DEVELOPING THE TECHNOLOGIES OF CLASSROOM ACTIVITIES: NEW TECHNOLOGICAL AND PSYCHOLOGICAL CHALLENGES
LYSENKO Liudmila Oleksandrivna –
Candidate of Pedagogical Sciences,
Associate Professor,
Department of Linguodidactics and Foreign Languages
Kirovohrad Volodymyr Vynnychenko State Pedagogical University
e-mail: [email protected]
Summary
The article highlights the psychological management aspects of technology classroom activities. The attention is paid to new opportunities and challenges that teacher and learners come across while teaching and learning a foreign language. The work suggests. The article emphasizes the role of personalized e-learning environment organizing and supporting in the process of learning a foreign language.
One of the main distinctive features of today’s education is the problem of developing new technologies of
classroom activities. This process is usually accompanied with a series of obstacles that do not leave the teaching and learning process unmarked. Technology classroom activities differ greatly from the traditional ones. The teacher should take into account various methodological, psychological, linguistic and physical aspects that impact the process of learning of foreign language. By using the Internet the teacher will present the students powerful and interesting opportunities for communication, interaction and collaboration. Students should be encouraged to communicate not just with their group mates in the classroom but with those who are physically and geographically apart. Doing this, new ways for practicing language are opening. ICT provide appropriate basis for the development of main language skills – speaking, listening, writing and
reading.
Supporting the integration tendencies of cognition, the process of education informatisation actualizes
the design and development of approaches to the potential use of information technologies in order to develop
the personality of a student, his alternative thinking, imagination, attention, abilities.
Key words: personalized e-learning environment, information society, information communication technologies, computer-oriented learning environment, a personification process, language barriers, sound diagram, language skills, on-line dictionaries
Full text:
REFERENCES
1. Clark E. The research for a new educational paradigm /E. T. Clark // Holistic Education review. – Vol.1 (1), 1988. – P. 18–25.
2. Dudeney G., Hocky N. How to teach English with technology / Gavin Dudeney, Nicky Hochky // Pearson Education Limited: Edinburg Gate, Harlow, 2008. – P. 8–9.
3. Ford P., Goodyear P., Heseltine R., Lewis R., Darby J., Graves J. Managing change in higher education: A learning environment architecture / P. Ford, P. Goodyear, R. Heseltine and others // Society for Research in Higher Education and Open University Press. – 1996. – 146 p.
4. Harmer J. How to teach English / J. Harmer // Pearson Education Limited: Edinburg Gate, Harlow, 2009. – 176 p.
5. Webster R. A refective and Participatory Methodology for E-learning and Life-long Learning / R. Webster // Advances in E-learning: Experiences and methodologies / J. Francisco, G. Penalvo // Information Science Reference. – Hershey. – 2008. – P. 4–10.
6. Wilson B. What is a constructivist learning environment? In B. g. Wilson (Ed.) / B. Wilson // Constructivist learning environments: Case-studies in instructional design: Educational Technology
Publications. – 1996. – P. 3–10.