In the ever-evolving landscape of education, the emphasis on learning new skills in international school in Singapore has become more pronounced than ever before. Gone are the days when academic success was solely measured by grades in traditional subjects like math, science, and language arts. Today, educators, parents, and students alike recognize the importance of acquiring a diverse set of skills that extend beyond the confines of textbooks and classrooms.
Schools play a pivotal role in fostering an environment conducive to skill development. They serve as laboratories of learning, where students not only gain knowledge but also acquire practical skills that are essential for success in both academic and real-world settings. Whether it’s mastering the art of communication, honing critical thinking abilities, or developing technical prowess, schools serve as the breeding ground for cultivating these invaluable competencies.
One of the primary benefits of learning new skills in school is the enhancement of cognitive abilities. Engaging in activities such as problem-solving exercises, hands-on projects, and collaborative initiatives stimulates the brain and encourages mental agility. These experiences help students sharpen their analytical skills, improve their ability to think creatively, and become more adaptable in navigating complex challenges.
Moreover, learning new skills in school fosters personal growth and development. Students have the opportunity to explore their interests, discover their strengths, and uncover hidden talents. Whether it’s through participation in extracurricular activities, vocational training programs, or specialized courses, schools provide a platform for students to cultivate a sense of identity and purpose beyond academics.
Furthermore, acquiring new skills in school nurtures a sense of resilience and perseverance. Failure is an inevitable part of the learning process, and schools offer a supportive environment where students can experience setbacks, learn from their mistakes, and build the resilience needed to overcome obstacles. By instilling a growth mindset and encouraging a willingness to take risks, schools empower students to embrace challenges with confidence and determination.
In addition to personal growth, learning new skills in school also enhances future prospects and opportunities. In today’s competitive job market, employers value candidates who possess a diverse skill set that extends beyond academic qualifications. Skills such as communication, teamwork, problem-solving, and adaptability are highly sought after in virtually every industry. By equipping students with these transferrable skills, schools not only prepare them for success in higher education but also for thriving in the professional world.
Furthermore, learning new skills in school fosters social and emotional development. Through collaborative projects, group discussions, and extracurricular activities, students learn to navigate interpersonal relationships, resolve conflicts, and develop empathy and compassion towards others. These social skills are essential for building strong personal and professional networks and contribute to overall well-being and fulfillment.
In conclusion, learning new skills in school is essential for preparing students for success in an ever-changing world. By providing opportunities for cognitive, personal, and social development, schools empower students to become lifelong learners, critical thinkers, and responsible citizens. As educators, parents, and policymakers continue to prioritize skill development in education, the benefits will ripple through society, fostering innovation, productivity, and prosperity for generations to come.
Working professionals wish to have better career growth and face major hindrances due to a lack of advanced degrees. The limitation of the offline mode makes it difficult for a working person to manage things at once. People can not comply with rigid class schedules during their working hours. The same makes it difficult for a person to supercharge their resume with their academic profile.
Online MA English literature offers all the benefits of offline mode and eradicates the pressing challenges. The same makes it a better choice for a person. One can make the time more productive by learning through the online mode. Through the following passages, we will explore the benefits of online MA English literature that make things more efficient for a person.
Flexibility and Convenience
When learning through the online mode, one is free of a rigid schedule. It allows a person to efficiently manage classes and professional life without additional trouble. Efficiency management addresses the challenges associated with the offline mode of study and makes things more efficient for a person. Additionally, one does not need to be at a designated location to have the benefits of the class. With online MA classes, one can learn at the preferred location and make their academic profile more dynamic after the successful completion of the course. The same offers a person absolute value for the time invested in the same.
Reduced Cost
Professionals and advanced degree seekers often face trouble in applying for master’s courses due to their high-end semester fees. In contrast, the fee for online learning is quite reasonable, and you can afford it with a small proportion of your savings. The same makes it a more sensible alternative for a person. Additionally, you will receive more flexibility in depositing the fee than colleges and universities that provide classes through the offline mode. With reduced savings, you can keep your financial profile intact and use the money to do something more productive and useful. Hence, you can choose an online learning option if the course complies with your aptitude.
