include-course books, workbooks, programmed courses, cue carts, charts, newspapers, posters, picture cards, and cut outs, and so on. These are supplemented by other media, such as radio, television, slides, OHP, video tapes, games, toys, realia, as well as computers, multi media and the especially Internet. Learning English through internet is better than classroom training in the sense that: It is very practical to learn English online because it can be pursued at any place and one does not have to drive to school. One can save travel time and expenses. Moreover, most of the English courses offered are free of cost for everyone to take advantage of. There is also a variety of content available. Learning English online allows one to study English independently at one’s own pace. Regardless of how busy our schedule is, one can choose the most convenient time and place for English lessons. Also, learning English online allows one to take lessons at own speed depending on one’s aptitude and availability. Aside from all the above advantages, there is flexibility in choosing the best module and learning style that suits whether it is for business or personal purpose. The Internet offers a wide spectrum of content that is easily accessible at our fingertips. Since there are a lot of available online English courses to choose from, one is not limited to the knowledge of one teacher alone. One can learn from a number of online teachers and training modules from across the globe. Also, learning in this way exposes us to different English concepts that are applied in real business operations. In this respect one gains a variety of ideas and knowledge that can’t really be learnt from books. Moreover, it is very interesting. While using the Internet for research information and interaction with other learners, one can enhance navigating skills through the computer and web technologies. These skills are critical and essential requisites in the present century business and social life that require working with colleagues globally and across all time zones. Using internet can also enhance research skills and cross-cultural learning by providing a better understanding of foreign countries and cultural differences as well as enhance students’ cross-cultural communication skills (Greene & Zimmer, 2003; Lawson, White, & Dimitriadis, 1998). No doubt internet is one of the most powerful tools for teachers to help students, but as the wealth of available resources is infinite, students face problems in effectively handling such large amounts of information. Another problem is the unfamiliarity with the applications and handling of internet. In other words, little experience on the internet is an anxiety source for both language learners and teachers. Further, connecting to the internet might take a long time, it might break down in the middle of communication and it might be expensive.   It should be borne in mind that the internet does not mean the end of the blackboard, whiteboard, the course book, the tape-recorder or the OHP; but it does provide tremendous opportunities, stimuli and resources for not only teachers but also students. Since the internet offers all types of

topics, some of them are not unsuitable for school children. Though serious precautions are taken today, this is still an important problem for parents and children (Singhal, 1997). The teachers should assist their students so that they can discover and learn most according to their level of linguistic competence. Teachers should be responsible for the evaluation of all the web tools offered in a language class. Some more advantages of computer and internet assisted language learning according to Gündüz, Nazlı are: Multimodal practice with feedback Individualization in a large class Pair or small group work on projects The fun factor Exploratory learning with large amounts of language data Real-life skill-building in computer use (Warschauer and Healey, 1998). Internet also facilitates students of English learners to: Correspond in English by e-mail with other classes in other parts of the world Develop individual-pen-pals to write to at out of class time Communicate in real-time chat rooms Share opinions and ideas across cultures on sports, music, food, hobbies, etc. Conduct international surveys for class work Read and listen to up to date news. The focus on listening and speaking activities with gradual and increasing emphasis on reading and writing proves to be helpful. Grammar and vocabulary need to be taught in meaningful contexts, and students need to be given enough opportunities over time to use the language they have learnt. According to a study conducted by Jackson et al. (2006), it has been found that students, who used the internet more, got higher scores and grades. Further, oral activities for improving communication skills can be simulations, role-plays and discussion. Computer simulations provide a stimulus for such a work, by offering both, a focus for oral activity and a continually changing scenario for learners to talk about. For developing listening comprehension one can use a multiple-choice or fill-in program exercise with a cassette recorder or the latest multimedia containing a recorder. In addition to the normal feedback given after a wrong answer, the computer also lets the learner hear the relevant part of the tape again. Another simple technique is to use a tape with a test-reconstruction program which enables learners to reconstruct a summary of a recorded anecdote on screen with the help of the tape. Such audio files can be listened to a number of times unless and until one has fully comprehended the file. Some grammar activities that can be done on the computer might be: matching, multiple choice, fill in the gaps or complete the following (Blackie: 1999; Sperling: 1998). The internet is also a platform for experiencing and presenting creative works such as essays, poetry and stories and for providing supplemental language activities in specific areas of language learning (Singhal, 1997). According to the research activities, the internet changes the interaction between learners and teachers (Kern, 1995): There is less teacher and more learner talk in computer classes. Furthermore, it changes teacher and students' roles (Peterson, 1997) and makes learning more student-centered (Warschauer, Turbee, and Roberts, 1996). Conclusion: So from the above study it can be concluded that the internet being the most available, flexible, practical way and a treasure of vast knowledge, can be utilized for the purpose of developing good communication skills. A teacher and learner can better utilize it by the application and sharing of real-life experiences and situations within a healthy learning environment. So it is advisable to take internet and use of technology as an aid for educational and language learning activities as it allows for a great number of opportunities to communicate in the target language.

