Chapter 4
How to Implement Technology Enhanced Teaching
Introduction
Teaching with technology requires readiness from both teachers and learners.
Common obstacles include outdated hardware, poor funding, limited PC access, and slow internet.
The chapter addresses two situations:
1. Teachers in ICT-equipped institutions.
2. Teachers starting from scratch.
Provides practical tips on media use, online/offline environments, and the balance between e-learning
and face-to-face learning.
Before You Begin: Are You Ready?
Teachers need a different set of skills compared to traditional teaching—adaptability to digital
environments is key.
A self-evaluation checklist is recommended to assess readiness and comfort with technology.
Minimum Technical Requirements
For schools:
At least one computer with:
• Internet connection
• Printer
• Audio card, headset with mic
• Basic software: word processor, browser, email program
Key Points to Check at Your School
1. ICT Policy:
Review your school’s ICT vision or annual plans. These help align your course with current institutional
goals.
2. Available Facilities:
Visit classrooms and labs.
Learn how to book equipment and spaces.
Ensure there’s internet and that it’s accessible.
3. Learning Platforms:
Identify what e-learning platforms (like Moodle) are available.
Read user manuals to avoid future technical issues.
4. Technical Support:
Know who provides tech support, how to contact them, and what their availability is.
5. Learners’ Computer Skills:
Check if students have access to IT classes.
Integrate basic tech training into lessons if needed.
Place clear instructions on PC desks.
6. Learner Profile:
Use questionnaires to assess if learners are interested and able to handle ICT-based learning.
Assessment Requirements
Assessment in tech-enhanced learning has integrity risks like cheating and false identities.
It’s essential to discuss and coordinate assessment strategies with fellow tutors.
Establishing a shared policy helps maintain consistency and credibility.
Learner Access Outside the Classroom
Check if learners have personal devices or rely on school facilities.
Be realistic in assigning tasks—consider tech access limitations at home.
Avoid overloading learners who may not have regular PC/internet access.
Accounting for Teacher’s Out-of-Class Work
Talk to your Director of Studies about how this work is tracked and recognized.
Document your time and tasks consistently using logs or time sheets.
Keep records of regular activities like prep, feedback, platform management, etc.
Finding Colleagues to Collaborate With
Share your vision with fellow teachers—you may find eager collaborators.
Co-creating activities and resource banks is easier and more efficient.
Teamwork boosts morale, supports problem-solving, and encourages professional growth.
Institutional Support
If you’re in an ICT-supportive institution, you’ll benefit from:
Students already trained in using tech across subjects.
Access to PCs, labs, and multimedia tools.
ICT training and technical support for teachers.
Administrative help with registration, course info, and compatibility with other programs.
Potential access to graphic designers, multimedia developers, and editors.
Financial or duty-related incentives for content development and material updates.
A built-in collaborative tutor community promoting daily interaction and support.
Getting Comfortable with Electronic Equipment
If you’re unsure about using tech, start with the user manual—preferably with hands-on practice.
It’s often faster to try out the tool while reading instructions.
Ask for help from technical staff instead of risking misuse.
Display quick-reference guides near your workspace for frequent use.
The Benefits of a Strong Institutional ICT Policy
A supportive policy fosters networking and collaboration among teachers.
It enables cross-curricular integration (e.g., using foreign language websites in science or history
research via CLIL).
This increases the practical relevance of language learning and improves student motivation.
Working Time and ICT Teaching
Belonging to the school’s ICT community may entitle you to updated working hour calculations.
Some institutions still only count physical presence—advocate for recognition of time spent online
(emails, feedback, platform use).
Track your time and tasks: managing communication, planning, organizing materials, and progress
monitoring.
Once built, online courses can scale to many learners efficiently.
If You’re the ICT Pioneer at Your School
If you’re the first to introduce ICT, you’re responsible for how the course aligns with the curriculum and
learner needs.
