The ministry of higher and secondary special education of uzbekistan

1.Mеi-Ling Chuаng, 2001.Tеаching аnd Lеаrning Еnglish in Kindеrgаrtеns in Kаоhsiung. Dissеrtаtiоn. Univеrsity оf Biеlеfеld (Gеrmаny), p. 65–80.
CHAPTER I. INNOVATIVE METHODS OF TEACHING
1.1 The use of high technologies in teaching foreign languages
Advancements in technology allow people to be more connected than ever, but this may come at a price. Overuse of social media and mobile devices have been linked to eyestrain, difficulty focusing on other tasks, and depression.
While some forms of technology may have made positive changes in the world, there is evidence for the negative effects of technology and its overuse, as well.
The overuse of technology may have a more significant impact on developing children and teenagers.
In this article, learn about the psychological and physical health effects of technology, as well as how to create healthful habits with technology and avoid overuse. Glare from smartphones may cause eyestrain.
Psychological effects
Overuse or dependence on technology may have adverse psychological effects, including:
Isolation
Technologies, such as social media, are designed to bring people together, yet they may have the opposite effect in some cases.
A 2017study² in young adults aged 19–32 years found that people with higher social media use were more than three times as likely to feel socially isolated than those who did not use social media as often.
Finding ways to reduce social media use, such as setting time limits for social apps, may help reduce feelings of isolation in some people.
2. Mеi-Ling Chuаng, 2001.Tеаching аnd Lеаrning Еnglish in Kindеrgаrtеns in Kаоhsiung. Dissеrtаtiоn. Univеrsity оf Biеlеfеld (Gеrmаny), p. 65–80.
Role of Technology for Learners
Technology can and should be used by language educators to enhance language instruction, practice, and assessment, as articulated in the World-Readiness Standards for Learning Languages. Through the purposeful use of technology: Students read, listen to, and view authentic, engaging, and timely materials from the target culture.
Students practice interpersonal skills as they interact via video, audio, or text in real-time with other speakers of the target language.
Students collaborate on presentational tasks with their peers or teacher, anytime, anywhere.
Students work at their own pace as they access online content and/or utilize computer adaptive programs managed by their teacher.
Students practice discrete skills with engaging online games and applications.
Students benefit from differentiated instruction where multiple applications can be used to assess students, assign varied tasks, track data, give real-time feedback, and manage classrooms and lessons.
The use of technology is not a goal in and of itself; rather technology is one tool that supports language learners as they use the target language in culturally appropriate ways to accomplish authentic tasks. Further, all language learning opportunities whether facilitated through technology or in a classroom setting, should be standards-based, instructor-designed, learner-centered, and aimed at developing proficiency in the target language through interactive, meaningful, and cognitively engaging learning experiences. ACTFL acknowledges a role for hybrid, online and distance learning instructional models aligned with state and national standards and facilitated by language educators. The development of technology is best driven by the needs of the language learner, supporting the kinds of interactions our students need to become college, career, life, and world ready.