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Reflections
It has been observed from the review of
the literature that there is a demand for the use of technological tools to
support English language learners in their development of language proficiency
and to support the increase of their content knowledge.
Many researchers have proclaimed the
importance of technological tools being integrated into the curriculum to
enhance language proficiency. Barr, Eslami and Joshi (2011) suggest that
integrated technological tools that display visual images; such as using
YouTube, pic collage, and the smart board, are good strategies to use and
provide positive results for language learning. This allows for language
learners to tap into their content knowledge and help build their vocabulary.
Chambers (2011) reiterates
that “[Technologies]
in the English language classroom have potential to provide engaging, focused,
meaningful language learning opportunities for learners. They provide an
entertaining, motivating way for learners to practice and build language skills
in context” (“Games”, p.17). Chambers
(2011) explains in detail how these e-learning technologies will benefit
learners. A key benefit to these technologies is that it “provides opportunities for language to be practiced
in authentic communicative situations that resemble face-to-face exchanges”
(Chambers, 2011, p. 42), where these opportunities were not available a few
years back.
Most importantly it is how
teachers
play an important role in teaching language learners through the use of these
technologies. They key is not the technologies used but how to use the
technologies that will lead to English language success (Chambers, Gnida, Messaros, & Dawson, 2011).
Therefore with the application of Technological, Pedagogical, Content Knowledge
Framework (TPACK) as a model when integrating technology will help with the
process of language success. The model will help teachers to focus on utilizing
the technological tools appropriately for learning and teaching, and thus
leading to reach the goals for their students.
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