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    Inventory of ICT tools

Inventory of ICT tools and open educational resources

Welcome to the Inventory of freely available online tools and OERs for language teaching and learning developed by the ICT REV project. The tools have been selected by and for language educators. There are different ways to search for tools and various examples below. You can also suggest a tool to be added to the Inventory. 

Pitch, a tool to make collaborative presentations

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Mentimeter, a tool to create interactive presentations and assess students

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ClassroomScreen, an interactive display board with several widgets and tools

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Padlet, a virtual collaboration canvas for content sharing

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Genially, a creator of visual content such as presentations or infographics

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ChatGPT, an AI chatbot that generates human-like responses

Autonomous learningGenerative AI

Description: ChatGPT is an AI language model that can be used by language teachers and learners in various ways. It operates by processing user inputs and generating relevant and coherent responses based on its training data. ChatGPT can be used for grammar and vocabulary practice, conversation practice, and writing assistance. ChatGPT offers a limited yet comprehensive free version and requires having an account for use. It is available in browser and application versions. ChatGPT was developed by OpenAI.

Evaluation: The use of ChatGPT and other generative AI tools for language teaching is still in development. Currently, there are a number of creative suggestions available online, including the following ideas: grammar and vocabulary practice, conversation practice, and writing assistance; idea generation for essays; or summarising and simplifying texts. For teachers, it can be useful to create teaching materials. For example, they can write: “Write a fill-in-the-gap grammar exercise with X sentences for B1 students in Portuguese”, or “Provide me with ideas for essay topics about sports in Bulgarian”, to which ChatGPT provides suitable exercises and essay topics. It can thus greatly improve educators’ productivity and be time saving. For learners, it could be useful for correcting their texts. For example, they can introduce a text into ChatGPT and ask: “Correct this text, identify mistakes and explain to me what is wrong. Then re-write what is incorrect and explain the reasons behind your modifications. I am trying to learn the language so make sure the feedback is insightful”, or: “Tell me by analysing this text what kind of grammar mistakes I usually make and provide me with exercises that will help me correct them”. In all of the above, detailed prompts for ChatGPT are crucial to produce the desired input. Writing prompts can become a task in itself, encouraging learners to compare the results of specific and less specific instructions.
Using ChatGPT also entails some potential problems: 1) Factual inaccuracies: sometimes ChatGPT provides false responses as if they were real; 2) Misuse: students might be tempted to avoid doing their assignments themselves, thus cheating or generating fake assignments; 3) ChatGPT provides only limited personalised feedback and is less accurate in lesser used languages; 4) It can reproduce the biases and inaccuracies present in the training data (i.e. if most of the texts analysed come from Western culture, a majority of the responses will represent Western culture); 5) Caveat: texts fed into ChatGPT without changing its privacy settings will be re-used by the tool for further training and source material. Thus it is advisable not to “feed it” with sample assignment tasks or responses.
There are dozens of video tutorials on YouTube and other social media about ChatGPT that can provide interesting insight into how to use ChatGPT in a classroom context. For example, have a look at this resource.

Cost: Free limited version + paid options available.

Usability and tech notes

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