The role of ICT in the teaching of English as a Foreign Language (EFL)

Thomas Arnesen

ISBN 10: 3843361231 / ISBN 13: 9783843361231

Published by LAP LAMBERT Academic Publishing Jan 2011, 2011

About this Item

This item is printed on demand - it takes 3-4 days longer - Neuware -Despite ambitious political plans and substantial economic investments, there are - at best - mixed experiences with the introduction of ICTs in classroom settings in most western countries. Norway is an interesting case in point because it is the OECD country with the highest ICT use among pupils and the best school level ICT infrastructure, yet at the same time experiences the greatest relative decline in skills and knowledge from 2003 to 2009 as measured in the PISA study. In trying to better understand some of the processes responsible for this state of affairs, this book examines how and why teachers of English as a foreign language (EFL) make use of ICTs in their teaching. Based on data from a national survey of lower secondary school EFL-teachers, it is possible to discern the common characteristics of high ICT intensity teachers. Among the most salient factors we find stronger faith in the objectives set out in national plans and strategies. Educational ICT initiatives enter a subject specific context which must be sufficiently acknowledged by administrators and policy makers in order to make optimal use of ICTs' positive potential. 136 pp. Englisch.

Seller Inventory # 9783843361231

Bibliographic Details

• Title: The role of ICT in the teaching of English as a Foreign Language (EFL)
• Publisher: LAP LAMBERT Academic Publishing Jan 2011
• Publication Date: 2011
• Language: English
• ISBN 10: 3843361231
• ISBN 13: 9783843361231
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 220W x 150H x 9D millimeters 220 millimeters width by 150 millimeters height by 9 millimeters depth
• Weight: 221 grams

About this title

Synopsis

Despite ambitious political plans and substantial economic investments, there are - at best - mixed experiences with the introduction of ICTs in classroom settings in most western countries. Norway is an interesting case in point because it is the OECD country with the highest ICT use among pupils and the best school level ICT infrastructure, yet at the same time experiences the greatest relative decline in skills and knowledge from 2003 to 2009 as measured in the PISA study. In trying to better understand some of the processes responsible for this state of affairs, this book examines how and why teachers of English as a foreign language (EFL) make use of ICTs in their teaching. Based on data from a national survey of lower secondary school EFL-teachers, it is possible to discern the common characteristics of high ICT intensity teachers. Among the most salient factors we find stronger faith in the objectives set out in national plans and strategies. Educational ICT initiatives enter a subject specific context which must be sufficiently acknowledged by administrators and policy makers in order to make optimal use of ICTs' positive potential.

About the Author

Thomas Arnesen works as an assistant professor of English and Social Science at Stord/Haugesund University College. For the past three years, he has participated in the research project "Education, curricula and technology". His main research interest is ICTs' role in the teaching of English as a Foreign Language.