Advantages of Using Technology in Foreign Language Teaching: A Teacher's Perspective, Resúmenes de Inglés Técnico

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TASK 2 ADVANTAGES OF USING TECHNOLOGY IN FOREIGN LANGUAGE TEACHING LEIDY TORRADO TASK 2 ADVANTAGES OF USING TECHNOLOGY IN FOREIGN LANGUAGE TEACHING STEP 2 READ THE CONTENTS OF UNIT 1 AND CREATE A LIST OF ADVANTAGES OF USING ICT IN LESSONS OF ENGLISH AS A FOREIGN LANGUAGE AND POST THEM IN THE FORUM AS SOON AS IT OPENS.  Developing A Whole-School or Year-Level Approach to Developing ICT Reading & Writing Units  Incorporating ICT & Web 2.0 into Genre Explorations  Publishing Writing via eBooks  Creating Augmented Multi-Modal Texts  Professionally Publishing Posters & Language Experience Books    Narrative Promotion:   iMovie Trailers  Filming News Reports/Accounts  Digitalising Information Reports  Using Digital Animations to Create Explanations  Creating School Promotional Videos  Using the Twitter Hashtag Concept in Persuasive Writing  QR Codes in Literacy (Poetry & Digital Storytelling)  Author Video Calls (Skype / FaceTime) the tools. tools that, for each student, best match the task. Goal- Directed The teacher uses technology to give students directions and monitor step- bystep completion of tasks. The teacher monitors the students' progress and sets goals for each student. The teacher directs students step by step in the conventional use of technology tools to either plan, monitor, or evaluate an activity. For example, the teacher may lead the class step by step through the creation of a KWL chart using concept mapping software. The teacher selects the technology tools and clearly integrates them into the lesson. The teacher facilitates students independent use of the technology tools to set goals, plan, monitor progress, and evaluate outcomes. For example, in a given project, the teacher may select a spreadsheet program that students use independently to plan and monitor progress. The teacher may provide guidance in breaking down tasks. The teacher creates a learning context in which students regularly use technology tools for planning, monitoring, and evaluating learning activities. The teacher facilitates students' selection of technology tools. The teacher creates a rich learning environment in which students regularly engage in higher order planning activities that may have been impossible to achieve without technology. The teacher sets a context in which students are encouraged to use technology tools in unconventional ways that best enable them to monitor their own learning. Entry Adoption Adaptation Infusion Transformation Active The teacher may be the only one actively using technology. This may include using presentation software to support delivery of a lecture. The teacher may also have the students complete "drill and The teacher controls the type of technology and how it is used. The teacher may be pacing the students through a project, making sure that they each complete each step in the same sequence with the same tool. Although the students are The teacher chooses which technology tools to use and when to use them. Because the students are developing a conceptual and procedural knowledge of the technology tools, the teacher does not need to guide students step by step through activities. Instead, the The teacher guides, informs, and contextualizes student choices of technology tools and is flexible and open to student ideas. Lessons are structured so that student use of technology is selfdirected. The teacher serves as a guide, mentor, and model in the use of technology. The teacher encourages and supports the active engagement of students with technology resources. The teacher facilitates lessons in which students are engaged in higher order learning activities that may not have been possible without the use of technology tools. The teacher helps students locate appropriate resources practice" activities on computers to practice basic skills, such as typing. more active than students at the Entry level in their use of technology, the teacher still strongly regulates activities. teacher acts as a facilitator toward learning, allowing for greater student engagement with technology tools. to support student choices. Collaborative The teacher directs students to work alone on tasks involving technology. The teacher directs students in the conventional use of technology tools for working with others. The teacher provides opportunities for students to use technology to work with others. The teacher selects and provides technology tools for students to use in collaborative ways, and encourages students to begin exploring the use of these tools. Teacher encourages students to use technology tools collaboratively. The teacher seeks partnerships outside of the setting to allow students to access experts and peers in other locations, and encourages students to extend the use of collaborative technology tools in higher order learning activities that may not have been possible without the use of technology tools. STEP 4 Describe the digital competence of foreign language teachers and their students based on the application of the Questionnaire for measuring digital competence In this paper, we present the results of the digital competence assessment survey for language teachers. The survey assessed how language teachers use digital technologies, their attitude towards these technologies, their related skills and competencies, their satisfaction and training needs, and the institutional support they receive. In total, 283 language teachers from 43 countries participated in the survey. The data were collected in 2019. The results indicate that language teachers use various computer-assisted language learning instructional methods. They generally consider that digital technologies are beneficial for the classroom. The lack of training prevents them from using specific technology-based methodologies, in contrast to the lack of technical infrastructure. The majority of the participants are not satisfied with their level of digital language teaching expertise. Two-thirds of those who receive digital competency training at their organizations, report that the training sessions happen irregularly or rarely. At the same time, the majority of the teachers confirm these training to be effective and the skills they received are applied in practice. We discuss the results of the survey in relation to the previous research, policies and practical challenges of the digitalization of language education. The major contribution of the paper is a representation of the teacher’s perspective on the role of digital technologies in their practice. We assume that the new realia of teaching in the context of COVID-19 have changed the overall need in digital language teaching skills among the teachers, as well as the share of the teaching staff who teach online on a regular basis. The future work includes a new survey in order to evaluate the scope of this change.