Module - Technology in Language Education

MODULE: TECHNOLOGY IN LANGUAGE EDUCATION
ENGLISH (SECONDARY)
METHODOLOGY
___________________________________
By JOAN ADRIAN C. TABALANZA
“If we teach today as we taught yesterday,

we rob our children of tomorrow.”
– John Dewey –
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INTRODUCTION
Technology has become an integral part of modern education, and language education is no
exception. Technology has revolutionized the way language learners acquire, process, and practice
language skills. With the rise of the internet and the proliferation of digital devices, language learners
now have access to an extensive range of language learning tools and resources that can enhance
their language proficiency and fluency. In this essay, we will explore the role of technology in language
education and examine how technology is changing the way we teach and learn languages.
Firstly, we will discuss the benefits of using technology in language education. Technology has
created new opportunities for language learners to access authentic language resources, such as
videos, podcasts, and social media platforms, that can help them develop their language skills in a
real-life context. Moreover, technology has also made language learning more interactive and
engaging, as learners can use digital tools such as games, quizzes, and simulations to practice their
language skills in a fun and engaging way. Additionally, technology has enabled learners to receive
immediate feedsback on their language performance, allowing them to identify their strengths and
weaknesses and tailor their learning accordingly.
Secondly, we will examine the various types of technology used in language education. These include
computer-assisted language learning (CALL) software, online language learning platforms, mobile
language learning apps, virtual and augmented reality, and social media platforms. Each of these
technologies has its advantages and disadvantages and is designed to meet the specific needs of
different language learners.
Thirdly, we will discuss the challenges and limitations of using technology in language education.
Some educators may be resistant to the use of technology in language education, believing that it may
reduce the amount of face-to-face interaction and human interaction between students and teachers.
Additionally, not all students may have access to the necessary technology and internet connection,
which can create a digital divide and hinder their language learning progress.
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Fourthly, we will examine the role of the teacher in technology-based language education. Teachers
play a crucial role in incorporating technology into language education, as they need to be
knowledgeable about the various technologies and how they can be used to support language
learning. Teachers also need to be able to create a supportive and engaging learning environment that
fosters collaboration and interaction between learners.
Fifthly, we will explore the importance of designing technology-based language learning materials that
are tailored to the needs and learning styles of different language learners. Effective technology-based
language learning materials should be interactive, engaging, and provide immediate feedback to
learners. They should also be accessible and easy to use, regardless of the learner's level of
technological proficiency.
Sixthly, we will examine the role of assessment in technology-based language education. Assessment
should be designed to evaluate learners' language proficiency and monitor their progress over time.
Technology-based assessments can provide more accurate and immediate feedback to learners and
allow teachers to identify learners' areas of strengths and weaknesses more effectively.
Finally, we will discuss the future of technology in language education. With the rapid pace of
technological advancements, it is likely that technology will continue to play an increasingly important
role in language education. As such, it is essential for educators to remain up-to-date with the latest
technological developments and adapt their teaching strategies accordingly.
In conclusion, technology has transformed language education, providing new opportunities and
challenges for language learners and educators. By examining the benefits, challenges, and limitations
of technology-based language education, we can better understand how to incorporate technology
effectively into language teaching and learning and enhance learners' language proficiency and
fluency.
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Technology in Language Education
Objectives:
1. Demonstrate knowledge and skills in the design, production, utilization and evaluation of ICT
materials for teaching and learning.
EXAMPLES OF TECHNOLOGY IN EDUCATION
There are many examples of technology being used in language education today. Here are a few:
Language Learning Apps: Language learning apps such as Duolingo, Babbel, and Rosetta
Stone are popular tools that use gamification and interactive exercises to teach learners
vocabulary, grammar, and sentence structures.
Online Language Learning Platforms: Online platforms like EdX, Coursera, and FutureLearn
offer language courses taught by professors from leading universities around the world. These
courses typically include video lectures, quizzes, and interactive exercises.
Computer-Assisted Language Learning (CALL) Software: CALL software is designed to

