Computer Assisted Language Learning&

Information and Communications Technology (ICT)

By Rosa Angélica Sánchez Pérez Act. 1.8

Universidad Autónoma del Carmen

Degree: English Language

Computer Assisted Language Learning (CALL): an introduction

Three phases of CALL:

Behavioristic CALL

Communicative CALL

Integrative CALL

Behavioristic CALL

The first phase of CALL, conceived in the 1950s and implemented in the 1960s and '70s, was based on the then-dominant behaviorist theories of learning. Programs of this phase entailed repetitive language drills and can be referred to as "drill and practice”.Drill and practice courseware is based on the model of computer as tutor. In other words the computer serves as a vehicle for delivering instructional materials to the student.

Communicative CALL

The second phase of CALL was based on the communicative approach to teaching which became prominent in the 1970s and 80s. Proponents of this approach felt that the drill and practice programs of the previous decade did not allow enough authentic communication to be of much value.One of the main advocates of this new approach was John Underwood, who in 1984 proposed a series of "Premises for 'Communicative' CALL“.

Integrative CALL

Steps toward integrative CALL: multimedia

Integrative approaches to CALL are based on two important technological developments of the last decade - multimedia computers and the Internet. Multimedia technology - exemplified today by the CD-ROM - allows a variety of media (text, graphics, sound, animation, and video) to be accessed on a single machine. What makes multimedia even more powerful is that it also entails hypermedia. That means that the multimedia resources are all linked together and that learners can navigate their own path simply by pointing and clicking a mouse.

Steps toward integrative CALL: the Internet

Computer Mediated Communication (CMC), which has existed in primitive form since the 1960s but has only became wide-spread in the last five years, is probably the single computer application to date with the greatest impact on language teaching.

Information and Communications Technology (ICT)

ICT and development

Refers to the application of information and communication technologies (ICTs) toward social, economic, and political development, with a particular emphasis on helping poor and marginalized people and communities. It aims to help in international development by bridging the digital divide and providing equitable access to technologies. ICT4D is grounded in the notions of "development", "growth", "progress" and "globalization" and is often interpreted as the use of technology to deliver a greater good.

WISS

The world Summit on the information Society phases brought to the forefront the role of ICT for development organized by the United Nations in conjunction with the ITU, this Summit emphasized the growing relevance of ICT in the global domain. A summary of the development target for 2015 emerging out of the WSIS.

ICT and Developing Countries

The birth of internet and growth were in the USA, and this handled, in part, to large distortions in connectivity between the developed and developing nations. Economics remains the obvious overarching reason for the continuation of the divide. Much of this divide is due to legacy reasons, and locations of hosts and users. ICT challenges The simplified model of ICT masks the challenges that require extensive research, north in technology and in the social sciences.

ICT challenges

The simplified model of ICT masks the challenges that require extensive reaserch, north in technology and in the social sciences. Digital divides- Awareness, Availability Accessibility, and Affordability.

References

• http://www.ict4lt.org/en/warschauer.htm

• Ahmad K., Corbett G., Rogers M., & Sussex R. (1985) Computers, language learning and language teaching, Cambridge: Cambridge University Press.

• https://www.cs.cmu.edu/~rtongia/ICT4SD_Ch_2--ICT.pdf