The C in ICT – using computers to encourage communication in the English classroom.

It used to be called IT. The letters stood for Information Technology. The C in ICT was introduced because it has become obvious that the technology is at least as important as a means of communication as a device for handling information. Seen as communication tools, computers have an obvious place in language teaching and learning.

The C in ICT can help us to remember a number of key points to bear in mind when using computers in English classrooms. 

• Catalysts
  Computers are often a catalyst for pupil activity.  Unlike television, computers invite learners to be active.  They can't just sit staring at a computer screen.  They have to do something. Related to this point is the idea of challenge.  Working with computers offers an almost continual series of minor (and sometimes major) problems that have to be solved – in many cases, before the user can continue.
  
  
• Collaboration
  Another key concept is collaboration or co-operation.  The computer screen allows pupils to do things together. Two or three (or even a whole class, if the screen is big enough) can participate in the same activity, (solving a problem, finding answers to a question, writing a story and so on.)  The video recordings here leave no doubt that children enjoy and are good at working together with computers.
  
  
• Creativity
  Computers also encourage creativity. Sound, pictures, animations, video and text can be put together in new and different ways to make stories more convincing and explanations clearer than they would have been without this multi-media tool.
  
  
• Complementary function
  Computers seem to work best as tools for learning and teaching when they complement other teaching and learning activity. Learners should be encouraged to take notes when working with computers. Teacher's instructions and tasks on paper worksheets can ensure that work with computers has structure and purpose.  Conversely, many computer programmes for young learners can be used as sources of teaching materials such as flashcards for oral activities, materials for wall charts and classroom displays.  Electronic reference materials such as dictionaries can be consulted when needed for writing - or to help pupils to understand a text.  Where there are not sufficient computers (and there hardly ever are) some pupils can work, alone or in groups with written and or oral tasks while others perform tasks using the computers that are available. Teachers must then be able to move easily between the two. If teachers and learners are to use computers purposefully and efficiently these must be placed in or near classrooms or other work areas.

• Control
  In the past, some widely used approaches to foreign language teaching have assumed strict control of pupils behaviour. Textbooks can be used to make pupils act in highly predictable ways such as answering questions about given text, practicing saying and writing specified vocabulary items, responding to pronunciation exercises or grammar tasks in the textbook.  The teacher can be fairly certain that few, if any, unexpected language or other challenges will occur.  Most uses of ICT do not lend themselves to this kind of teacher control. The Internet is a good example. Millions of texts are available.  Teachers can never know when they will have to respond to questions like "What does that word mean? How do we pronounce it? Is it good English? Is it taboo? Etc. etc."  Once pupils have learned basic ways of obtaining information, they can find out many things for themselves that the teacher may not know much or anything about.  Successful use of ICT is inconsistent with complete teacher control of what happens in the language classroom.  However, that does not mean that teachers should not guide learners or set them tasks leading to specified solutions, set time limits and so on.

• Competence
  Competence is a key concept, both linguistic and technical. The computer is not a mechanical surrogate teacher. Teachers cannot get pupils to create Internet web pages if they have no idea how to do this themselves. It is no use teachers telling pupils to use an electronic dictionary if they do not know what it contains, how to get at it or (not least) how to interpret it.  Some pupils already know a lot about computers and we should invite them to help where this makes sense.  But teachers must be able to explain to their pupils what they want them to do, to comment on what they are doing or have done and they should be able to do this in English. Whenever computers are used in English teaching, there are golden opportunities for teachers to communicate informally and purposefully with their pupils. This brings us back to the first point.
  
  
• Communication
  The C in ICT stands for communication. The primary purpose of ICT in foreign language teaching must be to stimulate real communication between pupils (for example, within a class), communication between teachers and their pupils, for example, presentation, comment, advice, explanation, suggestion and instruction.  It has an obvious role in furthering communication between learners from different countries who are (after all) learning English as a vehicle for international contact and understanding.

List of video sequences:

Sequence 1: In this sequence, the teacher talks about some general issues related to ICT in English language teaching.

Sequence 2: In this sequence some pupils are using Dorling Kindersley: My First Dictionary to work with vocabulary related to food and mealtimes.

Sequence 3: Starting to use computers in English teaching for the first time. A pupil talks about his favourite Internet simulation game.

Sequence 4: In this sequence some pupils are making web pages about a book they have been reading. The teacher focuses on opportunities for using English to instruct and discuss pupils’ work.

Sequence 5: In this sequence some pupils are using a multimedia programme (Storybook Weaver) to write a story together. The process involves using English in a variety of ways.