ICT in English Language Education: Bridging the Teaching-Learning Divide in South Asia (SpringerBriefs in Education)

Preface
Contents
1 ICT and the World Around Us
	1.1 The Beginnings
		1.1.1 Learning to Learn
	1.2 What and Why of ICT?
	1.3 Exploring the Potential of ICT
		1.3.1 The Potential to PREPARE: Participants of the Twenty-First Century
		1.3.2 The Potential to EXTEND: Access to Education—Equalizing
		1.3.3 The Potential to REDESIGN: Learning Environment Redesigned
		1.3.4 The Potential to IMPROVE: Quality of Learning
	1.4 Summary
	References
2 ICT, Communication, and the Curriculum
	2.1 Introduction
	2.2 ICT and Its Use in Schools
		2.2.1 ICT as a Tool for Teaching
		2.2.2 ICT for a Specific Subject
		2.2.3 ICT for Preparing Lessons
		2.2.4 ICT for Professional Activities
		2.2.5 ICT for Personal Use
	2.3 ICT in the Curriculum
	2.4 Curricular Frameworks and ICT
	2.5 ICT for Listening, Reading, Speaking, and Writing
	2.6 Summary
	References
3 ICT in the Classroom: Active Listening and Reading
	3.1 Introduction
	3.2 Active Listening: Past and Present
	3.3 ICT and Listening
		3.3.1 Teacher Control
		3.3.2 Teaching Skills and Strategies
		3.3.3 Active Listening and Integrated Skills
		3.3.4 Active Reflection on Listening
		3.3.5 The Variety in Listening Activities
		3.3.6 Designing Listening Activities and Publishing on the Net
	3.4 ICT and Reading
	3.5 Reading: Past and Present
		3.5.1 Teaching Approaches in Second Language Reading
		3.5.2 Reading Today
	3.6 Using ICT Tools for Reading
		3.6.1 Forming Reading ‘Communities’
		3.6.2 Linking Reading and Writing
		3.6.3 Using the Multilingual Potential of Technology
	3.7 Summary
	References
4 ICT in the Classroom: Speaking and Writing
	4.1 Introduction
	4.2 Spoken Skills: Past and Present
	4.3 ICT and Speaking
	4.4 Teaching Writing: Past and Present
	4.5 ICT and Writing
		4.5.1 Writing as Product
		4.5.2 Writing as Process
		4.5.3 Writing as Situated
	4.6 Summary
	References
5 ICT Beyond the Classroom: New Media and Learning
	5.1 Introduction
	5.2 Functions of Technology Adoption
	5.3 Discussion Boards and Forums
	5.4 Electronic Portfolios
		5.4.1 E-portfolio Creation Processes and Considerations
		5.4.2 E-portfolio Platforms
	5.5 Levels of Learning
	5.6 Summary
	References
6 Managing ICT: Administration, Evaluation, and Policymaking
	6.1 Introduction
	6.2 Managing ICT: General Principles
		6.2.1 Mode of Learning
		6.2.2 Choosing the ICT Platform
		6.2.3 Integration Within the Curriculum
	6.3 Evaluating ICT Tools Designed for Language Learning
		6.3.1 The Developer
		6.3.2 The Learner
		6.3.3 The Product
		6.3.4 Language Learning Potential
		6.3.5 Learner Fit
		6.3.6 The Focus on Meaning
		6.3.7 The Authenticity of Language
		6.3.8 Assessing the Impact
		6.3.9 Practicality
	6.4 Designing an ICT Policy
		6.4.1 The Question of Access
		6.4.2 Internet Safety
		6.4.3 Reflection and Feedback Mechanisms
	6.5 Summary
	References
7 Conclusion
	References