There was an early acknowledgment that technology should not necessarily involve radically different thinking about its role in a english teaching, process than that afforded to any other teaching innovation.
The same general educational principles should apply, however educational technology does afford us with a greater variety of atrtegies for engilsh teaching. It was recognised that we almost certainly cannot predict all types of educational technology that will be available to future readers of these proceedings, such is the speed of advances in this field.
Having the vision to see what technology can, or might, do is not synonymous with knowing how to take advantage of this in a english teaching context. The reality is that we still have much to learn about the use of technology .
Thechnology can enhance the processes of teaching and learning statistics, however, not all technology is fit for this purpose, and the use we make of this technology is not always appropiate.
The same general educational principles should apply, however educational technology does afford us with a greater variety of atrtegies for engilsh teaching. It was recognised that we almost certainly cannot predict all types of educational technology that will be available to future readers of these proceedings, such is the speed of advances in this field.
Having the vision to see what technology can, or might, do is not synonymous with knowing how to take advantage of this in a english teaching context. The reality is that we still have much to learn about the use of technology .
Thechnology can enhance the processes of teaching and learning statistics, however, not all technology is fit for this purpose, and the use we make of this technology is not always appropiate.
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ResponderEliminar