CC BY
277
THE ROLE OF MODERN PEDAGOGICAL TECHNOLOGIES IN TEACHING STRATEGIES
© Achilova R.1
Uzbekistan state university of world languages, Uzbekistan, Tashkent
This article is about the modern technologies in teaching foreign languages as the most important part of language teaching and learning.
Keywords: pedagogy, technology, strategy, internet based learning, paper based teaching, learner centered teaching, motivation, extensive and intensive reading.
Internet-based technologies can be an extremely useful resource for teachers and learners of foreign languages.
The proliferation of Internet-based software over the past decade undoubtedly has transformed the way foreign languages are taught. And yet, while educators increasingly exploit these pedagogical tools, the real story seems to be the way students use them to acquire foreign language competency. The literature seems to suggest that students increasingly rely on mobile-assisted language learning independently of, or asynchronously to, more structured learning, but other factors have also received the attention of researchers. This brief literature survey highlights some of these issues.
The Internet itself has unlocked a world of opportunity for students. Information and ideas that were previously out of reach are a click away. Students of all ages can connect, share, and learn on a global scale.
Using computers or other forms of technology can give students practice on core content and skills while the teacher can work with others, conduct assessments, or perform other tasks.
Using technology in the classroom can allow teachers' to effectively organize and present lessons. Multimedia presentations can make the material more meaningful and engaging.
«Technology's impact in schools has been significant, advancing how students learn, how teachers teach and how efficiently and effectively educational services can be delivered», said Carolyn April, director, industry analysis, Comp-TIA. «With emerging technologies such as tablets and netbooks, interactive whiteboards and wireless solutions gaining ground in the classroom, the reliance on IT by the education market will only grow in the years ahead».
Studies completed in «computer intensive» settings found increases in student centre, cooperative and higher order learning, students writing skills, prob-
1 Кафедра Фонетики и фонологии английского языка.
lem solving, and using technology. In addition, positive attitudes toward technology as a learning tool by parents, students and teachers are also improved.
Social networking sites are virtual communities for people interested in a particular subject or just to «hang out» together. Members communicate by voice, chat, instant message, video conference, and blogs, and the service typically provides a way for members to contact friends of other members.
While computers have been popular among language teachers since the 1960s, their usefulness has been amplified by the development of Internet-based technologies. In particular, the advent of Web 2.0 technologies and applications has been hugely successful in allowing students to learn independently or colla-boratively through the media - from listening to language files to watching You-Tube videos to using specific language-instruction software [1].
Over the past several decades, studies analyzing the relationship between technology and foreign language learning have tended to focus on several key issues, including motivation, reading and writing, research, and mobile-assisted language learning.
Studies indicate that students introduced to these kinds of resources were more apt to use them independently at a later date.13 In the same way, there is some evidence that writing blogs helps students learn independently while also developing intercultural knowledge and linguistic skills.14 In this way they not only improve their writing skill but also obtain understanding of the culture of the target language.
Language teachers should update their skills with training on the use of technology, including computers, multimedia, and smart boards in the language-learning classroom.
Instructors should also urge their students to use technology for language learning; the Internet especially can be fruitful for autonomous learning.
Watching YouTube videos, using instant messengers, writing e-mails, texting, and using Skype can help students improve all four language skills [2].
On the whole, while student satisfaction surveys confirm the continued success of Internet-based resources in the teaching of foreign languages, 16 a growing body of literature suggests these technologies are encouraging students to become increasingly autonomous in their learning of foreign languages, as well as more interculturally competent. This trend supports the larger concept of lifelong learning, especially with respect to learning foreign languages in or out of the language classroom.
There are various types of technologies currently used in traditional classrooms. Among these are:
Computer in the classroom: Having a computer in the classroom is an asset to any teacher. With a computer in the classroom, teachers are able to demonstrate
a new lesson, present new material, illustrate how to use new programs, and show new websites.