 

 

 

The Role of ICT in Learning: Implications for the ICP and its Members

Approved at Ottawa Council Meeting: February 2003

1. Rationale

This is the third ICP Position Paper and was generated by discussion of 34 Principal Organisations, representing 100, 000 Principals from around the world, at the ICP Council Meeting held in Auckland, New Zealand, from 14-16 April 2002.

The ideas and thoughts of the Council Meeting Workshop have been developed by an appointed sub-group of the ICP for discussion by the ICP Executive, subsequent refinement and endorsement by the ICP Council.

The first ICP Paper, entitled "The Role of the Principal", grew from workshops at ICP Council Meetings in Cape Town in 1999 and in Israel in 2000. The second ICP Paper, "Building the World's Future: Professional Development for Educational Leaders Across Boundaries", emerged from the Stockholm Council Meeting in 2001.

The purpose of all these papers is to express a position on the selected topic, which has the careful consideration, perspectives and cultural differences of school leaders from around the world and through workshopped interaction distils a consensus that carries the moral authority of a global educational view, which can be used locally for purposes of lobbying government, informing, and improving educational outcomes.

1.1 Context

Information and Communications Technology (ICT) is one for the issues that divides the world: the digital divide. In the richer countries, schools can afford, or are supplied with, infrastructure, hardware and software, that develop generations of e-literate students, highly advantaged in the new technology. In the poorer countries, school administrators may be without electricity, let alone sufficient bandwidth, or students with personally-owned laptops.

ICT has the potential, also, to close this divide.

The digital divide raises the imperative to set educational priorities for the use of ICT in schools and to understand its efficacy in teaching and learning. It is essential to establish best practice worldwide so that scarce resources are used effectively. While the ICT benefits include increased productivity, professional presentation of students' work, and an enriched learning environment, the implementation of ICT does not constitute a panacea for all educational woes, and, if poorly instituted, can add to a school's problems and introduce a spate of new woes.

Technology has immense power to transform learning in and beyond the classroom and educational decision-makers need to address, understand and define the relationship between technology and improved learning, so that the market within education is not exploited for commercial gain only.

Educator-training institutions need to incorporate appropriate computer skills and knowledge of effective exploitation of the technology within teacher-training courses, as well as continuing professional development.

The legitimacy of what comes across the internet needs to be observed with vigilance. Educational authorities need to be engaged, produce educational programmes, so that they strengthen choices, particularly on the ethical issues, which impact on morality and cultural traditions through the wider access to information.

The ownership of copyright material on the internet, as it relates to schools, is an issue that will require clarity.

Finally, the relationship between ICT proficiency and learning outcomes requires further research and proof.

1.2 General Discussion

1.2.1 Pedagogical Aspects

ICT has the potential to transform learning in and beyond the classroom. It can also in certain circumstances transcend previous limitations of space and time. Some of the perceived benefits to learners are:

• students can access enormous amounts of information quickly;
• students can work at their own pace;
• special needs, both remedial and extension, can be offered during the same lesson;
• course material can be offered simultaneously in different languages;
• students can access quality material irrespective of their geographical location;
• academic courses can be offered asynchronously;
• students can interact with peers and experts outside the classroom, town, and/or country;
• ICT can offer simulations where the student can experiment by changing the variables;
• ICT offers a host of different tools to demonstrate learning suitable for divergent and different intelligences; and,
• young students have readily accepted the technology.

There are also benefits for teaching, too. While largely dependent on the teaching methodology employed, these benefits include:

• ICT can, via multimedia, improve the richness of the learning experience;
• ICT can track a students progress and proficiency at certain skills;
• They allow the teacher to focus on process rather than product;
• Diagnostic tools allow the teacher to identify learning trends and problems; and
• Student work, created electronically, lends itself to Internet publishing and the creation of student portfolio work.

ICT, however, on their own, will not improve learning.

