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2.3.The Effectiveness of social media network in teaching English…
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The List Of The Used Literature………………………………………
INTRODUCTION
Cell phones have had a checkered past in schools. When students first started bringing them to class, educators were fairly united in their opposition to the devices on grounds that they were a distraction and a means for easy cheating. But thanks to an exponential increase in ubiquity and computing capacity, today’s smartphones offer endless possibilities for higher engagement, enhancement of student understanding and extension of learning beyond the classroom, particularly if a student doesn’t have internet at home or attends a school where 1:1 is not an option. Smartphones also provide an easy way for teachers to “facilitate and inspire student learning and creativity” while increasing motivation, as espoused by the ISTE Educator Standards. Best of all, research shows that when students are engaged in their learning — and they’re almost always engaged with their phones when given a choice — they are less likely to succumb to distractions. The goal is to give students ways to use this beloved technology to learn, collaborate, share and create in meaningful ways. Smartphones are here to stay. For English teachers, that means we need to either ban iPhones, Androids, Blackberries, and whatever next flavor arrives, or we have to learn how to incorporate the use of smartphones into our routine. Students who sit in class and use their iPhone or Android are missing out; however, it's also true that students are going to use their smartphones if they haven't been taken away. Here are ten tips on how to constructively allow the use of smartphones in class. Some of the exercises are just variations on traditional classroom activities. However, encouraging students to use smartphones to complete these activities will help them learn to use their devices to actively improve their English skills. Finally, it's important to insist that smartphone or tablet use in the classroom is approved only as a tool during a specific activity. In this way, they may not be tempted to use their smartphones for other reasons during class. Most schools ban the use of gadgets during classes. Teachers believe that children should play games, listen to music, and chat online after classes. However, smartphones and tablets can be useful assistants in the learning process. Almost 75% of Moscow teenagers aged 16 to 18 use mobile devices during classes to access educational resources, Katerina Polivanova and Diana Koroleva discovered during a survey of 3,195 individuals. The results of the study were presented in the paper ‘Social Networks as New Practice of City Teenagers' Development’. 85% of respondents told the researchers that they are not allowed to use mobile devices at school classes. The researchers think that the teaching community should review their attitude towards gadgets for several reasons.
First, smartphones and tablets are an integral part of young people’s lives. Children live in two parallel words, the real world and the virtual one, even during classes. Teachers can prohibit it all they like, their pupils will still check their devices.
Second, effective teaching and learning methods that involve these gadgets have already been developed and trialed.
Such methods, for example, include:
BYOD (Bring Your Own Device). Students are able to use their gadget during classes to search for information or watch relevant videos.
Advantages: School-children get information in a familiar form (videos, posts, chats) and are more willing to learn. They are more confident in managing their studies outside the classroom.
Flipped classroom. Materials are studied and tasks are completed in the opposite sequence to a standard lesson. Students study theory online at home, often in a multimedia format and then in the classroom they perform practical tasks.
Advantages: This helps allocate more time for communication between teacher and student in the classroom, and also for team-work. Students find it easier to get back into their studies after sick leave, since the video lectures contain all the necessary information on the topic. In addition, they can always review it before exams.
E-learning. This is not a separate technology, but an integrated environment that involves mobile learning, or m-learning, and web-based training, WBT.
Advantages: Students can study remotely, get advice and be graded. Self-study is also possible, for example, via MOOCs, massive open online courses. Reports in mass media often suggest that gadgets distract children during lessons, which affects their academic progress. And this would, on the face of it, seem logical. But this research did not identify any such correlation between school students’ academic progress and the intensity with which they use their devices during classes.
The researchers investigated the assumption that mobile phones, and particularly entertaining apps are ‘a prerogative of low-performers’, who used to daydream and look out of the window during classes, and who now stare at their gadgets. But no such correlation was detected, Diana Koroleva said. ‘Both high-achievers and under-achievers switch to their smartphones when they are bored’, the researcher noted. ‘They use their devices to find information related to their studies’. This means that all teenagers are ‘mobile and independent’ in these terms, Koroleva concluded.
Participants in school contests are a special category. They check their smartphones more rarely during lessons, since they are preparing for subject contests and are highly involved in studies during their classes.
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