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Modern Foreign Languages - Reflecting on ICT in MFL
Module 7 | Contents |
The Expected Outcomes for teachers include ensuring that teachers know:
- when, when not and how to use ICT in teaching their subject;
- how ICT can be used in teaching the whole class;
- how ICT can be used when planning, including the use of ICT for lesson preparation and the choice and organisation of ICT resources;
- how to assess pupils' work when ICT has been used; and
- how ICT can be used to keep up-to-date, share best practice and reduce bureaucracy.
Perhaps your reaction when you first thought about using computers in a modern languages lesson was one of disbelief. It can at first be hard to see the connection between something so seemingly un-interactive as a computer, and a subject which is all about communication, about speaking, listening, asking, answering. I hope you have begun to see that such a reaction is unfounded, and that there is a good reason for changing the terminology from IT (Information Technology) to ICT - Information and Communications Technology.
Languages teachers have always been at the forefront of technological use: who could imagine MFL lessons nowadays without cassette recordings and video, both of which have transformed our ability to expose learners to a wide variety of audio and visual experiences. ICT sits very well in this technologically advanced tradition, adding further useful and wide-ranging support to our attempts at getting learners to understand and imitate the speech and customs and writing of people in different lands.
And using ICT will bring advantages. There is something about the medium which encourages care and accuracy, which motivates pupils to spend lengthy periods of time refining their written work, or making sure that their presentations are of a very high quality. This in turn leads to pride in the work, self-esteem, and further motivation.
ICT can also give pupils some control over the learning process. When presenting written work they have to make decisions about software, they have to find their way about this software and make decisions on layout; the software seems to invite them to return to the work and refine it until it is as good as they can get it. Mistakes are easily corrected, leaving no evidence of the disheartening trail of errors and alterations that you get with hand-written work. The messiest writer is at no disadvantage against the neater writer when working in this medium. Many teachers have found this reason sufficiently cogent for using ICT in their lessons, even before they come to appreciate the other advantages such as access to the wider world via electronic communications, and access to the vast amounts of information and material available on disc, CD-ROM and via the Internet.
Here too, in the realm of information handling, ICT can give pupils autonomy and encourage them to further research: when searching for information there are usually several routes through to an answer, and ICT can often support a variety of strategies, allowing pupils to find out information in a way suited to their own needs and preferences. And the very seductiveness of the technology can help them to find out more things on the way.
Not every use of ICT will be valid or appropriate, certainly not in every lesson, and let us not forget that in the long run in language learning there is no substitute for a good teacher in front of the class or with the individual learner. ICT can support that teacher in many aspects of the work, and can free the teacher to spend even more time doing what he or she does best, and what no computer can ever do.
Task 18
To complete your NOF Training you will finally need to submit an Action Plan and your Portfolio in order to receive your ICT Competency Certificate.