LEADER 04261nam 22006615 450 001 9910743362203321 005 20231124113817.0 010 $a981-16-9005-7 010 $a981-16-9004-9 010 $a981-16-9005-7 024 7 $a10.1007/978-981-16-9005-1 035 $a(MiAaPQ)EBC6944945 035 $a(Au-PeEL)EBL6944945 035 $a(CKB)21459567800041 035 $a(DE-He213)978-981-16-9005-1 035 $a(EXLCZ)9921459567800041 100 $a20220401d2022 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aICT in English Language Education $eBridging the Teaching-Learning Divide in South Asia /$fby Preet Hiradhar, Atanu Bhattacharya 205 $a1st ed. 2022. 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2022. 215 $a1 online resource (99 pages) 225 1 $aSpringerBriefs in Education,$x2211-193X 311 08$aPrint version: Hiradhar, Preet ICT in English Language Education Singapore : Springer Singapore Pte. Limited,c2022 9789811690044 320 $aIncludes bibliographical references. 327 $aChapter 1. ICT and the World around Us -- Chapter 2. ICT, Communication, and the Curriculum -- Chapter 3. ICT in the Classroom: Active Listening and Reading -- Chapter 4. ICT in the Classroom: Speaking and Writing -- Chapter 5. ICT beyond the Classroom: New Media and Learning -- Chapter 6. Managing ICT: Administration, Evaluation, and Policy Making -- Chapter 7. Conclusion. 330 $aThis book discusses the use of Web 2.0 tools to leverage students? own use of New Media, which can take learning beyond the classroom. This paradigmatic book will help language educators gain a better understanding of the shift in pedagogic practices through the incorporation of technology in language learning programs. It explores the theoretical underpinnings of ICT in education, before moving on to pragmatic considerations and subsequent implementation of ICT within and beyond language classrooms in the South Asian context. The book covers a wide range of topics, such as the context within which ICT can be placed vis-à-vis teaching and learning in the digital age, as well as the role of ICT in communicative practices, and strategies used to bring these practices to the language classroom. It illustrates how ICT can be incorporated for both receptive as well as productive language learning skills, such as listening, reading, speaking, and writing within pedagogic frameworks. Accordingly, it addresses affordable technologies and how they can be made a part of the teaching?learning experience. Finally, in terms of ICT beyond the classroom, the book provides a broader perspective on ICT in terms of selecting platforms or software, as well as the evaluation of ICT with special reference to ICT policies that offer language educators guidance on managing ICT frameworks within their institutions. Given its scope, the book offers a valuable asset for language educators, teacher trainers, students, and researchers in education and linguistics programs within and outside South Asia. 410 0$aSpringerBriefs in Education,$x2211-193X 606 $aLanguage and languages$xStudy and teaching 606 $aScience$xSocial aspects 606 $aLanguage Education 606 $aScience and Technology Studies 606 $aAnglès$2thub 606 $aEnsenyament de llengües estrangeres$2thub 606 $aEnsenyament assistit per ordinador$2thub 607 $aÀsia del Sud$2thub 608 $aLlibres electrònics$2thub 615 0$aLanguage and languages$xStudy and teaching. 615 0$aScience$xSocial aspects. 615 14$aLanguage Education. 615 24$aScience and Technology Studies. 615 7$aAnglès 615 7$aEnsenyament de llengües estrangeres 615 7$aEnsenyament assistit per ordinador 676 $a428.0078 700 $aHiradhar$b Preet$01427382 702 $aBhattacharya$b Atanu$f1964- 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910743362203321 996 $aICT in English language education$93560460 997 $aUNINA