First Quiz of ICT

CALL (computer assisted language learning)

A definition of CALL

Computer Assisted Language Learning (CALL) is often perceived, somewhat narrowly, as an approach to language teaching and learning in which the computer is used as an aid to the presentation, reinforcement and assessment of material to be learned, usually including a substantial interactive element. Levy (1997:1) defines CALL more succinctly and more broadly as "the search for and study of applications of the computer in language teaching and learning". Levy's definition is in line with the view held by the majority of modern CALL practitioners. For a comprehensive overview of CALL see ICT4LT Module 1.4, Introduction to Computer Assisted Language Learning (CALL): http://www.ict4lt.org/.

A brief history of CALL

CALL's origins can be traced back to the 1960s. Up until the late 1970s CALL projects were confined mainly to universities, where computer programs were developed on large mainframe computers. The PLATO project, initiated at the University of Illinois in 1960, is an important landmark in the early development of CALL (Marty 1981). In the late 1970s, the arrival of the personal computer (PC) brought computing within the range of a wider audience, resulting in a boom in the development of CALL programs and a flurry of publications. Early CALL favoured an approach that drew heavily on practices associated with programmed instruction. This was reflected in the term Computer Assisted Language Instruction (CALI), which originated in the USA and was in common use until the early 1980s, when CALL became the dominant term. There was initially a lack of imagination and skill on the part of programmers, a situation that was rectified to a considerable extent by the publication of an influential seminal work by Higgins & Johns (1984), which contained numerous examples of alternative approaches to CALL. Throughout the 1980s CALL widened its scope, embracing the communicative approach and a range of new technologies. CALL has now established itself as an important area of research in higher education: see the joint EUROCALL/CALICO/IALLT Research Policy Statement: http://www.eurocall-languages.org /research/research_policy.htm. See also the History of CALL website: http://www.history-of-call.org/.

Types of CALL Programs

 CALL programs/materials include (from ICT4LT Module 1.4): 

- CALL-specific software: applications designed to develop and facilitate language learning, such as CD-ROMs, web-based interactive language learning exercises/quizzes (see CD-ROM examples for language learning)

- Generic software: applications designed for general purposes, such as word-processors (Word),  presentation software (PowerPoint, see an e-book made by students "Many Moons"), and spreadsheet (Excel), that can be used to support language learning (see examples of using Excel for language learning & teaching)  *Also see Microsoft Office Online Templates)

- Web-based learning programs: online dictionaries, online encyclopedias, online concordancers, news/magazine sites, e-texts, web-quests, web publishing, blog, wiki, etc.

- Computer-mediated communication (CMC) programs: synchronous - online chat; asynchronous - email, discussion forum, message board

The development of CALL – from the pedagogical perspective

I) Warschauer's Analysis (Kern & Warschauer, 2000; Warschauer, 1996; Warschauer, 2004)

(*Note: the three stages have not occurred in a rigid sequence. As each new stage has emerged, previous stages continue.)

·           Structural / Behavioristic CALL (1960s -1970s)

View of Language: Structural (a formal structural system)

English Teaching Paradigm: Grammar-Translation & Audio-lingual

Principal Use of Computers: Drill and Practice

Principal Objective: Accuracy

Characteristics:

1.      Repeated exposure to the same material is believed to be beneficial or even essential to learning.

2.      A computer is ideal for carrying out repeated drills, since the machine i) does not get bored with presenting the same material and ii) it can provide immediate non-judgmental feedback.

3.      A computer is used as a tutor, presenting material and feedback on an individualized basis, allowing students to proceed at their own pace and freeing up class time for other activities.

·           Communicative / Cognitive CALL (1980s -1990s)

View of Language: Cognitive (a mentally constructed system through interaction)

English Teaching Paradigm: Communicative Language Teaching

Principal Use of Computers: Communicative Exercises (to practice language use; non-drill format)

Principal Objective: Fluency

Characteristics:

1.      Grammar is taught implicitly rather than explicitly.

2.      Computers are used to stimulate discussion, writing or critical thinking. Students are encouraged to generate original utterances rather than just manipulate prefabricated language.

3.      The programs avoid telling students that they are wrong and are flexible to a variety of student responses.

4.      Computers are used as a tool (e.g., word processors, spelling and grammar checkers, and concordancers) and the target language is used exclusively.

