scholarly journals Advantages of Using Technology to Teach English Language in Multicultural Classrooms. (Albanian Case)

2015 ◽  
Vol 3 (1) ◽  
pp. 96
Author(s):  
Arti Omeri
Keyword(s):  
Public Schools ◽  
English Language ◽  
New Technologies ◽  
New Technology ◽  
Simple Task ◽  
Use Of Technology ◽  
Private And Public ◽  
Huge Impact ◽  
Multicultural Classrooms ◽  
The Impact

In recent years technology has had a huge impact on all aspects of life. As such the education would not be an exception. Albania like the rest of European countries has tried to keep in touch with the introduction of new technologies in education. The Albanian government has been very ambitious to implement the new technologies in all its public schools and universities across the country. The intended success was not a simple task to be achieved due to several factors. As a result in some public educational institutions there is still a lack of technology. In many others, especially in private institutions lecturers and teachers make full use of technology. This research is focused on the advantages that such technology has brought in teaching English language in multicultural classrooms in Albania. Results from different point of views will be discussed in the study. There was also conducted a survey in some Albanian universities to measure the impact and the role that the new technology has played since its introduction. There were 15 questions in the questionnaire that was conducted in private and public universities. The answers will be evaluated and analyzed accordingly in order to consider the advantages that this process has brought in our country. The study is important as it will try to find out not only the level of success but also the difficulties that must be very carefully dealt and analyzed in order to find the better ways to improve the situation.

scholarly journals Using technology in teaching English at the S.S.C. level

2018 ◽  
Vol 23 (1-2) ◽  
pp. 142-152
Author(s):  
Sifat Ullah ◽  
Quazi Farzana
Keyword(s):  
Mixed Methods Research ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Structured Interview ◽  
Teaching English ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Negative Impacts ◽  
The Impact

In this an era of technology, new technologies particularly computer, multimedia, mobile phone and the internet offer possibilities for overcoming geographical and cost barriers in teaching and learning. This study attempts to trace the use of technology in teaching English at the S.S.C. (Secondary School Certificate) level in Bangladesh. It also focuses on the impact of using technology in teaching and learning English. Eight teachers and 60 students from four private schools in Dhaka city were selected to survey the use of technology in teaching the English Language. The researchers employed the mixed methods research to carry out the study where two sets of questionnaires for the teachers and the students and a semi-structured interview only for the teachers were used to collect data. The findings showed that using technology in teaching has both the positive and the negative impacts. Teachers like to use technology in their classroom but limited time and lack of training and technical support from the authority hamper the mode of teaching. The students also feel comfortable in technology affiliated classroom, but sometimes they fail to catch the concept clearly as they become inattentive due to the lack of proper engagement of the teachers in the classroom.

scholarly journals Efektywność produkcji FAME na podstawie wymagań normy ISO 14045:2012

Nafta-Gaz ◽  
2021 ◽  
Vol 77 (3) ◽  
pp. 208-214
Author(s):  
Michał Pajda ◽  
◽  
Wojciech Mazela ◽  
Keyword(s):  
Natural Environment ◽  
New Technologies ◽  
Negative Impact ◽  
New Technology ◽  
Methyl Esters ◽  
Production Costs ◽  
Raw Material ◽  
Energy Materials ◽  
The Impact ◽  
Selection Of

The aim of the work was to present the issue of eco-efficiency, based on the PN-EN ISO 14045:2012 standard in relation to the production of fatty acid methyl esters (FAME). The ecoefficiency analysis takes into account economic and environmental aspects in the improvement of products and processes / technologies. Eco-efficiency considers the product and technology throughout the life cycle, from the construction phase, through use to decommissioning. The impact on the natural environment is assessed on the basis of: consumption of energy, materials, dust and gas emissions, waste and sewage. Total costs include: production costs, raw material costs, costs during the use phase including maintenance, repair and operating costs, product disposal or recycling. The eco-efficiency analysis is helpful in making decisions regarding the selection of a new product or designing a new technology, and enables the selection of the variant that is the most economical and has the least possible impact on the natural environment. These issues are particularly important in the case of biofuels. The rapid growth of their production and the European Union’s policy, which aims to increase the share of energy from renewable sources, cause concerns of many experts regarding the threats related to the production of biofuels, both for the environment and food security. In particular, efforts are made to minimize the amount of waste and residues by implementing the idea of a circular economy. This approach promotes the development of new technologies that are more environmentally friendly. Due to the regulations set out in the RED and RED II Directives, there is a chance that the biofuels will have a less negative impact on the environment. This results from the obligation to certify compliance with the sustainability criteria, which is carried out by voluntary systems recognized by the European Commission, such as the KZR INiG System.

