Since the first version of this book came out in 2005, the field of computer-assisted language learning (CALL) has grown and changed. This update is the result of some of those changes. Our intent is to place pedagogical goals before technologies, as the literature advises but is not always followed in classrooms. In revising this book, as in the original, we assume that good teachers teach well because they bear in mind certain principles about how they can best help learners to learn language. Placing these principles at the center of attention makes it much easier for teachers to concentrate on the question of what constitutes effective computer-enhanced pedagogy and why.

This book takes as its organizing principles both the system of conditions that are known to support effective language learning and the goals that a variety of standards in the field have set out for us and our students.

Examples throughout the book underscore the need to consider theory in every aspect of the teaching and learning process. Some of the points in this book we have made in other places; other we discovered during the revision process. All told, this text provides a brief picture of what CALL classrooms can be like today. Of course, that could change tomorrow.

Welcome to Kenyan ICT CFT Course particiants from the Cabinet Secretary, Prof. Jacob Thuranira Kaimenyi, of the Ministry of Education, Science & Technology

The Commonwealth Certificate for Teacher ICT Integration ( CCTI )has been developed to improve
teachers’ experience teaching in the classroom using a range of information and communication
technologies (ICT) appropriately, and increase school manager’s involvement in the ICT
implementation process in the school. It challenges school managers and teachers to constantly
reflect on what they do in their school and classrooms and how ICT can be integrated into their
evolving management and teaching styles.

Simon Kavisi Introduces the KICTCFT Course on behalf of the Teacher's Service Commission (TSC)

Students use media and technology to develop new forms of learning experiences in schools, workplaces, and informal settings. Students participate in a range of new and ongoing projects that hone understanding and skills in learning science, instructional design, development and evaluation.

This introductory course is designed to address the rapidly changing nature of computer technology and information systems in teaching and learning considering its practical and ethical impact on social, organizational, personal, and ethical issues. Students will explore new and emerging education technologies and consider their impact on the future of teaching and learning while also developing an understanding of the history of technology integration.  Students will consider the digital divide and its impact on ethnicity and race pertaining to school equality and technology innovation.

This unit is adapted from Common Sense Education's Digital Citizenship Curriculum for Grades 3-5 to include ideas on how to integrate education technology, using formative and summative assessment tools, such as Kahoot! and Socrative. There is also an example of how to use a QR code linked to AnswerGarden, another type of assessment tool.

Mr Jaco du Toit, Advisor for Communication & Information, UNESCO Regional Office for East Africa explains the UNESCO ICT Competency Framework for Teachers.

KICTCFT: The teacher can use authoring tools or environments to design online materials. Specific Objectives: On completion of this unit you should be able to, 1] Identify and discuss various authoring tools, 2] Select a suitable authoring tool, and 3] Design and develop online materials.

KICTCFT: The teacher to use collaborative teacher network tools and platforms to enhance their professional development. Specific Objectives: On completion of this unit you will be able to: 1] Identify collaborative teacher networks, 2] Discuss the advantages of collaborative networks, and 3] Participate in collaborative teacher networks.

KICTCFT: The teacher can use ICT tools to communicate with students and other stakeholders in the education community so as to nurture students’ learning. Specific Objectives: On completion of this unit you will be able to:
1] Identify and discuss appropriate communication tools/platforms, and 2] Select and use the most suitable communication tools/platforms.

KICTCFT: The teacher can use ICT to support traditional methods of teaching and learning in the classroom. Specific Objectives: By the end of the unit you should be able to: 1] Identify ICT tools suitable for didactic teaching and learning, 2] Describe how didactic teaching and learning and ICT can be used to support student's acquisition of school subject matter knowledge, and 3] Incorporate appropriate ICT activities into lesson plans so as to support student's acquisition of school subject matter knowledge

KICTCFT: Teachers can plan and are aware of the practicality of designing Project Based Learning opportunities. Specific Objectives: On completion of this unit you should be to, 1] Identify and describe ICT tools that support Project Based Learning, and 2] Describe how to structure real-world problems into a project design.

The teacher to organise the physical environment to support the needs of the syllabus and the ICT tools. Specific Objectives: On completion of this unit you will be able to: 1] Identify the pros and cons of using computer labs, 2] Use ICT effectively in a classroom setting, and 3] Use ICT in a community setting.

KICTCFT: The teacher can use appropriate tools to manage student and school records. Specific Objectives: On completion of this unit you will be able to, 1] Discuss the benefits of managing students’ educational development, 2] Identify ways to monitor students' progress, and 3] Select the most effective tool/system to use for managing record keeping.

Welcome to this unit on ICT to support collaboration and communication. In this unit we will look at how we can enhance collaboration and communication in classroom teaching using various ICT tools. What tools do we usually use to communicate? Can we use the same tools to communicate in the classroom? Let us find out.

KICTCFT: The principal and/or head teacher to plan and manage the school's ICT policy. Specific Objectives: On completion of this unit you will be able to: 1] Identify common challenges of ICT adoption at schools, 2] Develop a comprehensive ICT plan for the school, and 3] Set feasible measures to ensure sustainability of the school's ICT.