Available Across Multiple Geographical Locations
When pursuing your master’s course through an online mode, you do not need to have a specific geographical location. You can access the same at any geographical location, making things easier and offering you additional flexibility. With the same, it becomes a more accommodating mode of study and provides the learning process an unconventional edge. It will make things better for you and foster exposure that will allow you to add an edge to your personal growth. Hence, the time and money invested in the course will be more result-delivered.
Self Paced Learning
One receives the needed flexibility that allows a person to learn at the specified speed. The same allows the person to fathom the depth of the concepts they learn, enabling the concerned to serve the underlying purpose of this all, learning. It also allows the person to revisit the recorded lectures and remove any misconginiality or misconceptions that may cause issues in the future. It makes the same a more efficient option for working professionals and people who can not attend offline classes. In spite, it makes the whole paradigm better than the online classes.
Better Study Material
You will receive better digital and offline amenities to complete your course effectively. In contrast to the offline mode, the amenities are not taken very seriously, making things difficult for a person. One can learn on multiple fronts with the online MA degree course and make the learning process more productive for them. It also helps them in conducting their revisions. The digital resources involve notes that provide a quick revision of the concepts, and the person will perform better academically.
Technologically More Sound
Online MA courses are a technologically superior mode of study and offer a better ecosystem where students can foster personal growth. The access to the high-end technological advancements makes things more efficient for a person.
Concluding Remarks
With a better learning framework, one gets to learn things in a better environment with an online channel for learning. It offers them additional flexibility that allows them to learn without worrying about irrelevant things. The reduced cost makes things more efficient for a person, delivering them better outcomes. One may access classes and available digital amenities across various geographic locations. One gets the flexibility to learn things at their pace, without worrying about irrelevant things. Sikkim Manipal University is the best institution for an online master’s degree.
Need of the Innovative and Effective Pedagogical practices:
Many research scholars have desired to move into a pedagogical approach that is more active, cooperative and learner-centered. However, the importance of explicative studies is undeniable; they clarify theoretical constructs or assist in the understanding how particular population samples differ. Biswas-Diener and Diener (2001), for example, sought to investigate the life satisfaction and subjective well-being of individuals living in poverty based within Calcutta. While the findings reported a negative perception of life satisfaction, it was found that each of the three groups differed, as did the level in which income impacted on satisfaction and levels of subjective well-being. Although it was found that, on average, participants in this sample maintained an overall negative life satisfaction score, they were ‘fairly satisfied’ with aspects of the ‘self’ and ‘social relationships’. Biswas-Diener and Diener (2001) additionally make a cultural observation of because;
“Indian respondents do not rate global areas higher than specific, it appears they do not exhibit a ‘positivity bias’ … [and that] it may be the Indians evaluate areas in a more even-handed way without focusing primarily on their best areas as Americans seem to do”.
There is an evident importance towards the student having a positive relationship with a teacher. The student-teacher relationship is mentioned in various whole school evaluation management, leadership and learning (WSE-MLL) as being “dynamic … [which] has resulted in caring, confident learners”. It is clear how the key strength in the provision of the curriculum is how teachers deliver the curriculum. There are recommendations of how teachers should consider using the local community and landmarks into their lessons by “researching and collating local history as part of the Local Studies strand of the history curriculum”, which speak more towards enhancing the curriculum rather than its delivery.
Several WSEs report how there should be “greater use of collaborative, activity-based methods together with further Information and Communication Technology (ICT) initiatives”. Opportunities provided by extracurricular activities are said to cater for the “holistic education of pupils” and that by providing opportunities “to participate in a broad range of community-related events and extra-curricular activities” allow students to “benefit” in various ways. Teachers were also praised for their collaboration with members of staff in order to “provide a broad and balanced curriculum” and for their dedication in voluntarily leading “curriculum initiatives and pupil-support measures”.
