Technology for Teaching & Learning 2 – Technology in

Secondary Language Education

Teacher’s Guide Module #20

Name: _ Class number:

Section: Schedule: Date:

Lesson title: ICT Tools for Language Teaching Materials:

Activity sheets, pens and paper
Lesson Objectives: At the end of the lesson, I
should be able to: References:
Vindollo and Buendia (2016), Educational Technology 2.
1. Exhibit understanding of ICT in language Manila: Philippines. Adriana Publishing Inc.
teaching express through wordle; and
2. Show appreciation of ICT’s. Rhalmi, M. (2017). ICT tools and English language
teaching. Retrieved: myenglishpages.com

Use the ¾ technique

PRODUCTIVITY TIP It’s super simple, for every hour that you spend on studying, 45 minutes (or ¾)
should be spent on reading/ writing or any other intellectual activities. Reserve the
remaining 15 minutes for your break. Go for a short walk, drink some coffee,
answer a few messages (but just a few!). Studying non-stop for hours without
breaks is exhausting and in fact, may even lower your productivity. This technique
is a good starting point, but you can also experiment by slightly changing the length
and quantity of your breaks. See what works for you but remember: your study
session should be 75% studying and 25% resting and not the other way around!
A. LESSON REVIEW
1) Introduction (2 mins) - In the previous module, you learned the following:

 Instructional materials are the set of means and resources

that facilitate teaching and learning.
 Through IM’s students interact with words, images, and
ideas in ways that develop their abilities in multiple
literacies such as reading, listening, viewing, thinking,
speaking, writing and using technology.
 In the past the instructional materials were: textbooks and
workbooks; in the present these are: graphic novels,
informational text, websites, and ever-changing technology.
 There are guidelines for selection of IM’s:
1. IM’s must have clear connection to objectives and
student’s needs.
2. IM’s must align with school philosophy, curriculum goals,
specific learning & teaching objectives of the course.
3. IM’s must be selected with coordinating instruction.
4. IM’s must be examined for level of difficulty, prior
knowledge, connection to experience & understanding to
information.
5. IM’s must be suited to the maturity level of students.
6. IM’s selection must require students’ background,
learning experiences etc..

This document is the property of PHINMA EDUCATION

 Technology for Teaching & Learning 2 – Technology in
Secondary Language Education
Teacher’s Guide Module #20

Name: _ Class number:

Section: Schedule: Date:

The topic in this module is concentrated on the ICT tools for teaching language. Before we proceed, let us find
out what you might have known about the concepts to be discussed in this module. Kindly answer the following
questions below and write it in column 1:
2) Activity 1: What I Know Chart, part 1 (3 mins)
What I Know Questions: What I Learned (Activity 4)
1. What is an ICT?

2. What are ICT tools?

B.MAIN LESSON
1) Activity 2: Content Notes (13 mins)
Most of the things we use and do nowadays involve
the use of technology. Students and teachers make
use of these when they try to communicate, to learn,
to access information, to entertain, and even to help
them in daily tasks. All these technologies that
surrounds us are known today as Information and
Communications Technology (ICT). The United
Nations development Programme defined ICT as
basically information-handling tools – a varied set of
goods, application and services that are used to
produce, store, process, distribute and exchange
information. Computers are considered part of ICT.
Even old technologies are also part of ICT. (Vindollo
Image source: indiatoday.in & Buendia, 2016)

As mentioned by Vindollo & Buendia (2016), ICT has transformed every aspect in the teaching and
learning process, let’s find out the roles of ICT in Education:
 It can serve multiple teaching functions. ICT can be used as drill and practice, to help solve
problems, to access information in different fields.
 It can be used in different teaching and learning modes. These learning modes include:
classroom interactive learning, independent learning, networked learning, organizational
learning and managed learning.
 Information can be delivered in an instant. Because of the internet, you can deliver information
in a wide coverage at low cost.
Significantly, literacy in ICT is fundamental to life in our modern technological society. To equip students
to be literate lifelong learners and global citizens of the 21st century, we must successfully integrate ICT
into both the language curriculum and the language pedagogical practice. Read the article below and
find out the ICT tools for English language (also Filipino language) teaching and learning.

This document is the property of PHINMA EDUCATION

 Technology for Teaching & Learning 2 – Technology in
Secondary Language Education
Teacher’s Guide Module #20

Name: _ Class number:

Section: Schedule: Date:

ICT Tools and English Language Teaching

by Mohammed Rhalmi · published February 3, 2017 · updated may 26, 2017
https://www.myenglishpages.com/blog/ict-tools-and-english-language-teaching/

This article tries to review ICT use in English Language

Teaching (ELT). First, the rationale behind using ICT in
ELT will be discussed. Then, a list of ICT tools that are
currently used will be introduced.
Advantages of working with ICT tools
According to Pete Sharma and Barney Barret (2007),
there are several reasons for using technology in
language teaching. In addition to the fact that technology
can be motivating, it offers the possibility to work
autonomously or interact and collaborate with others.
Technology also provides instant feedback on language
performance in various tasks and exercises.

