<abstract xmlns="http://www.w3.org/1999/xhtml"><p>The integration of high technology in education has been the topic of many conferences. Being a new concept, many teachers feel anxious when having to use it, whereas students show much excitement. When choosing to integrate technology in their LES (Learning Evaluation Situation), teachers need to have their pedagogical goals established. As Peter Lindsay puts it, “we do not decide on the technology and let that decision dictate the experience” [1].This paper explores the importance of using technology in a constructive way in ESL (English as a Second Language) or EFL (English as a Foreign Language) classes. Most often the teacher does not manage to provide each student with feedback. Such feedback represents the building blocks in students’ learning process. Most often they become demotivated because they have no idea of how they could improve. Not only is feedback through technology a way to save teachers’ and students’ time, but it also gives the latter the opportunity to use metacognitive thinking. Teacher’s control and guidance in view of overcoming their difficulties is indispensable. While monitoring the students, the teacher intervenes correcting them in view of putting them back on the right track so that they finally follow the trajectory drawn in the LES to obtain the final pedagogical goals.</p></abstract>

The integration of high technology in education has been the topic of many conferences. Being a new concept, many teachers feel anxious when having to use it, whereas students show much excitement. When choosing to integrate technology in their LES (Learning Evaluation Situation), teachers need to have their pedagogical goals established. As Peter Lindsay puts it, “we do not decide on the technology and let that decision dictate the experience” [1].This paper explores the importance of using technology in a constructive way in ESL (English as a Second Language) or EFL (English as a Foreign Language) classes. Most often the teacher does not manage to provide each student with feedback. Such feedback represents the building blocks in students’ learning process. Most often they become demotivated because they have no idea of how they could improve. Not only is feedback through technology a way to save teachers’ and students’ time, but it also gives the latter the opportunity to use metacognitive thinking. Teacher’s control and guidance in view of overcoming their difficulties is indispensable. While monitoring the students, the teacher intervenes correcting them in view of putting them back on the right track so that they finally follow the trajectory drawn in the LES to obtain the final pedagogical goals.

Technology as a Support for Constructive Learning

International conference KNOWLEDGE-BASED ORGANIZATION

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

{"article-title":"Technology as a Support for Constructive Learning"}

The integration of high technology in education has been the topic of many conferences. Being a new concept, many teachers feel anxious when having to use it,...

Technology as a Support for Constructive Learning

Data publikacji: 20 lip 2020

Zakres stron: 283 - 287

DOI: https://doi.org/10.2478/kbo-2020-0091

Słowa kluczowe
technology, ESL, EFL, feedback, education

© 2020 Daniela Duralia, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Technology as a Support for Constructive Learning

Data publikacji: 20 lip 2020

Zakres stron: 283 - 287

DOI: https://doi.org/10.2478/kbo-2020-0091

Słowa kluczowetechnology, ESL, EFL, feedback, education

© 2020 Daniela Duralia, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Słowa kluczowe
technology, ESL, EFL, feedback, education