AJU2104 ICT in English language teaching

Faculty of Arts
Spring 2021
Extent and Intensity
0/2/0. 4 credit(s). Type of Completion: z (credit).
Teacher(s)
Nicola Catherine Fořtová, B.A., M.A. (lecturer)
Guaranteed by
doc. Mgr. František Tůma, Ph.D.
Department of English and American Studies – Faculty of Arts
Contact Person: Tomáš Hanzálek
Supplier department: Department of English and American Studies – Faculty of Arts
Timetable
Tue 14:00–15:40 G22
Prerequisites
This course is for future teachers of English and therefore requires a good working knowledge of English and at least some awareness of pedagogy. A reasonably good use of computers is also expected: naming and saving files, basic web tools, etc.
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.

The capacity limit for the course is 15 student(s).
Current registration and enrolment status: enrolled: 1/15, only registered: 0/15
fields of study / plans the course is directly associated with
there are 8 fields of study the course is directly associated with, display
Course objectives
The aim of this course is to familiarise students with the principled use of ICT for English language teaching in the upper secondary context using a range of devices and tools. This practical course shows learners how to marry language teaching methodology with the use of ICT in order to manage the class, select, augment, modify and redefine existing tasks to develop various aspects of learners’ communicative competence and digital literacy skills inside and out of the classroom.
Learning outcomes
After completing the course, a student will be able to: 1. Understand the concept of digital literacy and its practical application. 2. Use various devices, ICT tools and task types in a principled manner when teaching systems and skills to develop different aspects of learners communicative competence inside and out of the classroom. 3. Select lesson activities with the effective use of ICT, including the selection and evaluation of appropriate tools and materials from online and offline resources. 4. Create materials and relate different learning theories such as behaviourism and sociocultural theory to various ICT tools and task types. 5. Use ICT effectively to facilitate classroom management, including dealing with differentiation in class. 6. Navigate various virtual learning environments and communication tools for different purposes including their use as a communication tool with parents. 7. Form a personal learning network in order to network, collect material for and reflect on their practice.
Syllabus
  • 1. An introduction to technology enhanced language learning, including digital literacy. 2. Selecting and evaluating technology enhanced language learning tools and materials. 3. Tools and task types for integrating technology into teaching the language systems and skills with reference to the SAMR (substitution, augmentation, modification and redefinition) and TPACK (Technological pedagogical content knowledge) models. 4. Creating student-centred technology enhanced language learning materials. 5. Managing the learners and learning with technology. 6. Creating and maintaining personal learning networks for professional growth.
Literature
    required literature
  • Dudeney, G., Hockly, N., & Pegrum, M. (2013) Digital Literacies. Malaysia: Pearson.
    recommended literature
  • Wilden, S. (2017). Mobile Learning. China: OUP
  • Dudeney, G (2002) The Internet and the Language Classroom. Cambridge:Cambridge University Press
  • Lewis, G. (2010) Bringing Technology into the Classroom. USA: OUP
  • Stanley, G. (2013) Language Learning with Technology. UK: CUP.
Teaching methods
Lectures and hands on practical input sessions, discussions, reading.
Assessment methods
Each student will build a website incorporating tools and tasks for helping learners with at least two systems (vocabulary, pronunciation, functions, grammar) and two skills (reading, writing, listening, speaking) using tools shown during the course, and tasks that they have developed, which provide potential learners with a range of higher order thinking skills activities. This will show that the students have processed the information covered over the course and are able to use technology enhanced language learning to develop learners’ communicative competence in a principled manner.
Language of instruction
English
Further Comments
Study Materials
The course is taught annually.
Teacher's information
http://www.phil.muni.cz/elf/course/category.php?id=1
The course is also listed under the following terms Autumn 2021, Autumn 2022, Autumn 2023, Autumn 2024.
  • Enrolment Statistics (Spring 2021, recent)
  • Permalink: https://is.muni.cz/course/phil/spring2021/AJU2104