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ESEFA S 1 ICT in ELT Assignment 6 A.
Atlagh
Name : date
Read and list the ICT competencies by ranking them from the most to the least important, justifying your
classification based on the situation in which English is taught and will be taught in Moroccan schools
ICT competencies required of English language teachers

Language teachers working in a media-rich environment will, like their counterparts in other disciplines, need to:
• recognise the individual learning problems of learners;
• make a careful and considered choice concerning the use of the technologies;
• check the truth of information content offered;
• develop efficient search techniques and be capable of conducting effective research with the help of the computer;.
• be able to use standard software confidently and competently;
• make wise and critical choices of information found.
These new competencies are often related to what has become known as “the new literacy”. Basically, we can identify
five types of new literacy in relation to ICT that teachers need to understand and master alongside learners. They are:
scientific, digital, critical, linguistic, and cultural literacy.

Scientific literacy relates to the ability to think scientifically in a world, which is increasingly shaped by science and
technology. This kind of literacy requires an understanding of scientific concepts as well as an ability to apply a
scientific perspective. Digital literacy relates to the ability to use ICT adequately and apply them in a principled way
to the subject matter at hand. For the language teacher, it refers in particular to web literacy, i.e. the ability to make use
of the World Wide Web for language research; to the use of linguistic tools and standard programmes for exercises
and testing. Critical literacy implies the ability to evaluate the credibility, usefulness, and reliability of any given
sources of information. It also encompasses skills in sifting and identifying the relevant and important in the flood of
information which threatens to engulf the unprepared. Linguistic literacy in this context refers to the ability to recognise
different genres as they develop, to track developments in language use and usage and to adapt materials(authentic or
not) for teaching. Cultural literacy relates to observing and recording changes in the society or societies of the target
language together with implications for language teaching. Such changes may be of a general nature leading to
convergence between own, native culture and the target culture, or to changes particular to the target culture. Further
more, in order to function adequately in the world of the new media, teachers need to acquire and master a whole range
of new skills ranging from the technical to the organizational and conceptual. They need to become completely
computer-literatein a practical sense, and have the confidence to use the available technology adequately. They should
be able to cope with the most common problems arising from the use of computers very much in the way that average
car drivers can cope with commonly occurring problems with their motor vehicles, i.e. no specialist knowledge of the
machine, but knowing what to do when routine break downs occur. This task will undoubtedly become easier for the
teachers of tomorrow, who are the learners of today. Given the momentum gathered in the nature of innovations inside
and outside the institutional environment, new organizational and pedagogic models are called for, including ICT for
teacher education using a learning by doing and reflecting approach. The innovative potential of languages going
online must be fully grasped, where teachers can build and sustain language communities, dismantle them when they
have exhausted their function, and link minds and hearts in order to negotiate everyday concerns or even complex
issues. Language is a social activity which requires real partners for communication, and teachers increasingly need to
recruit new partners with whom their learners may practise the target language. It becomes clear that new conceptual
skills are required of teachers when one considers the quantum leap required in moving from well-tried controllable
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media like the textbook with its well-ordered, supplementary materials, to the more open, inquiring approach when
exploiting the new media to the full. Teachers must move forward to a role in which they are designing learning
experiences and planning encounters for/with their learners with the target language environment in mind, or rather, at
hand. Teachers are now required to take on new roles and come to the classroom situation with appropriate attitudes
and approaches. As in contexts of autonomous learning, the teacher now increasingly has to function as facilitator and
guide to the learners. Other new and important teacher roles are those of mediator, researcher, and designer of complex
learning scenarios, collaborator, and evaluator.
it is obvious that flexible, easy-to-adopt methods of delivery be devised by the teachers making use of technologies an
experience of enthusiastic involvement for the learners. The learners develop a liking for learning through multimedia
since there is an active participation and involvement for them. It is a fact that “the teaching presentation, topics and
texts have been well received by students”, states Lloyd Davis in “Teaching Literature through Flexible Learning”. In
