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TECHNOLOGY IN THE CLASSROOM: THE WHOLE OR THE PARTS.

Profesor Andrés Villalba


The use of technology in the classroom

????? !!!!! Important Decision


Objective of our classes?

A) to develop all the students’ skills into the use of technology or, B) the development of the skill in technologies as a part of the whole


The tendency to incorporate technology in the class

= The Challenge The Whole: The objective of the practice in the surrounding context – being personal or institutional decision – is to develop the contents and specific skills of the subject in the use of technology, which means to make an adaptation of the former into technology. In this sense, the use of technology in the classroom represents the whole.


The Parts: The objective of the use of technology as a learning tool, a tool to acquire contents, places technology in the field of skills every student must develop, among others specific to the subject. In this sense, the use of technology makes just a part of the whole.

Activity: Writing compositions on phones


Teachers find themselves considering certain elements which are very important at the time to design the syllabus and plan the lessons. This decision will resemble into the implementation through all the syllabus. Technology will have to be present in: the introduction, development of activities, study resources, references, in the configuration of the processes of content acquisition, learning practice and evaluation.


Examples of learning situations where the syllabi are adapted into the use of technology are the virtual platforms, e-learning courses and webinars among others.

Platform used to deliver a course of English


Technology as just another tool in the learning process

= - to select the contents which are suitable to integrate to the technological device planned to be used and - organize a schedule of application of this integration. The teacher bears in mind that the acquisition of those contents will occur in time and result different from the ones given in a traditional way.


In both cases, the success of the design of implementation of technology in the teaching practice will depend on the following aspects to consider and be aware of: General Didactics Advantages and Disadvantages of the Use of Technology Selection of Strategies Context of the Group of Students Selection and Possibility of the Devices (Software and Hardware) General Process of Correspondence between presentation, practice and evaluation Attitude and Teacher’s expertise


Finally (based on personal experience of many rights and wrongs): Technology has the potentiality to fulfill the acquisition of contents, however, teachers must stay ready and feel confident on skills and, more importantly, on attitude.


Profesor Andrés Villalba Instituto de Política Lingüística – Ministerio de Educación de Mnes. Instituto Superior Lisandro de la Torre Secondary School Profesor.andres.villalba@gmail.com Teacher of English graduated from Instituto Superior Antonio Ruiz de Montoya, Misiones – Argentina. Has taught English in both public and private systems of formal education from 3-year olds to adults at Initial, Primary, Secondary and Tertiary/University levels. Has delivered presentations at international conventions for teachers of English and Workshops on the use of technology for Pearson Publishing and in conferences for teachers of English organized by ISARM in Misiones, Universidad Nacional de Misiones and other provinces of Argentina. Has worked as Coordinator of Bilingual Intercultural Schools Spanish-English and Spanish-Portuguese at the Brazilian frontier.


Reference: - Dudeney, G. and Hockly, N. “How to teach English with technology”. Pearson Education Limited. 2007. England. - Harmer, J. “The practice of English language teaching”. Pearson Education Limited. 2007. England. - Web: - www.wikipaedia.com - www.blogger.com - www.wordpress.org - www.pdwiki.com - www.wikihost.org - www.englishcaster.com - Brunner, José Joaquín (2000) Educación: Escenarios de Futuro, Nuevas Tecnologías y Sociedad de la Información, Preal, Serie Documentos Nº 16, Chile. Disponible en: http://www.preal.org/Biblioteca.asp?Pagina=3&Id_carpeta=64&Camino=63|Preal %20Publicaciones/64|PREAL%20Documentos (Fecha de consulta: 8 de abril 2009). - Escudero Muñoz, Juan Manuel (1988) La innovación y la organización escolar, en La gestión educativa ante la innovación y el cambio, Roberto Pascual (coord.), Ed. Narcea: España.

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