Technology can also be an extension of the classroom and can be time saving. Finally, technology can
promote language learning with fresh authentic and motivating materials directly usable from the Internet.
Using blended learning, which they define as “a language course that combines a face-to-face classroom
component with an appropriate use of technology”, Pete Sharma and Barney Barret (2007: 7) suggest that
“positive learning outcomes are most apparent when clear roles are assigned to the teacher and to the
technology.” In the following section, we will be reviewing the ICT tools that are used in ELT. The
categorization of the tools presented are adapted from Erben et al., (2009).

ICT Tools Classification

ICT tools have been reported to yield positive results in ELT classrooms. in fact, judicious use of ICT tools to
teach English boosts learning in terms of attitudes, autonomy and authenticity. In this section, we will list
several ICT tools, classified according to their functions. To this effect, we will use Erben et al., (2009)
classification which focuses on the functions of the different ICT tools.
E-creation tools
Those tools enable English language learners to be creative. They involve playing with and using language to
create, explore, and discover while producing content and learning performances that can be measured.
Examples of these tools include web publishing, presentations software, exercise creating tools, podcasting,
camera, moviemakers, and audio makers.
E-communication tools
Software that promote communication among students and teachers may be divided into two kinds of tools.
First, there are those types of software that allow for in real time interaction (i.e. synchronous) such as
telephone conversations, a board meeting, voice conferencing, and instant messaging. The second type of
software includes those that occur with a time delay (i.e. asynchronous) such as email, text messages
transmitted over cell phones, and discussion boards.

This document is the property of PHINMA EDUCATION

 Technology for Teaching & Learning 2 – Technology in
Secondary Language Education
Teacher’s Guide Module #20

Name: _ Class number:

Section: Schedule: Date:

Reading/ writing-facilitative e-tools

Some ICT tools can facilitate and boost teaching and learning of writing and reading skills. Examples of these
tools include online boards, online journals, blogs, wikis, and e-books. Blogs, wikis, boards and journals can be
used to create digital material or portfolios online are spaces where learners work in collaborative projects.
They can also be used for professional development or to summarize learners’ work. Examples of these tools
are blogger, wikispaces and Penzu. They can be accessed by following these link:

https://webwhiteboard.com/
https://penzu.com
https://www.wikispaces.com/content/classroom
https://www.blogger.com/

Similarly, E-books have many functionalities. Learners can use them to develop their reading skill. For
instance, e-books have added audio, interactive tasks and built-in dictionaries. Another advantage of this tool
is that learners can access e-books on several devices such as tablets, mobile phones, and laptops.

Listening/speaking-facilitative e-tools
The listening skill can be developed through ICT tools such as:

 Video and audio files;

 Podcasts (syndicated audio files) and vodcasts (syndicated video files);
 Audio Video sharing libraries like YouTube.

E-assessment tools
Tony Erbe et al., (2009) list three basic performance types of assessment, namely, performances, portfolios,
and projects. The main difference between these types of assessment and standardized traditional tests lies in
the fact that with the alternative assessment tools, the leaner “produces evidence of accomplishment of
curricula objectives”. This evidence is put in the form of a performance, project, or portfolio and can be
“archived and used at a later date with other pieces of learning evidence as a compilation of proof to
demonstrate achievement.” Erben et al., (2009: 153)

Virtual learning environments

Virtual Learning Environments (VLE) are Web-based platforms that allow teachers and learners to manage
and organize their work electronically. Some of the benefits of these online spaces are as follows:
 Both parents and learners can access these spaces to assess progress.
 All participants may have their say on the discussion forums or conferencing sections.
 VLEs reduce the social distance between all participants.

Conclusion
This article has attempted to review the rationale behind ICT use in education. We have also tried to classify
ICT tools and their use in ELT. Some of these tools are designed for communication while others are made to
help learners be creative. Language skills can also be developed through ICTs

This document is the property of PHINMA EDUCATION

 Technology for Teaching & Learning 2 – Technology in
Secondary Language Education
Teacher’s Guide Module #20

Name: _ Class number:

Section: Schedule: Date:
2) Activity 3: Skill-building Activities (20 mins)
Word Clouds with Wordle: Use a WORDLE to capsulize your understanding of the discussion in this
module about ICT in language teaching. You may use any website that generates a wordle. Place your

generated wordle below.

