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This document discusses the roles of teachers, students, and technology in computer-assisted language learning (CALL). It states that the teacher's role is no longer only providing information to students, but also informing and training students on new distance learning technologies. The student's role is to take responsibility for their own learning and become an autonomous learner. Technology takes on multiple roles as a tutor, information source, speaker, and interactive tool. It facilitates new contexts for learning where students have more control over content, time, and place of study. The document provides references and mentions a website for English language learning using this method.
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The document discusses CALL (Computer Assisted Language Learning), which refers to using computers and technology to assist in language learning. It explains that the teacher's role is to help students become critical thinkers and the student's role is to be open-minded and listen to others' ideas. Finally, it states that technology provides immense possibilities to improve learning, education access, quality, and service delivery.
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development and satisfy the current needs of the young generation in a highly competitive world.
GENERAL IMPACTS OF INTEGRATING ADVANCED AND MODERN TECHNOLOGIES ON TEACHING E...
Technology has always played a key role in General and ESP (English for Specific Purposes)language
learning and teaching. Currently the range of technologies being used in classrooms all over the globe for
Language Learning and Teaching (LLT) has become very diverse, and some which have become central to
language practice are briefly described in this paper. Since English is the most commonly ‘learned’ and
‘taught’ second/foreign language around the world, this paper intends to explore how advanced and
modern technologies are used to support the process of English language teaching and learning for those
at various stages of education. Furthermore, it presents and compares some of the innovative and novel
approaches that are being explored and applied in order to improve methods of English language
development and satisfy the current needs of the young generation in a highly competitive world.
GENERAL IMPACTS OF INTEGRATING ADVANCED AND MODERN TECHNOLOGIES ON TEACHING E...
Technology has always played a key role in General and ESP (English for Specific Purposes)language
learning and teaching. Currently the range of technologies being used in classrooms all over the globe for
Language Learning and Teaching (LLT) has become very diverse, and some which have become central to
language practice are briefly described in this paper. Since English is the most commonly ‘learned’ and
‘taught’ second/foreign language around the world, this paper intends to explore how advanced and
modern technologies are used to support the process of English language teaching and learning for those
at various stages of education. Furthermore, it presents and compares some of the innovative and novel
approaches that are being explored and applied in order to improve methods of English language
development and satisfy the current needs of the young generation in a highly competitive world.
ict
The document discusses the history and evolution of computer-assisted language learning (CALL) from the 1960s to present. It describes three main stages: behavioristic CALL in the 1960-70s using drills and practice; communicative CALL in the late 1970s-1980s focusing on communication; and integrative CALL currently, which seeks to fully integrate technology into the language learning process. It also discusses the changing roles of teachers from being the sole information source to facilitators of learning.
What is call
Computer assisted language learning (CALL) uses computers as a means of indirect communication between students and teachers to teach language. It emphasizes communication and tasks for students to actively process language stimuli and structure linguistic knowledge themselves. The teacher acts as a guide facilitating student interaction with multimedia materials and technologies. Students become active participants responsible for their own learning at their own pace. Technology provides tools for distance learning through the internet, including emails, forums, and video conferencing, and is essential for computer assisted language learning.
RESEARCH' PPT
This document outlines a research project on the negative effects of limited access to instructional technology in the English Language Major at Universidad Tecnológica de El Salvador. The researchers are investigating how limited technology access affects students' learning processes. They will analyze the types of technologies currently used and competencies developed by teachers and students. The goal is to identify the consequences of limited access to instructional technology and improve technology implementation to accelerate learning and develop students' competencies for the modern workforce.
Teaching writing through the internet
This project aims to help students to improve their writing skill through the use of the internet. EFL teachers will be able to use this project guidelines in order to get the best they can from their students.
Module 6 Powerpont Educ W200
This document discusses using assistive technology to include all students in standard curriculum. It defines assistive technology as any item that helps students with disabilities increase their functional abilities. Assistive technologies can be low-tech like pencil grips or high-tech like voice synthesizers. The IEP team, including teachers, parents, and students, determines what technologies and supports each student needs. The document also provides examples of how assistive technologies can help in areas like organization, note-taking, writing, and accessing science labs for students with disabilities.
