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For you, what is, in fact, technology? For those who work with computers and all the news of this world (like us, Tecmundo, for example!), Technology involves the development of devices that deal with the distribution of information in an increasingly fast, involving an increasing number of people and performing more and more advanced calculations.

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Technologies used in language teaching approaches

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Technologies used in language teaching approaches

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The name of language teaching approaches/methods:

The diversification of CALL - CALL is no longer one subject; in fact, Arnó-Macià (2012) has argued that we are now in the realm of a definite division between computer mediated communicationas one branch of the world of educational technology and ELT and CALL, as another. Since computers started to be introduced in language learning (and in education in general) people have rightly asked whether the investment we are making in these technologies gives us value for money. As digital technologies have taken a hold in society in general, this particular question is not asked quite so often, but it is still important to make sure that the technologies that we have available are used effectively. People are always tempted to try to make an argument for technology having an impact on the development of pedagogy and in many cases we can see that the use of technology has enabled teachers to re-think what they are doing. We also see people trying to populate this domain by talking about notions like the ‘flipped classroom’, ostensibly a methodology that sees input as occurring at ‘home’ and physical classrooms being used as spaces to explore what has been presented in the input. This is far from being a new idea, but these agendas are pushed for a while and then disappear again. What is a contender for a methodology that is central to the world of technology and language learning is that of blended learning (Motteram and Sharma, 2009). We see this methodology still being developed, but when handled best it is the most likely candidate for a starting point for getting teachers to work with technology in their practice.

The decade they emerged:

The Timeline of Educational Technology in Schools Infographic shows how educational technology has evolved in schools over the past 114 years.

1900 – 1920 – Age of the One-room Schoolhouse

1923 – Radios were introduced to classrooms; major cities established classroom instruction on radios – penmanship, accounting, history and arithmetic were included

1930s – overhead projectors initially used for US military training purposes quickly spread to schools

1933 – 52% of schools were using silent films and 3% were using sound films

1939 – the first TV appeared in a classroom in LA; now the most widely used technology in schools

1950 – Headphones became popular in schools and stations used to listen to audio tapes were dubbed ‘language labs’

1964 – BASIC developed at Dartmouth College with the intent to give students a simple programming language that was easy-to-learn

1967 – Texas Instruments develops the handheld calculator

1967 – LOGO programming language developed

1972 – Scantron – automatically graded multiple choice examples

1973 – The Minnesota Educational Computing Consortium (later Corporation), most commonly known as MECC was founded creators of Lemonade Stand (’73) and Oregon Trail (’74)
1984 – The Apple Macintosh computer is developed. The ration of computers to students in US schools is 1 – 92

1985 – Touch typing software Mavis Beacon Teaches Typing is developed and popularized in schools

1988 – laptops are developed and are eventually utilized as teaching tools

1990 – CD-ROM disks became the new kind of storage

1992 – Schools are use Gopher servers to provide students with online information

1994 – According to the National Center for Education Statistics (NCES), about 35% of American public schools had Internet access

1995 – Most CAI is delivered on CD-ROM disks and is growing in popularity

1996 – Faculty create instructional web pages

1999 – SMART boards introduced in schools

2001 – 80% of schools with internet access offered professional development training for teachers for integrating technology into classrooms.

2002 – 99% of schools had internet Access

2009 – 1 computer for every 5.3 students in US schools

2010 – 1 wireless device for every 3.4 students in US schools

2011 – 80% of children under 5 use internet daily in the US

2012 – 1.5 million iPads provided by schools

2013 – 90% of students under the age of 18 have access to mobile technology

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Timeline of Educational Technology in Schools Infographic

It's amazing how quickly technology changes, even in the course of six months. But can you imagine how much it has changed over decades? The Timeline of Educational Technology in Schools Infographic shows how educational technology has evolved in schools over the past 114 years.

