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INTEGRATING ICT
INTO LANGUAGE LEARNING
AND TEACHING
Guide for Institutions

Swapna Kumar and Maija Tammelin

We would like to express our appreciation to Pasi Puranen at the Helsinki School of Economics for
his valuable contribution in conducting the surveys that this Guide utilizes as its stepping stone

This project has been funded with

support from the European Com-
mission. This publication reflects
the views only of the author, and
the Commission cannot be held
responsible for any use which
© 2008 may be made of the information
photos: © Gerhard Aba contained therein.
publisher: Johannes Kepler Universität Linz, Altenberger Straße 69, 4040 Linz
print: Office and more, Goenitzer Ges.m.b.H., Alserstraße 19, 1080 Wien
table of CONTENTS

CHAPTER 1: INTRODUCTION 
1.1 About this Guide  4
1.2 Benefits of ICT-enhanced foreign language teaching and learning 5
1.3 Use of ICT by educational institutions in Europe in general 6
1.4 Considerations for ICT implementation in language teaching and learning 7
1.5 Structure of the ODLAC Guide for educational institutions 8

CHAPTER 2: ADMINISTRATIVE CONSIDERATIONS

2.1 Policy and strategy definition 10
2.2 Administrative support for teaching staff 12
2.3 Quality assurance 14
2.4 Accreditation of courses 15
2.5 Summary of recommendations 16

CHAPTER 3: TECHNICAL CONSIDERATIONS

3.1 Investment and cost-effectiveness 18
3.2 Technical training and support 21
3.3 Summary of recommendations 23

CHAPTER 4: INSTRUCTIONAL AND PERSONAL CONSIDERATIONS

4.1 Teachers’ perceptions and beliefs about ICT for language learning 26
4.2 Pedagogical training for language teachers in the use of ICT 28
4.3 Summary of recommendations 31

CHAPTER 5: LEARNERS – EDUCATIONAL INSTITUTIONS’ ULTIMATE AUDIENCE

5.1 Learners’ perceptions of ICT use for language learning 32
5.2 Learner training PAGEREF 32
5.3 Summary of recommendations 33

CHAPTER 6: LOOKING AHEAD PAGEREF 34

REFERENCES 38
APPENDIX A 40
APPENDIX B 42

ODLAC | guide for Institutions – 

 CHAPTER 1

INTRODUCTION
“Language learning and teaching are essential to the fabric of a functioning
Europe.” (ICC -The European Language Network)

1.1 About this Guide

The importance of foreign language teaching and learning has long been
recognized and acknowledged in multicultural Europe. Rapid advances in the
development of ICT (Information and Communication Technologies) have
simultaneously been seen to offer new opportunities for enhancing the qua-
lity and effectiveness of language teaching and learning. However, although
technology is increasingly prevalent in everyday life, education, work, and
other sectors, a number of educational institutions across Europe have been
perceived as either lagging behind in fully recognizing these opportunities or
struggling with the challenges of implementing ICT. This guide is intended for
European schools, universities, and adult education institutions that hope to
start integrating ICT into their language teaching and learning activities as
well as for those who are looking for ways to enhance their current use of ICT
for foreign language learning. The guide is particularly aimed at institutional
decision-makers and policy makers including heads of language institutions,
departments and units in addition to ICT managers, head teachers and other
language teachers in charge of developing ICT enhanced teaching.

This guide has been written for the ODLAC project, which has been co-funded
by the European Commission for Education, Training and Youth. A descripti-
on of the ODLAC (Open Development of Language Competencies) project is
provided in Appendix B and project details can be found on the ODLAC project’s
website at [Link] Representatives of secondary schools,
universities, and adult education institutions in Belgium, Finland, Germany,
Lithuania, Slovakia and Spain participated in the ODLAC project co-ordinated
by the University of Linz in Austria in 2005–2008.

 – ODLAC | guide for Institutions

 1
Benefits of ICT-enhanced foreign language teaching 1.2
and learning

In the last decade, changing conceptions of learning and rapid technologi-

cal advances have been accompanied by changes in language teaching and
learning. Language classrooms are increasingly turning into blended lear-
ning environments that focus on active learning. It is commonly known that
active learning advances the learning process and thus raises the quality of the
language learning experience. Blended language learning uses multiple
teaching and guiding methods by combining face-to-face sessions with
online activities and utilizing a mix of technology-based materials. The gro-
wing use of ICT in blended language learning environments has changed the
face of language teaching and learning in a beneficial way and will continue
to do so along with future technological innovations. The main benefits of ICT
to language learning are presented below by drawing on the perspectives of
Jonassen et al. (1999) who define technology-enhanced meaningful learning
as active, authentic and cooperative.

First and foremost, ICT–and the Internet in particular–provides language

learners with the opportunity to use the language that they are learning in
meaningful ways in authentic contexts. The Internet provides an easy and
fast access to the use of current and authentic materials in the language
being studied, which is motivating for the language learner. Such authentic
materials include, for instance, online newspapers, webcasts, podcasts, news-
room video clips or even video sharing websites such as, say, YouTube. Where
language teachers earlier searched and carried authentic materials like maps
and train timetables to a classroom, they can now ask learners to access such
information online, thus helping them learn with current and real-time mate-
rials. Another motivating language learning opportunity using ICT is provided
by chat rooms and virtual environments such as Second Life where the lan-
guage learner can practice not only the written use of the language, but also
practice speaking and pronunciation, without the fear of making mistakes.

A second important benefit derived from the use of ICT in a language class-
room is based on the opportunities it affords for cooperation and colla-
boration with one’s peers. Language teachers all over the world are
introducing myriads of ICT-enhanced language learning projects, including
simulations, between their students and groups in other countries, thus wide-
ning the language learning perspective into that of learning about the cultural
context of the language being used. Previously, students or classes would write
letters or later even e-mails to each other. Today, using ICT they can ‘skype’
or chat online, where they can not only write to each other in real-time, but
also see each other and speak to each other online. Students are thus able to
write, read, speak, listen, and react to a conversation using ICT as part of the
language learning process. They are motivated to communicate and colla-
borate with peers to produce common products, for instance, wikis. These
beneficial ICT-enhanced language learning activities call for the teacher to
organize and monitor them, although in a blended language learning class
ODLAC | guide for Institutions – 
 CHAPTER 1

the overall role of the teacher has changed from the traditional authoritative
role to that of a facilitator.

A third major benefit of the use of ICT in blended language learning class-
rooms is the opportunity that ICT-based tools give to language teachers so
that they can tutor their learners more effectively. With the help of ICT-based
tools and the constantly growing number of available educational resources
language teachers are able to give individual and personalized guidance to
the learners. The use of several media–audio, video, authentic contexts, and
real-world experiences help language learners with different learning styles
to assimilate the content according to their needs. In a blended learning
environment that uses ICT tools, it is easier for the language teacher/tutor to
use different approaches with students and accommodate different learning
styles and the different needs of fast, slow, or handicapped language lear-
ners.

Institutions in all educational sectors have a very important role in supporting

their language teaching staff and their language learners in the meaningful
use of ICT in language teaching and learning. This guide aims to help institu-
tions to do that. The other two ODLAC guides
([Link] focus on the teachers and learners.

1.3 Use of ICT by educational institutions in Europe in general

Although the national information society strategies drawn up in many coun-

tries and their implementation across Europe have significantly contributed to
the integration of ICT into educational practices, not everything has procee-
ded according to their optimistic vision. For instance, Taalas (2004) examined
English teachers’ teaching practices and the use of technology in a seven-year
follow-up study (1994, 1997, 2001) in a vocational school setting in Fin-
land. The results showed that the kind of change expected as a result of the
implementation of the Finnish information strategies had not taken place,
and that the support structures for technology integration needed to be
revised. The study indicated that although the teachers’ use of technology
had increased during the seven-year time span, this use seemed to be most-
ly related to administrative issues, not pedagogical innovations. In fact, in
their use of technologies in teaching, teachers still tended to apply traditional
methodologies.

