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THE ROLE OF MODERN PEDAGOGICAL TECHNOLOGIES IN TEACHING STRATEGIES Rakhmatullayeva D.S.
Rakhmatullayeva Dilnoza Sunnatullayevna - Teacher, DEPARTMENT OF LANGUAGES AND LITERATURE, REFRESHER TRAINING INSTITUTE, KARSHI, REPUBLIC OF UZBEKISTAN
Abstract: the article deals with the problems of Internet-based technologies which can be an extremely useful resource for teachers and learners of foreign languages. The rationale behind the use of social networks as a tool for professional learning includes the idea that the Internet is this generation's defining technology for literacy, and preservice and inservice teachers will utilize popular media such as Facebook. Facebook provides one link where multiple organizations can be accessed simultaneously. The main advantages of using computers or other forms of technology giving students practice on core content and skills while the teacher can work with others, conduct assessments, or perform other tasks are clarified in the article.
Keywords: internet-based technologies, innovations, approach, autonomous, software, pedagogical tools, language competency.
Internet-based technologies can be an extremely useful resource for teachers and learners of foreign languages. Various innovations (including Google-assisted language learning and concordances) have revolutionized the approaches to teaching foreign languages [3]. New technologies and applications allow students to become increasingly autonomous in learning foreign languages, as well as gaining more intercultural literacy. 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 mobileassisted 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.
Note that in the following discussion, computer-assisted language learning (CALL), mobile-assisted language learning (MALL), Internet-based language learning (IBLL), online language learning (OLL), Google-assisted language learning (GALL), and technology-enhanced language learning (TELL) are different forms of technology-based language learning (TBLL) [1].
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, CompTIA." 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, problem solving, and using technology. In addition, positive attitudes toward technology as a learning tool by parents, students and teachers are also improved [2].
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.
We live in an age of digital technology where information is available at any time. The rationale behind the use of social networks as a tool for professional learning includes the idea that the Internet is this generation's defining technology for literacy, and preservice and inservice teachers will utilize popular media such as Facebook. Facebook provides one link where multiple organizations can be accessed simultaneously. As professional information is posted through feeds on Facebook, group members may respond and interact with other members, just as users can socially interact with their friends on Facebook [4].
Teachers must be aware of their students' motivators in order to successfully implement technology into the classroom. Students are more motivated to learn when they are interested in the subject matter, which can be enhanced by using technologies in the classroom and targeting the need for screens and digital material that they have been stimulated by outside of the classroom.
References
1. Brown D.H. Principles of language learning and teaching. (3rd edition). Englewood Cliffs. New York: Prentice Hall, 1994, 192 p.
2. Davies Renaud J. "Second-Language Acquisition and the Information Age: How Social Software has Created a New Model of Learning". Canada: TESL press, 2001. P. 11-19.
3. Leloup Jean W. and Ponterio Robert. "Second language acquisition and technology: A review of the research". - Portugal: CAL digests, December 2003. P. 134-145/
4. Warschauer Mark. "Comparing Face-To-Face and Electronic Discussion in the Second Language Classroom". Germany: CALICO Journal, 1996. P. 7-26.
