Hello, my dear friends) Nice to meet you again and again! Are you delighted with our cooperation? Frankly speaking I am. Let's return to ICT. Do you know about all its advantages and disadvantages?  No? So, read this article and find out.

Advantages and Disadvantages of Using ICT in language classes 

First of all, the computer is a machine, not a method. The world of online communication is a vast new medium, comparable in some ways to books, print, or libraries. To our knowledge, no one has ever attempted to conduct research on whether the book or the library is beneficial for language learning. Seeking similar sweeping conclusions on the effects of the computer or the Internet is equally futile. Secondly, and even more importantly, new communications technologies are part of the broader ecology of life at the turn of the century. Much of our reading, writing, and communicating is migrating from other environments (print, telephone, etc.) to the screen. In such a context, we can no longer think only about how we use technologies to teach language. We also must think about what types of language students need to learn in order to communicate effectively via computer. Whereas a generation ago, we taught foreign language students to write essays and read magazine articles, we now must (also) teach them to write e-mail messages and conduct research on the Web. This realization has sparked an approach which emphasizes the importance of new information technologies as a legitimate medium of communication in their own right rather than simply as teaching tools. In summary, then, the advantages of using new technologies in the language classroom can only be interpreted in light of the changing goals of language education and the changing conditions in postindustrial society. Language educators now seek not only (or even principally) to teach students the rules of grammar, but rather to help them gain apprenticeship into new discourse communities. This is accomplished through creating opportunities for authentic and meaningful interaction both within and outside the classroom, and providing students the tools for their own social, cultural, and linguistic exploration. The computer is a powerful tool for this process as it allows students access to online environments of international communication. By using new technologies in the language classroom, we can better prepare students for the kinds of international cross-cultural interactions which are increasingly required for success in academic, vocational, or personal life.

See you tomorrow) Bye - bye))

ICT as a mode of classroom delivery

Avoiding the ICT trap

Students encounter ICT in many areas of their lives and it is essential that we provide them with opportunities to explore the technology and encourage them to use it as a learning tool.
However it is important that teachers avoid the trap of using technology for the sake of it, or in order to check the technology box on their faculty registration sheet, or as an add-on to a lesson.

What the research tells us

Research indicates that to implement ICT successfully in their classrooms teachers must ...understand what visual literacy is and rethink what learning to read and write means in the 21st century. (Goodwyn et al 1997; Reid et al, 2002)

The research also indicates that ICT is most effective when embedded in the curriculum, and integrated into units of work (Dickinson, 1998). English teachers can maximize the impact of ICT in their classrooms by ensuring that they and their students use ICT as an integral part of lessons, present ideas dynamically, and use a range of media. (Becta, 2006). ICT should be integrated in such a way as to require purposeful application and meaningful engagement with the technology. For example:

while pupils are using a desk top publishing package to create a school newspaper they are also developing their ability to communicate more effectively. This provides both a context and a meaning for the ICT activity. Taking the IT out of context and teaching IT skills separately, not only decontextualises ICT but also places additional burdens on curriculum time. The use of ICT therefore should be a meaningful part of an activity where it is used to consolidate or extend pupils' learning. (Lewisham ICT Training for Teachers,2006)

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)

ICT and learning modalities: meeting student needs

Because of its interactive and dynamic nature, ICT has the potential to meet the needs of individual students by providing opportunities to direct their learning and to pursue information, or complete tasks, in ways which meet their own interests and needs. (Computer based technologies in English KLA, 1997, p6)

In particular the integration of technology into the English classroom represents a paradigm shift to acknowledge the importance of the emerging technological learning style which is increasingly becoming the fourth learning modality for students of the click and go generation.
These technological learners:

• are mechanically oriented
• know how to use technological tools without formal instruction
• enjoy using a video camera
• obtain much of their information electronically
• like integrated learning activities
• would like to learn everything via a computer
• spend much of their time on the computer or playing video games
• know how to work with and use new software and hardware
• interact and communicate with others via e-mail and/ or the internet
• understand how to integrate various technologies ( Coil, 1999)
   

Using ICT enables English teachers to tap into this learning style and the dominant youth culture. Many modern ICT texts can also be used as a starting point for the exploration of traditional texts (Smithson, 2005). For example, an interactive site such as the virtual tour of the Globe Theatre site allows us to bring Shakespeare’s world to life.

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))

ICT also enables a representation of language as a symbolic system. Furthermore the use of well-designed ICT environments can help pupils grasp abstract concepts such as imagery, literary relations, and morphology. (Interactive Education, 2006).