What, then, can the educational institutions do in order to promote the

innovative use of ICT in foreign language teaching and learning? Language
education in secondary schools, higher education or adult education institu-
tions is rarely offered in a separate and financially independent unit. Therefore
the institution’s general policies are reflected in decisions made regarding
language teaching and the use of ICT. Consequently, the numerous extensive
studies on general educational ICT use and impact conducted in Europe over
recent years need to be considered when analyzing and assessing ICT use in
foreign language teaching (Davies, 2002).
 – ODLAC | guide for Institutions
One such general study is the ICT Impact Report 2006 (Balanskat, Blami- 1
re & Kefala, 2006) on schools in Europe, drawing evidence from 17 impact
studies across Europe. The overwhelming majority of studies reviewed in the
report confirm wider positive benefits of ICT for learning and learners in such
areas as motivation and skills, concentration, cognitive processing, indepen-
dent learning, critical thinking, and teamwork, all important skills for the
language learner (Korte & Hüsing, 2006). Furthermore, the report confirms
that whether ICT use will deliver its potential depends to a large extent on
how teachers use ICT within the teaching and learning process. The ICT Im-
pact Report indicates that the majority of teachers have not yet embraced
new pedagogical practices in their use of ICT and that teachers do not feel
sufficiently confident in exploiting ICT to support new approaches in their
teaching practices.

The ICT Impact report emphasizes that the future key aspects in the field of
policy making are to support the transformation process and management of
change, of which ICT is an enabler and amplifier. The report concludes that
ICT has the greatest potential to act as a catalyst for change if the ICT stra-
tegy is integrated into the overall institutional strategy, Another ICT impact
study called E-learning Nordic 2006 conducted in Denmark, Finland, Norway
and Sweden showed similar results, emphasizing, for instance, the need for
more focus on organizational implementation of ICT. Chapter 2 in this guide,
therefore, details the points that educational institutions need to consider
when defining an institutional strategy for language teaching and learning.

Considerations for ICT implementation in language 1.4

teaching and learning

In order to identify the current state of ICT use in language teaching and lear-
ning in the partner countries of the ODLAC project and to propose enhanced
quality use of ICT for language teaching and learning in the EU, ODLAC project
activities included the development and administration of

surveys for learners, tutors, and educational institutions about the implemen-
tation of ICT in the partner countries;
surveys to determine the needs of learners, tutors, and institutions for the use
of ICT in the partner countries.

The partner countries in the ODLAC project completed two or more surveys
(Table 1). Data from the above surveys forms the basis of assertions about
the needs and current state of ICT use in the partner countries in this guide
for institutions. (See the survey questionnaire for institutions on the project
website at [Link]

ODLAC | guide for Institutions – 

 CHAPTER 1

Survey s for learner s, tutor s , and in s titution s

completed during the ODLAC project
Survey for Institutions Survey for Tutors Survey for Learners
Belgium (29) Belgium (93) Belgium (17)
Finland (27) Finland (52) Finland (26)
Goethe-Instituts (21) Lithuania (5) Goethe-Instituts
Lithuania (1) 126,8 Lithuania (10)

Needs Analysis Survey for Institutions Needs Analysis Survey for Tutors Needs Analysis Survey for Learners
Lithuania (11) Lithuania (26) Lithuania (52)
Slovakia (35) Slovakia(39) Slovakia (63)
Goethe-Instituts (21) Spain (16) Spain (80)

Factors influencing the use of the Internet in teaching have been classified
by Piotrowski and Vodanovich (2000) as institutional, instructional, techni-
cal, and personal factors that have to be dealt with for effective technology
integration into education. In a more recent study, Tammelin (2004) iden-
tified four problematic areas in a university setting that need to be consi-
dered when introducing technology-enhanced language learning into higher
education – administrative, institutional, technical, and pedagogical issues. She
concluded that problems related to these areas need to be solved by an
institution in order to create high quality teaching and learning. The personal,
pedagogical, and instructional problems faced by language teachers and lear-
ners influence institutional implementation of ICT. These considerations are
thus discussed in detail in this guide.

1.5 Structure of the ODLAC Guide for educational institutions

Based on prior research on the use of ICT in education, the experience of the
authors in the field of language teaching and learning, and the findings that
emerged from the ODLAC surveys, this guide is organized according to the
considerations that institutions need to take into account when seeking to
implement ICT for language learning. Chapter 2 Administrative considerations,
Chapter 3 Technical considerations and Chapter 4 Instructional and Personal
Considerations discuss each of these categories of institutional considera-
tions related to the use of ICT for language teaching and learning, provide
best practice examples from foreign language learning settings, and propo-
se suggestions for educational institutions to successfully overcome possi-
ble challenges arising from these considerations. Administrative, technical,
instructional, and personal considerations are not exclusive of one another.
Therefore all four areas need to be addressed in order to create an effective
learning environment that enhances foreign language teaching and learning
using ICT.

Chapter 5 of this Guide deals with the institutions’ ultimate audience: the
learners. The chapter discusses learners’ perceptions of ICT use for language
learning and learners’ need for training. Finally, Chapter 6 offers a glimpse
 – ODLAC | guide for Institutions
into the current trends that will be likely to have an effect on the future 1
developments in language teaching and learning at educational institutions.
A list of resources, journals and organizations related to the concerns and
issues that are the focus of this Guide, and that could be useful to educational
institutions and educators are listed in Appendix A followed by Appendix B
that contains a detailed description of the ODLAC project.

ODLAC | guide for Institutions – 

 CHAPTER 2

ADMINISTRATIVE CONSIDERATIONS
While there is no ready-made formula for the successful implementati-
on of ICT in language teaching and learning in every institution, education
professionals can take into account certain administrative considerations that

“ When complex are discussed in this chapter. The initial decisions taken by a school, college,
change is involved, university, or adult education institution about the type of ICT (information
people do not and and communication technologies) that they will invest in and the areas in
cannot change by which ICT will be implemented can be crucial to the success or failure of
being told to do so” such an initiative. Some important points for consideration are discussed in
 (Fullan 1993, p. 24) this chapter under the following subheadings: Policy and strategy definition;
Administrative support for teaching staff; Quality assurance; and Accredita-
tion of courses. A summary of recommendations is provided at the end of the
chapter.

2.1 Policy and strategy definition

Thanks What are the long-term goals for driving the implementation of ICT in
language education at your institution?

Institutions have various reasons for wishing to integrate ICT into teaching
and learning. Some questions to be asked at this stage are whether admini-
strative heads at your institution understand and believe in the benefits of
ICT for their learners or whether they want to integrate ICT into teaching and
learning solely to keep up with technological and educational advancement
in the region/country. Notwithstanding their reasons for integrating ICT, it is
possible that existing ICT policy at the regional or national level can guide
administrators in their plans for ICT at your institution. Being well-informed
about research (Conole & Oliver, 2007) can be very helpful as your institution
undertakes the task of implementing ICT in language education.

Do best practices or models of ICT implementation for language learning or

other subjects already exist in similar institutions in your region, country, or
the European Union?

Despite differences in institution size, learner composition, educational po-

licies, teaching culture, and educational goals in institutions in different
parts of a country or the European Union, administrators can learn from the
10 – ODLAC | guide for Institutions
experiences of colleagues elsewhere and from solutions that have previously 2
worked. Some institutions have also found it useful to employ an ICT expert
with relevant experience to advise them on certain aspects of their decisions
and policy at this stage.

In what ways does your institution plan to use and implement ICT in language
learning and teaching?