support language learning through interactive exercises and multimedia resources. Examples
include the Oxford English Vocabulary Trainer and the Cambridge English Online Placement
Test.
Virtual and Augmented Reality: Virtual and augmented reality technology allows language
learners to immerse themselves in virtual environments and practice their language skills in
realistic scenarios. For example, Mondly VR uses virtual reality to allow learners to practice
speaking with virtual characters in real-life situations.
Social Media Platforms: Social media platforms such as Twitter, Facebook, and Instagram can
be used to practice language skills by engaging in conversations with native speakers,
following language-related accounts, and reading news articles in the target language.
Language Learning Websites: Websites like Busuu and Lingoda offer online language courses
taught by qualified teachers. These courses can be accessed from anywhere and offer flexible
learning options.
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Language Learning Podcasts: Language learning podcasts like Coffee Break Spanish and
FrenchPod101 provide learners with engaging and entertaining content that can be accessed
anytime, anywhere. These podcasts cover a wide range of topics and are designed to improve
learners' listening comprehension and vocabulary.
These are just a few examples of how technology is being used in language education. As technology
continues to evolve, it is likely that new and innovative language learning tools and resources will
continue to emerge.
References:
Bulman, G., & Fairlie, R. W. (2016). Technology and education: Computers, software, and the internet.
In Handbook of the Economics of Education (Vol. 5, pp. 239-280). Elsevier.
Smith, B. (2015). Technology in Language Learning: An Overview. United Kingdom: Taylor & Francis.
Stanley, G. (2013). Language Learning with Technology: Ideas for Integrating Technology in the
Classroom. Germany: Cambridge University Press.
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KNOWLEDGE IN THE DESIGN OF ICT MATERIALS
The design of information and communication technology (ICT) materials for teaching and learning
requires a deep understanding of the subject matter and pedagogical principles. This knowledge is
crucial to ensure that the ICT materials are effective in enhancing the learning experience of students.
One key aspect of knowledge in the design of ICT materials is the understanding of the learning
objectives and outcomes. The design of ICT materials should align with the intended learning
objectives and outcomes. The materials should be structured in a way that helps students achieve
learning outcomes.
Another important aspect of knowledge in the design of ICT materials is the understanding of the
learners' characteristics and needs. The design of ICT materials should consider the learners'
cognitive, affective, and social characteristics. This understanding can help ensure that the materials
are appropriate for the learners' needs and can facilitate their learning.
Furthermore, knowledge of ICT tools and technologies is essential in the design of ICT materials.
Designers of ICT materials need to have a good understanding of the available ICT tools and
technologies to determine which tools are most suitable for achieving the desired learning outcomes.
In conclusion, the design of ICT materials for teaching and learning requires a deep understanding of
the subject matter, pedagogical principles, learning objectives and outcomes, learners' characteristics
and needs, and ICT tools and technologies. Designers of ICT materials should be knowledgeable in all
these areas to ensure that the materials are effective in enhancing the learning experience of students.
References:
Majewska, K. (2018). Modern educational tools in the teacher’s work. The New Educational Review,
51, 125-135.
Clarke, A. (2018). Designing Computer-Based Learning Materials. United Kingdom: Taylor &
Francis.
Conole, G. (2012). Designing for Learning in an Open World. Germany: Springer.
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KNOWLEDGE IN THE PRODUCTION OF ICT MATERIALS
The production of information and communication technology (ICT) materials for teaching and
learning requires a range of knowledge and skills. Effective production of ICT materials requires
knowledge in instructional design, multimedia development, and technology integration.
Instructional design knowledge is important for creating ICT materials that align with the intended
learning objectives and outcomes. Instructional designers need to have a good understanding of the
learning theories and principles that guide the design of effective instructional materials.
Multimedia development knowledge is also essential to produce ICT materials. This knowledge
includes expertise in graphic design, video production, and audio production. The use of multimedia
can enhance the learning experience by providing learners with different forms of representations and
modalities.
Technology integration knowledge is also crucial to produce ICT materials. This knowledge involves
the ability to integrate technology into the instructional design process in a way that enhances the
learning experience. This knowledge includes an understanding of the available technologies, their
affordances and limitations, and their potential impact on the learning experience.
Furthermore, knowledge of accessibility and universal design principles is essential in the production
of ICT materials. Designers of ICT materials should consider the needs of all learners, including those
with disabilities. This knowledge includes an understanding of the various accessibility technologies
and techniques that can be used to make ICT materials accessible to learners with disabilities.
In conclusion, the production of ICT materials for teaching and learning requires a range of knowledge
and skills, including instructional design, multimedia development, technology integration,