The teacher as facilitator

ICT has many benefits for the classroom teacher. Using presentation software enables teachers to show ideas dynamically (Moseley et al 1999), and deliver content effectively. For example,

CD-ROMs make vivid multimedia worlds available and store large amounts of information … that teachers suddenly have at their fingertips.(McKnight (2002)

Most importantly however, the use of ICTs in the classroom signals a shift from the conventional position of power held by the teacher to a more collaborative approach to learning. Generally computer based activities allow the teacher to assume the role of facilitator whilst students take on an increasing responsibility for their own learning The use of computer-based technologies can shift the emphasis of activities away from the teacher and towards the students, enhance social interaction, (DET Computer Based Technologies in the English KLA,1997, pps8- 9), and be empowering especially for students with low traditional literacy skills (Interactive Education,2006)

Teachers can use a range of teaching tools such as discussion boards, forums, email, raps, web quests, video and digital photography, e movies, and even mobile phones as tools for delivery of class program. This opens reciprocal dialogue between members of the class community and may be extended to the school community at large through activities such as bloggs and wikis,( Kinzie, 2005, pB01)

Hello guys) Let's go on our topic about ICT. Do you find this information useful for broadening your mind? If yes, I have some more stuff for you. Read the article about ICT of access and equity.

There can be no doubt as to the importance of ICT to English. However its integration into the curriculum raises serious questions concerning access and equity and the following issues must be addressed:

• access to ICT within and amongst schools
• access to ICT in students’ own homes
• access to effective models of ICT teaching and learning
• skilling teachers in ICT

The Board of Studies in its cross curriculum content requirements for English states that:

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. (7-10 Syllabus, p9)

It is patently obvious at this point in time, that not all students have the same opportunity to access technology and achieve these outcomes. There is inequitable access within and amongst public schools, between public and private schools, and in access to ICT in our students’ homes.

Within schools, the question of actual physical access to ICT must be addressed:

..Despite government rollouts no school has computers in every classroom. For security reasons alone most schools have moved to a "computer laboratory" approach so questions of physical access to computers to teach these competencies are very real. (Leete, 2005)

In addition the differences in resource levels which exists amongst public schools and between the public and private sector schools raise serious concerns. It is self evident that wealthier schools will have higher levels and intensities of ICT resources (Anderson, 2005, p147) and reports from countries around the world including Australia establish beyond question that schools in economically disadvantaged areas do not have the same levels of ICT resources as schools serving higher socio-economic groups.(Anderson, 2005, p148).

Likewise students in economically disadvantaged areas have correspondingly lower levels of home ownership of computers and associated technologies such as the internet (Anderson, 2005, p148) and this places them at further disadvantage.

Increasingly too concern is being expressed about access to effective ICT models since new evidence clearly shows that the ways computers are used has a profound effect on student outcomes. (Wenglinski, 1998 cited in Anderson, 2005, p148). In particular effective models have been identified as those which encourage students to engage with ICTs for higher order learning and provide students with what Jonassen (2000) describes as mindtools or cognitive tools. (Anderson, 2005, p145). According to Papert (2004), it is this aspect of technology, its potential to extend the ability of humans to solve problems creatively, that is most beneficial, especially to socio-economically disadvantaged students. (Anderson, 2005, p145).

The discussion of access and equity, therefore, must be broadened to include a debate about access to effective models of ICT for teaching and learning. Such an approach moves the debate from counting computers, examining the technology budget, and calculating the number of hours which students spend on computers to a consideration of differentiating between the different ways in which the technology is used (Anderson, 2005,p146)

This is particularly important for students who are affected by socio-economic disadvantage. These students have only one” shot” at using ICT to enhance their educational development, and that one “shot” is at school. If the school adopts a less beneficial model of ICT as identified by Wenglinski’s study (1998) then the gap between disadvantaged students and the rest of the student population can be exacerbated. (Anderson, 2005. p148)

Finally in order to address the issue of access and equity, there is still much work to be done to skill teachers in the new technology. Research indicates that teachers need to have adequate ICT skills, regular use of ICT equipment, and access to reliable technical support if they are to use ICT effectively in the English classroom. (Moseley et al 1999).

Until concerns about equity and access are addressed and more is done to skill teachers in technology, the mandatory inclusion of ICT in the curriculum remains a contentious issue and requirements that students… learn about forms of digital communication such as video conferencing (Syllabus 7-10, p9) are meaningless for the great majority of students who do not have access to even basic technology on an ongoing daily basis.

ICT and learning modalities: meeting student needs

Because of its interactive and dynamic nature, ICT has the potential to meet the needs of individual students by providing opportunities to direct their learning and to pursue information, or complete tasks, in ways which meet their own interests and needs. (Computer based technologies in English KLA, 1997, p6)

In particular the integration of technology into the English classroom represents a paradigm shift to acknowledge the importance of the emerging technological learning style which is increasingly becoming the fourth learning modality for students of the click and go generation.
These technological learners:

• are mechanically oriented
• know how to use technological tools without formal instruction
• enjoy using a video camera
• obtain much of their information electronically
• like integrated learning activities
• would like to learn everything via a computer
• spend much of their time on the computer or playing video games
• know how to work with and use new software and hardware
• interact and communicate with others via e-mail and/ or the internet
• understand how to integrate various technologies ( Coil, 1999)
   

Using ICT enables English teachers to tap into this learning style and the dominant youth culture. Many modern ICT texts can also be used as a starting point for the exploration of traditional texts (Smithson, 2005). For example, an interactive site such as the virtual tour of the Globe Theatre site allows us to bring Shakespeare’s world to life.