It is difficult to apply the findings from both the Department of Education and Skill (DES) and Growing Up in India (GUI) data for the purpose of supporting this research; what can be applied, however, are possibilities. It is mentioned in the GUI that 27% of students like school, 66% like school sometimes, and that 7% never like school; it is also reported that 53% of students like their teacher, 41% like their teacher sometimes, and that 6% never like their school teacher.
The problem with using a Likert scale of three is that it can be difficult to determine whether the middle value is either positive or negative. For example, it is reported on the second page of this report that “a large majority of 9-year olds (93%) said they liked school at least ‘sometimes’. The remainder said they ‘never’ liked it”; this finding could also be written as ‘a large majority of 9-year olds (73%) said they never liked school at least sometimes’. The same is true for a student liking a teacher, 53% like their teacher ‘Always’ in comparison to ‘Never’ (6%). With regards to the 2012 dataset, 64.8% of students reported liking school more than ‘quite a bit’; while 7.1% reported not liking school very much and 2.4% reporting hating school. The specific percentages will need to be interpreted with some caution, however, but it can be argued that the general experience of students liking school within the GUI sample is positive. It can also be argued that the only certain finding in these statistics is that a student likes the teacher more than they like school (in the primary cohort only).
Theme of the Research:
When observing each of the themes, from both primary and secondary school, it is apparent that a teacher is somewhat of a gatekeeper, being responsible for the planning, organisation, and assessment (all of which must be in line with the curriculum) of the students in their classroom.
In addition, the role of the management is to support the students by assisting the teacher, inside and outside of the classroom, by giving direct support to students that may need additional help. There is a slight difference in this WSE sample with secondary schools employing academic and personal guidance support, receiving special educational needs resource hours, support from the School Completion Programme, and having designated times for classes in ‘Social, Personal, and Health Education’. Primary schools appear to focus more on in-class support and whole class initiatives that support individual targeted students; taking the form of sports activities or after school groups. In both WSE samples, however, there is a need for additional student and teacher support in the form of organisation at a management level; by designating the available resources more appropriately, timetabling initiatives to support student wellbeing, revising and updating policies, and following the departmental guidelines for particular curriculum balances. However, while the qualitative WSE findings above indicate the importance of the development and delivery of a lesson, highlighting how teachers must prepare and organise the content of the lesson whilst taking into account the various other factors such as school policies and the availability of resources, there is no mention of teacher supports.
There are advantages of having a management with a clear structure that allows its members to communicate and be communicated to, be active and support the school as a whole. In supporting the school as a whole also includes the staff. The theme of ‘Ownership and Management’ and ‘In-School Management’ talks mainly about the abilities of the board of management to adhere to the needs of the students and the requirement of the teachers in facilitating this need, to a certain extent. By taking this information and applying it to the articles that had been shared throughout social media creates an additional context outside of the WSE findings. For example, several articles draw attention to teacher strikes as a result of issues such as Junior Cycle reform. These issues would naturally cause some form of influence within the school environment, and therefore, the classroom. Although more research has been conducted on this topic outside of the context, Baker (2013) and Wills (2014) both highlight the negative effects that industrial action has at a classroom level. For example, when factoring for individual school and cohort characteristics, Baker (2013) found that teacher strikes can have a significant negative affect on a students’ test scores. Similarly, Wills (2014) claims that the “magnitude of the effect is roughly equivalent to a quarter of a years’ lost learning despite the average strike duration in these schools representing only seven per cent of official school days that year”.