accessibility and universal design principles. Producers of ICT materials should be knowledgeable in
all these areas to ensure that the materials are effective in enhancing the learning experience of all
learners.
References:
Washizu, A., Akao, K., & Urata, S. (2022). Sustainable Development Disciplines for Society: Breaking
Down the 5Ps—People, Planet, Prosperity, Peace, and
Partnerships. (2022). Germany: Springer Nature Singapore.
Wulandari, M., & Pasaribu, T. A. (2022). Technology for English language learning. Sanata Dharma
University Press.
Zettersten, A. (2014). New Technologies in Language Learning. United Kingdom: Elsevier Science.
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KNOWLEDGE IN THE UTILIZATION OF ICT MATERIALS
The utilization of information and communication technology (ICT) materials for teaching and learning
requires a range of knowledge and skills. Effective utilization of ICT materials requires knowledge of
the content, ICT tools and technologies, and pedagogical strategies.
Content knowledge is essential for utilizing ICT materials effectively. Educators need to have a deep
understanding of the subject matter to effectively integrate ICT materials into their teaching. This
knowledge includes an understanding of the conceptual frameworks, disciplinary practices, and
current research in the field.
ICT tools and technologies knowledge is also crucial for the effective utilization of ICT materials.
Educators need to have a good understanding of the available ICT tools and technologies to determine
which tools are most suitable for achieving the desired learning outcomes. This knowledge includes
an understanding of the affordances and limitations of different technologies and their potential
impact on the learning experience.
Pedagogical strategies knowledge is also important for the effective utilization of ICT materials.
Educators need to have a good understanding of pedagogical principles and strategies that can guide
the effective use of ICT materials. This knowledge includes an understanding of the various
instructional approaches, such as inquiry-based learning, problem-based learning, and collaborative
learning, that can be used to enhance the learning experience.
Furthermore, knowledge of accessibility and universal design principles is essential in the utilization
of ICT materials. Educators need to consider the needs of all learners, including those with disabilities,
when utilizing ICT materials. This knowledge includes an understanding of the various accessibility
technologies and techniques that can be used to make ICT materials accessible to learners with
disabilities.
In conclusion, the utilization of ICT materials for teaching and learning requires a range of knowledge
and skills, including content knowledge, ICT tools and technologies knowledge, pedagogical strategies
knowledge, and accessibility and universal design principles knowledge. Educators should be
knowledgeable in all these areas to ensure that the materials are utilized effectively in enhancing the
learning experience of all learners.
References:
Bulman, G., & Fairlie, R. W. (2016). Technology and education: Computers, software, and the internet.
In Handbook of the Economics of Education (Vol. 5, pp. 239-280). Elsevier.
Meenambigai, J., Yeshwanth, S. S. G., & Thatchinamoorthy, C. (2017). Attitude, knowledge and extent
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of utilization of ICT tools among the staff and students of faculty of Agriculture, Annamalai
University, Chidambaram, Cuddalore District, Tamil Nadu. Journal of Global Communication,
10(1), 26-28.
Smith, B. (2015). Technology in Language Learning: An Overview. United Kingdom: Taylor & Francis.
ul Amin, S. N. (2018). ICT integration in education: A smart concept of teaching and learning.
Educreation Publishing.
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KNOWLEDGE IN THE EVALUATION OF ICT MATERIALS
The evaluation of information and communication technology (ICT) materials for teaching and
learning requires a range of knowledge and skills. Effective evaluation of ICT materials requires
knowledge of the content, ICT tools and technologies, and pedagogical strategies.
Content knowledge is essential for the evaluation of ICT materials. Evaluators need to have a deep
understanding of the subject matter to effectively evaluate the effectiveness of ICT materials. This
knowledge includes an understanding of the conceptual frameworks, disciplinary practices, and
current research in the field.
ICT tools and technologies knowledge is also crucial for the effective evaluation of ICT materials.
Evaluators need to have a good understanding of the available ICT tools and technologies to determine
which tools are most suitable for achieving the desired learning outcomes. This knowledge includes
an understanding of the affordances and limitations of different technologies and their potential
impact on the learning experience.
Pedagogical strategies knowledge is also important for the effective evaluation of ICT materials.
Evaluators need to have a good understanding of pedagogical principles and strategies that can guide
the effective use of ICT materials. This knowledge includes an understanding of the various
instructional approaches, such as inquiry-based learning, problem-based learning, and collaborative
learning, that can be used to enhance the learning experience.
In addition, evaluators should also have knowledge of evaluation frameworks and methods. Evaluation
frameworks provide a systematic approach to evaluating the effectiveness of ICT materials. This
knowledge includes an understanding of various evaluation frameworks such as Kirkpatrick's four-
level evaluation model, which includes the evaluation of learners' reactions, learning outcomes,
behavior change, and impact on organizational goals.
Furthermore, evaluators should also have knowledge of data analysis and reporting techniques.
Evaluators need to have a good understanding of statistical techniques and data analysis methods to