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))

ICT also enables a representation of language as a symbolic system. Furthermore the use of well-designed ICT environments can help pupils grasp abstract concepts such as imagery, literary relations, and morphology. (Interactive Education, 2006).

Good morning friends) How are you doing? Have you ever heard about ICT in English classroom? What is this? Why on earth? Is it useful? You'll understand it from this article:

The use of ICT in the English classroom extends beyond its motivational value to address key outcomes of the syllabus, and allow students to become competent users as well as consumers in English.

Research suggests that incorporating ICT into the English curriculum can:

• improve writing and reading skills
• develop speaking and listening skills
• support collaboration, creativity, independent learning and reflection (Becta,2003a, Becta,2003b, VTC,2003) (cited in Becta 2005)

As an interactive and collaborative medium, ICT allows responding, composing, and publication to be easily shared and offers students the opportunity to explore the language of texts more creatively and develop as speakers, writers and readers for an ever widening range of purposes and audiences. ICT can enable students to:

• access information and respond to a widening range of texts
• organise and present information in a variety of forms
• broaden the range of audiences for their work
• compose a widening range of texts for a broad range of purposes
• compose for real audiences. ICT can support them in their choice of genre for audience and purpose.
• identify key characteristics and features of text
• develop understanding of language and critical literacy (Becta,2006,ICT in the Curriculum)

Hello guys! I have still a lot of information to share with you. Today I want you to see this video. I hope that it would be interesting for you)
Enjoy))

Have a nice day))

Good evening) How was your day? It's time to brush up on our stuff. I hope, that you had a look at the tips, that I had sent you. I suppose, that studying process depends not only on the teacher, but also on the students.
Read these tips  and you'll understand
http://www.uts.edu.au/future-students/business/essential-information/tips-future-students
http://www.topuniversities.com/blog/7-time-management-tips-students
http://www.cosmopolitan.co.uk/worklife/campus/tips/g2127/63_tips_for_students_from_students_/
http://www.huffingtonpost.com/2010/09/08/study-tips-for-college-_n_709096.html
https://student2student.tcd.ie/tips/other.php
http://www.cod.edu/people/faculty/fancher/study.htm
http://www.theguardian.com/education/advice-for-students
http://www.lifehack.org/articles/lifestyle/13-tips-for-new-college-students.html
http://childdevelopmentinfo.com/learning/tips-for-helping-kids-and-teens-with-homework-and-study-habits/

Hi, guys! Nice to meet you again! Hope, you're well. As far as I can guess most of you have ever dreamed to become teachers. Me too. That's why I'm going to provide you with some interesting and useful information. Look here, and find something good

http://learning.blogs.nytimes.com/2010/07/09/tech-tips-for-teachers-free-easy-and-useful-creation-tools/?_r=0
http://www.theguardian.com/teacher-network/teacher-blog/2014/oct/31/effective-teaching-10-tips
https://www.washingtonpost.com/news/answer-sheet/wp/2014/10/22/be-picky-and-24-other-great-tips-for-teachers-on-how-to-manage-a-classroom/
http://englishtips.org/coursebooks/teachers/
http://teaching.monster.com/benefits/articles/8506-top-10-technology-tips-for-new-teachers
http://www.teachingideas.co.uk/subjects/classroom-management
https://www.britishcouncil.org/voices-magazine/essential-tips-teachers-modern-languages
http://www.tefl.net/esl-lesson-plans/teachingtips.htm
http://www.edutopia.org/blog/tips-for-teaching-tough-kids-josh-work

Hello, everyone! Nice to meet you! Today, I'll tell you about a professional blog. If you are a consultant, a speaker, an author, a coach, a teacher, or just a student you have to have a web presence beyond the typical website - you need a professional blog and here is why:
 1) Blogs draw more traffic and are favored by search engines;
2) If you have some stuff to sell;
3) As a professional, you need more than a "box blog";
4) A professional blog becomes a natural conduit for producing material that you can leverage and etc.
So, start now your own professional blog and enjoy it.

Day 2

Hi there! How are you doing? I hope, you are okay. Was the information about prezi useful for you? Want to improve your English, but don't want to look at any more textbooks?

If so, I've got the answer you've been searching for - an English podcast. Let's talk about it. Do you actually know what it is? If no, I'll help you. So, a podcast is a digital audio or video file or recording, usually part of a themed series, that can be downloaded from a website to a media player or a computer. You can even record your own podcast. Believe me, I'm not joking. This video is just for you. Watch it and assure yourselves. It's really quite interesting. 

 

See you soon) Have a nice day)

DAY 1

Hello everyone,
welcome to my blog!
Studying of English language is a very important process. It includes making presentations, recording podcasts and etc. Now, I'm going to tell you how to get started your first prezi. Learn the Prezi basics in just 2 minutes and start creating unique presentations today. With a help of this video you'll be able to make the best prezi, whether for your studying or business!

Hope you'll like this video) Pleasant viewing) Bye)