Diapositivas en ingles blog
The document discusses computer assisted language learning (CALL). It summarizes that CALL has been shown to improve student academic performance by facilitating active, personalized learning according to a student's effort. It also outlines the roles of the teacher, student, and technology in CALL. The teacher acts as a facilitator, while students construct and share knowledge. Students learn how to learn through the intelligent computer. Technology provides multimedia tools that make information more accessible and easier to understand.
CALL
The document discusses computer assisted language learning (CALL). It summarizes that CALL has been demonstrated to be an effective teaching method that improves student performance by placing them in an active, personalized learning environment. It notes some benefits of CALL include facilitating cognitive development, ensuring student involvement, and presenting flexible material tailored to individual students. The document also discusses the roles of teachers, students, and technology in CALL - with teachers as facilitators, students as builders of knowledge, and technology providing multimedia tools to make information more accessible and understandable.
Integrating educational technology into teaching
Educational technology is a field of study that investigates the process of analyzing, designing, developing, implementing, and evaluating the instructional environment and learning materials in order to improve teaching and learning. It is important to keep in mind that the purpose of educational technology is to improve education. We must define the goals and needs of education first and then we use all our knowledge, including technology, to design the most effective learning environment for students.
Trabajos nuevas tecnologías
This document discusses the use of information and communication technologies (ICT) in schools. It defines media and new technologies as tools that facilitate communication and the transmission of information to support learning. The document outlines how ICT have evolved from early teaching media and revolutionized education. It explores how ICT are applied in schools, including improving communication between teachers/students and students/students, helping students with special needs, and making lessons more engaging. Both advantages, like increased motivation and access to information, and disadvantages, like feeling overwhelmed, wasting time, and technical issues, of using ICT in schools are described.
Languages
The document discusses the use of technology to support constructivist language learning. It analyzes 5 areas where technology can be used: 1) self-study exercises using multimedia, 2) authoring tools for teachers to create customized exercises, 3) electronic publications providing authentic materials, 4) tools to adapt materials for classrooms, and 5) cognitive tools like concordances. The document advocates shifting from traditional instruction to knowledge construction and argues new technologies can help achieve this shift if used as learning tools rather than just instructional systems.
Application Of ICTs In Teaching And Learning English (ELT) In Large Classes
This document discusses the use of information and communication technologies (ICTs) to teach English in large classes. It describes how multimedia technologies like videos, DVDs, and computer software can be used to facilitate teaching language skills in an interactive way. The document provides examples of how teachers can use technologies like videodiscs to teach literature, powerpoint presentations to teach speaking skills, and multimedia to teach writing skills. By utilizing these ICT tools, the teacher is able to transform the traditional lecture-based classroom into one that is more collaborative and engages students through multimedia content. This allows teachers to still be effective even when faced with the challenges of large class sizes.
The Advantages ofUsilng Technology inSecond Lanlguage E.docx
The Advantages of
Usilng Technology 'in
Second Lanlguage Educat'ion
Techwnology lntegrat'lon 'in Foreilgn ILanguage
to a Cownstructmovist Learn'lng Approach
BY Li WANG
UNIVERSITY OF CENTRAL FLORIDA
38 T.H.E. Journal I www.thejournal.com I May 2005
ith the advent of networked comrputers and lnte:rnet technology,
computer-based instruction has been widely used in language class-
rooms throughout the United States. Computer technologies have
dramatically changed the way people gather information, conduct research
and communicate with others worldwide. Considering the tremendous startupyV
expenses, copyright issues, objectionable materials and other potential dis-
advantages of technology, much research has been conducted regarding: the
effectiveness of, and better strategies for, technology integration.Taking the
characteristics of language learning into account, 'this article helps answer two
important questions: Do we need technology in language classrooms? And
what kinds of services do comp:uter technologies provide for :these classroomrs?
Background Studies
Web-based writing instruction has proved to be an impor-
tant factor in enhancing the writing quality of low-ability
English as a foreign language (EFL) students. In a study
designed to examine the effectiveness of Web-based instruction
in the writing of freshman EFL students, Al-Jarf (2004) found
that the use of Web-based lessons as a supplement to tradi-
tional in-class writing instruction was significantly more effec-
tive than teaching which depended on the textbook alone. The
experimental group of students received online instruction in
which they posted their own threads, short paragraphs, stories
and poems on a discussion board. They also located informa-
tion from the Internet, as well as wrote paragraphs and checked
their own spelling using Microsoft Word.
