Annamária Kótay-Nagy: DIFFERENTIATING INSTRUCTION WITH TECHNOLOGY IN THE HUNGARIAN EFL CLASSROOM
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5 Conclusion
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5.2 Pedagogical Implications and Recommendations
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5.2.4 Provision of ICT Facilities at Schools

5.2.4 Provision of ICT Facilities at Schools

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In light of the potential of technology for DI, both in making learning more meaningful for students and helping teachers alleviate the workload associated with it, it would be important to provide schools with the necessary ICT infrastructure so that the potential of these tools can be fully harnessed. According to school administrators, a lack of technological facilities is among the top challenges for language teaching at both primary and secondary levels in the Hungarian public education (Tartsayné Németh et al., 2018). To rectify this problem, schools would need to be equipped with up-to-date hardware and software, including the ongoing maintenance of these tools, as well as with reliable internet connection. As Öveges and Csizér (2018) pointed out, the provision of ICT infrastructure at schools would be a vital step in giving language teachers the opportunity to increase their digital confidence and better cater for the needs of their learners.
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