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Mrs. K.N.Deshmukh
Shri Datta Meghe Polytechnic, Wanadongri, Nagpur
Abstract: The future of technology in English Language Teaching and Learning is quite promising. It has given rise
to new era of innovative teaching methods. It would be a waste of valuable resources if pedagogy does not take
advantage of the technologies available. The pedagogical tools provided by technology can enable language
teachers and learners to quickly reach new goals. The ultimate maturity of Information Communication Technology
(ICT) could make English as a Second Language teaching, more effective and spontaneous.
This research paper attempts to examine the pedagogical approaches for English language teaching with ICT.
Teachers
need to take active roles in exploring how to utili:e available technologies to provide optimal help to English
Language learning students to improve their LSRW skills.
Interactive Multimedia Environments
Keywords: Pedagogical tools, ICT, LSRW(Listening, Speaking, Reading, Writing), Interactive Multimedia
Environments, ICT-based activity,
Introduction
st
21 century is the age oI globalization and is important to grasp on various Ioreign languages where
English language comes Iirst. Its signiIicance continues to grow, Iuelled, partially by the internet.
Technological innovations have gone hand in hand with the growth oI English and are changing the way in
which we communicate. It is Iair to assert that the growth oI the internet has Iacilitated the growth oI the
English language.
There is growing concern about the level oI English proIiciency at the workplace. II it is leIt unchecked,
it could lead to the country losing its competitiveness especially in the industry and technical Iields. The
learners Irom all the disciplines need communicative competence to maintain its competitive edge in all
aspects oI our economic environment such as administration, education, trade or Iinance
In the last Iewyears there has been an important reIorm in the syllabus oI the education system and in
the educational role oI teachers who have had to learn to integrate ICTin their teaching practices. There is no
single most excellent way oI teaching ESL (English as a Second Language). ELT (English Language
Teaching) practitioners have put into practice a great deal oI diverse activities to keep themselves up-to-date
and enhance their teaching. ICThas proved its potential by providing various techniques to teach and learn
English language. The impact oI ICT is observed on both, at pedagogical level and in the structure oI the
current educative system.
ELTin Multimedia Environments
The ubiquity oI technology cannot be denied. It has inIused modiIications in the pedagogy oI teaching
methodologies. The classroom environment oI today is totally diIIerent Irom that oI yesteryears'
classrooms. The need oI today's classroom is catered by technology. In traditional classrooms, English
language learning was not less than mechanical memorization. None oI these traditional manners are bad or
damaging the students. In Iact, till date they are proving to be useIul also. But the process oI developing
The
teachers own pedagogical beliefs and values play an important part in shaping technology-mediated learning
opportunities. The use of ICT requires a new approach to pedagogy, lesson planning and the curriculum.
Teachers skills to organi:e and stimulate the ICT-based
activity can be equally effective to both the whole-class and individual work. It is the need of hour that teachers should
modify their pedagogical knowledge for teaching English language in . We
knowthat to teach is to learn again.
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English language as a skill was hampered due to lecturing and rote learning. In addition, exam-oriented
cultures exerted a harmIul eIIect on the learners' overall development including their development oI
creative and critical thinking abilities. ICTcan be utilized by capable and creative ELTpractitioners to make
learning more interesting, motivating, stimulating, and meaningIul to the ELL. Use oI ICTin ELTcan be a
whole-class activity where teacher can use Projector, Smart board, head projectors, interactive boards, i-
pads, blogs, computers, the internet, video cameras, PA-system (PublicAddress system), scanners, printers,
video conIerencing, E-mails and many more. Whereas it can be an individual activity in which a well
equipped Language Laboratory is necessary. The learners can work at their own pace using electronic tools.
Teacher can assist the weaker students individually. These tools can enhance the eIIect oI teaching and also
support the changes to the way students are learning. ICT can Ioster the need oI ELLby involving them in
reIlective learning and equipping them with the tools necessary to develop their oral as well as written
proIiciency oI the English language. On the other hand, the instrumentality oI ICT cannot be denied in
eliminating the drawback oI traditional method; that it ignores the development oI oral proIiciency oI the
learners. The institute where the Spoken English is practiced individually in Language Laboratory supports
the viability oI ICT as a supportive pedagogical tool across curriculum. Findings have shown that schools
1
which have very good ICTresources achieved better results in English than schools with poor ICT.
ICT APedagogical Tool
Pedagogy is a generic Iorm oI knowledge that is involved in all issues oI student learning, classroom
management, lesson plan development and implementation, and student evaluation. It includes knowledge
about techniques or methods to be used in the classroom; the nature oI the target audience; and strategies Ior
evaluating student understanding. Ateacher with deep pedagogical knowledge understands how students
construct knowledge, acquire skills, and develop habits oI mind and positive dispositions toward learning.
It is the Iact that technologies are here to stay. Due to rapidity in digital evolution, the technology has
become an inseparable part oI knowledge oI pedagogy and content. The teachers have to shiIt their Iocus to
a very diIIerent context Irom earlier conceptualizations oI knowledge, in which technologies were
standardized and relatively stable.
Teaching with technology requires an understanding oI the representation oI concepts using
technologies; pedagogical techniques that use technologies in constructive ways to teach content;
knowledge oI what makes concepts diIIicult or easy to learn and howtechnology can help redress some oI
the problems that students Iace; knowledge oI students' prior knowledge and theories oI epistemology; and
knowledge oI how technologies can be used to build on existing knowledge and to develop new
epistemologies or strengthen old ones. Technological pedagogical knowledge (TPK) is knowledge oI the
existence, components, and capabilities oI various technologies as they are used in teaching and learning
settings, and conversely, knowing how teaching might help to achieve desired eIIect as the result oI using
particular technologies.
There are two main aspects where ICTis used as a tool Ior teaching English and English is taught via ICT.
Both the aspects demand modiIication in teacher's pedagogical approach. An eIIective blend oI these two
methodologies can justiIy the eIIicacy oI using wide range oI ICT application. ELT practitioners are
expected to teach content knowledge using pragmatic pedagogical method in indissoluble conjunction with
ICTskills and knowledge. The quality use oI ICTand the use with a pedagogical incentive become urgency
where English material should be the only Iocus and ICTIacilities become pedagogical and environmental
agent. Exclusive use oI ICTas a tool demand lot oI preparation on teacher's part.
Pedagogical Reasoning forICTintegration
1. To cultivate students' interest in Study.
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References
Becta Report, (2001), pg-10,Section-A( Statistical Data on Schools)
Matt Bower, John G. Hedberg & Andreas Kuswara (2010): A Iramework Ior Web 2.0 learning design, Educational Media
International, 47:3, 177-198
Melhuish, K. (2008). 2.0 be or not 2.0 be: HowEnglish teachers are embracing the world wide web. English in Aotearoa, 27(1),
23-30.
Mullamaa, K. (2010). ICTin language learning - beneIits and methodological
implications.InternationalEducationStudies,3(1),38-44. ) http://ccsenet.org/journal/index.php/ies/article/download/4965/4131
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