1900 - 1920 - Age of the One-room Schoolhouse

1923 - Radios were introduced to classrooms; major cities established classroom instruction on radios - penmanship, accounting, history and arithmetic were included

1930s - overhead projectors initially used for US military training purposes quickly spread to schools

1933 - 52% of schools were using silent films and 3% were using sound films

1939 - the first TV appeared in a classroom in LA; now the most widely used technology in schools

1950 - Headphones became popular in schools and stations used to listen to audio tapes were dubbed 'language labs'

1964 - BASIC developed at Dartmouth College with the intent to give students a simple programming language that was easy-to-learn

1967 - Texas Instruments develops the handheld calculator

1967 - LOGO programming language developed

1972 - Scantron - automatically graded multiple choice examples

1973 - The Minnesota Educational Computing Consortium (later Corporation), most commonly known as MECC was founded creators of Lemonade Stand ('73) and Oregon Trail ('74)

1984 - The Apple Macintosh computer is developed. The ration of computers to students in US schools is 1 - 92

1985 - Touch typing software Mavis Beacon Teaches Typing is developed and popularized in schools

1988 - laptops are developed and are eventually utilized as teaching tools

1990 - CD-ROM disks became the new kind of storage

1992 - Schools are use Gopher servers to provide students with online information

1994 - According to the National Center for Education Statistics (NCES), about 35% of American public schools had Internet access

1995 - Most CAI is delivered on CD-ROM disks and is growing in popularity

1996 - Faculty create instructional web pages

1999 - SMART boards introduced in schools

2001 - 80% of schools with internet access offered professional development training for teachers for integrating technology into classrooms.

2002 - 99% of schools had internet access

2009 - 1 computer for every 5.3 students in US schools

2010 - 1 wireless device for every 3.4 students in US schools

2011 - 80% of children under 5 use internet daily in the US

2012 - 1.5 million iPads provided by schools

2013 - 90% of students under the age of 18 have access to mobile technology

Via: www.masterofartsinteaching.net

Embed This Education Infographic on your Site or Blog! Copy and Paste the following code!

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Timeline of Educational Technology in Schools Infographic - e-Learning Infographics

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It's amazing how quickly technology changes, even in the course of six months. But can you imagine how much it has changed over decades? The Timeline of Educational Technology in Schools Infographic shows how educational technology has evolved in schools over the past 114 years.

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Technology is everywhere in education: Public schools in the United States now provide at least one computer for every five students. They spend more than $3 billion per year on digital content. Led by the federal government, the country is in the midst of a massive effort to make affordable high-speed Internet and free online teaching resources available to even the most rural and remote schools. And in 2015-16, for the first time, more state standardized tests for the elementary and middle grades will be administered via technology than by paper and pencil.

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Technology in Education: An Overview - Education Week

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From blended learning to computerized testing, digital and online technologies are reshaping the classroom experience for millions of students.

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Use of Technology in Teaching and Learning

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Use of Technology in Teaching and Learning

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Technology ushers in fundamental structural changes that can be integral to achieving significant improvements in productivity. Used to support both teaching and learning, technology infuses classrooms with digital learning tools, such as computers and hand held devices; expands course offerings, experiences, and learning materials; supports learning 24 hours a day, 7 days a week; builds 21stcentury skills; increases student engagement and motivation; and accelerates learning. Technology also has the power to transform teaching by ushering in a new model of connected teaching. This model links teachers to their students and to professional content, resources, and systems to help them improve their own instruction and personalize learning.

Online learning opportunities and the use of open educational resources and other technologies can increase educational productivity by accelerating the rate of learning; reducing costs associated with instructional materials or program delivery; and better utilizing teacher time.

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Language teaching can be enhanced by effective uses of educational technology. Based on research findings in language acquisition and computer‐assisted language learning, best practices take into account effective language pedagogy, and appropriate roles of technology. Best practices in using technology to support language teaching and learning see technology as a tool that can enhance teaching and learning by augmenting input, providing additional opportunities for language practice, and serving as a platform for interaction and tasks‐based learning activities.

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Article: Approaches and methods in language teaching

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Approaches and Methods in Language Teaching

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This third edition of Approaches and Methods in Language Teaching is an extensive revision of the popular and accessible text. Like previous editions, this book surveys the major approaches and methods in language teaching such as Grammar Translation, Audiolingualism, Communicative Language Teaching, and the Natural Approach.

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TECHNOLOGY IN EDUCATION: HOW TO GUARANTEE MORE MOTIVATION IN A CLASSROOM?

