Let's start with a little overstatement: Technology may not replace teachers but teachers who use technology will replace teachers who don't. The above statement whose origin I cannot trace is just the type of line quoted smugly by the already initiated -the effect being to reinforce the necessity of getting involved while doing nothing to deal with the misconception that great chunks of time, effort, technical ability and even money are required to do IT (Information Technology). The purpose of this article is to outline briefly how IT can make a positive contribution to your teaching and suggest common-sensical methods to learn more about the area.

Ignore the following as 'nerdish' fantasy: "in the near future we will all plug into the omnipresent television-intemet terminal, log onto the virtual classroom, engage in electronic small talk with fellow students before being ticked off by the computer for mistakes in our previous assignment"

However, there are good, common sense reasons for taking IT seriously. In an issue devoted to teacher development, what could be more relevant than the type of skills which, on their own, may qualify you for another job or, horror, exclude you?

What do we mean by IT?

1. Word Processing
2. CALL (Computer Assisted Language Learning) software
3. Using CD-ROMs
4. The Internet

Word Processing

For many teachers, this is already a reality. Word processing is the cornerstone of building computer skills. Simply from a perspective of quickly making worksheets which can be infinitely revised and are instantly available for use much later should we need them again, it is difficult to argue with the usefulness of WP skills. Modern word processors do much more than just format and store documents, however. It is very easy to manipulate texts whether original or imported from another source - reorganise texts for reading comprehensions, selectively substitute/deform certain textual features, highlight features for easier modelling. It is also possible to analyse and parse a text for its linguistic or discourse features with basic WP skills.

CALL software

The type of program which turns a text into a cloze test, or creates the format for, e.g. multiple-choice type exercises for the student to manipulate, is still with us in updated form. The functions it fulfilled so successfully are being assumed by language practice CD-ROMs and on-line internet exercises but it is still useful and popular with those teachers who enjoy access to a computer centre. An interesting point about 'interactive' exercises is that increasingly the wherewithal to create the exercises themselves, so called 'authoring programs' are increasingly available although not necessarily accessible. Tools for the interactive medium of the future - the net - are no different and in many cases are actually free. Whatever their origin, dexterity with some of these tools will soon be demanded of material writers as standard.

CD-ROM

The chances are that if your pupils have a computer at home, it is equipped with a CD-ROM and they play games on it. It would be a mistake to compare any English language practice CD-ROM to the violent, fast moving, near real worlds where so much of the compulsive gaming takes place. Nonetheless, what CD-ROMs offer the learning process is intriguing if not always compulsive: English language practice CD-ROMs are usually designed as self access resources but are exploitable in many ways. Although unspectacular, students willingly make room for a medium which mixes text, sound and video clips, offers instant feedback and gives them a score.

Non-EFL practice CD-ROMs such as CD-ROM encyclopedias, for example Groliers or Encarta,offer enormous potential both for use in a computer centre and for the individual teacher and student for research. s teachers we need to learn to evaluate these resources and make them work for us.

The Internet

Ah yes. The one we can't get away from. The internet, be it World Wide Web (WWW) or whatever, offers our students communication in the form of e-mail and chat and a resource for research. Arguably though, it offers English language teachers much more: a sharing and helping resource, support groups such as e-mail mailing lists, up to the minute resources either for research or immediate incorporation into course materials and paths for professional development.

It would be irresponsible to claim the internet is the panacea for all future teacher ills. However, one of the reasons that the internet is better fitted to the role of a teacher guide rather than student research bank is that it is not a library in the conventional sense. Virtually anyone can publish to the web without the filtering, verifying process involved in getting most paper media into print. Web coverage of any subject is disorganised, thin, difficult to verify, possibly self-serving and, on average, badly spelled. Pointing students in the direction of the web, therefore, as if leaving them at the door of the library, is insufficient. Students as well as learners and individuals must learn (or be taught) to find, evaluate, verify and, where necessary, respect information found on line. In case you are thinking this is beyond you, there is a large array of resources on-line for teachers on providing guidance for their students as well as for exploiting the net for their own use.

Don't underestimate the importance of the teacher 'guides'. As the information available on the net is so disjointed, irregular and unconnected, it is virtually impossible to put it to work effectively for you without one of two things: expert level knowledge of what is available or initial skills training and familiarisation with the guides and resources established specifically for teachers. In this sense, teachers are one of the key professional groups served by the internet and have far more to gain by involvement than many other branches of professional activity.

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The internet represents much more than its usefulness outlined above. Unlike the CALL movement which was a compartmentalised resource or language laboratories linked to a particular theory of language learning, the internet represents the information age context in which we work. "Imagine a school with children who can read and write, but with teachers who cannot and you have a metaphor of the Information Age in which we live." Peter Cochrane

Already widespread, computer and net literacy will be taken for granted by the vast majority of young people in ten to fifteen years time. There is a serious danger of we as teachers not being able to grasp the issues involved.

What can we do?
In fact we already have 95% of skills to successfully exploit IT. One of the off-putting factors is that many enthusiasts for the "new era" are evidently computer capable or even very skilful. There is also the suspicion that they bought the home computer due to a lack of a social life. These people may be experts but, if so, the expertise is of a technical nature - we are the pedagogic experts. Just as it isn't necessary to be a sound engineer to play a cassette in class or a TV technician to show a video, integrating IT into our teaching mainly requires an understanding of what it can do and the pedagogic objectives may be defined by us alone.

Acquiring the remaining 5% requires access to the resources in question -computers for word processing, a multimedia facility for CD-ROM evaluation and, of course, internet access.

Almost any old computer will do to develop WP skills and there are some really nice software packages available to turn you into a speedy typist in no time at all. Alternatively buy a book. An hour's practice a day for two weeks is enough to teach basic keyboard familiarity. Meanwhile the teaching advantages of having access to a late version of, for example, Microsoft Word are available even to two-fingered typists.

The best way to develop net skills initially is plenty of net access. Get yourself an e-mail account and become an unashamed e-mail junky. There is no age limit on this particular vice. Begin exploring the web from a teachers point of view from one of the many EFL, ESL or TESOL sites. Be aware there is far more than interactive exercises available. The strength of the web lies in making authentic resources accessible. If there is a computer at home mainly used by others, then stake your claim - you have far more to gain than the garners, restless surfers or constant 'chatters'. For those who haven't got the time for total self-discovery learning, training in the basic skills and benefiting from the experience of others can be invaluable.

Remember that training, if available, should be orientated towards pedagogical exploitation rather than technical knowledge for its own sake. No business would spend time and money giving its employees general background only. It is possible even for beginners to tap into the classroom possibilities straight away. Training in itself, of course, isn't enough, as access to the resources is necessary on an on-going basis for upkeep and development of skills acquired on any course.

For people with the time and inclination to take things further, there is definite potential to be a guide for others and opinion leader. In the medium term it isn't inconceivable for the idea of "Delegado de Informática" posts coming into existence. Many American K- I2 schools have official "Technology Co-ordinators" and recognised experts in "Instructional Technology". With government and private sector interest in equipping schools with IT, can we be far behind?

Right. Time to get cracking, or should that be clicking?