Digital technology in ELT

US-China Education Review B

The use of technology has become a mainstay in colleges and universities. These technologies provide new opportunities for collaboration, interaction, communication, and the sharing of ideas and knowledge. The latest advances are continually being implemented in the field of education including mobile devices, social media, blogs, and podcasting. Technology has been shown to affect student learning and perceptions in several ways. Previous research indicated that identified social, cognitive, and teaching presence as critical elements within a class to bring about optimal learning by students. Many students are familiar with video response technology, because it is relatively similar to social media tools like Snapchat. Flipgrid provides a medium for students to socially interact more often with one another, and actively engage with the course material. University learning environments are changing rapidly, with faculty being encouraged, and tasked to keep up by using different tools and technology platforms into their education and kinesiology classrooms. Today's college students are part of a "screen-based society", as indicated by their excessive use of social media, educators need to meet these students where they are most comfortable, and willing to interact with peers by providing opportunities to all students via screen-based platforms. It is imperative that college faculty teach students going into the education and kinesiology profession how to utilize available technology since it continues to become more of an elemental part of teaching, helping students to develop with 21st century skills for a global economy.

2004

The best thing about Web 2.0 is that… nobody knows what the hell it really means. Even the ones who coined the term are still struggling to find a compact definition. And this is the true beauty and power of Web 2.0-it makes people think."-Kathy Sierra ABSTRACT Web 2.0 can provide learners with increased interaction and online collaboration. Among its applications, weblogs have gained an increasing popularity as they allow bloggers to voice their own perspectives which can be delivered to a large audience through the Web. Weblogs can be integrated into teaching-learning process as they encourage learners to collaborate and freely voice their ideas. However, innovative technologies might not always lead to innovative distance education practices if timely adaptation lags behind. This study presents a review on instructional use of weblogs along with implications for open and distance learning. BACKGROUND Learning can be defined as persisting changes in performance which occur as a result of the learner's experience and interaction with the world (Driscoll, 2000). The success of this process primarily depends on learners' capability to reflect on their own experiences (Schön, 1983). This self-regulated learning is mediated by the community in which individuals live through voices, views, papers, rules and all other cultural artifacts (Baggetun & Wasson, 2006). Thus, practitioners are always looking for innovative ways to improve learners' communicative skills in this mediating community. Nourishing learners' communicative skills become more complicated particularly when learners are studying online since it is a real challenge to replicate communicative characteristics of face-to-face learning in online learning endeavors. Nevertheless, engaging in formal and informal communication, sharing and reflecting on experiences has been facilitated through innovative Web 2.0 applications. Web 2.0 and Weblogs: What is new? Web 2.0 refers to second generation web services emphasizing online collaboration and sharing among web users. These services provide a perceived transition from static and isolated information chunks to a self-generated and open communication where the authority is decentralized through allowing end-users to use the web space as a conversation field.

The phrase " Technology in ELT " is simply a reference to the use of technology – audio, video, and multi-media – more of multi-media in modern times with computer and electronic technology recording several advances. However, it also relates to issues arising out of the use of such technology in an ELT class. It is a development that can be seen as correlated to what has come to be called e-learning, which began to be defined in the early years of this millennium. By all accounts, e-learning is a learner-friendly and learner-centred development that focuses on the learners' needs. Cross (2000) as " the convergence of learning and networks and the new Economy " , and Masie (2000) as " the use of network technology to design, deliver, select, administer, and extend learning ". Goodyear (2000) chooses to call it " the systematic use of networked multimedia computer technologies " for (a) the empowerment of the learners, (b) ensuring improvement in learning, (c) fulfilling the learners' needs by putting them in touch with human and other resources, and (d) putting together learning, learner performance, personal and institutional goals into a unified whole by bringing about their integration. Support for this is available in Egbert, Paulus and Nakamichi (2002), who cite from research reported by Lee (2000) and Warshauer & Healey (1998) which we have been able to access and confirm. We do not intend to give this the shape of a research paper and shall, therefore, focus the seven papers presented at that conference which are being published in this issue.