Wills (2014) found that in particular types of schools the performance of a student where a subject taught by a striking teacher was 10% of a standard deviation lower when compared against a subject being taught by a non-striking teacher and that there may be “lingering disruptive effects on student learning” as a result of strikes. These studies provide a particular perspective to this research project that had previously gone unnoticed. They raise the question of how effective a school community is at being able to communicate issues and support the staff that may be undergoing various levels of anxiety and stress. What this means is that, if the board of management was successful at communicating and supporting the teaching staff, the atmosphere would most likely be positive and reassuring but, if not, one could argue that this may cause an atmosphere of confusion, isolation, and increased levels of stress throughout the school. From the data gathered above, it is clear that there are multiple factors that influence the atmosphere and culture of a school, and by extension, educational research.
Brief Literature Review
Importance of Interaction
Wubbels and Brekelmans (2005) adopt the systems approach, proposed by Watzlawick, Beavin and Jackson (1967), arguing that every behaviour displayed by an individual while in the presence of another is a form of communication. Falling under this category, education is considered a continuous cycle of interaction where “one cannot not communicate when in the presence of someone else” which also infers that “whatever a person’s intentions are, others will infer meaning from this behaviour” (Wubbels & Brekelmans, 2005, pg. 7).
Dynamics of Pedagogy
As mentioned earlier that, because the learning environment and classroom dynamics are in a constant state of change, teachers are often placed into a position where they need to adapt (Edwards & Edick, 2013). The Teaching Perspectives Inventory (TPI) (Pratt & Collins, 2000) was initially considered, but it was felt that using a scale that focused on the implementation of pedagogical skill rather that the identification of a particular type of pedagogical skill would be more practical in this research. For this reason, a scale was needed that could measure the way in which a teacher integrated a number of elements to their everyday classroom practice. The Technological Pedagogical and Content Knowledge (TPACK) was designed to observe the relationships between a teachers’ ability to integrate technology, pedagogy, and content knowledge into their teaching practice (Koehler & Mishra, 2008).
Need of Psychological Support
Moving forward with the topic of relationships, interaction, and environment, Maslach (1976) was curious about how individuals working within the human services (dentistry, nursing, teaching, etc.) felt throughout times high emotional arousal and the various coping strategies the individuals employed. Through this research, among others, Maslach (1976) labelled a concept known as ‘burnout’ that caused individuals to feel emotionally exhausted to the point where negative perceptions towards clients, patients, or students, were formed. Later research by Maslach, Jackson, and Leiter (1996) explain burnout further as being a “syndrome of emotional exhaustion, depersonalisation, and reduced personal accomplishment that can occur among individuals who work with people in some capacity”.
Conclusion
In some ways, the importance of the teacher in the classroom is made evident through statements such as “pupils’ positivity towards school is reflective of teachers’ efforts to deliver a broad, balanced and interesting curriculum”. As mentioned earlier in this paper, Pratt (2000) argues that each individual teacher will naturally hold a unique “set of beliefs and intentions that give direction and justification to our actions”, meaning that each individual classroom is a completely unique environment; further developing this ecosystemic perspective and that each school is made up of a series of ecosystems.
In moving forward with this research, what is now currently known about the educational environment is that nothing is completely certain; the collected data above reveals possible indications of what may be happening on a classroom level. While students have identified liking their teacher more than they like school, possibly indicating that the student places greater emphasis on the student-teacher relationship, it is unclear whether this dynamic extends into secondary school.
The lack of information and data surrounding the interactions between the students and teachers is interesting from a context, considering the length of time one spends with the other. There is a reported gender imbalance throughout each level of education, with the number of male primary school teachers reducing as seen in the DES statistics and, as suggested by the GUI, a possible difference in teaching strategies and styles in both male and female teachers. It is known that both teachers and principals experience high levels of stress, but also experience high levels of satisfaction. This dynamic of the student-teacher relationship is not made explicitly clear.
