Based on over 190,000 responses from students, teachers and head teachers collected and analysed during the school year 2011-12, the Survey of Schools: ICT in Education provides detailed, up-to-date and reliable benchmarking of Information and Communication Technologies in school level education across Europe, painting a picture of educational technology in schools: from infrastructure provision to use, confidence and attitude
Available in English.
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The SpeakApps project focuses on creating a free and open source online platform that gathers ICT-based applications and pedagogies to practice oral skills online. The SpeakApps platform would thus serve a community composed of foreign language teachers and their students.
Available in 12 languages.
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Five documents to make your skills and qualifications clearly and easily understood in Europe: Curriculum Vitae, Language Passport, Europass Mobility, Certificate Supplement, Diploma Supplement.
Available in 27 languages.
Go to the Europass website
ICT help us learn better, more efficiently and creatively, to innovate, to solve complex problems and access wider and more up-to-date knowledge. ICT provides everyone with flexible and accessible learning opportunities, in and outside the classroom.
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The report presents the results of the Study on the Impact of ICT and New Media on Language Learning , which was initiated by the European Commission through its Education and Culture Executive Agency, and carried out between June 2008 and May 2009.
The study examines the evolution of ICT infrastructure in schools in terms of networks, hardware and software. It then looks at how ICT is being used in educational processes and incorporated into curricula before focusing on its role in enabling the development of innovat ive teaching methods. Finally, the crucial part played by ICT in the development of 21st century skills is assessed.
Available in English
European Language Label 2013 award winner Linguaswap is a moderated language swapping and learning website specifically for second level students developed by teachers in Carnew, Ireland. Visit the Linguaswap website for more information on the project.
Video available in English.
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Tool for Online and Offline Language Learning (TOOL) project, funded by the European Union builds ‘blended learning’ language courses in five European languages: Dutch, Estonian, Hungarian, Maltese, and Slovene. The courses are designed at A2 level on the Common European Framework of Reference and address learners who have had an initial introduction to one of the languages and who wish to progress from a basic survival level to a higher competence. Diaspora, businesspeople, tourists, students, workers as well as people who are interested in languages, are all part of the targeted sector.
Available in 11 languages.
iTILT is a European project on Interactive Technologies in Language Teaching which focuses on the use of interactive whiteboards in the communicative language classroom. View over two hundred examples of classroom practice including video of class activities, lesson plans and files, and commentary from the teachers and learners involved. See interactive teaching with technology for different languages, proficiency levels, and age groups from seven European countries, helping teachers gain confidence with technology in communicative language teaching.
Available in 6 languages.
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The following document reports on the use of ICT in primary education for the teaching and learning of Modern Foreign Languages. There is no comprehensive research framework in this particular area, and so much of the literature considered in this report is from specific projects and studies comparable with typical situations in the primary school sector. Several practical recommendations arising from an analysis of the literature are offered at the end of this report.
The ever increasing explosion of highly attractive multimedia resources on offer has boosted the use of information and communication technology (ICT) in the teaching and learning of modern languages. The use of ICT to assess languages is less frequent, however, although online testing is starting to develop. This paper examines the national context for the assessment of modern foreign language proficiency in England, outlines the kinds of assessment currently available and the development of electronic forms of assessment and compares the above with the survey results of a European Union (EU) funded project on current good practice in online assessment of languages in other European countries.
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