The current media and technological situation have conditioned the education reality throughout history but specially now. The presence of multiple digital devices and tools involves a shift in pedagogy, that apart from including new didactic teaching tools, tries to meet the expectations and needs of a digital society. It requires a student´s interaction with others, an understanding of the information conveyed, and an ability to produce adequate audiovisual contents. Beyond a data input, they must be able to build knowledge, develop critical and reflective autonomy, and participate actively in school; consequently, in society. In this sense, this paper analyzes existing didactic teaching tools and educational interactive applications in Spain, Chile and Ecuador; where, the institutions create regulations that require training in ICT, however, depending on the case every achievement is different. Therefore, the aim of this work is to review a current situation and propose conducive alternatives to improve different realities.

This paper focuses on the Classroom of the Future project. It shows the whole process of building the classroom of the future from a normal classroom. It points out the problems and questions arising during the realization of the project, highlights the benefits of some ICT tools and shows the main lines of research running in connection with this issue. The main aims of the project are: (1) to build an Ideal Classroom for the 21st century, (2) to integrate multimedia learning environment into teacher-education, (3) to test the efficiency of the newest ICT tools in education (4) to develop curriculum materials for different ages to foster deep understanding and to motivate students through bringing real-life problems and new directions of teaching methods to school. Flexible furniture and technology is also a perfect environment for students to obtain the skills they will need in the real-life knowledge-based digital world. This paper focuses on the Classroom of the Future project at the University of Szeged. It shows the whole process of building up the classroom of the future from an ordinary classroom. It points out the problems and questions arising during the realization of the project, highlights the benefits of some ICT tools and shows the main lines of research concerning this issue.

Interactive Multimedia - Multimedia Production and Digital Storytelling, 2019

The topic includes four main themes: (1) The Collaborative Work in Cloud Storage Services: The collaborative work is seen as a force for the individual and community. It, in the field of education, expresses the interaction among students of individual differences who work within collaborative aims and skills to achieve a specific aim. In addition, cloud storage predicts a tremendous change in the way information is stored and applications are run. That is, instead of storing information and running programs on PCs, everything will be hosted in a cloud that can be accessed anywhere and processed by addition or deletion collaboratively. (2) Computer-supported collaborative learning environment (CSCL): Collaborative learning is an umbrella term for a variety of educational approaches involving joint intellectual effort by students, or students and teachers together. It is based on the idea that learning is naturally a social act in which the participants talk among themselves. A group of students engaged in collaborative learning works together to achieve shared goals. (3) Mobile learning: Mobile learning is a term that has been used widely in different places all over the world. it has been encouraged to be used in higher education institutions because of a set of factors such as the availability of mobile phones, their ability to motivate students, and the freedom and privacy they provide to share information. Mobile learning is defined as E-learning that uses mobile devices or learning connected to a mobile device, Laouris & Eteokleous. (4) Open-Source Learning Management Systems: The integration of many Educational technologies in education have been widely promoted for their potential to enrich, enhance and extend student-learning experiences. Hence, pioneer educational establishments all over the world try to benefit of these technologies as much as possible to convey knowledge resources to both of the learner and teacher in least time, effort and cost. One of these educational technology tools which has been prominent in the field of education and technology integration is Learning Management Systems known as LMS.

Technology In Classroom by Anne Collier under a Creative Commons Attribution-Share Alike 4.0 International Advent Of Technology In Classroom - 6 Reasons for technology integration - 5 Benefits of using Tech In Classroom in 2017 - - SUMMARY: Technology, when integrated into the curriculum, revolutionizes the learning process. More and more studies show that technology integration in the curriculum improves students' learning processes and outcomes. Teachers who recognize computers as problem-solving tools change the way they teach.

Multimedia communication presents information in an interesting, creative way that helps many different types of learners internalize the data. Info graphics are a common example of multimedia communication. These large images are set up like posters and have text, statistics, graphs, charts and images that provide information. Visual learners who need these graphs, charts and images are able to get just as much from the info graph as learners who focus on numbers who, for instance, hone in on the statistics.

Educational Media and Technology Yearbook, Volume 40, 2017

Integrating technology and learning has become ubiquitous over the last few years. Access to emerging and innovative technologies has increased in both the private and public sectors. The prevalence of technology has influenced the number of individuals entering the field of instructional technology and instructional design. The increased need for schools, private business, and institutions of higher education to train their employees and faculty in the successful application of technology for education and training will continue to dominate most positions in the field. Therefore, the ability for researchers and practitioners to stay current and competent with these technologies can be a challenge. Whether these technologies are implemented in educational environments or for business and industry, the correct application to achieve intentional learning goals is imperative.