ࡱ>  ~uvwxyz{|}'` bjbjLULU 2.?.?{&H H H H H H H \ l1l1l1812D\ GA\F"~F~F~FGTMOƛțțțțțț$hK|H RGGRRH H ~F~F<\<\<\RlH ~FH ~Fƛ<\Rƛ<\<\h|H H Vi~FA l1T2irjT10GDiǠTBǠ$ViǠH ViPZP@<\?Q4sQ/PPP[dPPPGRRRR\ Diri$\ r$\ \ \ H H H H H H  ICT can do lists for teachers of foreign languages compiled by Graham Davies for the ICT4LT website This document is designed for: ICT trainers, to enable them to identify the strengths and weaknesses of teachers of foreign languages undergoing training in ICT; teachers of foreign languages, to enable them to assess the development of their own ICT skills, experience and understanding while they are undergoing training in ICT. Teachers of foreign languages who wish to integrate ICT into their teaching need to be familiar with the Windows operating system and a range of different software applications. The following list includes selected generic applications and software applications specific to teaching and learning foreign languages. Under the heading for each application there is a range of essential tasks that the teacher should be able to carry out in order to feel comfortable working with the software a so-called can do list. The applications and the tasks have been selected according to their usefulness for teaching foreign languages and are by no means exhaustive all the software applications listed here offer much more. How to use the lists: Indicate your level of knowledge under each heading on a scale of 1 to 3. Indicate what you can do under each heading: place a tick in the box in the right hand column if you can do something; leave blank if you dont know how to do it. In addition, there are a number of essential I understand statements under selected applications. Please check these too. Level of knowledge scale: 1 = Basic 2 = Intermediate 3 = Advanced Comments and suggestions for additions are welcomed: use the  HYPERLINK "http://www.camsoft.force9.co.uk/custard.htm" Feedback Form at the ICT4LT website. Table of contents  TOC \o  Windows  PAGEREF _Toc242599085 \h 3 Word  PAGEREF _Toc242599086 \h 4 Browsers  PAGEREF _Toc242599087 \h 5 Email software  PAGEREF _Toc242599088 \h 6 PowerPoint  PAGEREF _Toc242599089 \h 7 Excel  PAGEREF _Toc242599090 \h 8 Anti-virus and security software  PAGEREF _Toc242599091 \h 9 Web authoring software  PAGEREF _Toc242599092 \h 10 CALL authoring software  PAGEREF _Toc242599093 \h 11 Text reconstruction software  PAGEREF _Toc242599094 \h 12 CD-ROMs and DVDs  PAGEREF _Toc242599095 \h 13 CD-Audio discs  PAGEREF _Toc242599096 \h 14 DVD-Video discs  PAGEREF _Toc242599097 \h 15 Image editing software  PAGEREF _Toc242599098 \h 16 Audio recording and editing software  PAGEREF _Toc242599099 \h 17 Video recording and editing software  PAGEREF _Toc242599100 \h 18 Reference tools: electronic dictionaries and encyclopaedias  PAGEREF _Toc242599101 \h 19 Concordancers  PAGEREF _Toc242599102 \h 20 Translation software  PAGEREF _Toc242599103 \h 21 Using a VLE: Moodle  PAGEREF _Toc242599104 \h 22 Interactive whiteboards (IWBs)  PAGEREF _Toc242599105 \h 23 Discussion lists, blogs, wikis, social networking  PAGEREF _Toc242599106 \h 24 Virtual worlds: Second Life  PAGEREF _Toc242599107 \h 25 Understanding copyright  PAGEREF _Toc242599108 \h 26 Referencing this document  PAGEREF _Toc242599109 \h 27  Windows Familiarity with the Microsoft Windows operating system is essential for all users of personal computers. There are many different versions of Windows, the most recent being Win2000, WinXP, WinNT, Windows Vista and Windows 7. The following list is valid for most versions of Windows. I would describe my ability to use Windows as (1-3)Now indicate what you can do: tick for yes, leave blank for no. I can:Use a mouse and I know when to right-click or left-clickOpen a Windows application i.e. start a computer program under WindowsClose a Windows application i.e. terminate a computer program under WindowsUse a Windows Menu BarMaximise a windowMinimise a windowRestore a windowUse scroll barsOpen two or more Windows applications at the same timeUse the Windows Task Bar to toggle between applicationsUse Windows Explorer to examine the contents of a disk and of different foldersUse Windows My Computer to examine the contents of a disk and of different foldersMove or copy a file from one folder to anotherMove or copy a file from one disk to anotherFind a file that I have mislaidRename a file or folderCreate a new folderOpen Notepad and create and save a text fileFormat a floppy diskFormat a CD-ROM Word All teachers of Modern Foreign Languages should be familiar with a word processor. Microsoft Word is the commonest word processor for personal computers. The following list relates to Microsoft Word but all the tasks can be carried out using other types of word processors. For ideas on using word processors in the foreign languages classroom, see ICT4LT Module 1.3:  HYPERLINK http://www.ict4lt.org/en/en_mod1-3.htm http://www.ict4lt.org/en/en_mod1-3.htm I would describe my ability to use a word processor as (1-3)Now indicate what you can do: tick for yes, leave blank for no. I can:Start WordExit WordOpen a new documentType at a reasonable speedSet paper size (e.g. A4) and marginsSet paper orientation to portrait or landscapeChange view from Normal to Print Layout and zoom in and outInsert page numbers into a documentInsert headers and footers into a documentSave a document that I have typedPrint