The role of ICT in language teaching and beyond the classroom

Sarah Pasfield-NeofitouConcluding Speech

(Re)Conceptualizing the Interface of Language, Technology and Literacies

Language, Technology and Literacies

• The role of ICT in language teaching• ICT beyond the classroom• Writing & Technology

Beyond Integration: Using new media in language and literacy teaching

• The question:• “A look at language and literacy classrooms

suggests that the integration of digital technologies remains somewhat piecemeal. Why is this so and should we be worried?” (Snyder, keynote speech)

The role of ICT in language teaching

• Some answers:• A “Reluctance to relinquish the teacher-centred

role of ‘sage on the stage’” and a “lack of confidence, ability and training in ICT use” (Glatz, S1P1)

• “Content and Language Integrated Learning (CLIL)” (Macfarlane, S1P2)

• “The role of ICT in foreign language pedagogy” (Kreutz, S1P3)

ICT beyond the classroom

• Goal of extending the learning process “beyond the boundaries of the classroom” (Chakowa, S2P1)

• “Learners are exposed to a multitude of multimodal and multimedia resources” (Ismail, S2P2)

• “Follow-up research into language learners’ email communication after the end of an activity” (Takahama, S2P3)

Writing & Technology

• “The innovative curriculum has normalised ‘typing literacy’” within the course (Morofushi, S3P1)

• A goal to “envisage how such writing activities can be integrated in the more general framework of teaching/learning” (Durel & Trousseau, S3P2)

• The iPad and Livenotes “can be utilised for data collection for research in applied linguistics and education, and for general language classroom practice” (Fujino, S3P3)

(Re)Conceptualizing the Interface of Language, Technology and Literacies

• Social factors• Linguistic factors• Pedagogical factors