The Impact of Pre-service Teachers' Reflection on their Instructional Practices

2016 ◽  
pp. 209-219 ◽  
Author(s):  
Yesim Kesli Dollar ◽  
Enisa Mede
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Instructional Practices ◽  
English Language ◽  
English Language Teaching ◽  
Self Awareness ◽  
Non Profit ◽  
Teachers Perceptions ◽  
Use Of Technology ◽  
The Impact

This chapter aims to investigate the impact of reflection on freshmen pre-service English teachers' classroom practices. Specifically, it explores how the participating student teachers' perceptions influenced their instructional practices as a result of participation in reflection activities. The participants of the study were ten freshmen student teachers enrolled in the English Language Teaching undergraduate program at a foundation (non-profit private) university in Turkey. Data came from the reflections of the participating student teachers about their recently-completed 15-hour field-based experience at the pre-school level. As a part of this class reflection activity, the participants were prompted to keep a diary in one of their undergraduate courses and respond to a series of statements or questions related to their classroom observation tasks. They were also engaged in class discussions and were required to write their overall feedback based on their field-based experience. The findings of the study revealed that reflective activities helped the prospective student teachers identify their strengths and weaknesses related to classroom activities, use of materials (use of technology and visuals) and classroom management, leading to self-awareness about their understanding and application of teaching skills and strategies.

Challenges and Perspectives of Language Education Technology in Brazil

2020 ◽  
pp. 555-578
Author(s):  
Eliane Thaines Bodah ◽  
Josh Meuth Alldredge ◽  
Brian William Bodah ◽  
Alcindo Neckel ◽  
Emanuelle Goellner
Keyword(s):  
Public Schools ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Education Technology ◽  
Educational Communication ◽  
Language Education ◽  
Learning Technologies ◽  
Structured Interviews ◽  
For Profit

Our chapter aims to explore the challenges, advances, and perspectives of language-education technology in Brazil. Language-education is an extremely important topic for Brazil because many indigenous languages are nearing extinction due to the legacies of colonization and the fact that Portuguese, the national language of Brazil, is the only official language and thus the single most utilitarian method of communication. This issue is further complicated by Brazil's increasingly globalized economy, which, for many individuals, demands the acquisition of a foreign language in order to compete. The English language has been introduced into the curriculum of the vast majority Brazilian public schools over the course of the past few decades. Additionally, several private, for-profit English learning enterprises now have widespread services throughout the country. But rates of English (and even Portuguese) fluency still vary greatly among the population. This raises a number of critical questions that will be discussed in this work. Why is learning a new language such a challenge? Which methodologies can be utilized to increase language acquisition and build fluency? What are the new technologies that are used in teaching a second language in Brazilian schools, and how is their impact being measured? Are Brazilian teachers prepared to integrate new technologies and innovative methods of teaching and learning? Our methodology involves bibliographical research including a literature review, a case-study, and participatory research through semi-structured interviews. Our results have shown that several technologies are being implemented in Brazil, and that as a theoretical framework, educational communication has been recognized as a powerful tool to incorporate such technologies in language education. Overall, the use of learning technologies is common and growing among students, while it is increasing at a more institutional pace among teachers.