ICT can be used in some of the following ways in language courses:

Existing on-campus language courses can be supplemented with course web-
sites and online interactions;
Courses that combine classroom teaching with online modules and activities
can be offered (blended learning courses) (Littlejohn & Pegler, 2007);
Courses can be offered completely online with no classroom-based compo-
nent (online courses);
Mobile learning options can be used and included in the language curriculum
(Kukulska-Hulme & Traxler, 2005);
Virtual learning environments (e.g. Second Life) can be used for foreign lan-
guage learning purposes.

The different ways of using ICT listed above are not mutually exclusive and
can be combined depending on the needs and the environment of your in-
stitution. The decisions that you will take about infrastructure, course de-
sign, and teaching and administrative support depend on the type of course
offerings planned by your institution. When deciding to use ICT instituti-
on-wide or at varying degrees in different subject matter areas, it is impor-
tant to consider whether the proposed integration of ICT, for instance online
offerings, negatively impact or positively supplement existing degree or
diploma programmes. In many educational institutions, certain departments,
teachers, faculty, or subject matter may appear to be more conducive to the
introduction of ICT. Institutions often pilot ICT implementation in one subject
area, learn from the outcomes, and then extend it to other subjects taught by
the institution.

In addition to implementing ICT to varying levels in different subject matter

areas or in different courses, some institutions also choose to offer the same
course in different formats (e.g. as an on-campus course, blended course,
and online course) or by using different technologies (e.g. TV, radio) that are
supplemented by online activities.

One such offering is the ‘redaktion-D’ German language course of the Goethe- Example
Institut ([Link] which is available
as a face-to-face course supplement, a radio course, a television course, a
blended learning course, and a distance education course. German language
learners can thus select the type of course that suits their needs, learning
preferences, technical skills, infrastructure, and geographical area.

ODLAC | guide for Institutions – 11

 CHAPTER 2

2.2 Administrative support for teaching staff

What is the level of administrative support available to the language

teaching staff and learners in the use of ICT at your institution?
Learners at schools, polytechnics, universities, and adult education institutes
often need help deciding on the courses in which they should enroll. In some
European countries they are also often unaware of institutional policies with
respect to transferring credits or courses from one institution to another
or one geographical region to another. While planning ICT implementation,
institutions have to assess not only the technical skills of their administrative
personnel but also their capability to provide information and support in the
areas of course choices, policy, registration, transfer, and accreditation. Of
the representatives of educational institutions who completed ODLAC surveys,
81% of those at Finnish institutions and 88% of those at the Goethe-Instituts
stated that they help their learners with course choices in e-learning courses.
Learner training for studying in ICT-enhanced courses will be discussed in
Chapter 5.

Another aspect of existing administrative services that your institution needs

to consider is whether the existing system for registration, information and
grades can be extended to the planned ICT implementation and if it will be
compatible with the platform or learning management system that will be
chosen by the institution.

Every institution or school has its own individual culture of learning and func-
tioning that influences teaching practice and the way professional develop-
ment is perceived, valued, and implemented. While some institutions perceive
teacher training as separate from regular teaching practice and see it in terms
of isolated workshops that are held before a new technology is introduced
or once a year, other institutions have collaborative cultures where lear-
ning is built into the day-to-day interactions among staff (Fullan, 1995). The
support provided by your institution for the initiative taken by teachers at the
institution, for their development and use of ICT, and for their willingness to
experiment could play a major role in the success of implementing ICT at your
institution.

How are language teachers rewarded for developing and teaching ICT-
enhanced courses at your institution?
In addition to technical and pedagogical training at the beginning of e-
learning implementation, initial and ongoing support needs to be provided
to teaching staff for the development and deployment of courses using ICT.
Financial incentives and other forms of rewards are important when teachers
begin experimenting with ICT as well as later, when their online materials
or courses, for instance, need updating. A large amount of time is needed
by teachers during their initial learning curve and their initial develop-
ment of materials for language learning using ICT. Moreover, due to the
dynamic nature of online technologies, teachers often have to review and
update their online materials continuously. Some examples of incentives
that can be offered to teachers are: additional payment for preparation
12 – ODLAC | guide for Institutions
time, for the development of course materials, for the review and updates 2
of course materials, and for research to improve the quality of course
materials. A reduction in other responsibilities during the school or acade-
mic year could also make it easier for teachers to spend time integrating ICT
into their teaching.

Table 2 lists the different ways in which teachers are rewarded for their use
of technologies at Finnish, Belgian, and Lithuanian institutions as well as
the Goethe-Instituts that participated in the ODLAC institutional surveys in
2006-2007. In Finland, 29% of the participating institutions stated that te-
achers in their institutions were rewarded with additional pay for develop-
ing online materials and course formats, and teachers at 38% at the insti-
tutions saw a reduction in their teaching hours. At the Goethe-Instituts,
15% of the teachers were given additional pay and 23% taught a reduced
number of hours. 56% of the Belgian institutions stated that their teachers
are not rewarded for developing ICT-enhanced teaching while teachers at
the one Lithuanian institution that participated in the survey get additional
pay for development of online materials.

H o w a r e teacher s rewarded for developing

o n l i n e m aterial s and cour s e format s ?
Belgian Institutions (n= 29) Finnish Institutions (n= 21) Goethe-Instituts (n= 27)
not at all 56 % 19 % 35 %
it is part of their regular 48 % 48 % 42 %)
teaching tasks
with additional pay 4 % 29 % 15 %
by reduction of teaching hours 8 % 38 % 23 %
With other measures, please specify 4% 14 % 4%

When teaching online or using ICT in language courses, teachers spend a lot
of additional time researching online materials, drafting e-mails, participa-
ting in chat or Instant Messaging (IM) sessions, or reading and responding
to online discussion postings. Therefore institutions are recommended to
consider additional ways to appreciate and/or reward the time spent on
such activities.

Besides incentives for the development of online course materials and for-
mats, continuing support for language teachers in their use of e-learning
should not just include technical support, but also instructional support.
Workshops and seminars as well as collaborative relationships are diffe-
rent ways of encouraging teachers to share methods of using online tech-
nologies. Sharing of best practice and feedback can help teachers tremend-
ously because they not only model their use of technology but also discuss,
question, and criticize ICT use for language learning. Moreover, collabo-
ration and sharing between teachers of the same language or different
languages can decrease feelings of isolation faced by teachers as they begin
experimenting with ICT.
ODLAC | guide for Institutions – 13
 CHAPTER 2

In the ‘Trinationales Projekt’ of the Goethe-Institut mentioned earlier in this

chapter, school teachers from Italy, Slovenia, and Croatia learnt to integrate
online resources and use the Internet to supplement their German language
teaching. The teachers met three times over a period of six months and thus
shared their implementation of ICT with each other at subsequent workshops
and in an online yahoo group. A number of doubts, questions, and solutions
to individual challenges arose and were discussed, making it more beneficial
for all participants.

Example 1 Littlemore (2002) reports on the TALLENT project ([Link]

(Teaching and Learning Languages Enhanced by New Technologies), which
was a three-year LINGUA-funded course development project. Its aim was
to develop an “ideal” course in which European language teachers could be
taught different ways of using ICT in their classes
[Link]
This course was designed to introduce participants to various ICT applications
in the context of a relevant pedagogical theory. As well as ICT, it focused
heavily on concepts such as learner autonomy, learning to learn and language
learning strategies. The course could be run locally by language centres in
Europe.

Example 2 Experience has shown that training projects that involve and lead to net-
working among language teachers – no matter whether that networking
takes place within their own institution, regionally, nationally or internatio-
nally – are beneficial for developing and promoting the use of ICT in language
teaching and learning. Therefore, your teaching staff needs to be encouraged
and supported in their efforts to interact with other colleagues and share their
experiences.

