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Imre Fekete

Technology in English teaching

The Hungarian university context


Technology and Educational Theory

Whether there exists a separate ICT theory seems to divide scholars. Lim (2002) argues that because technology has become an integrated part of all walks of life in a relatively short period of time and its use is being promoted in the national curricula worldwide (Ham & Cha, 2009; Kozma, 2008; Tondeur et al., 2007a; Voogt & Pelgrum, 2005), technology cannot be separated from several independent variables, such as when, where, how and by whom it is used. In this sense, ICT research always takes the sociocultural perspective into account (Lim, 2002) and such perspective seems to have derived from Vygotsky’s (1978) sociocultural approach, more specifically the Activity Theory, according to which learning is always constructed through interaction. Technological devices are ubiquitously used (not only) in teaching and learning contexts. Therefore, learning processes with technological tools have become an integral part of teaching and learning contexts as mediation (Lim, 2002) or intervention (Somekh, 2007) tools of knowledge construction, sharing and internalisation. These interactions are the activities themselves (Lim, 2002; Vygotsky, 1978), which are always part of a bigger context other than the material and the learner, and are inseparable from independent variables such as the place and quality of instruction, peers, tutors, etc. This interconnectedness makes it difficult to isolate the theoretical foundations of ICT research from theories of education, and indeed ICT is rarely researched in isolation. That is why many researchers argue that ICT theory should not, therefore, be separated from already existing theories of teaching and learning (Lim, 2002; Sutherland et al., 2004).

Technology in English teaching

Tartalomjegyzék


Kiadó: Akadémiai Kiadó

Online megjelenés éve: 2023

ISBN: 978 963 454 870 6

Involving technology in English as a foreign language learning and teaching processes is a widely researched area of language pedagogy, but comprehensive studies from the Hungarian university educational context are sparse. This monograph investigates into what attitudes Hungarian English Studies / EFL teacher education majors as well as Hungarian university instructors teaching in English Studies and EFL teacher education programmes hold towards technology use for learning and teaching purposes. An additional aim was to collect what the views of learners and instructors are about skilful technology use in support of better student learning. The study applied a mixed methods design involving a pair of questionnaires and a pair of interview studies. The book details why learners and expert instructors find it essential that technological alternatives be introduced skilfully in as many university courses as possible. The book also includes the description of an array of technological tools used by the learner and instructor interview participants in the Hungarian English Studies and EFL teacher education context that can inform instructors why and how to use certain technological tools in their classrooms.

Hivatkozás: https://mersz.hu/fekete-technology-in-english-teaching//

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