Innovation in Language Learning

There has been a significant proliferation of Information/Communications Technology (ICT) throughout 21^st Century society as education is undergoing a rapid transformation.  That proliferation has yielded profound changes, including near-instant global communication and ultra-high speed information access and retrieval.  Innovative ICT curriculum takes on numerous dimensions including the ability to revolutionize the learning experience, captivate and empower learners and challenge them to success. The demand for blended learning across the curriculum connects on line and face-to-face classroom experiences, balances digital currency and fast forwards education. Content area instruction, particularly in science, technology, engineering and math (STEM) fields, that incorporates a variety of platforms clearly sets the stage for successful language and alleviates affective filters that may compromise learning. Classrooms in the 21st century are undergoing a rapid transformation into innovative learning environments that are connected, flexible, and collaborative. Incorporation of technology in various forms is at the forefront of best practices for 21^st century language learning coupled with accurate assessment that carefully measures student growth and achievement. While ICT is becoming the foundation of success for language learning and incorporation of technology and a strong commitment to sustainable strategies is a goal positively impacting students and educators, it is crucial to ask further questions regarding the impact of ICT globally that hold a number of opportunities for specific and practical academic pursuits.

            The following questions relate to the impact of ICT on educational activities globally and provide a preliminary round of research for subsequent expansive international, empirical research.  When asked of individuals from a variety of countries, they will provide a framework for further more rigorous research and add inspiration to the quest for successful ICT success. These questions are designed to provide information that will hopefully lead to a funded study of multi-national/multi-cultural impacts of ICT on 21^st century education.

1.      Has new ICT been employed in the classroom settings of your country?

2.      Are ICT tools employed universally in your country’s classrooms?  Elementary?  Secondary?  Post-secondary?

3.      How has your country’s classroom curricula adapted to the technologies that students have already mastered outside of the classroom?

4.      Has on-line educational support/instruction become available in your country?  If so, how much is now available, and in which curricular areas?

5.      Has blended learning particularly in STEM content areas been emphasized?

6.      Has the high percentage of English language content on the internet impacted ICT usage in your country’s classrooms?

7.      If so, how has it impacted language learning, particularly English Language Learning? 

This presentation addresses the progress of the ongoing study and supports our endeavors to add inspiration to the quest for ICT success in the 21^st century. An overview is shared focusing on the essential components and outcomes emerging that allow educators to leverage their ideas and demonstrate the breadth of quality as teaching is transformed by the proliferation of ICT.