a documentOpen a document that I have previously savedAmend/add to a document that I have previously savedSave a document that I have amended or added toInsert new text Delete existing text Amend existing textToggle the Insert keyToggle the Num Lock keySelect text by clicking and dragging (i.e. highlight text)Copy and paste selected text within a documentCut and paste selected text within a documentSearch for text in a documentAlign text to the left, right or centreChange the font, size or colour of textMake text bold, italic or underlinedType non-standard characters: e.g. , , , , (Create a bulleted or numbered listSet and use tabsCreate a table within a documentConvert existing text to a tableConvert a table to textMake hidden formatting characters visible or invisibleInsert a picture into a documentInsert an audio file into a documentCopy and paste from another application, e.g. text from a Web browser, a table from a spreadsheet, a picture from image editing softwareDo a spell checkDo a grammar checkUse the thesaurusUse Words Outline facility and I can also send a Word Outline into PowerPoint.Set and use stylesheets Browsers If you wish to use the World Wide Web you must be familiar with a browser. The following list relates mainly to Microsoft Internet Explorer, but all the tasks can be carried out using other browsers. See the following ICT4LT modules: Module 1.5:  HYPERLINK http://www.ict4lt.org/en/en_mod1-5.htm http://www.ict4lt.org/en/en_mod1-5.htm Module 2.3:  HYPERLINK http://www.ict4lt.org/en/en_mod2-3.htm http://www.ict4lt.org/en/en_mod2-3.htm Module 3.3:  HYPERLINK http://www.ict4lt.org/en/en_mod3-3.htm http://www.ict4lt.org/en/en_mod3-3.htm I would describe my ability to use a browser as (1-3)Now indicate what you can do: tick for yes, leave blank for no. I can:Start a browserExit a browserFind a website by typing in its URL, e.g. http://www.ict4lt.orgBookmark a websiteReturn to a website that I have bookmarkedNavigate forwards and backwards within a websiteJump to a new website via an active linkGet back to a website from which a link was madeGet back to a previously located websiteCopy a selection of text from a Web page into another application, e.g. Word, and save itSave a graphic or picture as a file on my computerCopy a graphic or picture into another application, e.g. Adobe Photoshop, and save itPrint a Web pageSave a Web page as a file on my computerPlay an audio sequence stored at a websiteSave an audio sequence as a file on my computerPlay a video sequence stored at a websiteSave a video sequence as a file on my computerUse a search engine to locate materials stored on the WebDelete temporary Internet files from my computerDownload a document file (DOC or RTF) from a websiteDownload a PDF file from a websiteDownload an EXE file from a websiteDownload a ZIP file from a websiteUnzip a downloaded ZIP fileRemove Web clutter from my computer, e.g. using a package such as Window WasherEssential things that I understand:I understand that a new window sometimes opens when I link from one website to anotherI understand how frame-based websites workI understand that cookies need to be activated while I am browsing certain websitesI understand that plug-ins, e.g. Media Player, Flash, Acrobat, are needed to access materials stored at certain websitesI understand the advantages and limitations of the World Wide Web as a medium for delivering language coursesI understand that computer viruses can be transmitted via hostile websites and that up-to-date anti-virus software is essential while I am browsing the WebI understand that my computer can be hacked while I am browsing the Web and that a firewall is essentialI understand the implications of copyright and plagiarism when using materials downloaded from the Web: see  HYPERLINK \l "copyrightcando" Understanding Copyright Email software If you wish to send and receive email you must be familiar with email software. There are a number of different applications available, e.g. Microsoft Outlook or Eudora, and some Internet Service Providers, e.g. CompuServe or AOL, provide their own email software. Email applications differ considerably in the way in which tasks are carried out, but you should be able to carry out the following tasks with most email applications. See ICT4LT Module 1.5, Section 14.1.1:  HYPERLINK "http://www.ict4lt.org/en/en_mod1-5.htm#email" http://www.ict4lt.org/en/en_mod1-5.htm#email I would describe my ability to use email software as (1-3)Now indicate what you can do: tick for yes, leave blank for no. I can:Start an email software applicationExit an email software applicationSet up a filing system for storing messages that I send and receiveSet up my email software to send only plain textCompose and send a new message online, including the name and email address of the intended recipient, and a meaningful subject lineCheck for an incoming messageRead an incoming messageFile a received messageDelete an unwanted incoming messagePrint a received messageReply to a received message, including pasting of parts of the received messageCompose a new message offline, including the name and email address of the intended recipient, and a meaningful subject lineSend a message that I have composed offlinePaste a previously composed word-processed text into a message that I am about to sendSend a message to multiple recipientsForward a message to one or more