Have you ever thought how much time do you spend with the cell phone,
the computer or any other technological device? Imagine waste that same time
for learning purposes. You may not agree with us but there is numerous ways of
including the different technologies in a lesson.
Nowadays, adolescents consume quite a lot of their
spare time chatting with their friends, sharing photos and videos in the social
medias, exhibiting their personal lives, relationships and interests. This
means that they are aware of the technological environment and the various
advances that this implies. (Prensky, 2001)
The occasion we have in mind remotes to a year ago,
when we observed a lesson in a second year of a state secondary school.
Students spent most of the time using their cell phone and not paying attention
to us. Later we realised that there was a problem of motivation and interest
from both the students and the teacher. Another thing is that teachers in
general are not well informed about how to innovate their lessons with the
inclusion of technological tools in the English classroom.
Although we have always seen that
technological resources are used for presenting new topics or revising contents
that have been already taught (Prensky, (2001), in this video they are used for
another purpose. Through this video, the teacher presents herself and
gives a clear introduction of what are the goals for this particular course.
Besides, it is explained how the course will be developed and the specific
aims.
The emphasis here is on the use of both
pedagogy and technology that can be seen together as part of a lesson plan.
Something we cannot deny is the fact that the impact of
Information Communications Technology (ICT) changes the teaching-learning
processes. If we are prepared enough, we can take great advantages of
this. (Dussel, Quevedo. 2010) Last but not least, students will
become involved and engaged in the lesson with dynamic activities and tasks.
The implementation of this will help students in the process of learning as
they can use the devices to look for special information, extra material, or
valuable sources for work. (Prensky, 2001)
Reference:
> Dussel, I & Quevedo L.A. (2010) Educación y nuevas tecnologías:
los desafíos pedagógicos
ante el mundo digital. Argentina. Fundación Santillana
> Prensky, M. (2001) Digital Natives, Digital Immigrants. MCB University Press.
> Prensky, M. (2001) Digital Natives, Digital Immigrants. MCB University Press.
