2. The 4Cs of ICT are: computing, connectivity, content,
and human capacity. The recent World Summit on the
Information Society (WSIS) focused extensively on 3Cs,
communications, content, and capacity building, and
less so on computers.When considering the use of ICT
for development, conventional wisdom is that even if
hardware is free, communications, software, and
training make ICT expensive.
3. Applications of ICT can be divided
under two broad categories
The first are those largely
dependent on traditional
telecommunication networks
that eneable on-demand
communications to provide
information tailored to the
user’s convenience and needs
The second group of ICT
applications, for want a more
appropriate name, we shall call
human independent, where
information is processed and
decisions are arrived on the
basis of preset criteria without
human intervention at the time
of decision making.
4. ICT and development
Information and communications technology (ICT) is viewed as both means
and an end for development.With roughly two-third of the world economy
based on services, many developing countries have accepted ICT as a national
misión.
ICT and developing countries.
The birth and the growth of the internet were in United States, and this has
led, in part, to large distortions in connectivity between the developed and
developing nations. Economics remains the obvious overarching reason for
the continuation of the divide.
Much of this divide is due to legacy reasons, and location of hosts and
users.
5. ICT challenges
The digital divide is actually a manifestation of other
underlying divides, spanning, economic, social, geographic,
gender and other divides.
The above four interrelated features determine the value of ICT for a user
Awareness Availability Accessibility Affordability
Reducing the divide requires improvements across all the dimensions of ICT.
Computing Connectivity Content Human capacity
6. Until quite recently, computer-assisted language learning
(CALL) was a topic of relevance mostly to those with a special
interest in that area. Recently, though, computers have
become so widespread in schools and homes and their uses
have expanded so dramatically that the majority of language
teachers must now begin to think about the implications of
computers for language learning
7. Three phases of CALL
Though CALL has developed gradually over the last 30 years, this development can
be categorized in terms of three somewhat distinct phases which I will refer to
as behavioristic CALL, communicative CALL
8. Behavioristic CALL
The first phase of CALL,
conceived in the 1950s and
implemented in the 1960s and
'70s, was based on the then-
dominant behaviorist theories of
learning. Programs of this phase
entailed repetitive language drills
and can be referred to as "drill
and practice“.
Communicative CALL
The second phase of CALL was based
on the communicative approach to
teaching which became prominent in
the 1970s and 80s. Proponents of this
approach felt that the drill and
practice programs of the previous
decade did not allow enough
authentic communication to be of
much value.
IntegrativeCALL
Integrative approaches to CALL are based on two
important technological developments of the last decade -
multimedia computers and the Internet
9. • MarkWarschauer . (1996). Computer Assisted Language Learning: an Introduction.
19.09.2016, de Logos International Sitio web:
http://www.ict4lt.org/en/warschauer.htm
• Michael Shamos. (20XX). Information and communicationsTechnology (ICT).
12.09.2016, deWashington Workshop Summary Presentation Sitio web:
https://www.cs.cmu.edu/~rtongia/ICT4SD_Ch_2--ICT.pdf
