ICT-Pedagogy Integration in Language Learning Plans

Vocabulary-style flashcards covering key concepts from the ICT-Pedagogy integration in language learning plans lecture notes.

Information and Communication Technology (ICT)

A broad set of hardware, software, and telecommunications tools used to transmit, store, create, share, and exchange information (e.g., computers, Internet, mobile devices, broadcasting tech).

ICT Integration

The purposeful incorporation of ICT into teaching and learning so that technology supports pedagogy and helps achieve learning outcomes, not used superficially.

John Pisapia 1994 ICT integration

Integrating technology means using learning technologies to introduce, reinforce, supplement, and extend skills; using tech merely to reward or entertain is not integration.

International Society for Technology in Education (ISTE)

effective integration occurs when students select tools to obtain information, analyze/synthesize, and present; technology becomes a core classroom tool.

Margaret Lloyd (2005)

ICT integration is part of broader curriculum reforms, requiring infrastructural and pedagogical changes that affect how and what students learn.

Qiyun Wang & Huay Lit Woo (2007)

ICT integration can happen at curriculum level, topic level, and lesson level.

Bernard Bahati (2010)

ICT integration should occur at both pedagogical and technological levels, with emphasis on pedagogy.

UNESCO on ICT in Education

ICT mastery is not just hardware/software; teachers should organize tasks so ICT use becomes automatic in the learning process, as natural as using markers or whiteboards.

Laurillard's Conversational Framework (LCF)

A teaching–learning model with five events—acquisition, discovery, dialogue, practice, creation—and corresponding strategies and media.

Computer-Mediated Communication (CMC)

Communication via computers/networked systems enabling online interaction and collaboration in learning.

Wang 2008 ICT Integration Framework

A framework positing three fundamental elements—pedagogy, social interaction, and technology—that guide ICT use in language learning.

Pedagogy

The teaching methods and design used to deliver language instruction and to facilitate learning with ICT.

Social Interaction

Collaborative, communicative activities among learners (often enabled by ICT) that support language learning.

Technology

The digital tools, devices, and platforms that support learning, including hardware, software, and online environments.

UNESCO ICT Competency Framework for Teachers (2018)

A framework outlining six aspects of teachers’ work and three knowledge-processing approaches to guide ICT integration and educational reform.

Three knowledge approaches (Acquisition, Deepening, Creation)

Progression in knowledge handling: acquiring basic knowledge, deepening understanding, and creating new knowledge through ICT.

Learning Plans with ICT Integration

Sample templates showing how to embed ICT into language teaching to achieve learning outcomes.

21st Century skills

A set of essential competencies (e.g., critical thinking, collaboration, digital literacy, problem-solving) fostered by ICT-enabled learning.

Tinio (2009) defines ICT as

A diverse set the technological tools and resources use the transmit, store, create, share or exchange information.

Ratheeswari (2018) belived that ICT

Influence every aspect of human life. They play silent roles in workplaces, in business, education, and entertainment. Moreover, many people recognize ICTs we catalysts for change in working conditions, handling and exchanging information, teaching and methods, learning approaches, scientific research and in accessing information communication technologies.