The importance of Information and Communication Technology (ICT) in Language Teaching
Information and Communication Technology (ICT) in language teaching and learning is among considered suitable with the current education needs. However, the issue is regarding how far teachers master the concept of computer-aided language learning, their skills in performing teaching by using ICT, mastery level as well as the constructions faced by the teachers.
Language teaching is basically inseparable from the development of ICT (Information and Communication Technology). ICT (information and communications technology – or technologies) is an umbrella term that includes any communication device or application, encompassing: radio, television, cellular phones, computer and network hardware and software, satellite systems and so on, as well as the various services and applications associated with them, such as videoconferencing and distance learning. ICTs are often spoken of in a particular context, such as ICTs in education, health care, or libraries. The term is somewhat more common outside of the United States. According to the European Commission, the importance of ICTs lies less in the technology itself than in its ability to create greater access to information and communication in underserved populations.
One of the challenges facing teacher educators is how to ensure that graduate teachers have the necessary combination of skills and pedagogical knowledge that will enable them to both effectively use today’s technologies in the classroom as well as continue to develop and adapt to new technologies that emerge in the future. ICT has great potential for enhancing teaching and learning outcomes. The realization of this potential depends much on how the teacher uses the technology. This would in turn depend, among other things, on the kind of training that the teacher has undergone.
Society for Information Technology and Teacher Education (SITE) (2002) states that there is increasing pressure for teacher education programs to graduate teachers who are confident and competent in using ICTs for their personal and professional lives. At a program level this requires a move beyond random acts of innovation in which early adopters continue to explore opportunities for ICT integration to extend and enhance learning. Teacher educators can no longer view ICT integration as an option or something new and not relevant to their courses. To adequately prepare teachers for work in the classrooms of tomorrow, teacher preparation programs need to develop programs that infuse ICTs into the entire program using authentic and pedagogically appropriate approaches.
SAMPLE OF RESEARCH METHODOLOGY DESCRIPTIONS.
Impact of New Information and Communication Technologies (ICTs) on Socioeconomic and Educational Development of Africa and the Asia-Pacific.htm
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