Despite the importance of a teacher preparing lessons that are ‘engaging’, as identified in the WSE, the delivery of this class is dependent on numerous factors. For example, a lesson plan is developed for a class based on what the teacher feels the class is capable of; it states the learning outcomes, how these are measured, what materials are used, or whether the teacher needs to cater for any special educational needs. Because every class is different, if a teacher intends on giving the same lesson to another group, the plan itself will need to be adapted to suit the needs and requirements of the next class. In other words, the teacher needs to understand the students and who they are in order to effectively deliver the content of a lesson; this implies numerous factors that were not addressed in the above datasets.
Digital pedagogy in various forms is the future of education, requiring adjustments in teaching and learning methodologies. Keeping aligned with the methodological framework of this research, the purpose of this research was to critically review and evaluate pre-existing data, concerning the education environment, with the intention of giving a direction to this research. What the findings of this current study are initially showing is that there is need to explore the dynamics of the relationship between students and their teachers. This desk research has provided three specific research directions which have, to this point, led to more questions than it has answered.
Later, Biswas-Diener and Diener (2006), using a larger sample group of both Indian and American participants (N=183), reported almost identical findings to the previous 2001 study. Similarly, all three groups in this study reported high levels of satisfaction with the ‘self’, which was considered a cultural difference in the previous study. However, while the American samples reported negative levels of subjective well-being and social relationships, the Indian sample reported positive levels of subjective well-being social relationships. Biswas-Diener and Diener (2006) propose that macroeconomic factors, such as the communistic government or high poverty rate, as being a significant contributor to the differences between the samples. If they are the same, as was the case with Biswas-Diener and Diener (2001; 2006) great; if not, an analysis of population differences will most likely uncover a new way to view the phenomena under study.
REFERENCE:
Baker, M. (2013). Industrial actions in schools: strikes and student achievement. Canadian Journal of Economics/Revue canadienne d’économique, 46(3), 1014-1036.
Wills, G. (2014). The Effects of Teacher Strike Activity on Student Learning in South African Primary Schools. Economic Research Southern Africa working paper.
Mittal, S. (2015). Evaluating the benefits of E-learning Systems as perceived by School Teachers in India: An SEM approach. BVIMR Management Edge, 8(1).
Biswas-Diener, R., & Diener, E. (2001). Making the best of a bad situation: Satisfaction in the slums of Calcutta. Social Indicators Research, 55, 329-352.
Biswas-Diener, R., & Diener, E. (2006). Subjective well-being of the homeless, and lessons for happiness. Social Indicators Research. 76, 185-205.
Breeman, L. D., Wubbels, T., van Lier, P. A. C., Verhulst, F. C., Van der Ende, J., Maras, A., & Tick, N. T. (2015). Teacher characteristics, social classroom relationships, and children’s social, emotional, and behavioural classroom adjustment in special education. Journal of school psychology, 53(1), 87-103.
Watzlawick, P., Beavin, J. H., & Jackson, D. (1967). The Pragmatics of Human Communication. New York: Norton.
Edwards, S. & Edick, N.A. (2013). Culturally responsive teaching for significant relationships. Journal of Praxis in Multicultural Education, 7(1), 4.
Pratt, D. D., & Collins, J. B. (2000). The teaching perspectives inventory (TPI). Adult Education Research Conference (Paper 68). Retrieved 16/6/2015 from http://newprairiepress.org/aerc/2000/papers/68/
Koehler, M. J., & Mishra, P. (2008). Introducing tpck. Handbook of technological pedagogical content knowledge (TPCK) for educators, 3-29.
Maslach, C. (1976). Burned-out. Journal of Human Behaviour, (9):16-22.
Maslach, C., Jackson, S.E. and Leiter, M.P. (1996). MBI: The Maslach Burnout Inventory: Manual. Consulting Psychologists Press, Palo Alto, CA.
Modern classrooms need more educational tools for efficient teaching and learning. Using the correct educational tools and resources is crucial to maximizing student learning. This blog article will discuss the advantages of well-implemented instructional tools for students and instructors.
We will discuss best practices to incorporate essential technologies into the classroom effortlessly. We want to provide educators with actionable information to make educated judgments on educational technologies that make learning more enjoyable, individualized, and effective for every student. With the correct tools and tactics, every teacher can maximize student potential.