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TECHNOLOGY IN EDUCATION: HOW TO GUARANTEE MORE MOTIVATION IN A CLASSROOM?

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Making use of technology in education is already an urgent need, recognized by every teaching professional who is up to date with the latest trends in the field. That said, however, we need to realize that the way this resource should be used in the classroom is not always clear.

Simply using technological tools at school, as an end in itself, is not quite the goal, do you agree? Therefore, it is worth researching and experimenting to find out in what ways technology can be employed to effectively improve students 'learning and teachers' day-to-day lives.

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imagens de tecnologias educacionais - Google Search

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- Deduction is the process of reasoning by which, based on one or more premises, we arrive at a conclusion (the idea starts from general to specific). For example: The shoe store sells sneakers. Ann works there. Deduction: Ann is a salesperson. (but she could hold another position inside the store)
- Induction is a mental operation that consists in establishing a true relationship between two or more phenomena to arrive at a conclusion (the idea starts from the specific to the general). For example: A horse has four legs and a tail, it's an animal. A cat has four legs and a tail, it's an animal. A dog is similar to a horse and a cat. Induction: A dog is an animal.

Each reasoning favors learning the language through discovery, especially if the activities proposed to the students cause them to find the answers alone.

From the beginning of language teaching, the methods used have alternated between the intuitive and the deductive, but always one surpassing the other.

The inductive method was most used during the last years of the Renaissance (1700-1799) and more recently in the 20th century (1900-1999), while the deductive method had its greatest development during the Middle Ages (480-1450) and the century XVIII (1700-1799).

We can define a Method as a planned way of doing something, or more specifically, a planned way of teaching or learning a language. Methodology is a set of methods used to study or teach something. Within a Method we can have the following elements: approach, planning and procedure.
- Approach - Reflection of a model or theory. One approach refers to theories that involve learning a language that serve as a resource for the practice of language teaching.
- Planning - a plan that specifies how a lesson will be (the objectives to be achieved, the types of activities that will be applied, the role of the teacher and students, the role of the materials used, etc.).
- Procedure - covers the techniques and practices used for teaching and learning.
This area of ​​foreign language teaching has had many variants over the years and we will see the methods and approaches most used from the fifteenth century onwards:
- Translation method of grammar (from 1450) - extension of the approach used to teach classical languages ​​(Greek and Latin). Its basic principles are: the little use of target language; focus on grammatical analysis of language; the teacher uses the mother tongue for instructions and does not have to be a target language speaker; the typical activities are the translation of phrases from the target language into the mother tongue.
- Direct method (from 1890) - reaction to the grammar translation method and its failures to produce students who could use the foreign language they were studying. The basic principles of this method are: the non-use of the mother tongue in the classroom; culture and grammar are learned in an inductive way; the lessons begin with the conversation on the subject, using mimics and figures for the understanding of the subject; the teacher must be native in the language or proficient.
- Approach to reading (from 1930) - reaction to the direct method because it is impractical within the classroom and because there are few teachers who use the foreign language well enough. Its principles are: reading is the only skill emphasized in class; the translation can be used; only the grammar used to understand reading is taught; vocabulary is controlled at the beginning and then expanded; the teacher does not need to have good oral proficiency in the target language.
- Audio-lingual method (USA - 1940) - reaction to the reading approach and its lack of emphasis on audio-oral ability. It has characteristics of the direct method, adding points of behavioral psychology and linguistic structures. Classes begin with dialogues; mimics and memorizations are used to induce assumptions about the subject; rules and grammatical structures are presented inductively; the skills always appear in the order: listening, speaking, reading, writing (first to listen and then to speak, first to read and then to write); great effort is made to prevent students' mistakes; the acquisition of the language is seen as a habit formation; teachers should have full knowledge of the language structure.
- Situational Method (England - 1940) - also a reaction against the Reading Approach and features features of the Direct Method, adding points of general linguistics and pedagogy. The target is always listening and speaking, all the material is presented first in the oral form, to then move to the written form; grammatical structures are presented in the simplest to the complex; subjects are introduced and practiced situationally (in the bank, in the supermarket, in the restaurant, etc).
The audio-lingual method, developed in the United States

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O USO DE RECURSOS TECNOLÓGICOS NO ENSINO DE LÍNGUAS