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The inclusion of ICT in the classroom emerges as a big challenge for all the educational processes. In line with the definition of SAC´s (Self-access Centers) as flexible environments whereupon learners select their own pathways, materials and goals (Cotterall and Reinders, 2001 cited, by Navarro 2016); it is important to bear in mind if teachers and students are prepare to assume such a substantial responsibility as an opportunity to take part on a meaningful experience, in which inclusion of ICT reaches the real goal in education that is lifelong learning that includes being updated with the rapid changes in technology. Furthermore, the teachers and the students should identify one fundamental component when including ICT in the classrooms which is autonomy as a high potential way to be aware of one´s own learning process, that in this case, this will increase the students´ language learning process.   

Connie GM 

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The inclusion of ICT in the classroom emerges as a big challenge for all the educational processes. In line with the definition of SAC´s (Self-access Centers) as flexible environments whereupon learners select their own pathways, materials and goals (Cotterall and Reinders, 2001 cited, by Navarro 2016); it is important to bear in mind if teachers and students are prepare to assume such a substantial responsibility as an opportunity to take part on a meaningful experience, in which inclusion of ICT reaches the real goal in education that is lifelong learning that includes being updated with the rapid changes in technology. Furthermore, the teachers and the students should identify one fundamental component when including ICT in the classrooms which is autonomy as a high potential way to be aware of one´s own learning process, that in this case, this will increase the students´ language learning process.   

Connie GM 

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Inclusion of ICT in the language Classroom 

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Inclusion of ICT in the language Classroom 

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According to Navarro (2016) a resource center can have a multimedia room, a reading and writing room, a lounge, tutoring  and advisory sessions, workshops, study rooms and conversation clubs; therefore, a language center is multifaceted. If we wanted to turn our  language classroom into a kind of resource center, we would have to plan flipped lessons and allow students to go beyond the bounderies of the classroom walls to the school or university multimedia room, to the library and even to the cafeteria; however, students could move with that freedom provided that they are assigned workshops that guide their autonomous work and that they consider are meaningful to leverage their strengths and overcome their weaknesses.

As Julian said the resource centers motivate students not only because they experience their autonomy, but also because they are empowered to recognize ways to improve. Also Zory mentioned the importance of assigning tasks that are relevant for students' lives. That is other characteristic of  resource centers, since the centers aren't only focused on providing tech-tools, but guiding learning, planning learning experiences and creating contextualized meaningful learning materials. Thus, as Yuls said learning can happen anywhere the  student prefer to be in the resource center and anytime, not only in the center but also at home.

References

Navarro, B. (2016). The Perception of a Group of Mexican Students on the Impact of a Self-access Centre in Their Process of Learning English as a foreign Language. Independence 64 IATEFEL Learner Autonomy Special Interest Group Newsletter, 1, 1–11.

Edilberto Garcia

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Inclusion of ICT in the language classroom

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Inclusion of ICT in the language classroom

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The inclusion of ICT  in the classroom is really important because it enables students to lifelong learning, taking into account that students make the most important decisions. Besides, students have access to many kinds of exercises, so they can make decisions on taking courses they have never had chances before.
Additionally, ICT ,ight improve student's motivation since they can present different kinds of work without teacher's correction, something that might foster their confidence.
Finally, our students belong to a generation that handles perfectly new apps and software, so the use of those web 2.0 apps, which they already used, it's also a motivator in the class. However, it is okay that they develop independence and motivation, but teachers most be part of their learning, we must assist them to develop skills to make them better learners.

References

Navarro, B. (2016). The Perception of a Group of Mexican Students on the Impact of a Self-access Centre in Their Process of Learning English as a foreign Language. Independence 64 IATEFEL Learner Autonomy Special Interest Group Newsletter, 1, 1–11.

Julián Gómez

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Inclusion of ICT in the language classroom

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Inclusion of ICT in the language classroom

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For many years people and teachers in education have discussed about the importance of using technology in the classrooms and many ideas have been presented.Despite of the fact, education has had many changes through time ,it is evident the "current curriculum are starting to emphasize on the  capabilities and to be concerned more with how the information will be used than with what the information is"(Abbott, 2003) as it was considered in the past. Therefore, the current  inclusion of technology in classrooms makes sense since it has many advantages for better learning.
for instance, "ICTs in the language classroom  change teacher-centred forms of delivery to student-centred forms" (Oliver, 2002). students  take responsibility for their own learning,they become more autonomous.
On the other hand, " ICTs provide many opportunities for constructivist learning through their provision and support for resource-based, student centered settings and by enabling learning to be related to context and to practice (eg. Berge, 1998; Barron, 1998 as cited in Oliver et al,2002).Thus, students learn what,how and why to learn,they find knowledge more valuable since they see it useful for life.
Finally, "ICT proves that students who used educational technology felt more successful in school they are more motivated to learn more and have increased self- confidence and self-esteem." (White, 2008).Thereby,students will find learning when implementing technology more stimulating and much better than in a traditional classroom environment.
References
Abbott, C. (2003). ICT: Changing education. Routledge.
Oliver, R. (2002). The role of ICT in higher education for the 21st century: ICT as a change agent for education. Retrieved April, 14, 2007.
White, G. K. (2008). ICT in education. Teacher journal archive (2008-2011), 2008(196), 5.

Zoraya Nomelin Ballen

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Inclusion of ICT in the language classroom

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Inclusion of ICT in the language classroom

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The inclusion of technology in the classroom provides some benefits. It motivates students since they usually like technology; it enables teaching and learning to happen anywhere anytime (Jung & Latchem, 2011 as cited in Seeshing et al, 2012) and it gives a lot of resources and strategies to involve students in their own learning process. However, using ICTs in the classroom implies setting a specific educational objective and planning how to use them in order to provide students with meaningful learning and experiences. If teachers use ICTs with an educational purpose, they will develop not only students' skills, but also autonomy.

References
Seeshing Yeung, A., Taylor, P. G., Hui, C., Cheausim Lam-Chiang, A., Low, E.-L., & Yeung, A. S. (n.d.). Mandatory use of technology in teaching: Who cares and so what?

Yuliana Barrera A.