2.3 Quality assurance

In what way does your institution assure the quality of ICT applications in
language teaching and learning?
Institutions can attempt to assure the quality of the educational offerings
of their institution in many different ways. For instance, the Consortium of
Institutions Committed to Quality Online Education (Sloan Consortium, 2004)
has designed a quality model for online education. The model consists of
the following five pillars: learning effectiveness, cost-effectiveness, access,
faculty satisfaction and student satisfaction.

We propose that these pillars be applied to assessing the quality of ICT-

enhanced language teaching and learning as well. The concepts behind the
pillars are discussed throughout this guide. The concept of learning effective-
ness is especially important for ICT use in language learning. .

The primary way in which learning effectiveness is measured in ICT-enhanced

language teaching and learning is through testing or other forms of evaluati-
on. For instance, in Finnish tertiary institutions’ language and communication
14 – ODLAC | guide for Institutions
courses, the trend shifted in the 1990s from the single end-of–the-course 2
exam to several smaller tests during the course or to courses without any
tests. In the latter case, the assessment of learner effectiveness is based on
continuous evaluation of the coursework completed during the course. Over
recent years, the increasing use of e-portfolios (Stefani, Mason & Pegler, 2007)
has opened up new opportunities for assessing learning.

Accreditation of courses 2.4

Will the ICT-enhanced language teaching and learning offerings provided by

your institution be accredited?
The possibility of accreditation and compatibility with regional, national,
and European Union standards or recognized language levels is an important
consideration for institutions embarking on ICT implementation. While this
may not be a relevant issue in some educational institutions, some other
types of institutions (e.g. in the adult education sector) attempting to market
their language offerings within and outside their countries could find that
accreditation can often influence the number of learners who enroll as well
as the quality of their course offerings using ICT. The type of learners that your
institution hopes to target in addition to its existing student population is also
a helpful consideration at this stage.

For example, the ‘redaktion-D’ German language courses of the Goethe- Example
Institut described in Example 1 above correspond to the A1 Level (Course 1)
or A2 Level (Course 2) of the Council of Europe. At the end of the language
courses, learners can take the examinations Start Deutsch 1 or Start Deutsch
2 that are internationally recognized. The alignment of language courses that
use ICT to standard European language levels and examinations can be very
helpful to learners who might move from one country to another or take a
course online from a different geographical area to that in which the institu-
tion is located

Summary of recommendations 2.5

Define the long-term goals for ICT use by your institution in general and in
language learning courses, specifically.
Consult with teachers who are or will be teaching language courses using
ICT during the decision-making process.
Acquire information on best practices in your region/country/globally.
Define the formats in which ICT will be used for language learning (online,
blended, or to supplement face-to-face teaching).
Determine accreditation requirements and procedures for ICT language
courses.
Reward the teaching staff and provide time for extra work involved due to
the integration of ICT into language courses.

ODLAC | guide for Institutions – 15

 CHAPTER 3

TECHNICAL CONSIDERATIONS
Once your educational institution has defined its long-term e-learning
strategy and the language courses in which it will use ICT, the next step would

“ The more com- be to consider how the necessary investments can be made in a cost-effective
plex the change, way. Because both the implementation and use of educational ICT involve
the less you can considerable financial costs, educational institutions have a vested interest
force it.” in the return on investment in ICT. Bates (2000) argues that large invest-
 (Fullan, 1993, p 22) ment in technology-based teaching can be justified only if it leads to signi-
ficant changes in the ways we teach. Investment and cost-effectiveness are
therefore discussed first in this chapter, followed by a discussion of technical
training and support for the teaching staff. The chapter ends with a summary
of recommendations for dealing with technical considerations faced by insti-
tutions.

3.1 Investment and cost-effectiveness

How does the existing technical infrastructure (e.g. hardware, software,

Internet access, bandwidth) at your institution satisfy the requirements for
the implementation of ICT in language teaching and learning?
Provision of the appropriate technical infrastructure can make all the dif-
ference to the success of ICT use at your institution. Administrative
representatives of universities, polytechnics, and adult education institutions
cited technical infrastructure as a major obstacle to using ICT in Belgian in-
stitutions and in the Goethe Instituts that participated in the ODLAC surveys
(Table 3), whereas technical infrastructure problems were seen as an obstacle
in only 24% of the institutional surveys completed in Finland. Further, 60% of
the 10 institutions in Lithuania and 31% of the 35 institutions in Slovakia who
filled out needs analysis surveys about the use of ICT in their institutions also
stated that there were insufficient Internet connections to be able to use ICT.

Depending on the type and format of ICT use in language courses at your
institution (see Chapter 2), adequate hardware, software, and Internet access,
as well as existing frameworks and controls for data security and privacy need
to be provided by your institution.

16 – ODLAC | guide for Institutions

Obstacles to technology-enhanced language learning 3
(ODLAC Survey for institutions)

W h at a r e the b igge st o bs tacle s to offering technology-

e n h a n c e d language learning at your in stitution?
Belgian Institutions (n= 29) Finnish Institutions (n= 21) Goethe-Instituts (n= 27)
lack of technical infrastructure 52 % 24 % 42 %
lack of technical skills 48 % 57 % 50 %)
teachers‘ attitudes 48 % 48 % 38 %
institution‘s attitudes 0 % 14 % 12 %

According to a synthesis of Sloan-C Effective Practices (Sloan Consortium,

2004), cost effectiveness in online education is often a reflection of instituti-
onal commitment to providing quality online, so that online learning achieves
outcomes that are equivalent to outcomes achieved in other delivery modes.
Educational institutions can improve learning and avoid costs through consor-
tia and other partnerships which offer institutions opportunities to improve
quality by sharing knowledge, resources and costs. Furthermore, re-designing
courses can improve learning, free up faculty time and reduce physical plant
costs.

Does the administrative and teaching staff involved with language teaching
at your educational institution currently possess the requisite technical skills
to participate in ICT implementation?

According to administrative representatives in institutions in partner coun-

tries surveyed during the ODLAC project in 2006-2007, low technical skills
were cited as a major obstacle to ICT use by 57% of the Finnish institutions,
50% of the Goethe-Instituts and 48% of the Belgian institutions, respectively
(Table 3) . Besides investing in infrastructure for ICT, determining the existing
technical skill sets and the gaps in teacher’s knowledge of ICT is necessary for
institutions to craft training programmes for teachers. The process of review-
ing existing skill sets can also lead your teaching staff to reflect on their needs
and skills, thus helping them express their ideas and needs for professional
development.

Likewise, the technical skills and ICT awareness of administrative staff at ed-
ucational institutions are often ignored or taken for granted when assessing
the use of ICT by an educational institution. ICT can be tremendously useful
for administrative personnel involved in reaching out to learners, dissemi-
nating information, managing educational programmes, conducting research
and development, and evaluating programme outcomes.

Which platform or learning management system (LMS) will be used to support

e-learning at your institution?

ODLAC | guide for Institutions – 17

 CHAPTER 3

The price or fees of the LMS, the number of learners to be served, and the
capabilities of the LMS itself are initial factors that institutions consider. The
different instructional functions that the LMS supports, for instance, the types
of multimedia, variety of exercises or tests, synchronous and asynchronous
communication tools, learner study tools, or administrative tools are also im-
portant to the goals of the institution as is its scalability. The scalability of the
platform or LMS refers to the ways in which it can be adapted and supple-
mented depending on the future needs of the institution and the number of
learners. Technical support provided by the LMS company in the region is also
important to many institutions when choosing an LMS. Edutools
([Link] is a good resource that
reviews commonly used course management systems.

