Pixel International Conferences

The purpose of this presentation is to propose the inclusion of visible scaffolding models in teachers' innovations using ICT for language learning to enhance students' engagement for learning. Both common beliefs and existing literature support the promising impact that the use of technological tools has on the motivation and learning of so-called “digital natives”. This makes it fairly easy to understand why language teachers see technological tools as superb allies in ensuring better results.

Additionally, in our context as teacher educators accompanying teachers- in-training in their research projects required for Master’s Programs in English Language Teaching for the past six years, the authors have observed that there appears to be a generalized underlying belief that the implementation of an ICT-based strategy will necessarily contribute to students’ motivation, engagement, and learning. Teachers’ interest in the topic stems from needs such as complying with legal requirements, solving class management problems, addressing paradigm changes in education, and tapping into students’ natural interest in technology. More important, though, is the goal of transforming the poor results that prevent our students from becoming more competent and competitive in the globalized world they must confront.

Surprisingly enough, the results of their research are somewhat unexpected. Their students tend to evaluate the interventions very positively, saying that they enjoy the activities and feel that they learn a lot, but neither their participation, nor their outcomes reflect the desired impact. While there does seem to be some progress in their motivation and learning outcomes, it has not been easy for teachers to track this progress and attribute it to the implementation as such. Therefore, teachers’ efforts and innovation do not always contribute to significant transformations in their institutions.

In light of this situation, the authors engage in a more critical look both at the documented effects of the use of ICT in learning, especially language learning, and at their students’ research experiences in order to propose strategies that may take advantage of the affordances of technological tools, enhance teachers’ initiatives for integrating technology in language teaching, and contribute to the creation of meaningful learning experiences for students.