recipientsOpen an incoming attachment and I know where it is filed on my computerSend an attachment to a message: a word-processed document, a picture, an HTML document, a sound file, etcSet up a signature to be attached to messages that I composeSet up and maintain my email address bookSet up and send group messagesJoin a discussion listLeave a discussion listTemporarily suspend mail sent to me via a discussion list (e.g. while on holiday)Resume receiving mail from a discussion listEssential things that I understand:I understand basic NetiquetteI understand why I should never open an unidentified attachmentI understand that computer viruses can be transmitted via email and that up-to-date anti-virus software is essential while I am receiving and sending messagesI understand that my computer can be hacked while I am online and that a firewall is essentialI understand the implications of copyright and plagiarism when using materials contained in other peoples emails: see  HYPERLINK \l "copyrightcando" Understanding Copyright PowerPoint Presentation software is playing an increasing important role in the foreign languages classroom, e.g. for presenting points of grammar, vocabulary etc, often in conjunction with interactive whiteboards. Microsoft PowerPoint is the most widely used presentation software application. See ICT4LT Module 1.3, Section 7:  HYPERLINK "http://www.ict4lt.org/en/en_mod1-3.htm#ppwc" http://www.ict4lt.org/en/en_mod1-3.htm#ppwc I would describe my ability to use PowerPoint as (1-3)Now indicate what you can do: tick for yes, leave blank for no. I can:Start PowerPointExit PowerPointStart creating a new (blank) presentation Create a title slide for a presentationAdd new slides to a presentationChange the colour scheme (background, text, etc) of a presentationAdd, delete and amend text in a slideChange the font, size or colour of text in a slideMake text in a slide italic or boldAlign text to the left, right or centre of a slideAdd a date, footer and slide numbers to a presentationApply a new presentation designSave a presentation that I have createdEdit a presentation that I have previously createdSave a presentation that I have previously createdRun a presentationPrint a presentation in different formatsAdd transition and animation effects to a presentationRemove transition and animation effects from a presentationSort the slides of a presentation into a different orderInsert a picture into a slide Insert a sound file into a slide Insert a video file into a slide Import a Word Outline into PowerPointEssential things that I understand:I understand that certain colour combinations in slides must be avoided in order to make slides legible: e.g. avoid red/green.I understand that fonts must be of a certain size in order to be legible at least 24-point. Excel Spreadsheets are mainly the province of accountants, but language teachers often find them useful for recording marks and comments, generating and sorting class lists, adding up marks and calculating averages, percentages etc: see ICT4LT Module 4.1, Section 4.2:  HYPERLINK "http://www.ict4lt.org/en/en_mod4-1.htm#4.2" http://www.ict4lt.org/en/en_mod4-1.htm#4.2. The following list relates to Microsoft Excel, but all the tasks can be carried out using other spreadsheet software. I would describe my ability to use Excel as (1-3)Now indicate what you can do: tick for "yes", leave blank for "no". I can:Start and exit ExcelOpen a new spreadsheetSet paper size (e.g. A4) and marginsSet paper orientation to portrait or landscapeInsert page numbers into a spreadsheetInsert headers and footers into a spreadsheetSave a spreadsheet that I have createdPrint a spreadsheetPrint a selected area of a spreadsheetOpen a spreadsheet that I have previously savedAmend/add to a spreadsheet that I have previously savedSave a spreadsheet that I have amended or added toInsert new text or figures into blank cellsAmend the contents of completed cellsInsert new columns and rowsInsert new cells into a set of completed cellsDelete the contents of completed cellsSelect cells within a spreadsheetDelete selected cells Delete columns and rowsCopy and paste selected cells within a spreadsheetCut and paste selected cells within a spreadsheetFormat cells (number of decimal places, percentage, etc.)Search for text or figures in a spreadsheetAlign text or figures to the left, right and centre of cellsChange the font, size or colour of text or figuresMake text or figures bold, italic or underlinedSort a column into order, e.g. numerical or alphabeticalSort a set of cells into order, based on a selected columnAdd up a column or row of figuresCalculate an average of a column or row of figuresConvert a set of figures into a graph or chartCopy and paste data from another application into a spreadsheetCopy and paste a set of cells from Excel into a word processorInsert a graph or pie chart into Excel Anti-virus and security software Everyone who uses a computer should install anti-virus software on their system and update it regularly. It is also essential to install security software on your system. If you access the Internet via a computer in a public or commercial organisation your ICT services department has probably installed anti-virus software and other security software, but if you use a computer at home then you must install the software yourself. See  HYPERLINK http://www.camsoftpartners.co.uk/bugs.htm