Class website: An easy way to display your student's work is to create a web page designed for your class. Once a web page is designed, teachers can post homework assignments, student work, famous quotes, trivia games, and so much more. In today's society, children should know how to use the computer to navigate their way through a website, so why not give them one where they can be a published author? Just be careful, as most districts maintain strong policies to manage official websites for a school or classroom. Also, most school districts provide teacher webpages that can easily be viewed through the school district's website.
Class blogs and wikis: There are a variety of Web 2.0 tools that are currently being implemented in the classroom. Blogs allow for students to maintain a running dialogue. They work a tool for maintaining a journal of thoughts, ideas, and assignments, as well as encourage student comment and reflection. Wikis are more group focused to allow multiple members of the group to edit a single document and create a truly collaborative and carefully edited finished product.
Blogs allow the student to express their knowledge of the information learned in a way that they like. Blogging is something that students do for fun sometimes, so when they are assigned an assignment to do a blog they are eager to do it! If you are a teacher and need to find a way to get your students eager to learn, create, and inspire assign them a blog. They will love it.
Wireless classroom microphones: Noisy classrooms are a daily occurrence, and with the help of microphones, students are able to hear their teachers more clearly. Children learn better when they hear the teacher clearly. The benefit for teachers is that they no longer lose their voices at the end of the day.
Mobile devices: Mobile devices such as clickers or smartphone can be used to enhance the experience in the classroom by providing the possibility for professors to get feedback.
Mobile learning is how an individual learns using personal interactive technologies, such as a computer. A branch of mobile learning where students relate personal experiences to their learning is called performance support. More specifically, performance support is when a person relies on their personal technology for everyday tasks, such as using your cell phone to check the time or setting reminders in your phone. Students would also agree that technology, in this case computers, allow for more control over their learning. The reasons that make mobile learning appealing is how versatile computers can be. These devices can be available anytime and anywhere and can also enable access to the Internet and puts a surplus of information at the user's fingertips. Some of the special characteristics that mobile learning presents to its users are portability, connectivity,
speed, and accessibility. With benefits like these, mobile learning has the ability to offer more to education than has been available before. With easy access to the Internet, classrooms are more flexible to adapt to surrounding students who have different needs.
Interactive Whiteboards: An interactive whiteboard that provides touch control of computer applications. These enhance the experience in the classroom by showing anything that can be on a computer screen. This not only aids in visual learning, but it is interactive so the students can draw, write, or manipulate images on the interactive whiteboard.
Digital video-on-demand: Replacement of hard copy videos (DVD, VHS) with digital video accessed from a central server (e.g. SAFARI Montage). Digital video eliminates the need for in-classroom hardware (players) and allows teachers and students to access video clips immediately by not utilizing the public Internet.
Online media: Streamed video websites can be used to enhance a classroom lesson (e.g. United Streaming, Teacher Tube, etc.).
Online study tools: Tools that motivate studying by making studying more fun or individualized for the student (e.g. Study Cocoa).
Digital Games: The field of educational games and serious games has been growing significantly over the last few years. The digital games are being provided as tools for the classroom and have a lot of positive feedback including higher motivation for students.
There are many other tools being used depending on the local school board and funds available. These may include: digital cameras, video cameras, interactive whiteboard tools, document cameras, or LCD projectors.
Podcasts: Pod-casting is a relatively new invention that allows anybody to publish files to the Internet where individuals can subscribe and receive new files from people by a subscription. The primary benefit of pod-casting for educators is quite simple. It enables teachers to reach students through a medium that is both «cool» and a part of their daily lives. For a technology that only requires a computer, microphone and internet connection, pod-casting has the capacity of advancing a student's education beyond the classroom. When students listen to the pod-casts of other students as well as their own, they can quickly demonstrate their capacities to identify and define «quality». This can be a great tool for learning and developing literacy inside and outside the classroom. Pod-casting can help sharpen students' vocabulary, writing, editing, public speaking, and presentation skills. Students will also learn skills that will be valuable in the working world, such as communication, time management, and problem-solving.