Does your institution have or is it planning to install digital facilities for

language learning purposes?
According to a report by Davies, Bangs, Frisby and Walton (2005), digital
language labs have replaced the former analogue language labs. The report
defines a digital language lab as “a network of computers, plus appropriate
software, which provides most of the functions of a conventional lab together
with integration of video, word-processing and other computer applications”.
Dedicated digital labs provide versatility, ease of movement between different
applications, interactivity, potential for teacher intervention and independent
learning. The report also emphasizes certain issues that need to be carefully
considered before deciding to install digital facilities - these issues include
costs of installing, maintaining, supporting and upgrading equipment. The
time needed for staff training and training teachers for adopting totally new
approaches to materials and class preparation are further highlighted in the
report.

Other digital technologies that are now available in the classroom and that
can engage and motivate learners are also well worth considering for lan-
guage learning purposes. For instance, in the UK the widespread use of inter-
active whiteboards in secondary schools across the country has also opened
up new opportunities for language teaching.

The process of going digital has also raised the issue of converting old analo-
gue language learning materials into digital formats (Frisby, 2000a; 2000b).
Institutions need to be aware that materials cannot be converted “as is” but
have to be adapted in a way that they suit the new medium of instruct-
ions and exploit new digital technologies. Further, institutions need to be
very careful not to infringe upon copyright laws during such a process. The
Intellectual Property Rights (IPR) site provides advice on this issue. It is also
important that language teachers at your institution who use or adapt old
analogue learning materials for digital formats are aware of such laws.

18 – ODLAC | guide for Institutions

Technical training and support 3.2 3
What is the current state of technical training being provided to teaching
staff at all levels of your institution?
Administrative representatives who completed the ODLAC surveys for institu-
tions in 2006-2007 stated that 95% of language and communication teachers
at the 21 Finnish institutions, 65% of teachers at the 27 Goethe-Instituts, and
80% of teachers at the Belgian institutions had been provided with technical
training in the use of technologies used in online learning. In keeping with
research that states that technical training alone is insufficient to motivate
teachers to enhance language learning with ICT (Ertmer, 1999; Albion, 2000;
Cuban, 2001), the institutions surveyed also provide pedagogical training to
their teachers. The provision of pedagogical training and support for teachers
to overcome instructional considerations at institutions is discussed in more
detail in Chapter 4.

Identifying the current training offerings at an institution as well as

requesting teachers to express their perceptions of their own training needs
can help administrators plan or reinforce the type of training in the use of
ICT they will provide to teachers, facilitators, and e-tutors who participate in
those programmes. As discussed earlier, the technical skills of administrators
of ICT programmes are as important to the success of ICT implementation as
those of teachers. In addition to technical training at the beginning of ICT
implementation, access to just-in-time training modules can be very helpful
to administrators who often have to complete tasks under pressure of dead-
lines and are unable to receive technical support at the time.

Another group that is often neglected when planning technical training is the
intended audience of teaching initiatives using ICT. Learner’s readiness for the
use of ICT for their education, their access to ICT, and their familiarity with
the technologies and methods of online learning can contribute greatly to the
success or failure of ICT implementation at your institution. Your institution
would benefit from analyzing the needs and wishes of their target audience
in your country or in the European Union before they structure ICT education
and invest in infrastructure. Online or on-campus technical training in using
ICT can then be provided to learners who are using ICT for the first time or are
not confident using ICT.

ODLAC | guide for Institutions – 19

 CHAPTER 3

Technical help for technology-enhanced language learning

(ODLAC Survey for institutions)

Is technical help provided for the teacher s at

your in s titution?
Belgian Institutions (n= 29) 73 %
Finnish Institutions (n= 21) 89 %
Goethe-Instituts (n= 27) 72 %

Is there adequate technical support available for administrators, teaching

staff, and learners at your institution?

Accessibility to systems using ICT and technical support for the use of ICT round
the clock seven days a week could contribute tremendously to the success of
any e-learning initiative. Despite the existence of some commercial service
providers such support is rarely available in European educational institutions.
Before introducing educational offerings with ICT, therefore, it is necessary
that your institution assesses the number of technical personnel currently
available with adequate skill sets to support administrators, teaching staff,
and students in their use of e-learning. At least 70% of the Belgian institu-
tions, Finnish institutions, Goethe-Instituts, and Lithuanian institutions who
participated in the ODLAC surveys stated that they provide technical help to
their teachers in the integration of technology into language learning.

Example In addition to technical support provided by technical personnel, institutions

can develop online resources or online modules as ‘just-in-time’ solutions for
administrators, teachers, and learners. An example of support for ICT use at
an institution can be found at [Link]
ching-enhancement-unit/[Link], the Training and Staff development
website of the Canterbury Christ Church University in the United Kingdom.
Additional instructions and modules for administrators, staff, or learners using
different computer-based tools are also provided on the website.

There Will online or multimedia language learning materials be developed

in-house by teachers or faculty members of your institution?
As discussed above, ICT can be used to varying levels for language teaching
and learning at an educational institution. If ICT is used to supplement existing
face-to-face teaching, it might be possible for teachers who are trained to use
ICT in their teaching to develop course materials to support their language
courses. On the other hand, if an institution plans to offer online courses, tea-
chers could contribute to the subject matter of a course, but the development
and production of online modules might necessitate a team of instructional
designers, graphic designers and multimedia experts. For example, video and
audio materials are essential to most online language courses. The production
of quality video and audio materials and their availability in an online for-
mat would require time and technical skills on the part of the teaching staff.
20 – ODLAC | guide for Institutions
At this stage, educational institutions sometimes consider outsourcing the 3
development of such online modules or employing short-term or long-term
personnel who will interact with the teaching staff to produce online materi-
als for the institution.

Summary of recommendations 3.3

Guarantee the availability of adequate technical infrastructure (e.g. hardware,

software, Internet access).
Choose an efficient and cost-effective platform or learning management sy-
stem (LMS) that suits the needs, size, budget, and plans of your institution.
Together with your language teaching staff, identify the needs for digital fa-
cilities for language learning purposes at your institution.
Provide support for teachers who online or multimedia language learning ma-
terials.
Provide initial, continuous, and just-in-time technical training for teaching
staff and learners.
Provide sufficient administrative and technical support services for teachers
and learners.

ODLAC | guide for Institutions – 21

 CHAPTER 4

INSTRUCTIONAL AND PERSONAL CONSIDERATIONS

The administrative and technical considerations faced by an instituti-

“ It can perhaps on when implementing e-learning for foreign language learning were dis-
be said that the cussed in Chapters 2 and 3. In addition to defining an e-learning strategy and
most important investing in technology and support services, instructional practice and attitu-
pedagogical des toward ICT use in language learning also play an important role when
innovation is the institutions implement ICT.
teacher, with his
or her pedagogical It is unlikely that the provision of infrastructure and the presence of an in-
thinking and perso- stitutional strategy will have positive outcomes if teaching staff at your in-
nal qualities.” stitution are not trained and willing to use ICT in their teaching. Researchers
 (Kohonen 1992, p. 39) have reported that the following external factors influence teaching staff’s
use of technology: lack of support from administrators, training, accessibility
and scheduling problems, lack of time to prepare lessons, connectivity, and
home access (Jaber & Moore, 1999; Maddux & Torres, 1999; Vanfossen, 2001).
Additional instructional factors that influence teachers’ use of ICT are
problems with assessment, teaching experience, teacher attitudes, and teacher
beliefs (Albion, 2000; Ertmer, 1999; Russell, Bebell, O’Dwyer & O’Connor, 2003;
Yildirim, 2000). The instructional and personal considerations to be taken into
account during the implementation of ICT for language learning are discussed
in this chapter in the context of the ODLAC surveys and prior research in the
field. The chapter is divided into the following sections: Teachers’ perceptions
and beliefs about the use of ICT for language learning; Pedagogical training
for language teachers in the use of ICT; Summary of recommendations.

