During the recent pandemic, Educational programs have recognized the growing need to use computers in classes. It presents unprecedented challenges that help the students acquire an inquiring, critical and creative mind to capitalize on the growth of information and knowledge and technology opportunities. Computer knowledge began influencing students' learning experience more than 25 years ago, but it was moderate (Cuban, 2001). However, the past decade has witnessed a significant integration of computer technology in all language classes. The integration has increased because computer technology represents accessible and instant information, enormous potential for interactivity and media-rich communication, and educational tools that engage the students in the classroom (Mouza, 2002). Undoubtedly the recent advancement in information technology and computer usage in the classroom is rapidly transforming the classroom environment. The teachers cannot ignore the reality that today's classrooms must provide technology-supported learning (Angers & Machtmes, 2005). Being prepared to integrate technology in the language classroom has become a paramount skill in every teacher's professional repertoire. The traditional role of the teacher as the center of schooling is changing recently with all the introduction of the new technologies in the classroom. One of the effects of the new technologies is the decentralization of teachers in the learning environment (Damrian, 1998). This introduces a very valid point of how the teaching profession will change in the era of digital technologies. The Presentation will share with the audience the results of a study that was conducted in one of the Private Universities in Dubai.
Sally Kondos, American University in Dubai, United Arab Emirates
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