NICT´S FOR LANGUAGE TEACHING

cminnova@yahoo.com

Carlos Man Ospina Nova

Centro de estudios

CAMBRIDGEDirector

B.A Modern Languages U de Caldas B.A Psychology UAN

M.A Linguistics, Ohio University. U.S.AGraduate Diploma Autonomous Learning,

Thames Valley University, London EnglandPhD Educación en Iberoamérica CIHCE, Peru

Why should teachers use NICT´s? In this day and age, it is essential to integrate

Information and Communication Technologies into the ESL classroom.

Technology is fun and motivating for the students. It provides a type of ESL and cross-curricular learning. The integration of technology into the classroom

should be seen as a long-term project. ESL teachers must get away from the notion that all

students in the classroom need to be doing the same thing at the same time to have a well-disciplined learning environment.

AUDIOVISUAL TEACHING SCENARIA

•2005•2000•1990 •1980•1970 •0 to 1960

Teaching Technology today

Possible uses for Information andCommunications Technologies in the ESL classroom

Competency 1. To interact orally in English A. Practising spoken English

Interactive CD-ROMs Software for oral interaction Audio or video recording of

interviews, debates, skits, television programs, etc. With a

digital camera; Correspondence by voice email; PowerPoint presentations PPT

Competency 1. To interact orally in English B. Listening to spoken English

Sound recording software creating Web radio, collective stories, poems, reports, songs. Publicity (RealAudio,QuickTime, SoundEdit Pro, Cool Edit)

Websites with audio components Listening to various forms of

communication via computers, TV, radio, videos, or tape recordings

Competency 1. To interact orally in English C. Interpreting non-verbal clues

Television programs, films or videos Sequences in class or interviews

recorded with a digital camera

Competency 2. To reinvest understanding of oral and written texts A. Using ICTs as a source for texts

E-mail CD-ROMs; visual dictionaries and encyclopaedias Internet sites about news, books, magazines, various

research themes Evaluation of websites with criteria chosen by the

students WebQuests and Internet treasure hunts Student-created texts and questionnaires using

wordprocessing software Electronic greeting cards Websites containing music lyrics, poems, film clips, news

announcements, etc. Fun websites, games ,software and puzzles Television and radio clips Publicity from the Internet and other sources Instructions and procedures given on software and user

guides Virtual class trips to museums, libraries, cultural

institutions

Competency 2. To reinvest understanding of oral and written texts B. Using ICTs to reinvest understanding of texts

Computer-based reading logs and reading journals (Apple Works databases)

Using word-processing software to create reports, interactive stories, class plays, skits, etc.

Chat forums (under supervision) Creation of posters, bookmarks, illustrations, comic

strips, etc. Using graphics or word-processing software

Production of videos using digital cameras Mind-mapping diagrams on computer (using

Inspiration6 software) PowerPoint presentations Creation of personal or class picture dictionaries

with computers or digital-camera photos

Competency 2. To reinvest understanding of oral and written texts A. Using ICTs as a source for texts

E-mail CD-ROMs; visual dictionaries and encyclopaedias Internet sites about news, books, magazines, various

research themes Evaluation of websites with criteria chosen by the

students WebQuests and Internet treasure hunts Student-created texts and questionnaires using

wordprocessing software Electronic greeting cards Websites containing music lyrics, poems, film clips, news

announcements, etc. Fun websites, games ,software and puzzles Television and radio clips Publicity from the Internet and other sources Instructions and procedures given on software and user

guides Virtual class trips to museums, libraries, cultural

institutions

Competency 3. To write texts

Electronic correspondence or pen pals (either local or international) via e-mail, discussion forums, or participation in supervised chat rooms

Electronic greeting cards;

A. Interactive writing

Competency 3. To write texts

Using the outline function in some software to create a plan for a written work (ex. Apple Works, Claris Works, etc.)

B. Note-taking

Competency 3. To write texts

Creating class yearbooks Creation of a class web page Requests for information via the Internet Use of word processing with illustrations, graphics, etc. in

the presentation phase Creation of charts, tables, graphics, etc. in the presentation

of survey results PowerPoint presentations Electronic portfolio entries Creating and illustrating recipes using word processing

software, digital video cameras, etc. Creating a list of interesting or useful websites and

commenting on each

C. Writing in projects

Competency 3. To write texts

Visual dictionaries and word banks Posters to illustrate a grammar or

structure rule Lists of interesting books, films,

television programs,music, etc Creation of a “Want Ads” listing for

the class Electronic reading logs using

databases (ex. Apple Works)

D. Creating reference tools

Competency 3. To write texts

Use of a computer-based writing checklist to facilitate self-correction and peer correction

Use of ESL writing software Use of spell check and grammar

check functions in English

E. The writing process

Competency 3. To write texts

Collective story writing Creation of class newspapers or

reports on current events Writing texts for plays and skits

F. Storytelling

Competency 3. To write texts

Use of games, puzzles, etc. from CD-ROMs, websites, DVDs, or software

G. Just for fun

Competency 3. To write texts

Using all kinds of graphics and pictures to illustrate any written work

Using “morphing” software to create caricatures

Creating comic strips, pictures with captions, posters, pamphlets, bookmarks

H. Illustrating writing samples

Ten reasons you know you're living in 2009

1. You accidentally enter your password on the microwave.

2. 2. You haven't played solitaire with real cards in years.

3. 3. You have a list of 15 phone numbers to reach your family of 3.

4. 4. You e-mail the person who works at the desk next to you.

5. 5. Your reason for not staying in touch with friends and family is that they don't have e-mail addresses.

6. 6. You pull up in your own driveway and use your cell phone to see if anyone is home.

7. 7. Every commercial on television has a web site at the bottom of the screen.

8. 8. Leaving the house without your cell phone, which you didn't have the first 20 or 30 (or 60) years of your life, is now a cause for panic and you turn around to go and get it.

9. 9. You get up in the morning and go online before getting your coffee.

10. 10. You're reading this and nodding and laughing. :)

Thanks