Improving order processes with information technology: McDonald’s case

2020 ◽  
Vol 10 (2) ◽  
pp. 102-107
Author(s):  
Bahadir K Akcam
Keyword(s):  
Information Technology ◽  
Fast Food ◽  
Business Processes ◽  
New Technologies ◽  
New Technology ◽  
Order Process ◽  
Fast Food Industry ◽  
Technology Experience ◽  
Technology Initiatives ◽  
The Impact

This case is designed to explore the impact of information technology on business processes. The case starts with a description of a customer’s new technology experience at a McDonald’s restaurant. McDonald’s introduced multiple technologies in recent years as part of its strategic growth plan. The fast-food company is improving its business processes, mainly the order process, with new technologies to provide customer convenience. Such changes are critical to staying successful in the highly competitive fast-food industry. Self-order kiosks, the mobile order and pay app, and the Uber Eats app are three major technologies which have changed the order processes at McDonald’s. Students explore how these technologies change the order process and describe the impact of these technology initiatives at McDonald’s.

Unexpected Arrivals

2016 ◽  
Vol 38 (4) ◽  
pp. 692-713 ◽  
Author(s):  
Emilyn Ruble Whitesell ◽  
Leanna Stiefel ◽  
Amy Ellen Schwartz
Keyword(s):  
New York ◽  
Public Schools ◽  
Urban Areas ◽  
English Language ◽  
Future Research ◽  
Negative Effects ◽  
Heterogeneous Effects ◽  
Eighth Grade Students ◽  
Short Run ◽  
The Impact

Across the country and in urban areas in particular, many students change schools during the academic year. While much research documents the impact of changing schools on the academic achievement of mobile students themselves, less research explores whether new arrivals have negative spillovers on stable classmates. The lack of research on impacts of mid-year entry is problematic, as poor, minority, and low-achieving students are disproportionately exposed to mid-year entry. In this study, we use a rigorous causal identification strategy and rich longitudinal data on fourth- through eighth-grade students in the New York City (NYC) public schools to estimate the impact of exposure to mid-year entry on the achievement of stable students. We analyze heterogeneous effects of mid-year entrants by origin (arriving from other NYC public schools, from other U.S. school systems, or from other countries), determine the extent to which mid-year entrants’ characteristics mediate the impact of mid-year entry, and explore the moderating influence of stable students’ characteristics. We find small negative effects of mid-year entry on both math and English language arts test scores in the short run. These impacts are not driven by mid-year entrant characteristics and are somewhat larger for Asian students and those who do not qualify for free or reduced-price lunch. Finally, results suggest mid-year entry continues to negatively influence the math performance of stable students beyond the year of exposure. We discuss the relevance of results and conclude with recommendations for future research.

Gas Turbine Electric Start System (GT-ESS) Ship Integration

2008 ◽  
Author(s):  
Martin Quin˜ones ◽  
Saurabh Deshmukh
Keyword(s):  
Gas Turbine ◽  
New Technologies ◽  
New Technology ◽  
Water System ◽  
Balanced Design ◽  
Test And Evaluation ◽  
Extensive Test ◽  
Machinery Space ◽  
Cooling Loop ◽  
The Impact

The U.S. Navy has incorporated a realm of new technologies into ship warfare in the last few years. This availability has led to advances in ship machinery systems that have enabled the Navy to improve and sustain its mission capabilities. Since 2003, the Navy has worked with manufacturers to develop, test and evaluate a gas turbine electric starter system (GT-ESS) capable of meeting all starting requirements of the General Electric LM2500 marine gas turbine. This engine is used on U.S. Navy Surface Combatants for vessel propulsion. The GT-ESS has also been used to start a newly acquired naval engine from Rolls Royce, the MT30. The GT-ESS has endured extensive test and evaluation at the Land Based Engineering Site (LBES) of the Naval Surface Warfare Center, Carderock Division in Philadelphia, PA. Throughout this time the system has been redesigned as well to comply with more restrictive shipboard requirements. This effort had a direct impact on the packaging of the system. Additional effort has been directed to machinery integration. Full integration of the GT-ESS onto the LM2500 engine entails sharing a common lubrication and cooling loop. This is a challenge for the engine since its lubrication is critical for its service life. It poses a challenge for the GT-ESS since its design must guarantee that the lubrication system will remain free of contamination. The GT-ESS also poses integration challenges for a ship installation. The ideal location of the GT-ESS in the ship is adjacent to the propulsion engine within the machinery room space. Switchboards that provide power to the system are located several decks above the machinery space. Additionally, dedicated power supplies are required to handle the power requirements of the GT-ESS. Thus this power demand calls for an assessment of the power loads onboard ship. This new technology also has an impact on other ship systems. The GT-ESS driver is water cooled and designed to feed from the chill water system of the ship. Its electric motor lubrication has ties with another naval technology (digital fuel control). In turn these two are tied to the lube oil system and conditioning assembly (LOSCA) of the engine. Thus issues of oil pressure, temperature, backpressure, suction, and starvation are addressed and assessed. This paper explores the impact of ship machinery design for ship installation and its impact on other machinery systems as well as ship’s power. It targets proper hardware packaging as a means to achieve a well balanced design for ship application.

