Facultad de Idiomas

TIC y Tratamiento de Lenguas

Please see attached items in this document

- Step 1
- Graphic Organizer from step 2.2
- Answered question from step 2.3
- As listed in the activity 4.2 Curricular integration of ICT

Curricular Integration of ICT

In Task 4.1. you reflected on the impact ICT might have in language learning and how it could possibly be
used to improve education in general. Now, to have a more structured understanding on how ICT can be
used in language teaching and learning, you will identity the popular tools available and categorize them by
functionality / purpose. By having a clear vision of what the habitual activities are in language learning, it
will become quite accessible to relate ICT tools with the learning process.

Team # 01
Name UABC email

1. Delgado Flores Paula Jimena delgado.paula@uabc.edu.mx

2. Martnez Goetz Alejandro Aleyros a1236441@uabc.edu.mx
3. Pacheco Naranjo Esvin Filiberto esvin.pacheco@uabc.edu.mx
4. Ramrez Aldana Juan Carlos juan.carlos.ramirez.aldana@uabc.edu.mx
5. Vaca Zavala Jos Carlos carlos.vaca@uabc.edu.mx

Teacher Eduardo eduardo.carrillo@uabc.edu.mx

Teacher Eduardo
http://teachereduardo.net
 Facultad de Idiomas
TIC y Tratamiento de Lenguas

Step 1: Initial Brainstorms

The first step involves identifying the elements and concentrating them into a list. As you collaborate with
your team to build these lists, you may wish to do some online searches to help you identify the uses of
technology in education and also common activities that take place in the classroom and in self-study.

1.1. ICT Tools

Type in the following table as many web tools as you can think of and find that can be used in
education. A few are already done for you. You may wish to use or change the proposed
categories.
NAME SHORT DESCRIPTION CATEGORY

Google Drive Online storage platform for all kind of files. File Management
https://drive.google.com

Evernote Note-taking software which allows the use of text, Notes

https://evernote.com recorded audio, visuals, and clipping all kinds of
content from the web. It also links with Google
Drive.

Google Calendar Used for keeping track of events. Events can be Time / Task
https://calendar.google.com shared with others Management

Trello Used to manage big projects through boards and Project / Task
https://trello.com/ cards. People can be invited to share on a board. Management

Sutori Web tool for creating interactive timelines. A Content Creation

https://www.sutori.com/ timeline has cards which contain text, visuals,
videos, interactive quizzes.

Dropbox Online storage platforms. It could be an alternative File Management

www.dropbox.com instead of using Google Drive

Google Docs/Google Pres Used to create text documents and electronic Productive tool
https://docs.google.com/ presentations

British Council Internet page used as a guideline for english Teaching

https://www.britishcouncil.org/ students and teacher resource

Redalyc Used to search reliable sources for investigations Information

www.redalyc.org/ resource

Linguee Dictionary and a resource with a wide variety of Grammar

https://www.linguee.es/ examples for language learners resource

Gmail electronic mail used to communicate with students Messages

https://mail.google.com/ or teachers. management

Teacher Eduardo
http://teachereduardo.net
 Facultad de Idiomas
TIC y Tratamiento de Lenguas

1.2. Language Learning Activities (LLA)

Type in the following table as many LLAs as you can think of and find what take place in the
classroom and also as individual study. A few are already done for you. You may wish to use or
change the proposed categories. Some activities may belong to more than one category; try to
associate with the most important.
NAME SHORT DESCRIPTION CATEGORY

Role play practice a prepared conversation in pairs Controlled

conversation

Information gap ask questions to classmates in order to find the Semi-controlled

missing information conversation

Comprehension questions read a short passage and answer the questions Test

Topic explanation teacher explains a topic to the class, writes on the Lecture
board, and the student takes notes

Exams evaluation points in the course where the student Test

completes a written test and/or participates in
conversational activities to prove what has been
learned

Dialogue/Narrative Reciting a previously known or prepared text, either in Controlled talk

Presentation unison or individually

Reading aloud Reading directly from a given text Lecture

Using a model To follow a writing already finished, being guided by its Controlled /
structure, using it as a model, so it is easier to begin writing
writing texts such as: letters, essays, reports, etc.