http://www.camsoftpartners.co.uk/bugs.htm, which contains further information about viruses and virus threats and the software packages mentioned in the table below. I would describe my ability to use anti-virus and security software as (1-3)Now indicate what you can do: tick for "yes", leave blank for "no". I can:Install anti-virus software on my computer, e.g. Norton Anti-VirusConfigure my anti-virus softwareUpdate my anti-virus data filesCarry out a system check to ensure that there are no viruses on my computerAccess an anti-virus website to find information about known viruses and new virus threatsInstall a firewall on my computer, e.g. ZoneAlarm ProConfigure my firewall softwareInstall email filtering software on my computer, e.g. MailWasher ProConfigure my email filtering softwareInstall anti-adware/spyware software on my computer, e.g. SpyBot or Spy SweeperConfigure my anti-adware/spyware software Essential things that I understand:I understand that it is essential to update my anti-virus files regularlyI understand the term hoax virus, and I know how to avoid being tricked by people who send me information about hoax virusesI understand that computer viruses can be transmitted via hostile websites and that up-to-date anti-virus software is essential while I am browsing the WebI understand that my computer can be hacked while I am browsing the Web and that a firewall is essentialI understand the term spam, and I know how to avoid being spammedI understand the term adware, and I know how to remove it from my computerI understand the term spyware, and I know how to remove it from my computerI understand that my computer stores lots of unnecessary files (temporary Internet files, cookies, etc) while I am browsing the Web, and I know how to remove such files, e.g. using a package such as Window Washer Web authoring software Web authoring packages such as Dreamweaver or Front Page are used to create Web pages at publicly accessible websites, or offline for use on a local server or intranet. See ICT4LT Module 3.3:  HYPERLINK http://www.ict4lt.org/en/en_mod3-3.htm http://www.ict4lt.org/en/en_mod3-3.htm I would describe my ability to use a Web authoring package as (1-3)Now indicate what you can do: tick for yes, leave blank for no. I can:Set up a new Web page using a Web authoring packageSet the background colour for the pageSet font sizes and coloursSet up a hyperlink in a Web pageSet up a link to an email address in a Web pageInsert a picture into a Web pageInsert a sound file into a Web pageInsert a video file into a Web pageSave a Web page onto my computers hard diskUpload a Web page that I have created to my websiteWrite and edit a page written in HTML using an HTML text editorCreate an interactive exercise on a Web pageWrite and edit a CGI script (advanced learners only!) Essential things that I understand:I know what the abbreviation URL stands for and I understand the function of a URLI know what the abbreviation HTML stands forI know what a hosting service isI know how to register a domain name for a personal websiteI understand the concepts of client and serverI know what the abbreviation FTP stands for and I understand the function of an FTP facility CALL authoring software There are numerous CALL authoring packages, some of which are designed for creating interactive exercises in an offline environment and some of which are designed for creating interactive exercises in an online Web environment. See the following ICT4LT modules: Module 2.5:  HYPERLINK http://www.ict4lt.org/en/en_mod2-5.htm http://www.ict4lt.org/en/en_mod2-5.htm Module 3.2:  HYPERLINK http://www.ict4lt.org/en/en_mod3-2.htm http://www.ict4lt.org/en/en_mod3-2.htm Module 4.1:  HYPERLINK http://www.ict4lt.org/en/en_mod4-1.htm http://www.ict4lt.org/en/en_mod4-1.htm I would describe my ability to use CALL authoring software as (1-3)Now indicate what you can do: tick for yes, leave blank for no. I can:Create a true/false exerciseCreate a multiple-choice exercise in which only one of the distractors is correctCreate a multiple-choice exercise in which more than one distractor is correctCreate a gap-filling exercise with whole words or phrases blanked outCreate a gap-filling exercise with parts of words blanked outCreate a Cloze exercise with every nth word blanked outCreate a total Cloze text reconstruction exerciseCreate a Pelmanism (memory) exerciseCreate a matching exercise: antonyms, synonyms, translations, or two halves of sentencesCreate a drag-and-drop exerciseInsert a picture (clipart, photo, etc) into an exerciseInsert an audio file into an exerciseInsert a video file into an exerciseCreate a listen / respond / playback exercise (e.g. a language lab or role-play exercise). See Section 5.3 of Module 3.2Create a sentence reordering exerciseCreate a word unjumbling exerciseCreate a line reordering or dialogue reordering exerciseCreate a crossword puzzleCreate a free text entry exercise (see Section 5.9 of Module 3.2)Create a wordsearch exerciseCreate a branching dialogue exercise (see Section 5.10 of Module 3.2)Use a text manipulation authoring packageEssential things that I understand:I understand the difference between a gap-filling exercise and a Cloze exerciseI understand the essential differences between authoring for the Web and authoring for use offlineI understand the importance of good feedback in interactive exercisesI