More opportunities for extended learning. Using online resources such as Khan Academy or TED Talks can help students spend more time on specific as-
pects of what they may be learning in school, but at home. These online resources have added the opportunity to take learning outside of the classroom and into any atmosphere that has an internet connection. These online lessons allow for students who might need extra help to understand materials outside of the classroom. These tutorials can focus on small concepts of large ideas taught in class, or the other way around [3]. Schools like MIT have even made their course materials free online so that anybody can access them. Although there are still some aspects of a classroom setting that are missed by using these resources, they are still helpful tools to add additional support to the already existing educational system.
Wide participation. Learning material can be used for long distance learning and are accessible to a wider audience.
Improved student writing. It is convenient for students to edit their written work on word processors, which can, in turn, improve the quality of their writing. According to some studies, the students are better at critiquing and editing written work that is exchanged over a computer network with students they know.
Differentiated Instruction. Educational technology provides the means to focus on active student participation and to present differentiated questioning strategies. It broadens individualized instruction and promotes the development of personalized learning plans in some computer programs available to teachers. Students are encouraged to use multimedia components and to incorporate the knowledge they gained in creative ways. This allows some students to individually progress from using low ordered skills gained from drill and practice activities, to higher level thinking through applying concepts creatively and creating simulations. In some cases, the ability to make educational technology individualized may aid in targeting and accommodating different learning styles and levels.
Student interaction is at the core of constructivist learning environments and Social Net-working Sites provide a platform for building collaborative learning communities. By their very nature they are relationship-centred and promote shared experiences. With the emphasis on user-generated-content, some experts are concerned about the traditional roles of scholarly expertise and the reliability of digital content. Students still have to be educated and assessed within a framework that adheres to strict guidelines of quality. Every student has his or her own learning requirements, and a Web 2.0 educational framework provides enough resources, learning styles, communication tools and flexibility to accommodate this diversity.
References:
1. Kelsen B. Teaching EFL to the I-generation: A Survey of Using Youtube as Supplementary Material with College EFL Students in Taiwan. - Indonesia, CALL-EJ, 2009. - P. 35.
2. Levine A., Ferenz O., Reves T. EFL Academic Reading and Modern Technology: How Can We Turn Our Students into Independent Critical Readers?. -London: TESL-EJ, 2000. - P. 312.
3. Ramachandran S. Integrating New Technologies into Language Teaching: Two Activities for EAP Classroom. - Canada, TESL Canada Journal / Revue TESL du Canada, 2004. - P. 215.
ВЛИЯНИЕ ЦЕЛЕЙ И ЗАДАЧ СОВРЕМЕННОГО УРОКА ЛИТЕРАТУРНОГО ЧТЕНИЯ НА ФОРМИРОВАНИЕ КУЛЬТУРЫ ЧТЕНИЯ МЛАДШЕГО ШКОЛЬНИКА
© Белина Е.В.1
Российский государственный педагогический университет им. А.И. Герцена, г. Санкт-Петербург
Статья посвящена специфике предмета «Литературное чтение» и пониманию учителем начальной школы целей и основных задач предмета. Рассматривается влияние приоритетных целей урока на формирование культуры чтения младшего школьника. Сопоставляются два основных вида чтения: чтение как поиск информации и чтение художественного текста как эстетически-творческая деятельность.
Ключевые слова литературное чтение, цели современного урока, культура чтения, культура чтения художественного текста, литературное развитие читателя - младшего школьника, стратегии чтения.
За последние десятилетия XX века произошли большие изменения в преподавании чтения в начальной школе: переход от преподавания чтения к литературному чтению, появление новых учебников и программ по предмету. Начало XXI века ознаменовалось появлением учебно-методических комплексов (УМК), объединенных концепцией авторов, реализующих систем-но-деятельностный подход и межпредметные связи.
Современные социально-культурные и экономические условия выдвигают свои приоритеты и ценностные ориентиры в образовании. Их воплощением в школьном образовании стал Образовательный Стандарт второго поколения (ФГОС), который и определяет требования к современному школьному уроку. Прежде всего, в соответствии с ФГОС этот урок должен реализо-вывать системно-деятельностный подход и способствовать формированию универсальных учебных действий-умений (УУД) метапредметных, личност-
1 Аспирант кафедры Образовательных технологий в филологии.