In another study, Hertel (2003) describes an intercultural
e-mail exchange at the college level where U.S. students in a
beginning Spanish class and Mexican students in an interme-
diate English as a Second Language class corresponded weekly
for one semester. Survey results revealed this student-cen-
tered endeavor had the potential to
change cultural attitudes, increase _
knowledge and awareness of other The best
cultures, foster language acquisition, al anguag
as well as boost student interest and active, aur
motivation in language and cultural ronmenti
studies.
Bernhardt, Rivera and Kamil technoloe
conducted a study in 2004 to exam- interet
ine the practicality and efficiency ful tools 1
of Web-based placement testing for these apj
college-level language programs.
Qualitative analysis of the data indi- langiJag
cated that students, administrators
:wi
re
ith
' 1
and instructors benefited from the online placement tests. For
students, accessing a placement test at their convenience with-
out making an extra summer trip to campus was seen as an
incredible time-saver. At the same time, havin ...
Assessment ppt
The document discusses how ICT supports learning for students with special needs at Heronsbridge Special School. It describes the school's ICT resources including an ICT suite, desktops in classrooms, interactive whiteboards, iPads, and devices for students with profound needs. The author works as a special support assistant with 8 students ages 12-14 in an English class. An ICT lesson is described where an interactive whiteboard is used to help students develop letter recognition, phonics, and name recognition through a "Good Morning" song and activity identifying letters in names. The ICT resources engage students and support developing communication skills.
TECHNOLOGY FOR THE CLASSROOM, DEVICES, MOBILE LEARNING, LEARNING PLATFORMS.pdf
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The Advantages ofUsilng Technology inSecond Lanlguage E.docx
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What is call, power point.
- 1. UNIVERSIDAD JUAREZ DEL ESTADO DE DURANGO CENTER UNIVERSITY OF AUTO LANGUAGE LEARNING (C.U.A.A.L.) Licenciatura En Docencia de la Lengua Inglesa (LEDLI) Materia: Aprendizaje de Lenguas Asistido Por Computadoras Students: Carlos Daniel Guevara Morales, Giovanni Esteban Ramos García, Alfonso Zendejas Nevares.Teacher: L.C.T.C. Alba Magdalena Sandoval Andrade 21-Agosto-2011
- 2. What Is the Assisted Language Learning Computer? Language learning computer-assisted teaching is a subject that combines traditional teaching with new technologies for improved student performance, a more personalized manner.
- 3. What is the teacher's role in CALL? Current tutors not yet have the vision of his new role in virtual environments, because they haven’t been informed or trained, nor are they aware of what ’s happening in other countries, in terms of distance learning technologies using .
- 4. What Is The Role of students in CALL? The student is often the center of the learning process, it helps to take responsibility for their own learning, while contributing to its formation as an autonomous learner.
- 5. What is the role of the technology? The teacher is no longer the person providing the information. The computer, meanwhile, takes on multiple roles: tutor or training tool, information source, speaker, interactive whiteboard, etc. In short, information technology and telematics facilitate the creation of a new learning context in which the student has a wide discretion with respect to content, time and place of learning.
- 6. Here we mention a website that promotes the learning of English through the method seen before. www.ompersonal.com.ar/
- 7. R E F E R E N C E S “Aprendizaje De La Lengua Asistido Por Ordenador” (1997-2011) http://cvc.cervantes.es/ensenanza/biblioteca_ele/diccio_ele/diccionario/aprendizajelenguaasistordenador.htm “Las Tic Y La Educación. Aprendizaje Asistido Por Computadora En Persona Con Necesidades Educativas Especiales” Elena Elizabeth Salas Zambrano. (Pag.3) http://www.niee.ufrgs.br/eventos/CIIEE/2007/pdf/CE-105%20Venezuela.pdf “El Tutor, El Estudiante Y Su Nuevo Rol” http://desarrollo.uces.edu.ar:8180/dspace/bitstream/123456789/583/1/El%20tutor_el_estudiante_.pdf Images taken from www.Google.com.mx