DRAFT

The implementation of ICT in the English learning process in Colombia

       ICT (Information and Communication Technology) has been used in almost all field of life and education is not an exception. The implementation of ICT in education has recently started to appeal the potential and significant progress in language learning.  It has had a big impact in the education world and it could be used from preschool through to university in order to facilitate students and teachers in the teaching and learning English process. In other words, ICT needs to be implemented in the English learning process in Colombia due to the fact that it has been publicized as potentially powerful enabling tools for educational change and improvement, as a significant role in the learning process especially in learning a language.

     First of all, there is a need in Colombian education to implement ICT, to innovate in terms of the methods and strategies used by the teachers to teach English. According to Hartoyo (2008) asserts that English language teaching has been shaped by the search for the ‘one best method’ of teaching the language. Therefore, Colombian education should put the management and knowledge of ICT as one the requirement to be teachers. In this way, students probably will feel more motivated and excited about learning a second language. That is to say, teachers have to find the best way to catch students’ attention, be innovated and creative with all the resources technology brings us in order to make the process of learning English easier and effective.

     Secondly, teachers should teach students how to make a proper use of these technological devices. As Hartoyo (2008) stated in his book, a computer is a tool and medium that facilitates people in learning a language, although the effectiveness of learning depends totally on the users. To put in another way, it is not only about implementing ICT in classes but it is also about teaching students to be good users and take advantage of all these useful technological sources because it could be a big distractor in classes if students do not know how to manage technology.

     Unfortunately, there exists a big factor that plays against the implementation of ICT in education and it is a big challenge for teachers mostly. It is that most of the schools in Colombia do not count with the proper technological resources to implement technology in classes. To give an illustration, most of the public schools here in Neiva do not count with the equipment to implement ICT in classes, they have a lab with a number of computers but they do not count with internet access, so it would be the same as having no technological resources. Therefore it would be more difficult and demanding for teachers to make English classes more motivating and innovating for students.

     All things considered, it seems to be a necessity to implement ICT in Colombia to develop and make English learning more effective, to achieve language proficiency, and make classes more interesting and inspiring for students. In this way, the process of acquiring and learning a second language will be easier for both, teacher and students. Without leaving aside the fact that we need to tackle the problem of the lack of technological resources in public education in order to make education effective and equal for all students.