ICT “can do” lists for teachers of
foreign languages
compiled by
Graham Davies
for
the ICT4LT website

This document is designed for:

i. ICT trainers, to enable them to identify the strengths and weaknesses of teachers of foreign languages undergoing training in ICT;

ii. 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 don’t 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

This version of the document is dated 24 June 2007. Comments welcomed: use the Feedback Form at the ICT4LT website: http://www.ict4lt.org

Windows................................................................................................................................... 3

Word......................................................................................................................................... 4

Browsers................................................................................................................................... 5

Email software.......................................................................................................................... 6

PowerPoint................................................................................................................................ 7

Excel.......................................................................................................................................... 8

Anti-virus and security software............................................................................................ 9

Web authoring software........................................................................................................ 10

CALL authoring software.................................................................................................... 11

Text reconstruction software................................................................................................ 12

CD-ROMs and DVDs........................................................................................................... 13

CD-Audio discs...................................................................................................................... 14

DVD-Video discs.................................................................................................................... 15

Image editing software.......................................................................................................... 16

Audio recording and editing software................................................................................. 17

Video recording and editing software.................................................................................. 18

Reference tools: electronic dictionaries and encyclopaedias............................................... 19

Concordancers....................................................................................................................... 20

Translation software.............................................................................................................. 21

Copyright................................................................................................................................ 21

Windows

Familiarity with the Microsoft Windows operating system is essential for all users of personal computers. There are different versions of Windows: Win95, Win98, WinME, Win2000, WinXP, WinNT. The following list is valid for most versions of Windows from Win95 onwards.

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-click
Open a Windows application – i.e. start a computer program under Windows
Close a Windows application – i.e. terminate a computer program under Windows
Use a Windows Menu Bar
Maximise a window
Minimise a window
Restore a window
Use scroll bars
Open two or more Windows applications at the same time
Use the Windows Task Bar to toggle between applications
Use Windows Explorer to examine the contents of a disk and of different folders
Use Windows My Computer to examine the contents of a disk and of different folders
Move or copy a file from one folder to another
Move or copy a file from one disk to another
Find a file that I have mislaid
Rename a file or folder
Create a new folder
Open Notepad and create and save a text file
Format a floppy disk
Format 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 Word 6.0 and later versions 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: 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 Word
Exit Word
Open a new document
Type at a reasonable speed
Set paper size (e.g. A4) and margins
Set paper orientation to portrait or landscape
Change view from Normal to Page Layout and zoom in and out
Insert page numbers into a document
Insert headers and footers into a document
Save a document that I have typed
Print a document
Open a document that I have previously saved
Amend/add to a document that I have previously saved
Save a document that I have amended or added to
Insert new text
Delete existing text
Amend existing text
Toggle the Insert key
Toggle the Num Lock key
Select text (i.e. highlight text)
Copy and paste selected text within a document
Cut and paste selected text within a document
Search for text in a document
Align text to the left, right or centre
Change the font, size or colour of text
Make text bold, italic or underlined
Type non-standard characters: e.g. é, ü, ß, ñ, Ó
Create a bulleted or numbered list
Set and use tabs
Create a table within a document
Convert existing text to a table
Convert a table to text
Make hidden formatting characters visible or invisible
Insert a picture into a document
Insert an audio file into a document
Copy and paste from another application, e.g. text from a Web browser, a table from a spreadsheet, a picture from image editing software
Do a spell check
Do a grammar check
Use the thesaurus
Use the Word Outliner
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: http://www.ict4lt.org/en/en_mod1-5.htm

