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Applying Information and Communication Technologies to Language Teaching and Research: An Overview

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Title: Applying Information and Communication Technologies to Language Teaching and Research: An Overview
Language: English
Authors: Pareja-Lora, Antonio, Rodríguez-Arancón, Pilar, Calle-Martínez, Cristina
Source: Research-publishing.net. 2016.
Availability: Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net
Peer Reviewed: Y
Page Count: 23
Publication Date: 2016
Document Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Descriptors: Information Technology, Second Language Instruction, Second Language Learning, English (Second Language), Bilingual Education, Electronic Learning, Blended Learning, Educational Technology, Incidental Learning, Student Centered Learning, Student Needs, Computer Assisted Instruction, Handheld Devices, Educational Objectives, Distance Education, Online Courses, Instructional Design, Usability, Access to Education, Access to Information, Course Content, Lifelong Learning, Elementary Secondary Education, Educational Benefits, English for Special Purposes, Foreign Countries
Geographic Terms: European Union, Spain
Abstract: Currently, there is an international change in education that includes the development of new learning programmes and policies, such as (a) bilingual education programmes, (b) the Bologna process, with an emphasis on a more autonomous way of learning, or (c) the systematic evaluation and assessment of students and educational results. These changes in the educational situation require changing the way we learn, think and behave. Thus have emerged several new scenarios and environments for teaching and learning, such as blended learning, e-learning, ubiquitous learning or incidental learning. All these new approaches put the focus on learners and are intended to adapt to their needs and limitations. It seems that the easiest way to implement these new approaches is to apply Information and Communication Technologies (ICTs) to teaching and/or learning. This is the main assumption underlying the research in important language teaching and learning areas, such as Computer-Assisted Language Learning (CALL) and Mobile-Assisted Language Learning (MALL). This chapter (as well as this whole volume) tries to show how this goal is currently being achieved. [For the complete volume, "New Perspectives on Teaching and Working with Languages in the Digital Era," see ED565799.]
Abstractor: As Provided
Number of References: 15
Entry Date: 2016
Accession Number: ED565804
Database: ERIC
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  Data: Currently, there is an international change in education that includes the development of new learning programmes and policies, such as (a) bilingual education programmes, (b) the Bologna process, with an emphasis on a more autonomous way of learning, or (c) the systematic evaluation and assessment of students and educational results. These changes in the educational situation require changing the way we learn, think and behave. Thus have emerged several new scenarios and environments for teaching and learning, such as blended learning, e-learning, ubiquitous learning or incidental learning. All these new approaches put the focus on learners and are intended to adapt to their needs and limitations. It seems that the easiest way to implement these new approaches is to apply Information and Communication Technologies (ICTs) to teaching and/or learning. This is the main assumption underlying the research in important language teaching and learning areas, such as Computer-Assisted Language Learning (CALL) and Mobile-Assisted Language Learning (MALL). This chapter (as well as this whole volume) tries to show how this goal is currently being achieved. [For the complete volume, "New Perspectives on Teaching and Working with Languages in the Digital Era," see ED565799.]
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