Decentering ICT in ELT

Decentering ICT in ELT:

Insights from Chilean Teachers’ Literature

Why is this local issue relevant?

• Integrating ICT into EFL teaching supports everyday communication and enhances curriculum engagement (Ref 14). However, despite government efforts to promote ICT integration (Ref 10), few institutions have effectively implemented these tools (Ref 8).
• ICT remains a powerful resource for extending educational opportunities, encouraging students to apply classroom skills in meaningful, holistic ways.

• Despite efforts to promote ICT, some teachers feel insecure using it in their classes due to apprehension about its consequences and a lack of proper training (Ref 2; Ref 3)

• As a result, many teachers continue to rely on traditional lesson-planning approaches, which often fail to meet students’ evolving needs, such as developing creativity, communication, idea organisation, and collaborative expression (Ref 2; Ref 11)

What does teacher research suggest to support EFL teaching and learning in LATAM contexts?

What do we know from teacher research on this topic?

• Chilean learners have limited opportunities to use English in real-life contexts (Ref 10), and despite policies promoting ICT use (Ref 10), only 0.9% of schools employ advanced technology (Ref 1).
• Today’s students use technology like phones, tablets, and computers for both social interaction and learning. While this can sometimes disrupt a class, when used with clear pedagogical purpose (Ref 15), it can enhance EFL lessons and support skills development, especially in reading and listening (Ref 1).
• ICT tools can support learning by enhancing comprehension, developing abilities, and encouraging autonomous learning (Ref 11).

• Integrating technology helps prepare students for the future by supporting the 4 C’s: communication, critical thinking, creativity, and collaboration (Ref 12).
• ICT provides teachers with dynamic alternatives to traditional methods, enhancing teaching and learning (Ref 5).
• Using familiar tools like phones and apps aligns with students’ interests and goals (Ref 3).
• Digital Game-Based Learning increases motivation, and apps like Kahoot support vocabulary development (Ref 7).
• Visual aids link words to images, while social media encourages interaction and transforms learning (Ref 5).
• Overusing the same digital tools can reduce motivation, stressing the need for variety and meaningful teacher-student engagement (Ref 12).

What practical recommendations can we make from this?

General recommendations

List of articles consulted

Practical recommendations

Reference List

Glossary of key topics

Project Team Bios