CHALLENGES OF TECHNOLOGY-BASED LEARNING

ProEtica- Revistă Culturală

ISSN 2734-8954

ISSN-L 2734-8954

11.03.2022

CHALLENGES OF TECHNOLOGY-BASED LEARNING

ANCA ȘMULEAC

ȘCOALA GIMNAZIALĂ "DR. GHEORGHE TITEˮ SᾸPẬNȚA

The link between the field of education and Internet tools has provided great advantages of technology based learning, but this innovative setting up has forced its participants to adapt and upgrade their old teaching routine. Despite the tremendous impact of technology tools integration in the field of foreign languages, there are instances when the process of English language teaching and learning with technical support meets various challenges. The most obvious one is represented by teachers' ability and knowledge to use information and communication technology in the classroom. While some of the teachers approve, practice, and happily embrace the upgrades of technology, others are not really able to implement the use of such tools in their English classes, either because they do not have adequate professional training (computer-related skills) for the use of technological tools, or their institution does not have the possibility to provide them such modern devices. After all, it is not about having a negative attitude towards this technical approach, but teachers' degree of comfort is very important when devising learning activities through computer-based programmes.

Generally, the younger educators are more interested in developing their digital skills because they are probably more accustomed to changes and pedagogical transformations, thus, they are going to be more flexible and relaxed when interacting with computers and Internet technologies. Researchers (Vi, 2005; Cameron, 1999) consider that this pedagogical change also influences the role of the teacher and the students' attitude towards learning.

"The use of networked computing environment in second or foreign language learning will lead to the different ways of teaching and learning from the traditional language classrooms. In fact, the nature of the space of the language learning environment has undergone a paradigm shift- from traditional blackboard classrooms to computer labs- and so the position as teachers/learners within that space has changed also." (Vi, 2005: 64)

Learners are more involved and more willing to take the lead when using modern devices for English learning purposes, while the teacher is not anymore the main knowledge provider because also the computer can do that, but more of a mediator and enabler helping students to fasten their progress through various computerised ways.

As expected, the development of information technology regarding language teaching depends very much on the financial possibilities of every educational institution. The lack of funds, that cannot permit language software acquisition or other materials and devices, causes lack of accessibility for both teachers and students, and this may be considered one of the major barriers of technology integration. Therefore, the chance to achieve language practice through technological means is surely minimalised, mostly for those students that do not have Internet access, or even the possibility of owing a personal computer at home.

Another challenge of technology integration is caused by a time-consuming selection of digital sources and materials since not everything that is available on the Internet can be classified in terms of high quality standards. So, teachers must carefully select their web sources and choose to deliver those digital materials that have appropriate content and language register because as K. Cameron considers "there is no such control on the Internet material and all information which is found there has to be treated with some degree of circumspection" (Cameron, 1999: 403). Besides that, they should always recommend students a set of proper-designed and good quality websites when asking them to work on different web quest projects.

In concern for the same issue, Rae Condie and Bob Munro suggest that "pupils should learn how to do so in socially responsible ways and develop an understanding of how to ensure their own safety and security in electronic environments, including an awareness of the legal constraints and obligations" (Condie and Munro, 2007:70), besides improving their digital skills. Students have their own responsibilities when surfing the Internet at home, they must learn how to guide their actions in order to protect their privacy and avoid viruses, while using technology in classrooms or computer labs, learners must have in mind the information provided by teachers about security policies.

In spite of some challenges that the application of modern technologies may imply, there is no doubt that technology and computer assistance must represent an integrative part of the field of English language teaching. In a study meant to emphasise the ICT impact upon the educational field, Passey et al. (2004) highlighted the positive effects that information and communication technologies had on motivating learning. Therefore, primary and secondary learners, both boys and girls, manifested more interest and desire to spend much more time studying by technological means. More than that, besides a clear positive attitude and a great improvement of classroom work quality, "in terms of attendance, some secondary school pupils reported that ICT had a positive effect upon attendance (their attendance or the attendance of others). Pupils were able to give specific instances where attendance was affected" (Passey et al., 2004: 6) proving once again the great benefits of technology integration.

Considering the advantages mentioned above, technology has a major role in the practice of teaching English due to its various applications which are provided by the context of modern times. Either it provides and eases the access to authentic multimedia materials, enhances creativity, or increases motivation, the use of technology successfully enables the practice of languages skills through different specific tools, and this represents one of the greatest benefits for language learners, constantly proving its powerful influence and support for teaching and learning English language.

REFERENCES

Cameron, K. (1999). "CALL: The Virtual Revolution and the Millennium." Computer- Assisted Language Learning. Volume 12. Issue 5. pp. 401-407. Retrieved from https://www.scribd.com/document/261919923/Call.

Condie, R., & Munro, R. K. (2007). The Impact of ICT in Schools - A Landscape Review. Glasgow: Becta Research. Retrieved from https://www.teindia.nic.in/e9-tm/files/ict_ documents/impactict_becta.pdf.

Passey, D., Rogers, C., Machell, J., & McHugh, G. (2004), The Motivational effect of ICT on pupils. England: DfES/University of Lancaster. Retrieved from https://www.dfes.gov. uk/ research/data/uploadfiles/RR523new.pdf.

Vi, V. T. (2005). "Advantages and disadvantages of using computer network technology in language teaching." Journal of Science, Foreign Languages, T.21 (2), pp. 61-66. Retrieved from https://faculty.ksu.edu.sa/saad/Documents/ advant%20and% 20 disadvant% 20of% 20 CALL.pdf.