course of time even the slow learners give up their hesitation and naturally join with the mainstream. Internet on the
other hand may not provide answers to a set of questions but provide connections to information, images and details.
An innovative and imaginative team of teachers/learners can play an important role for making application of
multimedia and Internet an exciting tool in English Language and Literature teaching. The team consisting of students,
guided by the teacher will have the advantage of using Internet for collecting the relevant materials for their project,
do research, exchange notes and also evaluate each other’s work as their project progresses. The anonymity of
individual students and different groups involved with the same project can also be maintained. Internet and the
multiple formats communicated over the World Wide Web offer several new and exciting avenues to present and share
information. The scope automatically increases for student participation and teacher-learner interaction. Use of
multimedia enables information to be shared/conveyed quickly to all concerned and sustains their interest for learning.
Multimedia can keep the team focused and alert to the project on hand. Computer oriented multimedia can help the
technical, analytical and research skills of the learners and recording the input of the learner provides a method to
evaluate the individual learners scientifically and objectivelyit would be better for the teachers/learners to familiarize
themselves with certain common terms used:
Hypertext is a text providing a network of links to other texts ‘outside, beyond and above itself’, making possible a
dynamic organization of information through links and connections. It involves multisequential and multilinear
writing.
E-Book being the shortened form for Electronic Book is a conventional book available in the digital media.
E-Mail is mail sent/received using electronic media and Internet.
Power Point Presentation is a presentation technique to attract the audio-visual attention of the audience.
They should be aware and capable of using Internet, E-mail and connected facilities. It would be useful if they can
handle audio and video recording equipments.
Use of multimedia for effective teaching of English Language: By using multimedia the basic language
To facilitate easy learning, it becomes essential to break it down into small pieces, and organize these pieces
systematically and sequentially for transmission. When the so transmitted information is retrieved properly, learning
becomes a possibility. This entire principle was captured in Programmed Learning and there are several success stories
of programmed learning to date.
Subsequently a variety of equipment was either invented solely for purposes of use in the education system or
borrowed from the ready stock available in the world outside. Radio was one such instrument. Radio which As an
instrument of entertainment it became very popular and hence was harnessed for non-formal teaching. It was
employed to warn the fishermen, educate the agricultural labourers, and also teach languages and music to
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housewives. The need for such courses, particularly the last two was prompted by the change in life style and the
social structure. The Industrialization brought in more leisure and prosperity to people. Radio became more a
necessary instrument than a luxury. And the housewives had more leisure to cope with when radio became a handy
tool to learn. To cater to her needs the radio also broadcast lessons on childcare, women’s health, household tips,
need for cleanliness, health, hygiene, balanced diet etc. Inspired by the success of these, serious minded educationists
experimented with the radio as an instrument of formal learning. In India radio became a part of the school
curriculum in several states, Gujarat being one of them. Television was another instrument like radio, which had
immense popularity as soon as it was introduced. Television also became an ideal instrument for use in the field of
education. It could bring the world outside into the classroom and provide a real environment, and it could simulate
several of the situations as the magic eye of the camera could manipulate creatively. It became a hot medium and
many a time with a non-serious learner the actual message was lost. Television also had the advantage of greater
reach out with OB facility being incorporated and the CCTV becoming popular. To add to major media equipment
like Radio, Television we have also used other pieces of equipment like the slide projector, tape recorders, video
cassettes, films and film strips, opaque projectors, and overhead projectors. With the invention of computers and
equipping it to store audio and video materials all other pieces of equipment have become redundant with the
exception of overhead projector. Overhead projector (popularly known as OHP) is often used as a substitute for the
chalkboard.
Computers are the latest addition from the field of technology to education. Since their appearance, they have made a
significant difference to the teaching learning process. It is necessary to understand how this has become possible.
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ESEFA S 1 ICT in ELT Assignment 6 A.

ICT competencies required of English language teachers

scientific, digital, critical, linguistic, and cultural literacy.

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