4.1 Teachers’ perceptions and beliefs about ICT for language

learning

Cuban (2001) has continuously maintained that teachers will use technology
only if they perceive it to enhance instruction. Studies in this direction have
concluded that if teachers perceive technology as adding value to curriculum
goals, motivating learners, or augmenting learning they are more willing to
teach with technology (Doering, Hughes & Huffman, 2003; Ertmer, Addison,
Lane, Ross & Woods, 1999; Russell et al, 2003). Likewise, in the ODLAC insti-
tutional surveys, teachers’ attitudes as well as institutions’ attitudes towards
e-learning were cited as influencing the implementation of ICT and e-learning
initiatives in foreign language teaching (Table 5). Details of the type of attitu-
des or how they influenced e-learning implementation were not collected
during the surveys.

24 – ODLAC | guide for Institutions

Obstacles to technology-enhanced language learning 4
(ODLAC Survey for institutions)

W h at a r e the b igge st o bs tacle s to offering technology-

e n h a n c e d language learning at your in stitution?
Belgian Institutions (n= 29) Finnish Institutions (n= 21) Goethe-Instituts (n= 27)
teachers‘ attitudes 48 % 48 % 38 %
institution‘s attitudes 0 % 14 % 12 %

Teachers’ and institutions’ attitudes about the benefits of ICT integration into
language teaching were also investigated in the ODLAC needs analysis sur-
veys given to institutions and tutors (Table 6). Of the 11 Lithuanian institu-
tions that completed the ODLAC needs analysis surveys for institutions in
2006-2007, 100% were interested in incorporating technology-enhanced
language courses and believed it would be helpful for their students while
67% believed that e-learning could raise the interest of their students. Out of
the 35 Slovakian institutions surveyed in the ODLAC needs analysis, 71% sta-
ted they would definitely be interested in incorporating technology-enhanced
language courses while the other 29% felt they would probably be interested.
Further, 89% of the Lithuanian institutions and 77% of the Slovakian insti-
tutions agreed that it would raise the quality of education at the institutions.
Of the 26 tutors in Lithuania, 39 tutors in Slovakia, and the 17 tutors in Spain
who filled out ODLAC needs analysis surveys, 84%, 82%, and 73% respectiv-
ely were interested in incorporating technology-enhanced language courses.
56% of tutors in Lithuania, 49% of tutors in Slovakia, and 73% of the tutors
in Spain believed it could raise the interest of their students.

n e e d s a n aly sis survey for in stitution s and tutor s

(Institutions/Tutors) interested in incorporating Agree that e-learning can raise the

technology-enhanced language courses interest of students
Lithuanian Institutions (n= 11) 100 % 67 %
Slovakian Institutions (n=35) 71 % 63 %
Lithuanian Tutors (n= 26) 84 % 56 %
Slovakian Tutors (n=39) 82 % 49 %
Spanish Tutors (n= 17) 73 % 73 %

Besides their perceptions of the benefits of ICT for language learning, teachers’
beliefs about teaching methods, electronic communication with students,
perceptions of their role as a teacher, and their confidence with using techno-
logy can influence the ways in which they use technology in their teaching.

ODLAC | guide for Institutions – 25

 CHAPTER 4

For example, when they begin using ICT for language learning, some teachers
might not be comfortable asking students to use online resources because of
the reading level or the credibility of the websites. Other teachers could be
convinced of the benefits of online technologies for teaching and practicing
writing skills but might doubt whether students can learn to speak a language
when using only online technologies to learn a language. Yet others could find
it difficult to moderate what learners write in an online discussion forum and
would prefer that beginners not be exposed to inaccurate or inappropriate use
of language online. The absence of face-to-face interaction is often a chall-
enge for language teachers who are used to high levels of interaction with
learners in the language classroom and begin using online communication
tools in their teaching.

Example One way of helping language teachers with the challenges of teaching online
is for them to take a professional development course that uses ICT. ‘Multi-
media-Führerschein D’ is an online course offered by the Goethe-Institut for
teachers wishing to integrate ICT into their teaching. In the basic as well as
intermediate course that is offered online, German language teachers learn
ICT skills as well as pedagogical skills related to the use of ICT in teaching
German as a foreign language. As part of the course, the teachers participate
in online activities with peers from various countries, are supported by e-
tutors, and share materials and course ideas online. ‘Multimedia-Führerschein
D’ models the use of ICT for teaching and learning, enabling the participating
teachers to better understand learner problems when they begin teaching
with ICT.

It is, therefore, important for your institution to assist teachers in handling

the changes imposed on their professional practice by the introduction of ICT.
Teachers’ beliefs, knowledge, and experiences are shaped by their experien-
ces as learners, by the social and political context where they grew up, and
later by their peers and the culture of the institutions where they work. Both
individual and organizational contexts have to be considered if instructional
change is to be facilitated. Increased teacher control of professional develop-
ment and support at every stage of instructional change when using ICT can
contribute greatly to teachers’ creation of high quality online learning.

4.2 Pedagogical training for language teachers in the

use of ICT

The importance of institutions providing technical training for teachers of

foreign languages was discussed in Chapter 3. Regardless of the types of tech-
nologies that teachers are exposed to during technical training (e.g. course
Websites, Internet resources, online communication tools, podcasts, online
activities like Webquests) teachers will use those technologies in the langu-
age classroom only if they see concrete benefits to their students’ learning.
In order to be successful, technology training programmes cannot ignore the

26 – ODLAC | guide for Institutions

connection between technology and school or course curricula (Ertmer, 1999; 4
Albion, 2000; Cuban, 2001). For example, if a teacher has never built a course
website before and is creating a course website for the first time, it would
be very helpful for her/him to see examples of how course websites are used
to supplement foreign language courses or how a course website should be
structured for learners learning a foreign language online. Besides learning
how to use the technology itself, therefore, teachers beginning to use ICT
benefit greatly from examples of how such technologies are used in a foreign
language course. Using the same example, hearing about other teachers’ ex-
periences when using course websites for teaching a foreign language and
how they structured the activities in the course could also be helpful.

Concrete examples of how technology supports language learning and what

teaching strategies and activities can be used online vis-à-vis the classroom
are thus important for online technologies to be exploited by teachers at your
institution.

In 1999, the Department of Languages and Communication at the Helsinki Example

School of Economics in Finland decided to include the development of ICT-
enhanced learning environments in its departmental strategy as one of the
Department’s key areas. As the first step in its implementation of the strategy
the department planned an extensive, voluntary ICT training programme for
its teaching staff together with the Media Education Centre of the University
of Helsinki. Two eight-month-long training programmes were carried out in
1999-2000. Sixty per cent of the teaching staff completed the programmes.

Although technical training in using new technologies was also given, the
main focus was on pedagogical training. The teachers were made to rethink
their teaching philosophies in the light of the new media and technologies.
For some teachers training did not result in any significant changes in their
teaching practices whereas for many, training brought along fundamental
changes in their teaching. Many of the projects developed during the trai-
ning programme in which teachers integrated ICT into their courses became
a permanent part of the courses in several different languages. The projects
developed were presented at yearly seminars for the whole staff. (Tammelin,
2000a; 2000b)

In the example described above training was considered necessary and suc-
cessful by the participants. The following factors contributed to the success
of the training:

participants’ strong awareness of the department’s strategic choice and fi-

nancial investment
collegial pressures and a sense of belonging to a close community of learners
sufficient length of the training programme
linking training directly to participants’ own work

ICT for Language Teachers (ICT4LT) ([Link] is a web-based course

in ICT for language teachers. The site consists of 15 modules (in English, Fin-
ODLAC | guide for Institutions – 27
 CHAPTER 4

Example 2 nish, Italian and Swedish) at three different levels plus on Computer Aided
Assessment (CAA). Access to the site is free of charge. The English language
version of the site is regularly being updated. The modules can be studied
by teachers as self-study. To increase teachers’ motivation, small study and
discussion groups could be established where the modules could be dealt with
collaboratively.