Module 2.3: http://www.ict4lt.org/en/en_mod2-3.htm

Module 3.3: 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 browser
Exit a browser
Find a website by typing in its URL, e.g. http://www.ict4lt.org
Bookmark a website
Return to a website that I have bookmarked
Navigate forwards and backwards within a website
Jump to a new website via an active link
Get back to a website from which a link was made
Get back to a previously located website
Copy a selection of text from a Web page into another application, e.g. Word, and save it
Save a graphic or picture as a file on my computer
Copy a graphic or picture into another application, e.g. Adobe Photoshop, and save it
Print a Web page
Save a Web page as a file on my computer
Play an audio sequence stored at a website
Save an audio sequence as a file on my computer
Play a video sequence stored at a website
Save a video sequence as a file on my computer
Use a search engine to locate materials stored on the Web
Delete temporary Internet files from my computer
Download a document file (DOC or RTF) from a website
Download a PDF file from a website
Download an EXE file from a website
Download a ZIP file from a website
Unzip a downloaded ZIP file
Remove “Web clutter” from my computer, e.g. using a package such as Window Washer
Essential things that I understand:
I understand that a new window sometimes opens when I link from one website to another
I understand how frame-based websites work
I understand that “cookies” need to be activated while I am browsing certain websites
I understand that plug-ins, e.g. Media Player, Flash, Acrobat, are needed to access materials stored at certain websites
I understand the advantages and limitations of the World Wide Web as a medium for delivering language courses
I 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 Web
I understand that my computer can be “hacked” while I am browsing the Web and that a firewall is essential
I understand the implications of copyright and plagiarism when using materials downloaded from the Web

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: http://www.ict4lt.org/en/en_mod1-5.htm

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 application
Exit an email software application
Set up a filing system for storing messages that I send and receive
Set up my email software to send only plain text
Compose and send a new message online, including the name and email address of the intended recipient, and a meaningful subject line
Check for an incoming message
Read an incoming message
File a received message
Delete an unwanted incoming message
Print a received message
Reply to a received message, including pasting of parts of the received message
Compose a new message offline, including the name and email address of the intended recipient, and a meaningful subject line
Send a message that I have composed offline
Paste a previously composed word-processed text into a message that I am about to send
Send a message to multiple recipients
Forward a message to one or more recipients
Open an incoming attachment and I know where it is filed on my computer
Send an attachment to a message: a word-processed document, a picture, an HTML document, a sound file, etc
Set up a signature to be attached to messages that I compose
Set up and maintain my email address book
Set up and send group messages
Join a discussion list
Leave a discussion list
Temporarily suspend mail sent to me via a discussion list (e.g. while on holiday)
Resume receiving mail from a discussion list
Essential things that I understand:
I understand basic “Netiquette”
I understand why I should never open an unidentified attachment
I 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 messages
I understand that my computer can be “hacked” while I am online and that a firewall is essential
I understand the implications of copyright and plagiarism when using materials contained in other people’s emails

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: http://www.ict4lt.org/en/en_mod1-3.htm

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 PowerPoint
Exit PowerPoint
Start creating a new (blank) presentation
Create a title slide for a presentation
Add new slides to a presentation
Change the colour scheme (background, text, etc) of a presentation
Add, delete and amend text in a slide
Change the font, size or colour of text in a slide
Make text in a slide italic or bold
Align text to the left, right or centre of a slide
Add a date, footer and slide numbers to a presentation
Apply a new presentation design
Save a presentation that I have created
Edit a presentation that I have previously created
Save a presentation that I have previously created
Run a presentation
Print a presentation in different formats
Add transition and animation effects to a presentation
Remove transition and animation effects from a presentation
Sort the slides of a presentation into a different order
Insert a picture into a slide
Insert a sound file into a slide
Insert a video file into a slide
Essential 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. The following list relates to Microsoft Excel, but all the tasks can be carried out using other spreadsheet software. See ICT4LT Module 4.1: http://www.ict4lt.org/en/en_mod4-1.htm