analyze and report evaluation data effectively.
In conclusion, the evaluation of ICT materials for teaching and learning requires a range of knowledge
and skills, including content knowledge, ICT tools and technologies knowledge, pedagogical strategies
knowledge, evaluation frameworks and methods knowledge, and data analysis and reporting
techniques knowledge. Evaluators should be knowledgeable in all these areas to ensure that the
materials are evaluated effectively in enhancing the learning experience of all learners.
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References:
Hall, D. (2015). The ICT Handbook for Primary Teachers: A Guide for Students and
Professionals. United Kingdom: Taylor & Francis.
Shin, S. K. (2015). Teaching critical, ethical, and safe use of ICT to teachers.
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SKILLS IN THE DESIGN OF ICT MATERIALS
The design of information and communication technology (ICT) materials for teaching and learning
requires a range of skills. According to the International Society for Technology in Education (ISTE,
2017), effective design of ICT materials requires skills in creativity, critical thinking, communication,
collaboration, and technology proficiency.
Creativity is a crucial skill in the design of ICT materials. Designers need to be able to think creatively
to develop engaging and effective ICT materials that can enhance the learning experience of students.
This skill includes the ability to generate new and innovative ideas, and to think outside the box when
developing instructional materials.
Critical thinking is also an essential skill in the design of ICT materials. Designers need to be able to
analyze and evaluate information to ensure that ICT materials are relevant, accurate, and effective.
This skill includes the ability to identify key issues, evaluate evidence, and develop logical arguments
to support instructional materials.
Communication skills are also crucial in the design of ICT materials. Designers need to be able to
communicate effectively with learners, educators, and other stakeholders to ensure that ICT materials
meet their needs and expectations. This skill includes the ability to convey complex information in a
clear and concise manner, and to listen actively to feedback and suggestions.
Collaboration skills are also important in the design of ICT materials. Designers need to be able to
work effectively with others to develop high-quality ICT materials. This skill includes the ability to share
ideas, give and receive feedback, and work collaboratively to solve problems and develop innovative
solutions.
Finally, technology proficiency is an essential skill in the design of ICT materials. Designers need to be
proficient in the use of various technologies and tools to develop effective ICT materials. This skill
includes the ability to use various software programs, multimedia tools, and other technologies to
create engaging and interactive instructional materials.
In conclusion, the design of ICT materials for teaching and learning requires a range of skills, including
creativity, critical thinking, communication, collaboration, and technology proficiency. Designers
should possess these skills to ensure that the ICT materials they develop are effective in enhancing
the learning experience of all learners.
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References:
Clarke, A. (2006). Teaching Adults ICT Skills. United Kingdom: SAGE Publications.
Education at a Glance 2015: OECD Indicators. (2015). France: OECD Publishing.
Mackay, F., Carrier, S. (2000). Developing ICT Skills: Information and Communication
Technology. United Kingdom: Hopscotch Educational.
Tyagi, R., Vishwakarma, S., Alexandrovich, Z. S., & Mohammmed, S. (2020). ICT skills for sustainable
development goal 4. Quality Education, 435-442.
Van Assche, F., Anido, L., Griffiths, D., Lewin, C., & McNicol, S. (2015). Re-engineering the Uptake of
ICT in Schools (p. 201). Springer Nature.
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SKILLS IN THE PRODUCTION OF ICT MATERIALS
The production of information and communication technology (ICT) materials for teaching and
learning requires a range of skills. According to the International Society for Technology in Education
(ISTE, 2017), effective production of ICT materials requires skills in project management, creativity,
technical competence, and communication.
Project management skills are essential in the production of ICT materials. Producers need to be able
to manage all aspects of the production process, including planning, scheduling, and budgeting. This
skill includes the ability to work collaboratively with team members, stakeholders, and vendors to
ensure that the project is completed on time and within budget.
Creativity is also an important skill in the production of ICT materials. Producers need to be able to
think creatively to develop engaging and effective ICT materials that can enhance the learning
experience of students. This skill includes the ability to generate new and innovative ideas, and to think
outside the box when developing instructional materials.
Technical competence is another essential skill in the production of ICT materials. Producers need to
be proficient in various software programs, multimedia tools, and other technologies to create
engaging and interactive instructional materials. This skill includes the ability to use various
programming languages, graphic design software, and audio and video editing tools to produce high-
quality ICT materials.
Communication skills are also crucial in the production of ICT materials. Producers need to be able to
communicate effectively with learners, educators, and other stakeholders to ensure that ICT materials
meet their needs and expectations. This skill includes the ability to convey complex information in a
clear and concise manner, and to listen actively to feedback and suggestions.
