FREE printable ICT and Computing Primary Teaching Resources.

Computer as a tool. It is in this area that I think the computer has been an unequivocal success in language teaching. Spreadsheets, databases, presentation slide generators, concordancers and web page producers all have their place in the language classroom, particularly in one where the main curricular focus is task-based or project-work. But in my opinion, by far the most important role of the computer in the language classroom is its use as a writing tool. It has played a significant part in the introduction of the writing process, by allowing students easily to produce multiple drafts of the same piece of work.. Students with messy handwriting can now do a piece of work to be proud of, and those with poor spelling skills can, after sufficient training in using the spell check, produce a piece of writing largely free of spelling mistakes.

Teaching preschoolers to use computers — along with …

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This is a comprehensive listing of Internet sites for English language learners and teachers. Sperling also runs a very good ESL website called Dave's ESL Café at .

What are the advantages and disadvantages of computers …

Despite the unpromising title, this is a good and very comprehensive account of the use of computers in language teaching. It contains detailed discussions of the pedagogical value of the entire spectrum of computer-based language activities.


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Computer as a tester. The computer is very good at what is known as drill and practice; it will tirelessly present the learner with questions and announce if the answer is right or wrong. In its primitive manifestations in this particular role in language teaching, it has been rightly criticised. The main reason for the criticism is simple: many early drill and practice programs were very unsophisticated; either multiple-choice or demanding a single word answer. They were not programmed to accept varying input and the only feedback they gave was Right or Wrong. So for example, if the computer expected the answer "does not" and the student typed "doesn't" or " doesnot" or " does not ", she would have been told she was wrong without any further comment. It is not surprising that such programs gave computers a bad name with many language teachers. Unfortunately, there are now very many of these primitive drill and kill programs flooding the Internet.

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Computer as teacher. In the early days of computers and programmed learning, some students sat at a terminal for extended periods following an individualized learning program. Although we have come a long way from the rather naïve thought, held by some at that time, that the computer could eventually come to replace the teacher, there has been a return to a much more sophisticated kind of computerized teaching using multimedia CD ROMS. In such programs, students can listen to dialogues or watch video clips. They can click on pictures to call up the names of the objects they see. They can speak into the microphone and immediately hear a recording of what they have said. The program can keep a record of their progress, e.g. the vocabulary learned, and offer remedial help if necessary. Many of these CD ROM programs are offered as complete language courses. They require students to spend hours on their own in front of the computer screen, usually attached to a microphone headset. For this reason alone I prefer not to use them in my language teaching. Another of their serious drawbacks, in my view, is the fact that in many cases the course content and sequence is fixed. The teacher has no chance to include materials that are of interest and importance to the particular students in his or her class.

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Computer as communication facilitator. The Internet is the principal medium by which students can communicate with others at a distance, (e.g. by e-mail or by participating in discussion forums). In fact at Frankfurt International School the single most popular use of computers by students in their free time is to write e-mails to their friends. Some teachers have set up joint projects with a school in another location and others encourage students to take part in discussion groups. There is no doubt that such activities are motivating for students and allow them to participate in many authentic language tasks. However, cautious teachers may wish to closely supervise their students' messages. Recent research has shown up the extremely primitive quality of much of the language used in electronic exchanges!

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Teach India a Chartable Trust provided 500 second hand Computers to Greater Chennai Corporation Schools and is currently engaged in providing Computer Education for 6th Std. To 8th Std. Students in 40 schools.

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There are some programs which do offer more useful feedback than right or wrong, or that can accept varying input. Such programs blur the role of the computer as teacher or tester and can be recommended to students who enjoy learning grammar or vocabulary in this way. If two or more students sit at the same computer, then they can generate a fair amount of authentic communication while discussing the answers together.