Information and communication technologies in education

Notions of what constitutes IT capability have changed considerably during the last 20 years, and it is likely that they will continue to do so. Within the English educational community, there is evidence that: the perceived purposes of developing pupils' IT capability have moved from vocational to predominantly educational; perceptions of the IT skills pupils require have moved from technical skills to those needed by users; constructivist approaches to teaching and learning IT are more likely to be adopted; there is a tendency to be technologically conservative and deal predominantly with what is known, not with what could or might be possible; the relationship between technology and society is often neglected, and where this is not so, only the effects of technology on society are considered. These trends seem to indicate that at present, pupils would be considered to have satisfactory levels of IT capability if they can: use IT to support their learning in all subjects; o use IT software and hardware effectively, and understand its potential and limitations; o take responsibility for their own learning, developing strategies to help them learn autonomously how to use unfamiliar IT tools, and work collaboratively;

Assessment, Recording and Reporting

English schools use a variety of assessment strategies and ways of recording and reporting pupils' progress. Assessment strategies can differ considerably between schools, and evidence on which assessment is based can be insubstantial. Many secondary schools have only recently become aware of the requirement to report pupils' attainment in IT at the end of Key Stage 3 in terms of the National Curriculum level achieved. There is also confusion regarding requirements at the end of Key Stage 4: schools may provide no assessment of pupils' IT capability; provide a school report showing progress.

The Dilemmas

One consideration when planning a programme of initial teacher training is the need to help students develop an understanding of the demands that will be made of them on teaching placement in secondary schools. Initially, students need models which are simple and well understood so that they can begin to be effective professionals. They need to know what schools will expect of them initially so that they have a firm foundation for development. Programmes of study are inevitably sequential, and it would be impractical and undesirable for students to complete all their university based studies before beginning their first teaching placement. Consequently, choices have to be made.

At the start of the course, should students be prepared to teach discrete or cross-curricular IT? Should they be taught how to design step-by-step worksheets or to set more holistic tasks which develop a range of skills? What expectations should be cultivated regarding resource provision? Which approaches to assessment should they be shown? For the teacher educator, every choice can be the wrong choice. Students may be well prepared for practice in one school but not in another school. A satisfactory programme of initial teacher training is easier to plan and deliver where there is consistency between schools. By the end of their course, English student teachers must have achieved all the TTA's standards. This requirement is very demanding, and is made more difficult by the unresolved issues which are fundamental to the satisfactory teaching of IT in schools. For example, debates about the nature of the curriculum are not frivolous.

Possible Strategies for Initial Teachers

Some possible strategies for teacher training are as follows. These have been informally evaluated as a part of professional practice but more rigorous formal research into the effectiveness of them is still required. Alert students at the start of the course to the possibility of widely differing experiences and circumstances on teaching placement, preparing them to be flexible and supportive of schools and teachers.

Discuss learning strategies that may help students deal with unfamiliar circumstances and rapid change, that is, encourage students to be reflective, proactive, autonomous learners, so that they are able to identify and address their own needs, for example, for IT skills training, and direct their own learning. Vladimirova LP Internet in foreign language lessons. - M:IYASH, 2002, 247 p.

Encourage active student participation, preferring seminars and workshops to other methods of delivery, so that individuals' different experiences and concerns can be discussed and placed in a wider context. Many students initially express dissatisfaction with current practice in secondary schools, and appear to perceive their dissatisfaction and their inability to immediately correct what they believe to be schools' deficiencies as personal failings. This can be counteracted and students' confidence increased by sharing the experiences of members of the group when they are on teaching placement in different schools, thus relating individuals' experiences to the wider context. Promote and simplify models of good practice but accept that there will be a range of effective alternatives. This is especially so for IT curriculum models; styles of teaching and learning; continuity, progression and standards; and strategies for assessment, recording and reporting. Accept current practice in schools but where this is narrow or inappropriate, minimise its impact by tailoring the training programme to meet each individual student's needs. What is suggested is that for IT, individuals' programmes may have to be more deeply profiled than for other subjects, across a wider range of characteristics, and modified more frequently to compensate for a wider range of omissions. This may include arranging complementary teaching placements or providing well targeted support in other ways. For example, To ensure teacher educators are well informed regarding the characteristics Roger Crawford 194 of students' experiences of assessment, recording and reporting, so that they can make appropriate modifications to the training programme, students will need to profile their experiences of different approaches to assessment, recording and reporting. Similarly, students' experiences may need to be profiled to ensure they teach pupils across the entire 11-18 age range, and observe and use a wide variety of teaching styles. Estling Vannerstal, Maria. 2009. To learn English on the Internet.

