Theme: the usage of interactive technologies in improving strategic competence of pupils

The practical value of the course paper: Technology is central to many sectors of society and its integration into the education process has great promise for student learning. With technology, one can expect increased efficiency and effectiveness on both the part of teachers and students. Technology can also prompt pedagogical change and address issues that affect learning, teaching and social organization. Technology can therefore be seen as both a tool and a catalyst for change.


IMPORTANCE OF TECHNOLOGIES IN TEACHING SYSTEM.
Technology users 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 21st 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.² Attempts to use computer technologies to enhance learning began with the efforts of pioneers such as Atkinson and Suppes. 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
^{2 .} Balanskat, A, Blamire, R and Stella, http://ec.europa.eu/education/pdf/doc254_en.pdf
technology and learning and concluded that it has great potential to enhance student achievement and teacher learning, but only if it is used appropriately. 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 usefultechnologiesbooks; blackboards; and linear, one-way communication media, such as radio and television showsas 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.The paper consists of introduction and two chapters followed by conclusion. The first chapter is about the most common difficulties in auding and speaking a foreign language. Also it consists of psychological and linguistic characteristics of the speech.Further we find differences between prepared and unprepared speech and in this chapter we learn to find mistakes of pupils and how to correct them. In the second chapter are given the exercises, which help the teachers to obtain results in teaching speech.Auding or listening and comprehension are difficult for learners because they should discriminate speech sounds quickly, retain them while hearing a word, a phrase, or a sentence and recognize this as a sense unit. Pupils can easily and naturally do this in their own language and they cannot do this in a foreign language when they start learning the language. Pupils are very slow in grasping what they hear because they are conscious of the linguistic forms they perceive by the ear. This results in misunderstanding or a complete failure of understanding.When auding a foreign language pupils should be very attentive and think hard. They should strain their memory and will power to keep the sequence of sounds they hear and to decode it. Not all the pupils can cope with the difficulties entailed. The teacher should help them by making this work easier and more interesting. Society functions much differently than it did prior to the advent of the digital revolution. New tools, ranging from social media to digital transaction management, have re-contoured the ways in which people interact and do business. The digital age also notably influences how we learn. In fact, the classroom has become one of the most rapidly growing markets for new technology.³
As technology has become increasingly central to all aspects of modern life, schools have put more focus on science, technology, engineering, and math (STEM) subjects. To take advantage of this shift, companies can develop engaging curriculum for robotics, coding, and programming.
A new approach to education , and as the name suggests, it involves turning traditional teaching methods upside down. In a flipped classroom, students take advantage of new technologies to absorb content at home through videos and other digital content and then complete their homework at school in small groups under the teachers supervision.Digital and media literacy courses.As students spend more and more time online, there is a growing need for a curriculum that teaches digital literacy systems to help students harness the technological tools at their disposal. This includes developing guidelines for how to interact with others (for more than social and entertainment purposes) and how to process information they encounter online.Schools are more frequently adopting game-based curricula as a means for creatively engaging students in their lessons. Many kids appreciate the challenge-reward concept of video games, and these digital platforms can incorporate a wealth of problem-solving and social skills.Artificial intelligence (AI) has gained a lot of traction in the market recently. Tech companies can use this technology to provide educational facilities with virtual mentors and teaching assistants, as well


^3. .Barret, H (2005) Researching and evaluating digital storytelling as a deep learning tool
as improved automated grading systems.Virtual and augmented reality is a popular gaming technology that entrepreneurs can use to enhance student learning. At some schools, students are already taking virtual field trips with a VR headset. Estimates project instructional AI and VR expanding into a multibillion-dollar industry in the near future.Educators have recently embraced the utility of social media for organizing group projects. Moreover, online conversations and homework-related hash tags can help students build their own peer community. It can also encourage new ways of learning.
1At level A1 students are able to maintain interaction and get across what they want to express in a range of contexts and follow the main points of extended discussion around them, provided that speech is clearly articulated in standard dialect. They can express the main point they want to make comprehensibly and keep going comprehensibly, even though they may have to pause for grammatical and lexical planning and repair, especially in longer stretches of free production. The second feature is the ability to cope flexibly with problems in everyday life, for example coping with less routine situations on public transport; dealing with most situations likely to arise when making travel arrangements through an agent or when actually travelling; entering unprepared into conversations on familiar topics. Global Students can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. They can deal with most situations likely to arise whilst travelling in an area where the language is spoken and can produce a simple connected text on topics which are familiar or of personal interest. They can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans. Listening They are able to understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc.presentation may be helpful. In case the pupils cannot grasp most of the information, practice proves that manifold repetitions when hearing do not help much. It is necessary to help pupils in comprehension by using a "feed back" established through a dialogue between the teacher and the class 1 which takes as much time as it is required for the repetitive presentation of the material.The presence or the absence of the speaker. The most favorable condition is when pupils can see the speaker as is the case when the teacher speaks to them in a foreign language. The most unfavorable condition for auding is listening and comprehending a dialogue, when pupils cannot see the speakers and do not take part in the conversation.The voice of the speaker also influences pupils' comprehension. Pupils who get used to the teacher's voice can easily understand him, but they cannot understand other people speaking the same language.Speaking a foreign language is the most difficult part in language learning because pupils need ample practice in speaking to be able to say a few words of their own in connection with a situation. This work is time-consuming and pupils rarely feel any real necessity to make themselves understood during the whole period of learning a new language in school. The stimuli the teacher can use are often feeble and artificial. The pupil repeats the sentence he hears, he completes sentences that are in the book, he constructs sentences on the pattern of a given one. These mechanical drill exercises are, of course, necessary; however, when they go on year after year without any other real language practice they are deadening. There must be occasions when the pupils feel the necessity to inform someone of something, to explain something, and to prove something to someone. This is a psychological factor which must be taken into account when teaching pupils to speak a foreign language.Another factor of no less importance is a psycho-linguistic one; the pupil needs words, phrases, sentence patterns, and grammatical forms and structures stored up in his memory ready to be used for expressing any thought he wants to⁴. In teaching speaking, therefore, the teacher should stimulate his pupils' speech by supplying them with the subject and by
teaching them the words and grammar they need to speak about the suggested topic
^{4 .} International Journal of Computer Assisted Language Learning and Teaching 1/2: 115
or situation. The teacher should lead his pupils to unprepared speaking through prepared speaking.