LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 11 : 8 August 2011
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.

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Language Teaching and Learning in the Age of ICT

Shafeeq. C.P., M.A., M.Ed.

Abstract

Due to developments in technology, the rationale for the use of ICT in education is widely accepted. It necessitated the teachers and the learners of the present day to possess the necessary skills in ICT. There is a demand for technologically equipped teachers to meet the requirements of future generation teaching. In the field of language teaching and learning, Computer Assisted Language Learning (CALL) is now used with a wide range of educational implications. It can easily generate learner-centered, self-pacing activity. As in other programmed learning packages, CALL can change the proportion of learning from teacher-led to learner-controlled activity. Though CALL started as an application of behavourist approach, use of present day multi-media technologies can be rightly justified from the point of view of the accepted assumptions in education.

Education in the Age of ICT

Globalization and technological changes have created a new global system over the past two decades. This global system is powered by technology, fueled by information and driven by knowledge. Technological developments are playing a vital role for the changing nature of the world and these developments led to a branch of knowledge called Information and Communication Technology (ICT). The advent of ICT has challenged education worldwide in preparing students and teachers for the future knowledge-based society.

The term "ICT" is broad enough to cover all advanced technologies in manipulating and communicating information. The term is sometimes preferred to Information Technology (IT), particularly on the institutions like education and government. The educational institutions are keen in acquiring the basic assumptions of ICT and its applications in education. As access to information continues to grow exponentially, schools cannot remain mere venues for the transmission of a prescribed set of information from teacher to student over a fixed period of time. Rather, schools must promote learning to learn, i.e., the acquisition of knowledge and skills that make possible continuous learning over the lifetime. Thus, the illiterate of the 21st century will be defined to those who cannot learn, unlearn, and relearn. These developments prompt the teachers and educational practitioners to study the possibilities of ICT in the actual teaching-learning process.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

Shafeeq. C.P., M.A., M.Ed.
Lecturer
Department of English
P.O. Box 1988
Najran University
Kingdom of Saudi Arabia
cp.shafeeq@rediffmail.com
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