Information and
Communication Technologies (ICT) content in English enables students to develop
and apply skills, knowledge and understanding of ICT in their composing,
responding and presenting, and as part of the imaginative and critical thinking
they undertake in English. The ICT content has been incorporated into the
content of this syllabus to ensure that all students have the opportunity to
become competent, discriminating and creative users of ICT and are better able
to demonstrate the syllabus outcomes of English through the effective use of
ICT.
In their study of
English, students are able to apply their existing knowledge of word
processing, multimedia, ways of formatting and presenting texts, simulation
software, graphics and electronic communication and further develop their
skills, knowledge and understanding of these technologies. They learn about the
ethics of information communication through technology.
Students encounter ICT
in many areas of their lives and it is essential that we provide them with
opportunities to explore the technology and encourage them to use it as a
learning tool.
However it is important that teachers avoid the trap of using technology for the sake of it, or in order to check the technology box on their faculty registration sheet, or as an add-on to a lesson.
However it is important that teachers avoid the trap of using technology for the sake of it, or in order to check the technology box on their faculty registration sheet, or as an add-on to a lesson.
The research indicates
that ICT is most effective when embedded in the curriculum, and integrated into
units of work (Dickinson, 1998). English teachers can maximize the impact of
ICT in their classrooms by ensuring that they and their students use ICT as an
integral part of lessons, present ideas dynamically, and use a range of media.
(Becta, 2006). ICT should be integrated in such a way as to require purposeful
application and meaningful engagement with the technology.
Using ICT enables
English teachers to tap into this learning style and the dominant youth
culture. Many modern ICT texts can also be used as a starting point for the
exploration of traditional texts (Smithson, 2005). For example, an interactive
site such as the virtual tour of the Globe Theatre site allows us to bring
Shakespeare’s world to life.
Most importantly however, the use of ICTs in
the classroom signals a shift from the conventional position of power held by
the teacher to a more collaborative approach to learning. Generally computer
based activities allow the teacher to assume the role of facilitator whilst
students take on an increasing responsibility for their own learning The use of
computer-based technologies can shift the emphasis of activities away from the
teacher and towards the students, enhance social interaction, (DET Computer
Based Technologies in the English KLA, 1997, pps8- 9), and be empowering
especially for students with low traditional literacy skills (Interactive
Education, 2006)
Teachers can use a range of teaching tools
such as discussion boards, forums, email, raps, web quests, video and digital
photography, e movies, and even mobile phones as tools for delivery of class
program. This opens reciprocal dialogue between members of the class community
and may be extended to the school community at large through activities such as
bloggs and wikis, (Kinzie, 2005, pB01)
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