understand the difference between intrinsic and extrinsic feedback Text reconstruction software Text reconstruction software, also referred to as text manipulation software, has been popular with language teachers for many years. Wida Softwares Storyboard (part of The Authoring Suite) and Camsofts Fun with Texts both fall into the category of text reconstruction software. See ICT4LT Module 1.4, Section 8:  HYPERLINK "http://www.ict4lt.org/en/en_mod1-4.htm#textmanip" http://www.ict4lt.org/en/en_mod1-4.htm#textmanip I would describe my ability to use text reconstruction software as (1-3)Now indicate what you can do: tick for yes, leave blank for no. I can:Use an authoring package for creating text reconstruction exercisesCreate a new text with a text reconstruction authoring packagePaste a text from another sources (e.g. a word-processor or the Web) into a text reconstruction authoring packageInsert a picture (clipart, photo, etc) into an exerciseInsert an audio file into an exerciseInsert a video file into an exerciseEssential things that I understand:I understand that text manipulation software is designed to enable the creation of a number of different activities from one text CD-ROMs and DVDs See ICT4LT Module 2.2:  HYPERLINK http://www.ict4lt.org/en/en_mod2-2.htm http://www.ict4lt.org/en/en_mod2-2.htm I would describe my familiarity with using CD-ROMs and DVDs as (1-3)Now indicate what you can do: tick for yes, leave blank for no. I can:Insert a CD-ROM into the CD-ROM driveStart a program direct from a CD-ROM driveInstall a program from a CD-ROM onto the hard disk of my computerInsert a DVD-ROM into the DVD-ROM driveStart a program direct from a DVD-ROM driveInstall a program from a DVD-ROM onto the hard disk of my computerInsert and run a DVD-Video discCopy files and folders from my computers hard drive onto CD-ROM or DVD-ROMCopy files and folders from CD-ROM or DVD-ROM onto my computers hard driveEssential things that I understand:I understand the differences between a CD-ROM disc, a CD-Audio disc, a DVD-ROM disc and a DVD-Video disc CD-Audio discs Standard CD-Audio discs can be played on modern multimedia computer systems in the same way as they can be played on hifi systems. It is also possible to convert sound files that have been downloaded from the Web into CD-Audio format and to store them on an audio CD that can be played on standard hifi systems. See ICT4LT Module 2.2:  HYPERLINK http://www.ict4lt.org/en/en_mod2-2.htm http://www.ict4lt.org/en/en_mod2-2.htm I would describe my familiarity with using CD-Audio discs on computers as (1-3)Now indicate what you can do: tick for yes, leave blank for no. I can:Insert an audio CD into my computer and play itCopy a track from an audio CD onto my computer, e.g. using iTunesCreate an audio CD from a set of MP3 files stored on my computers hard diskEssential things that I understand:I understand the differences between a CD-ROM disc, a CD-Audio disc, a DVD-ROM disc and a DVD-Video disc DVD-Video discs DVD-Video discs can be played on modern multimedia computer systems in the same way as they can be played on standard DVD playback systems, i.e. the kind that you normally connect to a TV set. See ICT4LT Module 2.2:  HYPERLINK http://www.ict4lt.org/en/en_mod2-2.htm http://www.ict4lt.org/en/en_mod2-2.htm I would describe my familiarity with using DVD-Video discs on computers as (1-3)Now indicate what you can do: tick for yes, leave blank for no. I can:Insert a DVD-Video (DVD-Movie) disc into my computer and play itEssential things that I understand:I understand the differences between a CD-ROM disc, a CD-Audio disc, a DVD-ROM disc and a DVD-Video disc Image editing software See ICT4LT Module 2.2, Section 2.2.3.1:  HYPERLINK "http://www.ict4lt.org/en/en_mod2-2.htm#imageed" http://www.ict4lt.org/en/en_mod2-2.htm#imageed I would describe my ability to use image editing software as (1-3)Now indicate what you can do: tick for yes, leave blank for no. I can:Scan a photograph and paste it into an image editing packageDownload an image from the Web and paste it into an image editing packageResize an image and save itChange the brightness of an image and save itChange the contrast of an image and save itEssential things that I understand:I understand the differences between the following image formats: JPG/JPEG, GIF, TIF/TIFF, BMPI understand the concept of different layers of an image Audio recording and editing software See ICT4LT Module 2.2, Section 2.2.3.3:  HYPERLINK "http://www.ict4lt.org/en/en_mod2-2.htm#sounded" http://www.ict4lt.org/en/en_mod2-2.htm#sounded I would describe my ability to use audio editing software as (1-3)Now indicate what you can do: tick for yes, leave blank for no. I can:Make a sound recording using audio editing software, e.g. Audacity, and save it on my computerDownload a sound recording from the Web and edit it using audio editing software on my computerUpload a sound recording from my computer to the WebCreate an audio CD made up of different sound recordings that I have made or editedCreate a CD-ROM made up of different sound recordings that I have made or editedCopy a recording from a portable recorder onto my computerEssential things that I understand:I understand the differences between the following audio file formats: WAV, MP3 and RMI understand the concept of streaming audioI know what a podcast isI know what the abbreviation Hz means and why this