Reflect on why others haven’t adopted ICT: often due to underfunding, low motivation, outdated
equipment, or staff resistance.
Be mindful of systemic obstacles like maintenance gaps or institutional inertia.
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️Being Forewarned and Planning Strategically
Before launching your ICT project, evaluate feasibility, availability of resources, and sources of support
(peers, students, admin).
A well-prepared proposal with evidence on ICT’s effectiveness (like student independence and improved
collaboration) is more convincing.
Knowing the effort required helps manage expectations and strengthens your case when promoting ICT
teaching.
Gaining Support from Colleagues
Some colleagues may hesitate at first, but your learners’ success stories can help change their minds.
Invite teachers to observe your classes, share resources, and introduce them to student-centered
learning approaches using technology.
These small steps build confidence and openness to digital methods.
Institutional Requirements & Course Design
Administration may request a detailed course outline, including the balance of face-to-face and online
sessions, and learner support strategies.
Align your course’s assessment methods with the institution’s existing accreditation systems to maintain
academic credibility.
Adapting ICT Use to Different Teaching Contexts
ICT use in the classroom is influenced by:
Tech availability (based on school policy and budget),
Teacher skills and training,
Learner openness to technology,
Course goals and assessment requirements.
The variety of contexts means flexibility is key, and the chapter aims to provide tips tailored to different
scenarios.
Minimum Teacher Skills for Technology-Enhanced Teaching
Teachers should be able to:
• Use word processors (e.g., MS Word)
• Use email
• Access and navigate the Internet
Minimum Institutional Requirements
At least one computer, internet access, printer, headset with mic, and basic software.
Before organizing a blended course:
• Understand school ICT policy and available facilities
• Check for learning platforms and technical support
• Assess learner ICT skills (start simple if skills are low)
• Determine student access to tech outside school
• Use a questionnaire to gauge learner willingness
• Align activities with syllabus and assessment
• Coordinate with colleagues and share resources
Overcoming Barriers with Minimal Resources
Even with limited tech, blended courses are possible:
Teachers can create and store materials
Learners can use word processors for writing/grammar
Single-computer classrooms can assign tech tasks as homework
Rotate computer access if needed; plan alternatives for in-class learners
Using Word Processors Effectively
Benefits of having at least one computer:
Practice with language software (CD/DVD)
Create customized worksheets and materials
Edit and give feedback on digital submissions (USBs, CDs, etc.)
Save classroom time, boost learner autonomy
Pro Tips for Word-Based Activities
• Add clickable links: copy website URL and paste into Word, then hit space
• Create interactive Word forms:
• Add drop-downs, fill-in fields, and radio buttons
• Useful for grammar, reading, and writing practice
Benefits of Word Processing over Paper
• Easier editing (undo/redo, copy-paste, reordering)
• Documents can be reused, shared, improved, and transported
• Useful for collaborative tasks and homework
• Supports added visuals and PowerPoint conversions
Audio/Video Alternatives on a Single Computer
A single PC can act as a media player:
• Use CDs/DVDs for better quality and repeatable segments
• Enhances listening and multimedia activities
Benefits of a Computer Classroom
• More technology-based activities possible
• Shared networks support collaborative work and teacher monitoring
• Teachers can provide real-time feedback and track progress
• Learning platforms (like Moodle) increase time for independent and online learning
Advantages of Internet Access in Teaching
Access to authentic material and teacher-created content
Encourages communication and collaboration
Doesn’t require complex tools: basic browsing is enough
Can work offline by saving or printing materials
Even one Internet-connected PC can be used with projectors/whiteboards for class-wide benefit
Using the Internet in Language Teaching
Ideal Setup
A computer lab with networked, connected PCs is best.
Useful for both ready-made LT (Language Teaching) websites and authentic content that suits learner
interests (especially in CLIL – Content and Language Integrated Learning).