·           Integrative / Sociocognitive / Socioconstructive CALL (1990s -present)

View of Language: Sociocognitive (developed in social interaction through discourse communities)

English Teaching Paradigm: Content-based & ESP/EAP

Principal Use of Computers: Authentic Discourse (to perform real-life tasks)

Principal Objective: Agency (*definition: "the satisfying power to take meaningful action and see the results of our decisions and choices" Murray, 1997, p. 126)

Two types: Multimedia CALL (CD-ROMs) and Web-based CALL (on the Internet)

A) Multimedia CALL

Characteristics:

1.      They create a more authentic learning environment using different media.

2.      Language skills are easily integrated through multimedia.

3.      Students have a high degree of control over their learning through hypermedia.

4.      It facilitates a principle focus on the content without sacrificing a secondary focus on language form.

B) Web-based CALL

Characteristics:

  A) CMC –

1.      It provides authentic synchronous and asynchronous communication channels. Language learners can communicate directly, inexpensively, and conveniently with other learners or native speakers of the target language at any time and in any place.

2.      CMC can be carried out in several forms; it can be one-to-one, one-to-many, or many-to-one.

B) The Web –

1.      Students can search through millions of files around the world within minutes to locate and access authentic materials exactly tailored to their own personal interests.

2.      Students can use the Web to publish their texts or multimedia materials to share with partner classes or with the general public.

3.      How Computers can be used in the Language Class

1) Teaching with one computer in the class

                - delivery of content (PowerPoint, word-processor, Webpages, etc.)

                - classroom activities/discussions mediated by the computer

                - Interactive whiteboard

2) Teaching in the computer network room (network-based language teaching)

                - task-based group work /activities

                - computer-mediated communication (CMC): asynchronous/synchronous

                - tandem learning

                              

3) Self-access learning (independent learning)

                - drills and exercises

                - word processing

                - resource searching

4) Distance learning (i.e. individual learners working by themselves, at a place and time of their choice and, to some extent, at a pace and in an order also chosen by themselves.)

                - delivering online course content

                - CMC activities: email, discussion forum, chat rooms

                - tandem learning

                - community building

4.      Principles of Using and Designing CALL Programs in Language Learning and Teaching   

        - student/learner-centeredness (to promote learner autonomy)

        - meaningful purpose

        - comprehensive input

        - sufficient level of stimulation (cognitively and affectively)

        - multiple modalities (to support various learning styles and strategies)

        - high level of interaction (human-machine and human-human)

(Source: www2.nkfust.edu.tw)

ICT IN EDUCATION

(source: http://api.ning.com/)

Information and Communication Technologies (ICT) content in English enables students to develop and apply skills, knowledge and understanding of ICT in their composing, responding and presenting, and as part of the imaginative and critical thinking they undertake in English. The ICT content has been incorporated into the content of this syllabus to ensure that all students have the opportunity to become competent, discriminating and creative users of ICT and are better able to demonstrate the syllabus outcomes of English through the effective use of ICT.

In their study of English, students are able to apply their existing knowledge of word processing, multimedia, ways of formatting and presenting texts, simulation software, graphics and electronic communication and further develop their skills, knowledge and understanding of these technologies. They learn about the ethics of information communication through technology. (7-10 Syllabus, p9)

(source: www.englishteacher.com)

Educational ICT tools can be divided into 3 categories: Input source, Output source and Others.
　See the following graph：

(source:www.elmoglobal.com/en/html/)

Using ICT as a classroom tool has many other benefits because ICT :

• provides highly motivational activities for students …Initially computer-based activities can provide stimulus to undertake tasks that students may otherwise avoid
• links to other learning and to real-world situations and experiences that reflect gender & cultural diversity
• increases opportunities for student interaction and decision making…This interactive process has the potential to cater for individual learning styles
• makes complex tasks more manageable …in some cases these activities require the development of new skills
• makes repetitive tasks more interesting
• illustrates complex processes or concepts
• provides access to resources…increases the need for students to develop critical thinking and effective information processing skills
  (DET Computer Based Technologies in the English KLA, 1997, pps 6-7))

Research suggests that incorporating ICT into the English curriculum can:

• improve writing and reading skills
• develop speaking and listening skills
• support collaboration, creativity, independent learning and reflection (Becta,2003a, Becta,2003b, VTC,2003) (cited in Becta 2005)

ICT can enable students to:

• access information and respond to a widening range of texts
• organise and present information in a variety of forms
• broaden the range of audiences for their work
• compose a widening range of texts for a broad range of purposes
• compose for real audiences. ICT can support them in their choice of genre for audience and purpose.
• identify key characteristics and features of text
• develop understanding of language and critical literacy (Becta,2006,ICT in the Curriculum)

ICT enhances composing in English by allowing students to

• plan, draft, revise and edit their own and others’ writing using a word processor and other desktop publishing packages
• share and collaborate in the writing process
• use hypermedia to write up, lay out and present their work for publication on the Internet
• transform different media into one text
• email for a range of communication purposes
• design websites using informative/ persuasive texts
• publish writing in a variety of forms
• use video editing programs and programs such as Photo Story , Movie maker and animation software packages
• integrate digital photography and video into their texts
• integrate different media into one text
• communicate with a wider group of people in a range of forums (e.g. via e-mail, newsgroups, online conferencing raps) and hence promote collaborative learning .