is important for making high-quality audio recordings Video recording and editing software See ICT4LT Module 2.2, Section 2.2.3.4:  HYPERLINK "http://www.ict4lt.org/en/en_mod2-2.htm#videoed" http://www.ict4lt.org/en/en_mod2-2.htm#videoed I would describe my ability to use video editing software as (1-3)Now indicate what you can do: tick for yes, leave blank for no. I can:Use a camcorder to make a video recordingCapture a video recording from a camcorder using video editing software, e.g. Windows Movie MakerSave an edited video recording on my computer Save an edited video recording to a CD-ROM or DVDUpload a video recording to the Web, e.g. my own website, my blog or YouTubeConvert a video recording from one format (e.g. AVI) to another, e.g. (MPG)Save a streaming video (e.g. a YouTube video clip) on my computerEssential things that I understand:I understand the differences between the following video file formats: MPG/MPEG, AVI, WMV, ASF, RM, FLVI understand the concept of streaming video Reference tools: electronic dictionaries and encyclopaedias Electronic dictionaries are useful mainly as memory-joggers and should be used in conjunction with a  HYPERLINK \l "_Concordancers" concordancer (see below) or a context dictionary. Encyclopaedias are not only useful for checking facts but also as corpora. The search facilities provided by most encyclopaedias enable examples of words in context to be found very quickly. I would describe my ability to use electronic reference tools as (1-3)Now indicate what you can do: tick for yes, leave blank for no. I can:Use an electronic dictionary on CD-ROMFind an electronic dictionary on the WebLook up a word in an electronic dictionaryPaste the definition of a word that I have looked up into another application, e.g. Word Concordancers Concordancers are extremely valuable tools for the teacher of reign languages. The teacher can use a concordancer to find examples of authentic usage to (a) demonstrate a point of grammar, typical collocations, etc, (b) generate exercises based on authentic texts. Students can use concordancers to work out rules of grammar and usage for themselves by searching for key words in context. Concordancers are also used extensively for creating glossaries and dictionaries a useful task for learners of foreign languages. See ICT4LT Module 2.4 and Module 3.4:  HYPERLINK http://www.ict4lt.org/en/en_mod2-4.htm http://www.ict4lt.org/en/en_mod2-4.htm  HYPERLINK http://www.ict4lt.org/en/en_mod3-4.htm http://www.ict4lt.org/en/en_mod3-4.htm I would describe my ability to use a concordancer as (1-3)Now indicate what you can do: tick for yes, leave blank for no. I can:Search a corpus for a single wordSearch a corpus for a phraseSearch a corpus for a word used in combination with another wordProduce a student handout from the results obtained from a search in a corpusCreate a gap-filling exercise on a specific point of grammar or vocabulary from the results obtained from a search in a corpusEssential things that I understand:I understand the concept of a concordancing program or concordancerI understand the concept of a corpusI understand the concept of a KWIC (Key Word In Context) search Translation software Teachers of foreign languages tend not to be aware of the opportunities offered to students wishing to follow a career in translating, and they are even less aware of how ICT has revolutionised the translation industry. Unfortunately, translation has become a dirty word in recent years, but translating alongside interpreting is one of the most demanded skills in the language professions. Some types of translation software attempt to do the whole job, e.g.  HYPERLINK "http://babelfish.altavista.digital.com" Babel Fish:  HYPERLINK "http://babelfish.yahoo.com" http://babelfish.yahoo.com. Babel Fish can be handy for extracting the gist of a text in an unfamiliar language and it can be used with students to (a) demonstrate the limitations of translation software; (b) make students more linguistically aware, e.g. of the relationship between grammar and semantics. Other types of translation software, e.g. translation memory packages, are mainly used as tools by professional translators to enable them to work more quickly. See ICT4LT Module 3.5, Section 4:  HYPERLINK "http://www.ict4lt.org/en/en_mod3-5.htm#machinetrans" http://www.ict4lt.org/en/en_mod3-5.htm#machinetrans I would describe my ability to use translation software as (1-3)Now indicate what you can do: tick for yes, leave blank for no. I can:Copy and paste a text into an online translation package (e.g. Babel Fish) and then copy and paste the translated text into another document (e.g. Word)Essential things that I understand:I understand that translation software cannot be relied upon to produce a completely accurate translation Using a VLE: Moodle This list has been compiled by Seth Dickens, with updates by Mary Cooch. Many teachers of Modern Foreign Languages will never have used a VLE such as Moodle and as such may be a little intimidated by it to begin with. There is no need to worry. However, many of the functions of a VLE are based around a simple WYSIWYG editor (What You See Is What You Get) and as such are easily picked up by teachers with a little experience in using programs like Microsoft Word etc. The following list relates to Moodle v1.9, but is also relevant to all other versions of Moodle and also many