Steps to Use the Internet in Classrooms
1. Search
• Use search engines like Google and Yahoo effectively.
• Teach learners to search by:
• Creating internet quizzes
• Getting them to make quizzes for peers
2. Evaluate
Before using a website:
• Check it’s functional and updated
• Ensure language level is suitable
• Check accuracy of content and any provided answer keys
3. Plan
• Save websites for reuse (bookmarks/favourites)
• Print or save offline copies in case of connection issues
Internet-Based Project Work
• Can be short-term or long-term
• No advanced tech knowledge needed
Promotes:
• Communication and collaboration
• Integration of language and subject (ESP or CLIL)
• Learner autonomy and critical thinking
Project Work with the Internet
Benefits
• Exposes learners to authentic materials and real-world tasks.
• Develops critical thinking, language production, and collaboration.
• Supports task-based, CLIL, and ESP approaches.
Steps to Designing a Project
1. Choose a topic (person, event, issue)
2. Formulate a task
Define the information to be gathered
Decide what cognitive skills are practiced (e.g., arguing, generalizing)
3. Select and evaluate websites
4. Decide the final product
Poster, PPT, article, report, debate, etc.
Adapt to Learner Profile
Young learners: projects about idols, biographies
Science/business learners: deeper topics, simulations
Elementary: guided content
Intermediate+: more independent outcomes
Chat as a Learning Tool
Pros:
Chats really energize learners, especially young ones, by bringing that instant, social vibe to language
practice.
Audio chats help with real-world pronunciation and listening skills — you get a taste of natural speech,
accents, and all the little nuances that textbooks just can’t deliver.
Plus, it can push learners to be more autonomous, especially if teachers step back and let the
conversation flow.
Cons:
Managing chats, especially task-driven ones, takes a lot of prep and active moderation—not a walk in
the park for busy teachers.
Tech can be a pain: setting up, troubleshooting, making sure everyone has the right gear and skills—
sometimes feels like a mini IT job.
There’s always a risk that chat discussions get off-track or even heated without the right rules and
oversight.
Blogs
Strengths:
Blogs offer a real audience beyond the classroom, which can seriously motivate learners to write well.
They’re great for reflection, cross-cultural exchange, and for quieter students who might hesitate to
speak out loud.
They can foster collaborative learning if managed properly.
Challenges:
Since blogs are public, accuracy and appropriateness of posts need constant checking—otherwise, it
could backfire.
Feedback and language monitoring can be time-consuming for teachers.
️Wikis
Pros:
Wikis encourage collaborative writing and editing, so learners practice not just language but teamwork
and negotiation.
The version history is a neat feature—no worries about losing content or undoing mistakes.
Podcasts
Usage:
Learners can listen to podcasts to improve comprehension and pronunciation.
Or they can create podcasts themselves, which is a brilliant way to practice speaking and production
skills.
How to Prepare for Tutoring in E-learning or Blended Learning :
1. Clarify Course Goals and Structure
Know why the course uses online or blended methods and how it differs from traditional courses.
Plan so content doesn’t overlap, covering different skills across settings.
Factor in technical limitations and possible interruptions, embracing flexibility as a key advantage.
2. Get Comfortable with the Course Tools and Content
Familiarize yourself with activities and features like chat rooms or whiteboards.
Plan your own “computer time”: where and how long you’ll work, and how to avoid strain or fatigue.
Decide if and when face-to-face sessions are needed, and communicate clearly if they’re optional or
mandatory.
3. Manage Time and Communication Thoughtfully
Schedule around deadlines, meetings, and time to handle learner issues promptly — remember, an
unanswered question online feels more isolating than in person.
Be precise, clear, and considerate in writing. Messages can’t be retracted, so avoid rash replies except in
live chats.
Add a personal touch—use names, emoticons, images—to keep communication warm and engaging,
combating the loneliness learners can feel online.
Regular social interactions through chat rooms or forums help build a community feeling.