Activity 3.2 – Gadgets Old and New: Gadgets are ICT’s. Gather all your gadgets (old and new).
Arrange in chronological order from earliest to latest. Identify the roles and functions of these gadgets in
your life. Summarize your presentation in the table below.
PICTURE OF THE GADGET YEAR IT WAS USED HOW THE GADGET HELPED YOU

This document is the property of PHINMA EDUCATION

 Technology for Teaching & Learning 2 – Technology in
Secondary Language Education
Teacher’s Guide Module #20

Name: _ Class number:

Section: Schedule: Date:

3) Activity 4: What I Know Chart, Part 2 (2 mins)

It is now time to review and summarize what is learned in this module. Kindly go back to your answers in
activity 1 in the “What I know” column. Then after thinking of what you learned today, write your answers
on the 3rd column to the same questions (2nd column) based on what you now know.
What I Know Questions: What I Learned (Activity 4)
1. What is an ICT?

2. What are ICT tools?

4) Activity 5: Check for Understanding (5 mins) Multiple choices – Circle the letter of your answer.
1. How do students and teachers make use of available technologies?
a. for communication c. for learning
b. for entertainment d. all of the above
2. These are basically referred as basically information-handling tools.
a. ITC c. ICT
b. technology d. all of the above
3. Which is NOT true?
a. ICT’s are used to distribute and exchange information.
b. Computers are considered part of ICT.
c. Old technologies are also part of ICT.
d. none of the above
4. Which is NOT a role of ICT in education?
a. It can serve multiple teaching functions.
b. ICT replaces the convention education curriculums
c. It can be used in different teaching and learning modes.
d. Information can be delivered in an instant.
5. Which of the following indicates the advantages for using technology in language teaching?
a. technology can be motivating
b. it offers the possibility to work autonomously or interact and collaborate with others.
c. technology provides instant feedback on language performance
d. all of the above
6. The use of ICT tools to teach English boosts learning in terms of
a. attitudes, autonomy & authenticity c. authenticity, atmosphere & autonomy
b. autonomy, attitude & amplification d. none of the above
7. Which is NOT an example of e-creation tools?
a. instant messaging c. web publishing
b. presentations software d. podcasting
8. What do you call the software that promotes communication among students and teachers?
a. e-creation tools c. e-communication tools
b. e-assessment tools d. facilitative e-tools

This document is the property of PHINMA EDUCATION

 Technology for Teaching & Learning 2 – Technology in
Secondary Language Education
Teacher’s Guide Module #20

Name: _ Class number:

Section: Schedule: Date:

9. Examples of these tools include online boards, online journals, blogs, wikis, and e-books.
a. e-creation tools c. e-communication tools
b. e-assessment tools d. facilitative e-tools
10. Which ICT tool involves playing with and using language to create, explore, and discover while
producing content and learning performances that can be measured?
a. e-creation tools c. e-communication tools
b. e-assessment tools d. facilitative e-tools
11. Which are spaces where learners work in collaborative projects?
a. blogs c. portfolio online
b. wikis d. boards
12. What can help learners use to help them develop their reading skill?
a. e-books c. journals
b. wikis d. blogs
13. They are web-based platforms that allow teachers and learners to manage and organize their
work electronically.
a. LMS c. VLE
b. ICT d. IDK
14. Which is a syndicated video file?
a. podcast c. vodcast
b. penzu d. e-books
15. Synchronous refers to
a. real-time interaction c. it occurs with a time delay
b. sharing of file d. a Bluetooth like facility

C. LESSON WRAP-UP

1) Activity 6: Thinking about Learning (5 mins)

Here are some guide questions intended to give you a better understanding of this lesson.
a. Despite the numerous advantage, will there also be a disadvantage to the use of ICT in teaching
language?
b. What are the problems of ICT in education?

Just a quick reminder, please don’t forget to mark your place now in the work tracker below, so you will
be able to personally monitor how much work you have accomplished and at the same time, how
much work there is left to do.

Period 1 Period 2 Period 3

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

This document is the property of PHINMA EDUCATION

 Technology for Teaching & Learning 2 – Technology in
Secondary Language Education
Teacher’s Guide Module #20

Name: _ Class number:

Section: Schedule: Date:

Below are the FAQs (Frequently Asked Questions) which you might have in mind to ask.

1. How is ICT important in education?

Information and Communication Technology (ICT) is important in primary education because it enables kids to
search for the information they need and to organize what they have found. As children progress through the
school system, they become increasingly responsible for their own learning. Source: techwalla.com

2. How can ICT help students?

Information and communication technologies are currently being used in education to assist students to learn
more effectively by providing teachers with access to a wide range of new pedagogy. These technologies are
also being used to enable teachers to do administrative tasks more efficiently. Source. tandfonline.com

KEY TO CORRECTIONS/GRADING FACTORS

**For Activity 3.1 and 3.2, outputs may vary and each completed task will be given 10 points..

ACTIVITY 5 – CHECK FOR UNDERSTANDING (KEY)

1. d 6. a 11. c
2. c 7. b 12. a
3. d 8. c 13. c
4. b 9. d 14. c
5. d 10. a 15. a

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