According to the ODLAC surveys completed by representatives of Finnish and

Belgian institutions, as well as Goethe-Instituts, teachers in these institutions
are currently provided with both technical as well as pedagogical training in
the use of technologies (Table 7).

Pedagogical training for teacher s in ICT

Belgian Institutions (n= 29) Finnish Institutions (n= 21) Goethe-Instituts (n= 27)
Teachers are provided technical 80 % 95 % 65 %
training in the use of technologies
Teachers are provided pedagogical 60 % 85 % 88 %
training in the use of technologies)

You Pedagogical training should also include exposure to best practices cur-
rently used at other institutions or modeling of exemplary use of e-learning
for the teaching of a foreign language in similar settings. On being exposed to
other models and best practices, teachers should be encouraged to reflect on
which technologies would work best in their context, for their learners, and
for their curriculum. If you encourage teachers at your institution to decide
which online technologies they want to use, how they want to use those
technologies, and why they do not want to use certain technologies for tea-
ching a foreign language, you can help them craft a plan for developing online
materials for courses they teach.

Example Teacher motivation to use technologies is higher when they choose the type
of technology they will use with a certain part of their curriculum. One such
example was the ‘Trinationales Projekt,’ an ICT training programme funded
by the Goethe-Institut for teachers of German in Italy, Slovenia, and Croatia
in 2002-2003. Among the various topics taught during the programme, the
participating language teachers chose to create materials using the technolo-
gies that fit their curriculum and the available infrastructure at their schools.
Those teachers who had access to a computer room with Internet access crea-
ted and used activities that could be carried out in that room while others
who had access to LCD projectors and Internet in their classroom could utilize
those technologies to engage learners in the classroom itself.

28 – ODLAC | guide for Institutions

Summary of recommendations 4.3 4
Provide assistance and support for the teachers at your institution in dealing
with changes in their professional practice as a result of the introduction of
ICT.
Provide not only technical but also pedagogical training for your language
teaching staff in the use of ICT.

ODLAC | guide for Institutions – 29

 CHAPTER 5

LEARNERS – EDUCATIONAL INSTITUTIONS’ ULTIMATE

AUDIENCE

5.1 Learners’ perceptions of ICT use for language learning

The use of ICT in language learning not only involves pedagogical changes
for teachers but also involves environmental and pedagogical changes for
learners who are traditionally used to face-to-face teaching in classrooms.

“ The first Although an increasing number of learners have access to online technologies
indication that and use ICT for personal interactions, they find it challenging to use ICT in
technology is part an educational context. Many learners hesitate to take an online language
of the mainstream course because they can only conceive of learning a language in the presence
of vlearning will of a teacher and peers and cannot imagine learning to speak at a distance.
be when the “e” in Although many online language courses include spoken elements and oral
e-learning disap- interactions with the teacher, learners are often unsure how such elements
pears.” would work and whether they could actually learn using ICT resources in the
 (Lynch, McVay, & Roecker, 2007, p. 70) physical absence of the teacher. Often students are more willing to listen
to audio materials, watch video materials, and take self-tests online as a
supplement to face-to-face interaction and communication in a language
course.

Learners’ prior experiences with language learning and with learning with
ICT, their technical skills, and their personal learning preferences can play a
role in their perceptions of teaching and learning in general and with ICT in
particular. It is common for learners to feel isolated from their instructor and
peers while using ICT, while in other cases, learners who hesitate to speak
in front of peers are more comfortable writing their opinions online (Kumar,
2007). In order to help language learners deal with the challenge of using
ICT to study, institutions can provide regular contact with tutors or teachers,
telephone numbers and/or face-to-face access to peers and the teacher, as
well as administrative and study support systems. Study support systems
include guidance about self-study and discipline when using ICT to learn
a language from a distance, access to library resources, and activities for
collaboration and communication with peers.

5.2 Learner training

Table While many institutions are aware that their teaching staff needs
training in ICT use, few realize that their learners are also in need of training
when they study in ICT-enhanced courses. Likewise, many teachers seem to
think their students are more knowledgeable about the use of technologies
30 – ODLAC | guide for Institutions
 than they themselves are. This is in many ways true as the “digital natives,” 5
as the younger generations are now called, are accustomed to using various
technologies in their everyday activities outside of school. However, this may
lead to the false impression that learners in ICT-enhanced or online learning
environments automatically know how to study in online learning environ-
ments, which requires a high degree of learner autonomy. In order to sup-
port learners with varying degrees of experience with ICT and online learning,
guidance should be provided to help them become autonomous learners.

In the Department of Languages and Communication at the Helsinki School Example

of Economics, Puranen (2007) has created a website ([Link]
(in Finnish) for learners studying in online language courses. The website
illustrates the role of an e-learner and how studying in an online course
differs from traditional classroom-based studying. The website first attempts
to motivate the learners by explaining the affordances of the Net. It then
emphasizes the importance of interaction and how learners can get more out
of their online learning experience through interaction.

The website gives tips for attending online discussions and giving peer feed-
back. Practical instructions are also given on how to improve one’s self-
discipline and time management skills.

The site is especially meant for learners with little experience in studying in
ICT-enhanced courses, but it is also useful for others wishing to refresh their
online study skills.

Learners also need training that focuses on citing sources properly in their
written assignments. A clear institutional policy is needed on the topic of
plagiarism, which has increased along with the growth of the Internet. When
individual teachers suspect or discover plagiarism in their students’ written
assignments, they are often unaware of the institution’s policy or are left
alone to deal with the problem. Therefore an educational institution needs to
make it clear to its students what its institutional policy and rules regarding
plagiarism (and cheating in general) are and what sort of sanctions result if
students break the rules.

Summary of recommendations 5.3

p Encourage your teaching staff to provide their students with learner guidance
for studying in ICT-enhanced learning environments.
p Provide the teaching staff and the students with a clear institutional policy
regarding plagiarism and cheating.
p Support your teaching staff in their efforts to design teaching methods that
suit different types of learning [Link] ICT.

ODLAC | guide for Institutions – 31

 CHAPTER 6

LOOKING AHEAD

As we attempt to look into the future of ICT use in language teaching and
learning from the institutional perspective, it would be useful to remember
what Kershaw (1996) wrote about the advent of new technologies such as

“ The goal is an the World Wide Web and videoconferencing in the last decade of the past
organization that is century. Kershaw examined why new technologies and efforts to integrate
constantly making them into teaching and learning in pedagogically sound ways seemed to
the future rather make little impact on educational practices. In doing so, he underlined the
than defending the importance of institutional commitment and pointed out that the people who
past” use the new technologies must be provided with training, technology access,
 (Hamel & Välikangas, 2003, p. 22) and encouragement to use the technology in their day-to-day work. He par-
ticularly stressed that “there must be a clear focus on the people who use the
technology, not on the technology itself” (p. 14). Furthermore, he emphasized
the slowness of institutional change by pointing out that the transformati-
onal process can be expected to take between five and ten years, and that it
is easy to slip back into old ways if an institution begins to lose its focus on
change.

In order to keep their focus on change, educational leaders need to be

aware of the future trends that may or will have an impact on teaching,
studying and learning. Many new technologies have been greeted with a great
deal of enthusiasm, but their real value as educational tools has remained
questionable. Based on their research, Lynch and Roecker (2007) identify three
delivery trends in formal education and corporate education. The first trend is
the freedom to learn at a time that is convenient for the learner. The second
trend is the emphasis on personal choice. Learners want to make choices at
the module level instead of the course level as all topics in a course may
not be interesting or needed at that particular time in the learner’s life. For
instance, many learners will demand just-in-time learning applications.
Finally, the third trend focuses on peer support in learning. Most learners seem
to want contact with their peers and opportunities for such contact need to
be provided.

