What is ICT, Definition,Benefits and Example
This essay presents in general view of exploring the use of ICT in language teaching and learning. The exploration focuses on the reflection of the presentation in the class which includes several discussions; what is ICT, example of ICT, considerations to use digital technology, benefits of using digital technology and my last statement related to my argument, I agree that “advanced learning cannot take place without the embodied presence of a teacher” (Dreyfus, 2009).
ICT stands for Information and Communication
Technology. A general term which describes the utilization of digital technology
in human activities. The technologies such as computers, smartphones, tablets
and any kinds of modern tools to support humans’ daily activities, especially
in educational field. The application digital technology is expected to
facilitate all learners in learning process.
In the case of E-learning, CALL for example, Computer
Assisted Language Learning, a language learning which utilizes technology (computer)
to alleviate teacher in transforming knowledge to learners, like applications
for learning, either online or offline software which have been created by
software and applications developer. CALL is generic term which has some
branches of terms. One of the examples is CELL, Computer Enhance Language, a
specific term which describes that computer plays role in the language learning
process. Besides that, the term of VLE,
Virtual Learning Environment where teacher uses teaching and learning tools
designed which enhance students learning experience by including computer and
internet in learning process. According to those terms, it is still related to
each other. That in language teaching and learning uses computer which is
installed by any kinds of software and connected to internet which serves any
kinds of web creation tools like padlet,
story bird, voice thread, spider scribe etc. This software and webtools is
expected to enhance, to maximize and to support the teaching and learning
activity. However, there are some consideration that should be undertaken by
teachers in the class to utilize digital technology classroom activity.
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| CALL illustration |
The considerations are , teachers is expected to be
competent to use digital technologies in classroom, teachers should be
selective in applying the tools used in class which is related to their
teaching and learning objectives, teachers
must be able to enact design science (be
creative) as a part of their professional practice, and teachers must be aware
in determining the activity theory, looking for the information which is served
by technology and which is equivalent with the curriculum and syllabus. As
stated by Kaptelinen and Nardi (2006) that the technology used should be
symmetry with the aim and the need of the humans.
Applying digital technology in teaching and
learning activity contributes much benefits, especially in English language
teaching and learning. Since the development of digital technology very massive
and dynamic, there are so many features of online and offline software, tools
(artefacts) available in internet which is functioned in English language
teaching. Those artefacts are revolutionized according to the needs of teachers
and students. The digital technology is ideally placed to help teacher to
enhance their professionality. For example, for class management, like making
the data of students, making rubric assessment, attendance list, storing
students’ data project, conducting a research related to the use of ICT in teaching
activity, teachers can save their time because the tools applied will make them
easier to deliver the teaching content.
In addition to the benefits for teacher, digital
technology offers more benefits for learners, in the case of speaking skill.
Increasing student engagement, when students are used to accessing their
technology, they are automatically more engage. However, it depends on the
teacher activities created, whether it triggers student’s participation or not.
So, teacher should design the class learning situation in various ways to
activate learners. Digital technology pushes and trains students to be more
collaborative. It enables them to communicate to each other, at home, at school
and share their work online. We believe that collaborative is essential skill
for students’ future to face the massive technology development. And it is a skill which is required in their
future workplace.
Other benefits are; it gains students creativity
skills. In writing skills, we can coach our students to improve their writing
ability with web creation tools which can be used by teacher in class where
students can practice it instantly to share their ideas to write. Story bird, a
web creation tool which is full of anime pictures. This web creation tool can
be utilized teachers to teach on how to write descriptive text. With the
pictures served by the web, students can elaborate their imagination on written
form. It is noted that visual (pictures) can serve help, establish setting,
define/ develop the characters, extend the plot, provide a different view
point, contribute to the text coherence and reinforce the text (Carney &
Levin: 2002).
Moreover, digital technology can improve students
reading skill. A research from Biancarosa & Griffiths (2012) the
technological advances have created excitement among many for their potential
to be used as instructional tools for literacy education. By this, I agree that
beyond the reading activity, technology can be more than a tool in drilling
students on skills, it can be a tool to develop students vocabulary mastery, to
make easy to acquire vocabulary and how to pronounce each word.
According to my explanation above, I strongly
agree that “advanced learning cannot take place without the embodied presence
of a teacher” (Dreyfus, 2009). Even the technology grows massively and
magnificently, we still need teacher who will instruct to students to use the
software and webtools (artifacts). Moreover, they are ones who select
appropriate tools or artifacts to achieve the objective of teaching and
learning activities.
References
Biancarosa, G., & Griffiths, G. (2012).
Technology Tools to Support Reading in the Digital Age. Vol. 22. No 2
Carney, N, R., & Levin, R, J. (2002).
Pictorial Illustration Still Improve
Students’ Learning from Text. Educational Psychology Review. Vol. 14. No 1
Kaptelinin, V., & Nardi, A, B. (2006) Acting
with Technology, Activity Theory and Interaction Design. The MIT Press. London.