 (source: www.englishteacher.com)

(source: www.gaia-tech.com)

3 Main advantages of ICT tools for education 1‧ Through ICT, images can easily be used in teaching and improving the retentive memory of students. 2‧ Through ICT, teachers can easily explain complex instructions and ensure students' comprehension. 3‧ Through ICT, teachers are able to create interactive classes and make the lessons more enjoyable, which could improve student attendance and concentration.

3 Main disadvantages of ICT tools for education 1‧ Setting up the devices can be very troublesome. 2‧ Too expensive to afford 3‧ Hard for teachers to use with a lack of experience using ICT tools (source:www.elmoglobal.com/en/html/)

Conclusion:

There are many benefits that we will get, if we use ICT in teaching and learning process. It will provide students many things that can support them in getting knowledge because it provides many resources of information through using internet. It also can help us to keep our file, document,or data, and records. Eventhough it has some disadvantages, but if we can use it well, it willgive us more advantages. 

Management information system

(source: http://www-fp.pearsonhighered.com)
Information is the lifeblood of all organizations, now more than ever and they need someone who understands both business (programmers/computer scientists don't) and technology (other kinds of managers don't) (source: http://www.sjsu.edu/isystems/). Information System is a combination of information technology and and people's activities using that technology to support operations, management. In a very broad sense, the term information system is frequently used to refer to the interaction between people, data and technology (source: en.wikipedia.org/wiki/HTML)..
As the managers of information and technology within the organization, MIS professionals bring technology and business together to deliver information solutions that help organizations meet their goals (source: http://www.sjsu.edu/isystems/). This is a system that provides information needed to manage organizations effectively. Management information systems involve three primary resources: Technology, Information, and People. It's important to recognize that while all three resources are key components when studying management information systems, the most important resource is people.
It is an organized approach to the study of the information needs of an organization's management at every level in making operational, tactical, and strategic decisions. Its objective is to design and implement procedures, processes, and routines that provide suitably detailed reports in an accurate, consistent, and timely manner (source: en.wikipedia.org/wiki/HTML). Its concentration prepares students to excel professionally and contribute meaningfully to the knowledge/information economy of the 21st century (source: http://www.sjsu.edu/isystems/).

Hypertext
Hypertext is the presentation of information as a linked network of nodes which readers are free to navigate in a non-linear fashion. It allows for multiple authors, a blurring of the author and reader functions, extended works with diffuse boundaries, and multiple reading paths.
Hypertext, at its most basic level, is a DBMS that lets you connect screens of information using associative links. At its most sophisticated level, hypertext is a software environment for collaborative work, communication, and knowledge acquisition. Hypertext products mimic the brain's ability to store and retrieve information by referential links for quick and intuitive access.
(source: www2.iath.virginia.edu/elab/hfl0037.html )

(source: https://pasukansedekah.files.wordpress.com )

Hypermedia
Hypermedia is the generalization of hypertext to include other kinds of media: images, audio clips and video clips are typically supported in addition to text. Individual chunks of information are usually referred to as documents or nodes, and the connections between them as links or hyperlinks the so-called node-link hypermedia model. The entire set of nodes and links forms a graph network. A distinct set of nodes and links which constitutes a logical entity or work is called a hyperdocument; a distinct subset of hyperlinks is often called a hyperweb.
(source: http://www.iicm.tugraz.at/about)

(source: http://image.slidesharecdn.com/hypermedia )

Multimedia
Multimedia is the field concerned with the computer-controlled integration of text, graphics, drawings, still and moving images (Video), animation, audio, and any other media where every type of information can be represented, stored, transmitted and processed digitally.
It  still images in various ways and combinations made possible through the advancement of technology. By combining media and content, those interested in multimedia can take on and work with a variety of media forms to get their content across. This is an exciting new field for those interested in computers, technology, and creative career options. Multimedia can be accessed through computers or electronic devices and integrates the various forms together. One example of multimedia would be combining a website with video, audio, or text images.
(source: http://internships.about.com/od/blogs/)

(source: http://www.rega.ch/en/multimedia.aspx )

Conclusion
Generally, Technology has changed and improved very fast. Inthe reality, technology has a big role. It is used as a tool for communication with other, getting information, and developing our knowledge. Later, as a would be teacher, we should be able to use technology, because technology will help us to teach our student in giving more explaination. For example, , we can download pictures, audios, and videos to help improve the students’ ability especially in the four skills of English. It will make our lesson more interesting. So that, students will study happily, and they can understand the material easily.