Possible pitfalls to the deployment of ICT include:

• the ability of educational systems, curriculum development to keep pace with ICT innovation is problematic;
• the individualized role of the teacher can be diminished where more and more material is offered via a centralized content vendor. There could be a loss of teaching individuality;
• other resources have to be sacrificed because of the enormous monetary expense that ICT necessitates;
• a myriad of technical issues which often seem overwhelming; and,
• teachers are often ignorant of what is available and also how to use the technology they already have. There seems to be too little attention in training teachers on how to best exploit ICT for teaching.

Computer acquisition and implementation in educational institutions must be paired with visionary pedagogical insight. Action plans should be devised as to just how ICTs can enhance teaching and learning. There has been much debate as to what we can realistically expect computer technology to contribute to the learning process.

1.2.2 Professional Development for our Staff

Some staff members are inflexible or unwilling learners, so systems to support and develop teachers are paramount. New teachers coming out of training institutions should be equipped to exploit the new technologies. The success of the implementation of ICT in a school is at risk unless teachers are trained so they can take responsibility to guide and support the learners and integrate the learning experience with ICT tools.

1.2.3 Globalisation

Increased information access via the Internet will present global challenges of language, commerce, context and integrity. Already, information transfer and the Internet have significant social, financial and political implications.

Threats to language, traditions and cultural and value systems as the students assimilate global ways and become global citizens through contact with other cultures using the communication features associated with ICT.

These same communication channels allow the pervasive reach of big business to infiltrate an even larger percentage of the market. The role played by big business, such as Microsoft, Cisco, HP, Sun Microsystems, Intel, etc., who wield budgets in excess of numerous countries, could have a huge impact in trying to shape education. They have a responsibility to declare their social and moral obligations to the societies they sell their products to; but educational leaders will need to be proactive in moderating their influence.

Computer technology will have an impact on how we teach in the future. The rate at which computer technology is being adopted is staggering. For example China will have an additional 250,000,000 internet users in 3 years. To ignore its impact, while the rest of the world comes onboard, would mean to fall behind.

1.2.4 The Digital Divide

There are enormous variations in access to quality ICT. The digital divide is widening and linked directly to poverty and geography.

Access to ICT for all is an issue that educational leaders need to consider. The digital divide, between the rich and poor nations, could be narrowed or widened as ICT technology has the capability to do either. The result will rely to some extent on how educational leaders respond.

If properly utilised, ICT has the potential to close the gaps between literacy and numeracy levels globally in a short space of time.

The largest limitation to ICT access for our learners is cost, hardware, software, licensing and broadband transmission. This is linked directly to social and developmental contexts of the culture in question.

1.2.5 Notions of ICT Literacy Will Gain Currency

ICT literacy will impact on educational traditions. The new habits of young people, shaped by ICT, will need to be incorporated into how we teach and they learn. For example, the new way people read, process stimuli, etc., will shape how we present information, write text books and facilitate a lesson.

Just as we have issues of literacy and numeracy facing our young people, the concept of information literacy will gain increasing currency. We need to ensure that concepts of understanding, judgements, discrimination, and communication are applied to what is available through ICT.

Advantages

- Easy information access

- Many applications for everyone

Disadvantages

- Unsecured, and some information false

- Easy for fraudsters.

Television- Television is a method of sending and receiving visual and aural data. People also use CCTV (closed circuit television) to capture the aforementioned. TV has been used and advanced since the late 1930s.

Advantages

- Many attachments for it.

- Advanced and is a worldwide used product

Disadvantages

- Can be very pricey

- Peoples lives revolve around it.

iPod

iPods are MP3 players made by the computing company, Apple. They are much higher in price than other MP3s, possibly because of the brand and compatibility of the products. Now there are so many of this specific brand, from the 'nano shoots video' campaign advertising the new iPod Nano, to 'the funnest iPod ever', the new iPod touch with it's massive selection of games and applications.

Advantages

- Music on the go

- Many interactive features

Disadvantages

- iPods are associated with many road accidents

- Very expensive

Computers

Computers are machines that execute instructions upon command. They are are used by the masses and see the internet very often. This is a service that encompasses the globe, with billions of users. It is a very efficient way of sharing data. Computers require hardware (the circuit boards and equipment inside it) and software (the programs and operating systems, these are intangible) to run. There are many brands of hardware; Apple, Dell, Acer, Time.

There are also many brands and types of softwares; Apple's Snow Leopard OS, Microsoft's Windows 7 OS, Microsoft Office, Linux. Computers can be priced from around £200 pounds to £15,000. The Mac Pro with the best specifications is priced at £15,000.

Advantages

- Smaller data storage (Compared to papers etc.)

- New operating systems easier to navigate

Disadvantages

- If data is not backed up it may note be secure

- There are many compatibility issues with computers