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 Excel
Exit Excel
Open a new spreadsheet
Set paper size (e.g. A4) and margins
Set paper orientation to portrait or landscape
Insert page numbers into a spreadsheet
Insert headers and footers into a spreadsheet
Save a spreadsheet that I have created
Print a spreadsheet
Print a selected area of a spreadsheet
Open a spreadsheet that I have previously saved
Amend/add to a spreadsheet that I have previously saved
Save a spreadsheet that I have amended or added to
Insert new text or figures into blank cells
Amend the contents of completed cells
Insert new columns and rows
Insert new cells into a set of completed cells
Delete the contents of completed cells
Select cells within a spreadsheet
Delete selected cells
Delete columns and rows
Copy and paste selected cells within a spreadsheet
Cut and paste selected cells within a spreadsheet
Format cells (number of decimal places, percentage, etc.)
Search for text or figures in a spreadsheet
Align text or figures to the left, right and centre of cells
Change the font, size or colour of text or figures
Make text or figures bold, italic or underlined
Sort a column into order, e.g. numerical or alphabetical
Sort a set of cells into order, based on a selected column
Add up a column or row of figures
Calculate an average of a column or row of figures
Convert a set of figures into a graph or chart
Copy and paste data from another application into a spreadsheet
Copy and paste a set of cells from Excel into a word processor

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 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-Virus
Configure my anti-virus software
Update my anti-virus data files
Carry out a system check to ensure that there are no viruses on my computer
Access an anti-virus website to find information about known viruses and new virus threats
Install a firewall on my computer, e.g. ZoneAlarm Pro
Configure my firewall software
Install email filtering software on my computer, e.g. MailWasher Pro
Configure my email filtering software
Install anti-adware/spyware software on my computer, e.g. SpyBot or Spy Sweeper
Configure my anti-adware/spyware software
Essential things that I understand:
I understand that it is essential to update my anti-virus files regularly
I understand the term “hoax virus”, and I know how to avoid being tricked by people who send me information about hoax viruses
I 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 Web
I understand that my computer can be “hacked” while I am browsing the Web and that a firewall is essential
I understand the term “spam”, and I know how to avoid being “spammed”
I understand the term “adware”, and I know how to remove it from my computer
I understand the term “spyware”, and I know how to remove it from my computer
I 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 Microsoft 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: 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 package
Set the background colour for the page
Set font sizes and colours
Set up a hyperlink in a Web page
Set up a link to an email address in a Web page
Insert a picture into a Web page
Insert a sound file into a Web page
Insert a video file into a Web page
Save a Web page onto my computer’s hard disk
Upload a Web page that I have created to my website
Write and edit a page written in HTML using an HTML text editor
Create an interactive exercise on a Web page
Write 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 URL
I know what the abbreviation HTML stands for
I know what a hosting service is
I know how to register a domain name for a personal website
I understand the concepts of client and server
I 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: http://www.ict4lt.org/en/en_mod2-5.htm

Module 3.2: http://www.ict4lt.org/en/en_mod3-2.htm

Module 4.1: 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 exercise
Create a multiple-choice exercise in which only one of the distractors is correct
Create a multiple-choice exercise in which more than one distractor is correct
Create a gap-filling exercise with whole words or phrases blanked out
Create a gap-filling exercise with parts of words blanked out
Create a Cloze exercise with every nth word blanked out
Create a “total Cloze” text reconstruction exercise
Create a Pelmanism (memory) exercise
Create a matching exercise: antonyms, synonyms, translations, or two halves of sentences
Create a drag-and-drop exercise
Insert a picture (clipart, photo, etc) into an exercise
Insert an audio file into an exercise
Insert a video file into an exercise
Create a listen / respond / playback exercise (e.g. a language lab or role-play exercise). See Section 5.3 of Module 3.2
Create a sentence reordering exercise
Create a word unjumbling exercise
Create a line reordering or dialogue reordering exercise
Create a crossword puzzle
Create a free text entry exercise (see Section 5.9 of Module 3.2)
Create a wordsearch exercise
Create a branching dialogue exercise (see Section 5.10 of Module 3.2)
Use a text manipulation authoring package
Essential things that I understand:
I understand the difference between a gap-filling exercise and a Cloze exercise
I understand the essential differences between authoring for the Web and authoring for use offline
I understand the importance of good feedback in interactive exercises
I 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 Software’s Storyboard (part of The Authoring Suite) and Camsoft’s Fun with Texts both fall into the category of text reconstruction software. See Section 8 of ICT4LT Module 1.4: http://www.ict4lt.org/en/en_mod1-4.htm