ICT is a teaching approach that are characterised by being tailored to student's needs, which ultimately arouse students interest and engagement in learning activities and improving their performance. If ICT is effectively used in secondary schools, it will improve learning and performance of the students. It is now recommended that government should provide ICT to all secondary schools in Uzbekistan, and ICT should support collaboration and effective interaction for learning: The use of computer and digital technologies will be more productive when it supports collaboration and interaction, particularly collaborative use by learners and teachers to support discussion, interaction and feedback.

The development of ICT in schools is progressing unevenly across and within schools and technologies.

As schools grow in e-confidence, ICT becomes embedded in the everyday practices of the school, drawing on a range of technologies to support learning, teaching and attainment. The literature is very positive about some aspects of ICT use, rarely negative, but mainly incomplete or inconsistent. Further studies, particularly with a longitudinal element, should shed light on the processes that schools go through in becoming e-confident and e-capable, the impact on relationships within the school, between home and school and across networks, and on pedagogical practice. Using ICT effectively in schools is about more than changing resources; it is about changing practices and culture.

Conclusion

In conclusion, as being foreign language teachers, we have been using with creative and innovative ways to engage the students. Only, if we learn how to best utilize technology in the language classroom, we can help to expand students' learning while also showing our employers that we are able to use technology effectively and creatively. Despite the present nationwide quarantine across the globe, distance education in terms of learning and teaching English is being carried on through various digital educational platforms in our country. Distance education will allow students not to interrupt the learning process while at home, study subjects independently and communicate with the teacher remotely and it increase for students good number of opportunities which includes: developing learner autonomy, engagement in inquiry learning, an effective communication with peers, experts and their teachers, an opportunity to express their opinions and ideas on social learning websites.

A common mistake when using computer technology in the learning process is permanent seat trainees at the computer. Need a variety of forms of educational activities. This front and work on updating knowledge, and group or pair work students on mastering specific skills training, and educational games, oral and written assignments. All of them should be arranged so that the computer does not become an end in itself, but merely a logical and very effective complement to the educational process. Need to introduce new information technology throughout the education system and foreign language teaching in particular - is a pressing demand today. Here we have in mind not only the most modern technical equipment and new forms and methods of teaching, but also a completely new approach to the learning process, which helps to implement the principle of interactive, communicative- based learning provides individualization and differentiation based on features of trainees, their level and inclination. To conclude all said above, it is worth mentioning that in Moodle, there are solutions for all possible tasks of managing the learning process. The use of information technologies in teaching the foreign language helps to solve various problems of modern methods, such as the organization of successful communication-directed learning, creation of an educational language environment, involving all students in the communication process at the lesson with the help of attraction of interests of the last in a choice and work with the information, improving the role of the teacher, his active participation in adjusting the content of training, the selection of the most effective ways of presenting information. Thus, at present, the issue of using new methods for teaching the foreign language is working with multimedia technologies. All these innovative techniques ensure the effectiveness of training within the framework of a modern system activity approach.

Information technologies are the result of knowledge explosion. These include hardware & software technologies and facilitate teaching learning process. Using Information Technologies learners are now able to participate in learning communities throughout the world. They are independent and free in choice of their programmes of study and access to the resources. They may learn collaboratively, share information, exchange their learning experiences and work through cooperative activities in virtual learning communities. Information technologies facilitate teaching learning process in more productive fashion. Similarly, the role of teacher is also different in new settings than in the conventional system. Teacher facilitates and guides the learners in their study playing the role of a coach or mentor. Now teacher is not at the center of the instruction and sole source of information as in conventional classrooms. He/she decides contents/experiences and/or activities, locates the resources and guides learners how to have access and utilize the information for required outcomes. In nutshell, information technologies are restructuring teaching learning process to meet the International standards.

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