Using polylogues in teaching english at academic lyceums. Exercises

I. How to develop dialogic aspects of speaking in young children with the help of innovations in technologies for English language teaching
2.1 Methods , technologies and their usage in teaching
Technology ushers in fundamental structural changes that can be integral to achieving significant improvements in productivity. Used to support both teaching and learning, technology infuses classrooms with digital learning tools, such as computers and hand held devices; expands course offerings, experiences, and learning materials; supports learning 24 hours a day, 7 days a week; builds 21^st century skills; increases student engagement and motivation; and accelerates learning. Technology also has the power to transform teaching by ushering in a new model of connected teaching. This model links teachers to their students and to professional content, resources, and systems to help them improve their own instruction and personalize learning.
Online learning opportunities and the use of open educational resources and other technologies can increase educational productivity by accelerating the rate of learning; reducing costs associated with instructional materials or program delivery; and better utilizing teacher time. Attempts to use computer technologies to enhance learning began with the efforts of pioneers such as Atkinson and Suppes⁴. The presence of computer technology in schools has increased dramatically since that time, and predictions are that this trend will continue to accelerate. The romanticized view of technology is that its mere presence in schools will enhance student learning and achievement. In contrast is the view that money spent on technology, and time spent by students using technology, are money and time wasted. Several groups have reviewed the literature on technology and learning and concluded that it has great potential to enhance student achievement and teacher learning, but only if it is used appropriately⁵. What is now known about learning provides important guidelines for uses of technology that can help students and teachers develop the competencies needed for the twenty-first century. The new technologies provide opportunities for creating learning environments that extend the possibilities of “old” —but still useful—technologies—books; blackboards; and linear, one-way communication media, such as radio and television shows—as well as offering new possibilities. Technologies do not guarantee effective learning, however. Inappropriate uses of technology can hinder learning— for example, if students spend most of their time picking fonts and colors for multimedia reports instead of planning, writing, and revising their ideas. And everyone knows how much time students can waste surfing the Internet. Yet many aspects of technology make it easier to create environments that fit the principles of learning discussed throughout this volume.