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 exercises
Create a new text with a text reconstruction authoring package
Paste a text from another sources (e.g. a word-processor or the Web) into a text reconstruction authoring package
Insert a picture (clipart, photo, etc) into an exercise
Insert an audio file into an exercise
Insert a video file into an exercise
Essential 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: http://www.ict4lt.org/en/en_mod2-2.htm

Table under construction.

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 drive
Start a program direct from a CD-ROM drive
Install a program from a CD-ROM onto the hard disk of my computer
Insert a DVD-ROM into the DVD-ROM drive
Start a program direct from a DVD-ROM drive
Install a program from a DVD-ROM onto the hard disk of my computer
Insert and run a DVD-Video disc
Copy files and folders from my computer’s hard drive to CD-ROM or DVD-ROM
Copy files and folders from CD-ROM or DVD-ROM to my computer’s hard drive

Essential 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 in MP3 format 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: http://www.ict4lt.org/en/en_mod2-2.htm

Table under construction.

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 it
Copy a track from an audio CD onto my computer’s hard disk and store it in MP3 format
Create an audio CD from a set of MP3 files stored on my computer’s hard disk

Essential 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: http://www.ict4lt.org/en/en_mod2-2.htm

Table under construction.

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 it

Essential 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: http://www.ict4lt.org/en/en_mod2-2.htm

Table under construction.

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 package
Download an image from the Web and paste it into an image editing package
Resize an image and save it
Change the brightness of an image and save it
Change the contrast of an image and save it

Essential things that I understand:
I understand the differences between the following image formats: JPG/JPEG, GIF, TIF/TIFF, BMP

Audio recording and editing software

See ICT4LT Module 2.2: http://www.ict4lt.org/en/en_mod2-2.htm

Table under construction.

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 and save it to disk
Download a sound recording from the Web and edit it in an audio editing package
Create an audio CD made up of different sound recordings that I have made or edited
Create a CD-ROM made up of different sound recordings that I have made or edited
Transfer a recording on audiocassette to my computer

Essential things that I understand:
I understand the differences between the following audio file formats: WAV, MP3 and RM
I understand the concept of streaming audio
I know what a podcast is
I 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: http://www.ict4lt.org/en/en_mod2-2.htm

Table under construction.

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 recording
Upload a video recording from a camcorder to a video editing software package
Use a video editing package, e.g. Movie Maker, Ulead or Premier

Essential things that I understand:
I understand the differences between the following video file formats: MPG/MPEG, AVI, WMV, ASF, RM
I 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 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.

Table under construction.

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-ROM
Find an electronic dictionary on the Web
Look up a word in an electronic dictionary
Paste the definition of a word that I have looked up into another application, e.g. Word

Essential things that I understand:

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:

http://www.ict4lt.org/en/en_mod2-4.htm

http://www.ict4lt.org/en/en_mod3-4.htm

Table under construction.

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 word
Search a corpus for a phrase
Search a corpus for a word used in combination with another word
Produce a student handout from the results obtained from a search in a corpus
Create a gap-filling exercise on a specific point of grammar or vocabulary from the results obtained from a search in a corpus

Essential things that I understand:
I understand the concept of a concordancing program or concordancer
I understand the concept of a corpus
I 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. Babel Fish: http://babelfish.altavista.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: http://www.ict4lt.org/en/en_mod3-5.htm

Table under construction.

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

Copyright

Please cite this document as:

Davies G. (2007) 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 from: http://www.ict4lt.org/en/ICT_Can_Do_Lists.doc [Accessed DD Month YYYY].

Table of contents

Video recording and editing software