The increasing use of Web 2.0 (e.g. wikis, podcasts, social networking,
Web-based applications) provides new opportunities for learner interactions
and increased contact with their peers that appear to fit in with these trends.
Language learners will be able to communicate and collaborate in real-time
on the Internet like never before, creating shared products and learning while
creating those shared products online. How these technologies will be integra-
ted into language teaching and learning by institutions and foreign language
teachers and whether new technologies can contribute significantly to learner
effectiveness remains to be seen. The ways in which learner effectiveness will
32 – ODLAC | guide for Institutions
 be measured will also have to be adapted to assess, for instance, application 6
of knowledge in a world where information is readily available online.

Lynch and Roecker (2007) also state that the current trends suggest that
growth of demand for e-learning from users will grow faster than our
supply capability or innovation capacity. They argue that learners will want
and demand better and more interactive forms of e-learning, often becoming
frustrated by what is not yet available. Furthermore, they claim that as lear-
ning becomes more integrated with technology, it will be assumed that all
learning includes electronic access.

Consequently, educational leaders need to be aware of these signals and

trends and be proactive in preparing to educate their learners to meet the
needs of the rapidly changing working environments and society. According
to the DeSeCo project (Rychen & Salkanik, 2003) that aims to define the
key competencies for a successful life and a well-functioning society, key
competencies include the ability to act autonomously, the ability to interact
in heterogeneous groups and the ability to use tools (e.g. language, ICT) inter-
actively. Language education, being rooted in teaching and learning not only
content but skills, has great potential in combining teaching language skills
with teaching the key competencies that are expected from citizens in 21st
century Europe.

Finally, educational institutions will need to prepare themselves for educating

a new generation of learners. According to Oblinger andOblinger (2005), the
characteristics of the “net generation” include the following:

p digitally literate
p connected
p experiential (learn better through discovery than by being told)
p immediate
p social
p have visual-spatial skills
p have an ability to concentrate on many simultaneous activities

Educational institutions need to recognize and analyze the characteristics of

this new generation of learners that Prensky (2005) calls the “digital natives”.
According to Prensky, digital natives are the native speakers of technology,
fluent in the digital language of computers, video games, and the Internet
compared with those not born into the digital world, the “digital immigrants”.
Digital immigrants have adopted many aspects of the new technologies, but
have retained “an accent” because they still have one foot in the past and
do a great many things the old way. Prensky does not mean that teachers
should master all the new technologies. Instead, he emphasizes that teachers
must practise putting engagement before content when teaching. He propo-
ses that educational institutions should select teachers for their empathy and
guidance abilities rather than exclusively for their subject-matter knowledge.
These abilities will be needed more than ever before in educational institu-
tions moving into the digital age.
ODLAC | guide for Institutions – 33
 CHAPTER 6

Language teachers who are familiar with new technologies and can inte-
grate ICT thoughtfully and effectively in their teaching will be better able to
empathize with and guide learners, preparing the “digital” European citizens
of the future. This guide, produced as a result of the ODLAC/Minerva project, is
an attempt to guide language institutions, departments, and units committed
to supporting and empowering their teachers in their endeavor to educate
“digital natives” using ICT.

34 – ODLAC | guide for Institutions

 6

ODLAC | guide for Institutions – 35

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Taalas, P. (2005). Change in the making: Strategic and pedagogical challenges
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ODLAC | guide for Institutions – 39

 APPENDIX A

Recommended websites

Language teaching and learning

Lingu@Net Europa
[Link]
Lingu@net Europa is a multilingual, on-line resource centre for foreign
language learning. It provides information about, and links to good on-line
resources from around the world relating to the learning and teaching of any
modern foreign language. The whole site can be accessed in: Basque, Bul-
garian, Catalan, Danish, Dutch, English, Estonian, Finnish, French, Galician,
German, Greek, Icelandic, Italian, Lithuanian, Maltese, Polish, Portuguese,
Spanish and Swedish.

The European Barometer by the European Commission. Europeans and their

Languages. [Link]

Key data on Teaching Languages at School. 2005 Edition.

[Link]

elearningeuropa
[Link]

National Center for Language Learning - CILT

[Link]

Dialang (Test your level of FL proficiency)

[Link]

A common European framework for teachers’ professional profile in ICT in

education [Link]

Web-based resources for French, German, Italian and Spanish

[Link]

BBC
[Link]

Favourite websites of Graham Davies

[Link]

ICT for Language Teachers (ICT4LT)

[Link]

Getting started with Open and Distance Learning in Adult Education

[Link]

Second Life
[Link]

40 – ODLAC | guide for Institutions

Organizations

EUROCALL (The European Association for Computer-Assisted Language Lear-

ning) [Link]

CALICO (The Computer Assisted Language Instruction Consortium)

[Link]

CercleS (the European Confederation of Language Centres in Higher Educa-

tion) [Link]

IATEFL Learning Technologies Sig

[Link]

European Center for Modern Languages

[Link]/

European Language Council

[Link]

Online journals

Language Learning & Technology (online journal)

[Link]

European Journal of Open, Distance and E-learning

[Link]

Quality control and assessment

European quality observatory (EQO)
[Link]

Quality implementation in open and distance learning in a multicultural

European environment (e-Quality)
[Link]

Supporting excellence in e-learning (SEEL)

[Link]

Sustainable Environment for the Evaluation of Quality in E-learning (SEE-

QUEL) [Link]

ODLAC | guide for Institutions – 41

 APPENDIX B

Description of the ODLAC project

The overall objective of this 2-year project is to contribute to the quality

of technology-enhanced foreign language learning in different educational
institutions (secondary schools, universities, adult education) in European
countries. This enhancement is aimed at by means of both an improvement of
language learning programmes and a better use of the related financial and
personnel resources. The focus of the project design is on the implementation
aspects of this quality programme, with particular attention to transferability
(specific objective). A policy for a more innovative practice in language lear-
ning in schools, universities and adult education, is the long-term objective of
the project outputs.

The partnership consists of didactic and academic institutions representing

secondary schools, universities and adult education in AT, BE, DE, ES, FI, LI, NL
and SK, selected on the basis of both a needs‘ analysis on educational systems
and sustainability criteria.

The project plan includes the following activities and outputs:

a) A Survey (evaluating analysis) on currently used e-learning materials (target

languages of the evaluation sample: DE, EN, ES, LI); envisaged population:
about 600 people, including end users, language teachers/tutors/counselors,
and representatives of educational institutions).
The aim of the survey is to identify learning efficiency factors, best conditions
of implementation of ICT, needs and difficulties experienced by the three tar-
get groups in respect to the implementation of e-learning programmes in the
respective educational contexts (1st project year.)

b) On the basis of the Survey‘s results, three Implementation Guides will be drawn
up for language learners/teachers/trainers/counselors and representatives of
secondary schools, universities and adult education institutions interested in
technology-enhanced language learning programmes. The Guides intend to
support the target groups in implementing efficient and, possibly, resource-
saving blended learning programmes. After a testing phase, the Guides will be
published in EN and in the 6 partner national languages, and finally dissemi-
nated (1st-2nd project year).

The project activities will be organised in work packages. The project activities
and products will be monitored and evaluated internally and externally.

The dissemination plan includes a website displaying links with several net-
worked institutions and CEF (1st-2nd project year). A strong impact of the
project activities and results is envisaged, given the high number of publica-
tion languages of the Guides, the planned project website and related links,
and the large networking resources of the partner institutions.

42 – ODLAC | guide for Institutions

 ICT = Information and Communication Technology; Information and Com-
munication Technologies; (esp. the UK) Information and Communications
Technology

E-learning Nordic 2006–Uncovering the impact of ICT on Education in the

Nordic Countries
[[Link]
[[Link] -[Link]]

ODLAC | guide for Institutions – 43

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