DIDACTIC LANGUAGE by

The Didactic of language

soladames28 — 2024-04-26 22:56:26 UTC

Today science and ICT (Information and Communication Technology) have left their impact on every aspect of human life. Most of the significant developments that one can observe today can be attributed to the impact of science and technology. Even in education sector, we witness that technological advancement and innovations have made a visible impact and have changed a scenario. Traditional methods of imparting higher education have become less motivating.

soladames28 — 2024-04-26 23:15:28 UTC

Information and Communication Technology (ICT) includes computers, the Internet, and electronic delivery systems such as radios, televisions, and projectors among others, and is widely used in today’s education field. Kent and Facer (2004) indicated that school is an important environment in which students participate in a wide range of computer activities, while the home serves as a complementary site for regular engagement in a narrower set of computer activities. Increasingly, ICT is being applied successfully in instruction, learning, and assessment. ICT is considered a powerful tool for educational change and reform. A number of previous studies have shown that an appropriate use of ICT can raise educational quality and connect learning to real-life situations (Lowther, et al. 2008; Weert and Tatnall 2005). As Weert and Tatnall (2005) have pointed out, learning is an ongoing lifelong activity where learners change their expectations by seeking knowledge, which departs from traditional approaches. As time goes by, they will have to expect and be willing to seek out new sources of knowledge. Skills in using ICT will be an indispensable prerequisite for these learners.

soladames28 — 2024-04-26 23:17:31 UTC

ICT develops students’ new understanding in their areas of learning (Chai, Koh and Tsai 2010). ICT provides more creative solutions to different types of learning inquiries. For example, in a reading class, e-books are commonly used in reading aloud activities. Learners can access all types of texts from beginning to advanced levels with ease through computers, laptops, personal digital assistants (PDAs), or iPads. More specifically, these e-books may come with some reading applications, which offer a reading-aloud interface, relevant vocabulary-building activities, games related to reading skills and vocabulary acquisition, and more. Therefore, ICT involves purposedesigned applications that provide innovative ways to meet a variety of learning need

soladames28 — 2024-04-26 23:18:40 UTC

students to communicate, share, and work collaboratively anywhere, any time. For instance, a teleconferencing classroom could invite students around the world to gather together simultaneously for a topic discussion. They may have the opportunity to analyze problems and explore ideas as well as to develop concepts. They may further evaluate ICT learning solutions. Students not only acquire knowledge together, but also share diverse learning experiences from one another in order to express themselves and reflect on their learning.

soladames28 — 2024-04-26 23:20:37 UTC

The Use of ICT in the Teaching and Learning of Reading and Writing Skills Today's digital age requires more literacy (Hennessy et al., 2010). When we rely on the ideas of these experts, it is better to investigate the contribution of ICT as we think it may contribute in one way or another to the development of writing skills, especially Kiswahili, among Rwandan students. There are different types of literacy that lead people to use ICT.

soladames28 — 2024-04-26 23:23:09 UTC

ICT in Teaching and Learning Speaking Skills The goal of teaching speaking skills is to improve student’s communication skills as a way to help them express themselves and learn how to follow and implement appropriate social and cultural norms in different communication situations. The use of ICT in language teaching creates a good context for reforming and examining language teaching models in modern times (Sailun and Idayani, 2021). Therefore, teachers who use ICT in teaching Kiswahili in Rwanda can discover that their role is not to provide knowledge to students but to be guided in the learning process. This is because ICT can provide all the knowledge a student needs. However, it is not easy to identify, filter, and review it himself without the help of a teacher.