other VLEs. See ICT4LT Module 1.5, Section 8:  HYPERLINK "http://www.ict4lt.org/en/en_mod1-5.htm#anchorvlangschool" http://www.ict4lt.org/en/en_mod1-5.htm#anchorvlangschool I would describe my ability to use a VLE like Moodle as (1-3)Now indicate what you can do: tick for yes, leave blank for no. I can:Administrative functions and settingsLog into MoodleLog out of MoodleEnrol myself as a student in a courseUn-enrol myself from a course where I was a studentSet / change my email display settings in my profileSet / change my email digest type in my profileWrite / change my personal description in my profileAdd / change my profile picture / photoSave changes I have made to my profileForums and Online Communication Read a forum postReply to a forum postStart a new forum discussion / postRead and respond to a Moodle messageMove an entire discussion to a different forum (when I am a teacher in the course)Split a discussion into two parts (when I am a teacher in the course)Delete or edit accidental or inappropriate forum posts (when I am a teacher in the course)Course Authoring and Editing the BasicsTurn the editing tools on or offSet a password (enrolment key) on my course to restrict access.Change the number of sections on my course pageAdd a Web page resource to give instructions or other material to my studentsChange how a Web page resource appears to my students (e.g. new window, same window, etc.)Add a label resource to my Moodle course to make it easier for my students to navigate around my courseAdd a link resource to an external website for my students to listen to, read or watchAdd a link resource to a file stored on my MoodleAdd a folder of resources using the Display a directory functionAdd a forumEdit the settings for a resource or activity I have previously addedDelete a resource or activity I have previously addedShow or hide a resource or activity from students which I have previously added Move a resource, activity or whole topic section to a different part of the courseHide or highlight a topic sectionCourse Authoring and Editing IntermediateAdd an activity such as chat, wiki or choiceSet up an assignment so my students can send me workEnter marks and feedback in the gradebook Change the markscheme from the default 1-100 to a scale of my own choiceUse groups to filter my classes in the gradebookEmbed a movie or mp3 file in a Webpage resource using the multimedia filtersUse a text page resource to embed code from external sites like Google mapsEssential things that I understand:It is better to navigate around Moodle using the breadcrumbs trail at the top of the Web page than using the back and forward buttons in my Web browserWhen writing longer forum postings or information to students it is better to type into Notepad, then paste into Moodle to avoid losing work if the internet connection is lost.When setting up resources for students it is better to make them open in a new window to avoid the student accidentally losing Moodle when closing the resource with the XDeleting an uploaded resource from the course page only deletes the link. It is still available in the course files for me to reuse another timeWhere using images from the web it is better to save and upload them to my Moodle than copy and paste them straight into my course to avoid losing if the site is down. Interactive whiteboards (IWBs) See ICT4LT Module 1.4, Section 4:  HYPERLINK "http://www.ict4lt.org/en/en_mod1-4.htm#iwbs" http://www.ict4lt.org/en/en_mod1-4.htm#iwbs This list has kindly been provided by Elizabeth Semper. I would describe my ability to use an interactive whiteboard as (1-3)Now indicate what you can do: tick for yes, leave blank for no. I can:I can switch an IWB on and offI can make sure that the IWB software is projected from the connecting computerI can create, name and save a file in the IWB software (flipchart/notebook)I can insert an image into an IWB fileI can insert a text into an IWB fileI can calibrate the IWBI can insert a video/audio file into an IWB fileI can insert a Web link into an IWB fileI can change the appearance of an IWB file, e.g. background colourI can use the spotlight toolI can use the reveal blind toolI can use CONTAINERS shapes which will accept or reject items (Promethean)I can use RESTRICTORS items which will only move on a given line (Promethean)I can create ACTION buttons which, for example, trigger sounds/link to other pages Essential things that I understand:I understand that each brand of IWB has its own type of software Discussion lists, blogs, wikis, social networking Under construction: more can dos to be added. See ICT4LT Module 1.5, Section 12:  HYPERLINK "http://www.ict4lt.org/en/en_mod1-5.htm#anchorediscuss" http://www.ict4lt.org/en/en_mod1-5.htm#anchorediscuss I would describe my ability to use discussion lists, blogs, wikis and social networking sites as (1-3)Now indicate what you can do: tick for yes, leave blank for no. I can:Read contributions to a discussion list, e.g. the MFL Resources forum in Yahoo Groups:  HYPERLINK "http://groups.yahoo.com/group/mflresources/" http://groups.yahoo.com/group/mflresources/Read someone elses blog, e.g. the ICT4LT blog:  HYPERLINK "http://ictforlanguageteachers.blogspot.com" http://ictforlanguageteachers.blogspot.comRead someone elses wiki, e.g. Nergiz Kern's SL Experiments wiki:  HYPERLINK "http://slexperiments.pbworks.com" \t "_blank" http://slexperiments.pbworks.comWrite a contribution to a discussion listWrite a contribution to a blogWrite a contribution to a wikiUpload a photo to a blogUpload a photo to a wikiUpload a video clip to a blogUpload a video clip to a wikiSet up my own blogSet up my own wikiSet up and use a Facebook accountSet up and use a Twitter accountSet up and use a Flickr accountSet up RSS feeds for discussion lists, blogs and wikis that I read regularlyEssential things that I understand:I understand what is meant by the term social networkingI understand the differences between a discussion list, a blog and a wikiI understand the concept of an RSS feedI understand the importance of e-safety in social networking Virtual worlds: Second Life (SL) There is an extensive and expanding section on Second Life here: ICT4LT Module 1.5, Section 14.2.1:  HYPERLINK "http://www.ict4lt.org/en/en_mod1-5.htm#secondlife" http://www.ict4lt.org/en/en_mod1-5.htm#secondlife The following list assumes that you have already joined Second Life, downloaded the SL software and created your avatar. Bear in mind that this list covers only the essential things you need to know; there is a lot more to learn in Second Life! There are extensive downloadable tutorial materials in Word format in the above section, written by Graham Davies, which will take you a lot further. I would describe my ability to use Second Life (SL) as (1-3)Now indicate what you can do: tick for yes, leave blank for no. I can:Walk, run and flyUse text chat to talk to people near meUse voice chat to talk to people near meSend an instant message (IM) to someoneMake someone my friendAccept a friendship invitation from someoneTeleport to a locationAccept an invitation from someone to teleport to their locationSwitch audio streaming on and off in a locationView a slideshow on a projection screenView a video stream on a projection screenAdd a new landmark in my inventoryNavigate to an existing landmark in my inventoryAdd an object that I have bought or obtained free of charge to my inventoryRead a notecard and add it to my inventoryUse the mini-map to assist me to navigateUse the world map to assist me to navigateChange my avatars appearance and clothingUse the search facility to find people, places and objectsAccess a website from within SLRez and clear a holodeckView a website on a shared media screenTake a snapshot of a SL screen and save it on my computers hard diskBuild a basic object in a sandboxEssential things that I understand:I understand the term viewer in the context of SLI understand the term avatar in the context of SLI understand the term landmark in the context of SLI understand the term SLURL in the context of SLI understand the term rez in the context of SLI understand the term inventory in the context of SLI understand the term sandbox in the context of SLI understand the term lag in the context of SLI understand the term holodeck in the context of SLI understand the term shared media in the context of SL Understanding copyright This list has been compiled by Liliana Cuesta, Universidad de La Sabana, Colombia. See the ICT4LT General guidelines on copyright at:  HYPERLINK "http://www.ict4lt.org/en/en_copyright.htm" http://www.ict4lt.org/en/en_copyright.htm I would describe my understanding of copyright issues as (1-3)Essential things that I understand:I know what the term copyright meansI understand what is meant by intellectual property rights and the infringement of copyright worksI understand the concept of fair use or fair dealingI understand the differences between various types of copyright licencesI know what Creative Commons isI am aware of copyright legislation in my countryI am aware of the legislation regarding the publication of materials on the InternetI know what copyright clearance meansI always follow the necessary procedures to request clearance of copyright materialsI always check the Terms of Use in the Web pages that I useI know what webwhacking impliesI understand the meaning of the term communication to the publicI understand the meaning and implications of the term deep linkingI am aware of the different manifestations of plagiarismI understand the existing copyright regulations relating to printed materialsI am aware of the copyright restrictions on audio and video materialsI am aware of the copyright regulations of the YouTube websiteI understand the copyright restrictions on using imagesI know what a copyright bounty hunter isI am aware of the three kinds of moral rights relating to original worksI understand the implications of using third-party materialsI am aware of the Acceptable Use Policy of my institution I know when I should contact a copyright clearance centreI know what is not protected by copyrightI know how to write a copyright notice relating to my own works  Referencing this document Please cite this document as: Davies G. (2012) ICT can do lists for teachers of foreign languages. In Davies G. (ed.) Information and Communications Technology for Language Teachers (ICT4LT), Slough, Thames Valley University [Online]. Available at:  HYPERLINK http://www.ict4lt.org/en/ICT_Can_Do_Lists.doc http://www.ict4lt.org/en/ICT_Can_Do_Lists.doc [Accessed DD Month YYYY]. Graham Davies 2012 under a  HYPERLINK "http://creativecommons.org/licenses/by-nc-nd/3.0/" Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. 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