1. Language learning and teaching (LLT) enhanced by communication technology: Wishful thinking or real practice
2. Introduction: an anecdote Answer : More than 60% of trainee teachers thought there were more drawbacks than advantages Drawbacks : lack of control, no serious learning, just a game Advantages : easy access to documents of all types Bewilderment Advantages and drawbacks of using communication technologies in the classroom
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5. 1.1 The institution IUFMs (university-level teacher-training institutes) merged with universities in 2008. However it's the State that defines, with a national framework, specifications for professional teacher training. Master degree from 2010-2011. The IUFM NPC was the second biggest insitution if France after the IUFM of Versaille with 5161 students in 2008-2009. Actors : Language teachers (3) Technology teachers (10) Structure : 2x 3 hours : specific technical competences (blog, website, powerpoint, interactive board etc) 2 x3 hours : basic ICT competences + CMLT computer mediated language teaching 1X 3 hours (option) : creativity and CMLT 1.2 the ICT in the curriculum of future secondary school teachers of English
6. What are the goals of CMLT teacher training? To develop skills and knowledge that are necessary to implement CMLT effectively? Content CMLT computer mediated language teaching CMCL (Computer Mediated Communication in Language Learning) M.N. Lamy & R. Hampel)
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10. Uses of ICT in teaching and learning Data : 7 trainee teachers' personal research files Implementation
11. Conclusions Further questions : Link between TBLT and CMCL Insufficient infrustucture in schools Lack of cooperation or collaboration among teachers Basic ICT competences acquired Teachers' attitude towards the use of ICT has turned into a undoubtedly positive one : Communication among students increased Realising the potentialities of group work Better understanding the rôle of a teacher as facilitator Enhancing pupils autonomy Handling heterogenious classes Publication model of storage and distribution persists: focus on mass deliveries of common materials to classes
12. M.N. Lamy & R. Hampel. Online Communication in Language Learning and Teaching , New York, Palgrave Macmillan, 2007
