CALL AND CONSTRUCTIVISM

CALL AND CONSTRUCTIVISM

https://sarahjpeach.wordpress.com/2013/04/07/the-ins-and-outs-of-constructivism-a-synthesis-of-what-ive-discovered/

What is call?

Definitions of CALL from http://www2.nkfust.edu.tw/~emchen/CALL/unit1.htm

- Computer-assisted language learning (CALL) was the expression agreed upon at the 1983 TESOL convention in a meeting of all interested participants. This term is widely used to refer to the area of technology and second language teaching and learning despite the fact that revisions for the term are suggested regularly (Chapelle, 2001, p. 3).

- Computer Assisted Language Learning (CALL) may be defined as the search for and study of applications of the computer in language teaching and learning (Levy, 1997, p.1).

- Given the breadth of what may go on in computer-assisted language learning (CALL), a definition of CALL that accommodates its changing nature is any process in which a learner uses a computer and, as a result, improves his or her language (Beatty, 2003, p. 7).

- CALL has come to encompass issues of materials design, technologies, pedagogical theories and modes of instruction. Materials for CALL can include those which are purpose-made for language learning and those which adapt existing computer-based materials, video and other materials (Beatty, 2003, pp. 7-8).

How is it connected to Constructivism?

There is a connection between CALL and constructivism like they said in http://constructivisminelt.wikispaces.com/Constructivism+and+CALL

The design of CALL materials generally takes into consideration principles of language pedagogy and methodology,

which may be derived from different second language learning theories (e.g. behaviourist, cognitive, constructivist).

Constructivist-based instruction often includes providing the learner with skills or support (e.g. modelling, coaching, scaffolding) and

encouraging the learner to actively construct his or her own personal learning experience.

The teacher’s role is to aid the learner in this construction rather than simply providing that information to her or him (Bowers et al., 2010).

(See Constructivism and language teaching: introduction, Constructivism and language teacher, Constructivism and language learner for more)

The current philosophy of CALL puts a strong emphasis on student-centred materials that allow learners to work on their own.

Such materials usually embody two important features: interactive learning and individualised learning. 

Types of CALL activity

-  multiple-choice & true/false quizzes -  gap-filling exercise/cloze -  matching -  re-ordering/sequencing -  crossword puzzles -  games -  simulations

-  writing & word-processing -  concordancing  -  web quests/searching -  web publishing -  online communication (synchronous and asynchronous)

ICT IN EDUCATIONAL SYSTEM

ICT IN EDUCATION SYSTEM

Education is the main power of a nation. The better education system of a country, the more success the nation is. Because of it, education is an important thing for a country to level up it’s prestige. 

For that reason also, in 20th century many of teachers become realize that ICT is an excellent media to spread the knowledge and skills. Teachers believe by using ICT as the education media, it will be easier and better to educate the people. So, know all of us must be at least know about ICT and better can use it in our daily life. Especially for teaching and learning activities, ICT had a great deal to develop it.

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

picture source

Although we all understand that ICT is an important thing in this century, we must know well what is the advantages and disadvantages of it for education :

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.  picture source ICT IN ENGLISH LESSON To equip students to be literate life long learners and global citizens of the 21st century we must successfully integrate ICT into both the English curriculum and English pedagogical practice. The Board of Studies in its cross-curriculum content requirements has embedded ICT into the English syllabus as follows: 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. To implement ICT successfully in their classrooms teachers also need to: identify how ICT can be used to meet specific objectives within the English curriculum to improve pupils attainment (Moseley et al,1999) understand that successful use of ICT depends on other factors such as pupils’ work in the classroom away from the computer, discussions between pupils and between pupils and their teacher, and the ways in which pupils interact with each other at the computer (Mc Cormick and Scrimshaw,2001 cited in Becta, 2005) 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)) However, even though ICT has a great deal for our educational system, the use of ICT must be under supervision of teachers. Generally computer based activities allow the teacher to assume the role of facilitator whilst students take on an increasing responsibility for their own learning.