Benefits of Educational Tools
Educational tools may transform teaching and learning when chosen and used correctly. Among these benefits:
Better Engagement and Interaction
Compared to conventional educational materials, multimedia, simulations, gaming, and online peer collaboration have enhanced student engagement. An MIT research revealed that curriculum-aligned video games substantially increased student involvement independent of gender, color, or performance levels.
Self-paced learning
Depending on their progress and topic mastery, students may access course material with tailored scaffolding or acceleration using adaptive learning technology. AI platforms analyze in real-time and adjust courses so students may study at their speed. These technologies empower teachers to facilitate learning and intervene when needed.
Improve Critical Thinking and Problem-Solving
Simulations, design challenges, and other digital creation tools help students build future-ready abilities, including analyzing complicated information to make educated choices, understanding data, and solving open-ended problems creatively. Scenario-based tests increase cognitive flexibility.
Thoughtfully chosen teaching technologies may significantly increase what students can experience, produce, and exhibit while enhancing results.
Types of Educational Tools
Today’s instructional tools range from technology-enabled resources to hands-on items for in-person learning. Major categories:
Digital Tools
This broad category includes learning applications, computer software, video games, augmented and virtual reality simulations, and internet-accessible teaching material. Math apps that adapt problem sets based on students’ mastery, game-based science simulations that let students experiment with electrical circuits or ecosystem restoration, and augmented reality tools that overlay interactive 3D images on real-world surroundings are examples. Well-designed digital tools allow self-directed learning and make complicated or abstract topics extremely hands-on when connected to curricular requirements and student skill levels.
Hands-On Materials
Even in our increasingly digital environment, research suggests that tactile teaching products that reinforce information via visual, aural, and kinesthetic pathways are valuable to kids. Letter blocks, Cuisenaire rods, base-ten blocks, fraction pieces, 3D molecular model kits, scales/balances, abacuses, flashcards, geometric solids, magnifying glasses, and more are popular. Many tools educate arithmetic, reading, chemistry, and anatomy.
Audiovisual/Multimedia Resources
Multimedia tools help deepen teaching ideas and material. Examples include curriculum-aligned videos, streaming instructional programs, podcasts, audiobooks, interactive online experiences, DVDs/CDs, and music playlists. Multimedia tools may improve memory and accessibility by using pertinent pictures, infographics, animations, sound effects, narration, and more.
Implementing Educational Tools Effectively
The rising range of instructional tools has great promise, but more than access is needed. For schools and educators to reap the most advantages, thorough implementation requires planning and assessment. Best practices are:
Train and support educators
Teachers require time, training, and assistance to master new instructional technology before using them in the classroom. Quality professional development maximizes tool use and integrates them into curricular frameworks to enhance learning rather than complicate it. Training should include technical skills and tool-based pedagogy.
Align Tools with Curriculum and Learning Objectives
Educational tools should support learning objectives and academic standards rather than drive teaching. Tools should address student learning requirements in particular curriculum areas, grade levels, or demographics. Strict alignment optimizes finances and education.
Get Teacher and Student Feedback
It is crucial to survey teachers and students across audiences on their experiences with new educational technologies. Feedback helps identify functionality, technical concerns, and policy or training changes required to overcome adoption hurdles. Feedback monitoring maximizes learning.
Ensure Accessibility and Inclusion
Educational technology must be accessible and beneficial to all students, regardless of aptitude, language, socioeconomic situation, or handicap. Captioning, multi-language, adaptive interfaces, speech-to-text, and more promote inclusivity.
Conclusion
In conclusion, well-chosen educational tools boost student engagement, allow tailored competency-based learning, foster critical thinking skills for success, and enable new mastery demonstration approaches. These advantages need careful selection and execution based on best practices, including thorough teacher training, tight curricular integration, frequent assessment, and accessibility for all learners. Teachers have a remarkable ability to transform education. Review these ways to effectively use instructional technologies to empower the next generation of students. Start constructing education’s future now by assessing needs and possibilities.