In conclusion, the production of ICT materials for teaching and learning requires a range of skills,
including project management, creativity, technical competence, and communication. Producers
should possess these skills to ensure that the ICT materials they produce are effective in enhancing
the learning experience of all learners.
References:
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SKILLS IN THE UTILIZATION OF ICT MATERIALS
The utilization of Information and Communication Technology (ICT) materials for teaching and
learning requires a range of skills. Effective utilization of ICT materials requires skills in technology
literacy, critical thinking, collaboration, and digital citizenship.
Technology literacy is a crucial skill for the utilization of ICT materials. Technology literacy includes
the ability to use various hardware and software tools to access, evaluate, and create digital content.
This skill includes the ability to use basic computer skills, such as word processing, email, and web
browsing, as well as more advanced skills, such as multimedia creation and online collaboration tools.
Critical thinking is also an essential skill in the utilization of ICT materials. Learners need to be able to
analyze, evaluate, and synthesize information from various sources to make informed decisions and
solve complex problems. This skill includes the ability to evaluate the credibility and reliability of digital
sources, and to use evidence-based reasoning to support arguments and claims.
Collaboration is another crucial skill in the utilization of ICT materials. Learners need to be able to work
collaboratively with peers, teachers, and other stakeholders to achieve common goals and objectives.
This skill includes the ability to use online collaboration tools, such as discussion forums, wikis, and
video conferencing, to communicate and work effectively with others.
Digital citizenship is also a vital skill in the utilization of ICT materials. Learners need to be able to use
ICT materials in a responsible, ethical, and safe manner. This skill includes the ability to respect
copyright and intellectual property rights, to protect personal information, and to use online
communication tools appropriately and responsibly.
In conclusion, the utilization of ICT materials for teaching and learning requires a range of skills,
including technology literacy, critical thinking, collaboration, and digital citizenship. Learners should
possess these skills to ensure that they can use ICT materials effectively in their learning and in their
future endeavors.
References:
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SKILLS IN THE EVALUATION OF ICT MATERIALS
Evaluating Information and Communication Technology (ICT) materials for teaching and learning
requires specific skills that allow educators to make informed decisions about the effectiveness and
appropriateness of these resources. Evaluating ICT materials requires skills in digital citizenship,
critical thinking, media literacy, and data analysis.
Digital citizenship skills are essential in evaluating ICT materials, as educators need to ensure that
these resources are safe, ethical, and legal. Digital citizenship skills include respecting copyright and
intellectual property rights, protecting personal information, and using online communication tools
appropriately and responsibly.
Critical thinking skills are also critical in the evaluation of ICT materials. Educators need to be able to
analyze and evaluate digital content to determine its credibility, reliability, and relevance. This skill
includes the ability to evaluate the author's authority, bias, and purpose, and to identify potential
inaccuracies or errors.
Media literacy skills are also essential in evaluating ICT materials. Media literacy skills include the
ability to analyze, evaluate, and create media messages in various forms, including text, images, and
video. This skill allows educators to determine the quality and appropriateness of digital content for
their students.
Data analysis skills are also important in evaluating ICT materials. Educators need to be able to analyze
data from various sources, such as learning analytics and user feedback, to evaluate the effectiveness
of ICT materials in achieving learning outcomes. This skill includes the ability to use data analysis
tools, such as spreadsheets and data visualization software, to identify patterns and trends in data.
In conclusion, evaluating ICT materials for teaching and learning requires a range of skills, including
digital citizenship, critical thinking, media literacy, and data analysis. Educators should possess these
skills to ensure that they can make informed decisions about the effectiveness and appropriateness
of these resources in supporting their students' learning.
References:
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Module - Technology in Language Education

Uploaded by

Module - Technology in Language Education

Uploaded by

MODULE: TECHNOLOGY IN LANGUAGE EDUCATION

By JOAN ADRIAN C. TABALANZA

“If we teach today as we taught yesterday,

weaknesses and tailor their learning accordingly.

different language learners.

fosters collaboration and interaction between learners.

technological developments and adapt their teaching strategies accordingly.

of technology-based language education, we can better understand how to incorporate technology

Technology in Language Education

EXAMPLES OF TECHNOLOGY IN EDUCATION

Computer-Assisted Language Learning (CALL) Software: CALL software is designed to

KNOWLEDGE IN THE DESIGN OF ICT MATERIALS

KNOWLEDGE IN THE PRODUCTION OF ICT MATERIALS

KNOWLEDGE IN THE UTILIZATION OF ICT MATERIALS

KNOWLEDGE IN THE EVALUATION OF ICT MATERIALS

SKILLS IN THE DESIGN OF ICT MATERIALS

SKILLS IN THE PRODUCTION OF ICT MATERIALS

SKILLS IN THE UTILIZATION OF ICT MATERIALS

SKILLS IN THE EVALUATION OF ICT MATERIALS

ICT in Schools (p. 201). Springer Nature.

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