Role Of ‘ICT’ In English Language Teaching (Elt) And Learning

Abstract

Information and communications technology (ICT) is an important part of most organizations these days(Zhang & Aikman, 2007). Computers began to be used in schoolsin the early 1980s, and severalscholars suggest that ICT will be an important part of education for the next generation (Bransford, Brown, & Cocking, 2000; Grimus, 2000; Yelland, 2001). Up‐to‐date technology offers many methods of enhancing classroom teaching and learning (Ghavifekr et al., 2014; Lefebvre, Deaudelin & Loiselle, 2006). Dawes(2001)stated  that new technologies have the potential to upkeep education across the curriculum and deliver opportunities for efficient student‐teacher communication in ways not possible before. ICT in education has the potential to transform teaching. However, this potential may not easily be realized, as Dawes (2001) underlined when he stated, “problems arise when teachers are expected to implement changes in what may well be adverse circumstances” (p. 61).   Due to ICT’s importance in society as well as in the future of education, identifying the possible challenges to integrating these technologies in schools would be an important step in improving the quality of teaching and learning. Balanskat, Blamire, and Kefala (2006) argue that although teachers appear to acknowledge the value of ICT in schools, they continue encountering obstacles during the processes of adopting these technologies into their teaching and learning.