When the COVID-19 pandemic struck, and the number of cases began to rise, the entire country went into lockdown. Educational institutions were the first to be shut down, and the situation was chaotic. Every student in the country was worried about their classes and their grades since they could no longer attend school. But a few weeks later online classes were implemented. Students and teachers could communicate through their devices. The current role that technology plays in education is a huge one. The idea of integrating more technology into our education system has been speculated for years, and it took an actual pandemic for us to see what technology-based learning would look like. The question which now arises is: Is this beneficial, and can we continue with such a technology-dependent system?
There are many advantages to online classes. Firstly, they are much more flexible than traditional ones. The most appealing benefit of online education is that students get to work from any place they want. They can create and manage a schedule which is much more beneficial for them. Many students are intimidated by the idea of speaking in public, and get anxious if they have to talk in front of large groups of people. Online learning makes it much easier for them to speak and present their ideas without having to look at tens and hundreds of faces.
Some people also think that online classes are cheaper since they don’t have to spend money on books due to the availability of PDFs, and reduced cost of transportation. They have more resources than before, and their learning is not limited to just one textbook. Moreover, online learning allows a student to learn at their own pace. In traditional classes, it was difficult for all the students to understand the lectures and follow the lessons. Now, a student can simply look back at recordings of their lectures if they wish to, and can even clarify doubts through live chats.
However, every coin has two sides. With the many advantages of online learning, come the disadvantages. In a country like India, where so many of our people are poor, not everyone has the resources to access online classes. Online classes are more favourable to those who can afford a good computer and steady Wi-Fi. Unavailability of devices and network issues can also prove to be a hindrance in the learning of the poor. Online classes tend to increase the communication gap between the students and the teachers, due to lack of any face-to-face interaction. Many teachers and students also find it difficult to familiarise themselves with platforms like Zoom or Microsoft Teams.
Online classes have also lead to a major increase in the screen times of students. Long hours of being glued to your device can have adverse effects on your health like headaches and eyesight issues. Students are also finding it difficult to give examinations, which is why people were against the idea of online exams. There is also a high chance of distractions, and students can easily lose track of their studies.
This transition to online learning was not a smooth one and showed us that we are not ready for our education system to be more technology-based. If we are to adopt such a system in the future, then we have to make sure that each student in this country has access to the resources required for online classes. We also have to ensure that our dependence on technology doesn’t grow more than it needs to. A lot of changes are required before we can successfully integrate technology into our learning system.
The impact of technology on language is a two sided coin; Utopia or chaos? Over the past several decades, technology has become a fixture in almost all homes offices and institutions around the world, and its influence has permeated into all facets of our lives, including educational. But the question arise is to blame for the success or failure of technology? However, while technology has grown leaps and bounds, teachers’ use of it often remains very limited to simple writing assignments and Internet searches, we must understand better how the Internet works ourselves. Teachers and students often remove websites from study lists. At the same time, there are times when internet and website really might not be working when we need them. Is it possible to extend our normal teaching far beyond simple but complex tasks at the computer? They will propel a long way to making technology and the Internet a more rewarding partner in the teaching and learning process. If teachers focus on simple basic ideas and actively support students in the process through in-service training, the impact of technology can be positive. In the field of language education, a great deal of emphasis now focuses on online learning and it is touted as the great liberator by freeing students and teachers to accomplish learning in new and exciting ways. A great deal of the success and failure of any technology rests in sound teaching practices The Internet is an almost measureless repository of great content, but it also contains an equal amount of junk, and sifting through this large collection can be daunting. Students these days have been raised in an online world, and they often do not realize what careful research is all about, teachers should bear the responsibility of helping students combine both the massive and easily-accessible Internet with conventional research techniques.
International Journal of Research (IJR) 