Free writing Used to generate ideas and connect concepts. A Free writing
person uses free writing as a prewriting technique in
which they write continuously for a certain amount of
time and ignore grammar rules.

Listing listing is a discovery (or prewriting) strategy in which Free writing

the writer develops a list of words and phrases,
images and ideas. The list may be ordered or
unordered.

Personal Story Students are motivated to write about personal Free writing
experiences; also, each can write at his or her own
level of proficiency

Picture Narrating Students are asked to read a newspaper. In the class Controlled talk
they report to their classmates what the found as the
most interesting news

Summarizing A summary is a synthesis of the key ideas of a piece Free writing

of writing, restated in the writers own words i.e.,

Teacher Eduardo
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 Facultad de Idiomas
TIC y Tratamiento de Lenguas

paraphrased.

2. ICT and LLAs Relation

Now that you have identified and listed items for both ICTs and LLAs, it is time to establish a correlation
between them throughout their various elements.

It is important to observe that your initial point is the LLA and from this you associate the ICT that may be
relevant. In other words, you first identify the learning activity and then the possible ICT that might facilitate
it.

2.1. Categories Table

Type in the following table the categories you have previously identified for both ICT and LLAs.
First, place a LLA in column 1 and then write as many ICT categories that apply in column 2. Two
are already done for you as example. You may wish to keep them or change them as you see fit.
Language Learning Activity ICT Tool

Controlled Conversation Notes

Test Task management

File management

Free writing Notes

Grammar resource
Productive tool

Controlled talk Notes

Grammar resource

Lecture File management

Teaching resource

Controlled writing Notes

Grammar resource
Productive tool

Semi-controlled conversation Notes

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 Facultad de Idiomas
TIC y Tratamiento de Lenguas

GRAPHIC ORGANIZER

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 Facultad de Idiomas
TIC y Tratamiento de Lenguas

Teacher Eduardo
http://teachereduardo.net
 Facultad de Idiomas
TIC y Tratamiento de Lenguas

How can ICTs be integrated into a course syllabus in such a

way that language learning is improved?

If teachers aim to use ICT to improve language learning, they first need to take in consideration some
important aspects:

First, teachers should know how each of his or her students prefer to learn; if they learn better by watching
videos, images, listening conversations, and so on. By knowing this, teachers can use ICT appropriately
and generate meaningful learning on students. Meaningful learning is possible when students are exposed
to certain things that catch their attention and like, thus, teachers can use ICT for this purpose. He or she
should integrate technology progressively but at a controlled pace because he or she may have students
that are not completely familiar with the use of technology (even though a large amount of students already
are digital-age learners) for their learning.

Second, if one course book (lets say the practice book) during one English course ask students to
complete exercises via online in order to complement their knowledge (or expand it) about any topic, this is
definitely another opportunity to practice English using technology..

Third, there is also the case where most, or even all, of the students have smartphones, tablets and/or
laptops (in other words: digital devices), which they bring every day to class and use for many personal
purposes; we, as teachers, need to permit and enhance the usage of them instead of prohibiting it; of
course, it is important to prevent its use as a distraction: using social networks or apps for entertainment;
but it is just a matter of classroom management and the teacher taking the role of a monitor to avoid it. If
this scenario is taking place, teacher has the opportunity to design lessons in which they need to make use
of these devices to complete the assignment or activity; for example: looking on the internet for definitions
of difficult or unknown words for them, searching for examples of sentences regarding the classs topic or
even the teacher selecting a great website for learning while playing.

Lastly, taking into consideration what was previously mentioned (about students getting distracted), its up
to us as teachers to create a routine that improves language learning in the classroom. For example, using
digital devices only at certain moment of the class and not letting students use them throughout the whole
lesson. Or come to an agreement where they can freely make use of it if their behavior was ideal, etc. This
will obviously depend on the institution, the age of the students and their needs.
Undoubtedly, education is reaching an era where technology must be incorporated almost obligatorily,
especially language learning, since it is a process that, as we know, requires tons of external stimulation
and motivation.

Teacher Eduardo
http://teachereduardo.net