THE
DIGITAL REVOLUTION: TEACHING ENGLISH IN THE DIGITAL AGE
Dr.
I. Abinaya,
Asst. Professor in English,
Sona College of Arts and
Science,
Salem.
&
Dr.
T. Ranjula Pushpa
Asst. Professor in English,
Sona College of Arts and
Science,
Salem.
Abstract:
Digital technologies are used by people to
transmit, save, create, share, and exchange a variety of information. These
resources offer a huge knowledge base and are frequently the first stops for
information seekers in the twenty-first century. Nowadays, it's common for
academics to start their study by examining online databases. In their classes, English teachers employ
PowerPoint or interactive whiteboards. They now have to accept that the
hitherto exclusive domain of computer science is the digital talents. All areas
of education today place a premium on students. The use of technology for
teaching and studying languages has increased significantly during the previous
few decades. Outside of the classroom, students use a variety of digital
technologies in their daily lives. Technology is used in the classroom by
teachers to aid student learning. As they interact with the increasingly
complicated web of digital texts and communication that makes up the economic
and educational environment of the twenty-first century, English instructors
must take on new duties. The essential elements of shifting workplace
practises, particularly those using technology, must be included in effective
English language instruction. The competence English teachers must acquire to
teach English in a digital world is the main topic of this article. The article
also covers the two key facets of the digital world that English teachers
should be aware of: the primary functions that technology serve and digital
competence.
Keywords: Digital tools, Digital age, Procedural
competence, Socio-digital competence, Tutee, Tutor
Modern digital
society now expects its members to be proficient in digital technology. It is
the newest idea used to describe technologically relevant talentsThe issue of
what knowledge, abilities, and understanding English teachers should possess in
the knowledge society has made competency a central notion. A wide range of
digital technology that has been available in recent years has been the driving
force behind all of the advancements in this spectrum. It has its roots in the
economic competition where new technologies are seen as an opportunity and a
solution, and is more or less a political idea, reflecting beliefs and even
wishes about future demands (Punie qtd. in Ilomaki, et al. 1).Information and
communication technology (ICT)-related abilities, such as digital tools, are
used to generate, transfer, store, share, and exchange information of all
kinds. Radio, television, video, DVD, telephone, mobile phones, satellite
systems, computer and network hardware and software, as well as the tools and
services related to these technologies, are only a few examples of the wide
range of technological resources and tools that are included in ICT tools. ICT
enables teachers to design engaging lessons and interactive classes, which may
increase student engagement and concentration.
ICT development
ICT is developing
very quickly. We live in an online world. There was no telephone in the society
in which our ancestors were raised. They lived in a world where radio served as
the primary source of information and television served as the secondary source.
Our youngsters are now living in a wireless age with cutting-edge technology.
As a result, over time, the world we live in has also seen significant
transformation. Innovations in the fields of science and technology are to
blame for this significant shift in the ICT sector. These modifications have
brought about a great deal of fascinating advancements that have made technical
equipment smaller and more quickly able to handle and transmit information.
There are five stages in the development of ICT.According to Davies and Hewer
(2012), cited in Nomass (2013), "New Technology" refers to language
teaching communication methods in which personal computers play a key part.
However, in addition to computers, there are other technical tools that can be
used in language acquisition. With respect to one of the four components of
language (speaking, listening, reading, and writing), each technological
instrument has unique advantages and applications. However, in order to
successfully employ these strategies, Astra Artium The ELL student should be
comfortable with computers and the internet and be able to communicate using
these tools. Education in foreign languages and technology have long been
intertwined. For the one-way transmission of information that the grammar-translation
technique implied, language teachers relied on the chalkboard (Hismanoglu 147).
Later, the overhead projector and early computer software programmes that
offered "drill and-practice" forms of grammar exercises replaced the
chalkboard (Warschauer and Meskill qtd. in Hismanoglu 147).In the second part
of the 20th century, English language learning laboratories were built up in a
variety of educational institutions. Technology and English language education
are tied to one another (Singhal 1).
Uses and Purposes
According to
Rosenberg (2001), there have been five shifts in the learning process as a
result of the expansion of ICT: (1) from training to performance; (2) from the
classroom to anywhere and at any time; (3) from paper to online or
channel-based; (4) from physical facilities to network facilities; and (5) from
classroom cycle time to real time. These changes had an effect on how learning
techniques were presented, as well as how patterns and methods were changed.
According to Riyana (2004), there are three ways that ICT can help with the
learning process: (1) as tools (in this example, ICT is employed as a tool for
users or students to facilitate learning); (2) as a science; and (3) as
learning materials (ICT literacy).Computers run programming incredibly quickly
and can perform multiple tasks at once. Learning computer systems can evaluate
exercises as students complete them, moving students gradually from simple to
more complex problems depending on their aptitudes. Computers can also be used
to replicate tests in an understandable manner and correct answers for students
(AlKahtani, 1999). Thus, there are numerous ways that contemporary ICT tools
might be employed in education. ICT, for instance, is a potent instrument for
presenting or representing information in a variety of ways. It can be
presented in a variety of ways, including text, images, tables, graphs, and
even multimedia, which will make the lecture more engaging and exciting.
Digital tools have long been central to the discussions surrounding the
teaching of English teachers. Teachers of English must be able to communicate
and participate in digital environments. They must be capable of managing
technology successfully in addition to teaching English in an effective manner.
It was referred to as "electronic communicative competence" by
Simpson (2005). What knowledge is required for English teachers to succeed in
the modern world? How are this skill and training acquired? The information and
abilities that English language teachers need to have in the digital age are
explored in this section. Our understanding of effective teaching and methods
for language teacher education depend critically on the knowledge and expertise
of language instructors.
Conclusion
Recently, interest
in using digital tools in English classes has exploded. Over the past few
decades, new tools have transformed how English language instruction is done.
Therefore, it is unavoidable that English classes will now employ digital
tools. The resources offer a boundless amount of knowledge regarding
educational activities. In English classes, digital tools are employed for
information access, collection, manipulation, presentation, and communication.
Hardware (such as computers and other devices), software applications, and
connection (such as internet access, local networking infrastructure, and video
conferencing) are all examples of technologies. The speed of the technological
revolution and the advent of a knowledge society altered the teacher's
conventional position. The teacher has historically been the only source of
information for the students.
Works Cited
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ESL Reading Using Computers.” The Internet
TESL Journal, vol. 5, no.11,
Nov. 1999, http://iteslj.org/Techniques/AlKahtani-Computer
Reading. Accessed 2 Dec. 2020
Bruniges, M.Developing
Performance Indicators for ICT Use inEducation:
Australia’s Experience. 2003. http://www2.unescobkk.org/education/ict/v2/info.asp?id=13249.
Accessed 25 Nov. 2020.
Al Kahtani, Saad. “Teaching
ESL Reading Using Computers.” The Internet