1. Chapter I: Criteria for the Implementation of Learning Technologies
This chapter introduces criteria for the successful implementation of ICT-
enabled tasks. It argues that the integration of ICT is best supported by a pedagogy
that facilitates experiential learning and a development of academic competencies.
The British Educational Communications and Technology Agency (BECTA)
reports that it will take time for empirical evidence of the benefits of ICT integration
to emerge (Cox, Abbot, Webb, Blakeley, Beauchamp & Rhodes, 2003). But they
arrived to the conclusion is that computer assisted learning is no more effective than
other types of intervention (Parr, 2003). Why is this? Because despite the attempts of
implementation of technology in schools and universities, there lacks direction about
ICT’s integration into course curricula and pedagogical practices. It has also been
suggested that a reason for failure to adopt and adapt technology in mainstream
education is due to the inadequate training of new instructors (Mouza, 2002.) However,
it should be recognized that adding ICT to the learning situation may indeed solve
some problems (e.g. universal access to information; development of computer skills)
but will bring new, additional problems (e.g. how to evaluate information; development
of digital literacy skills). Another problem is that teachers are also unprepared for any
changes that may be brought about by technology adoption at schools.
So after all of this information we reach to the point of asking ourselves the
following question: How can educational institutes move forward then in light of
inconclusive research findings, cautious report comments and lack of pedagogically
focused guidelines for educators? Facer (2007) recommends transforming schools into
knowledge building communities:
• In curriculum — knowledge creation, collaboration, community navigation.
• In pedagogy — how we teach, who teaches, techniques. Authentic activities —
immersion and reflection.
• In institutions — knowledge building communities, networked to the wider world
— children, education professionals working alongside others from (virtual/
physical) community.
As it has been already stated above, the literature on ICT integration and its
impact on learning do not provide a clear picture. Consequently, researchers must
respond to the lack of a solid rationale and supporting guidelines for ICT integration
(Selwyn, 1997), and ask what the conditions are for technology to be integrated
successfully in an informed manner, and how practitioners can best apply ICT-enabled
tasks in the classroom to make a difference.
Student: Gabriela Velozo
Institution: Universidad Tecnológica Nacional- INSPT

2. The literature highlights some key factors for informed ICT usage and these can
be further categorized into four characteristics: activities, integration, collaboration and
shared spaces (Selwyn, 1997). These characteristics are summarized bellow:
• Activities:
1. Be flexible enough to address different learning styles. (Jordan & Follman,
1993; Sandholtz et al, 1997).
2. Focus on the quality of teaching and types of learning. (Knipe & Lee, 2002).
3. Creating opportunities for interaction. (BECTA, 2003).
• Integration:
1. Use technology to create constructivist environments which supported higher
level thinking skills (Hesselbring, Barron & Risko, 2000).
2. Training in the integration of technology into the curriculum (Parr, 2003).
3. If ICT is used in learning then it should be done with the intention of adding
value to good tasks. (Towndrow & Vallance, 2004)
• Collaboration:
1. Collaboration among students (Sivin-Kachala & Bialo, 1996).
2. Use cooperative learning models (Sandholtz et al, 1997).
3. Increase communication between students and instructors (Jordan & Follman,
1993; Sandholtz et al, 1997).
• Shared Space:
1. The activities, learning context and shared space should aim to meet the five
qualities within a knowledge construction, constructivist learning environment:
(1) instructors supporting instructors; (2) dialogues; (3) reflections; (4) observing
best practice; (5) taking risks. (Jonassen, Peck & Wilson, 1999).
2. Relate the skills to real-life situations (Jordan & Follman, 1993; Sandholtz et al,
1997).
Another important point to be made is that tasks which use technology should:
• Encourage discussion, consultation and sharing.
• Focus upon process and product of task and learning objectives.
• Integrate multiple-media.
• Allow access to a wide range of information.
• Facilitate and/or negotiate students’ periodic outcomes.
• Provide a channel for feedback and assessment.
• Be flexible in when and where learning occurs.
Student: Gabriela Velozo
Institution: Universidad Tecnológica Nacional- INSPT

3. CONCLUSION
As there is not much empirical evidence of up to what extend ICT can
promote learning, we, as educators, still have to try and test hypothesis on how
technology can be best used and exploited for educational purposes.
After years of studying the different types of approaches to learning, I
completely agree with the idea that the focus of using technology should be on
teaching students to construct their own leaning, by experiencing with
technology without the fear of making mistakes and on focusing on activities
that promote communication.
Student: Gabriela Velozo
Institution: Universidad Tecnológica Nacional- INSPT

4. “The future of Technology in ELT”
The pace of technology change has been slow. However, there are signs that
the pace is beginning to accelerate with the advent of more user-friendly tools and
software, and greater opportunities for more formalized training.
Stephen Bax in his article “CALL – Past, Present and Future” suggests that technology
needs to become invisible to both the teacher and the learner, in order to be fully
integrated into the learning process. It needs to become as natural a part of the
classroom as more traditional, longer-established “tools” like the coursebook or
dictionary.
What about the future? The numbers of computers, hand-held devices and
technologies in general will continue to grow. We can also expect technology to
become smaller, faster and cheaper.
One thing that is certain is that while the teaching profession may not be
changing as quickly as we might have expected, technology is still moving on to an
astounding place, and the software and hardware we use are gradually converging into
devices which are more user-friendly.
How far such developments will impact on the teaching and learning of the
languages is unclear. We only know that change is inevitable.
Student: Gabriela Velozo
Institution: Universidad Tecnológica Nacional- INSPT

5. “Works cited”
• Dudeney, Gavin and Hockly, Nicky (2008). How to teach English with
technology.
• Sharma, Pete and Barney, Barret (2007). Blended learning, Using
technology in and beyond the language classroom.
Student: Gabriela Velozo
Institution: Universidad Tecnológica Nacional- INSPT