scholarly journals New technologies and new literacies in the english classroom: a study

2019 ◽  
Vol 14 (31) ◽  
pp. 168-186
Author(s):  
Silene Cardoso
Keyword(s):  
Foreign Language ◽  
Web 2.0 ◽  
Language Learning ◽  
English Language ◽  
Teaching Practice ◽  
New Technologies ◽  
General View ◽  
Online Questionnaire ◽  
Use Of Technology ◽  
Nuevas Tecnologías

ABSTRACT This article presents and briefly discusses some results of a survey conducted as part of a study on multiple literacies and the use of technology in English as a Foreign Language (EFL) classroom. An online questionnaire has been sent to English teachers of the third cycle and secondary education in Portugal with the aim to investigate their perceptions on the use of new technologies, particularly Web 2.0 tools, in their teaching practice. This article focuses particularly on the results from the questions related to materials and digital tools frequently used, teachers’ general view on the use of technology, as well as the digital and critical literacies approach. It has been found that although technology seems to be part of the teaching practice of this group of teachers – and although further research is necessary to deeply understand the actual use of technology in this particular scenario – it can be assumed that suitable guidance, training and further development of appropriate materials for teachers and students are necessary to facilitate and better integrate new technologies in the EFL classroom.   Keywords: New technologies and language learning. Multiliteracies. Digital literacies. Critical thinking. English language teaching. RESUMO Este artigo apresenta e discute brevemente alguns resultados de uma pesquisa realizada como parte de um estudo sobre múltiplas literacias e o uso da tecnologia na aula de inglês como língua estrangeira (English as a Foreign Language – EFL) (Cardoso, 2017). Um questionário online foi enviado a professores de inglês do terceiro ciclo e secundário, em Portugal, com o objetivo de investigar as perceções e as opiniões deles a respeito do uso das novas tecnologias, especialmente dos recursos da Web 2.0, em sua prática profissional. O presente artigo enfoca particularmente os resultados obtidos das perguntas relacionadas à frequência de uso de materiais e recursos, à visão dos professores sobre o uso da tecnologia, assim como à abordagem das literacias digitais e críticas. Embora a tecnologia pareça fazer parte da prática discente desse grupo de professores, e ainda que pesquisas adicionais sejam necessárias para entender melhor o uso real dessa tecnologia nesse cenário em particular, é possível dizer que são necessárias algumas medidas para que a integração significativa e eficaz das novas tecnologias nas salas de aula de EFL, tais como, orientações adequadas e treinamento aos professores, e maior desenvolvimento de materiais apropriados. Palavras-chave: Novas tecnologias e ensino de línguas. Multiliteracias. Literaturas digitais. Pensamento crítico. Ensino de língua inglesa.   RESUMEN Este artículo presenta y discute brevemente algunos resultados de una investigación realizada como parte de un estudio sobre múltiples literacias y el uso de la tecnología en la clase de inglés como lengua extranjera (Card., 2017). Un cuestionario en línea fue enviado a los profesores de Inglés Graduado de secundaria y, en Portugal, con el fin de investigar las percepciones y sus opiniones sobre el uso de las nuevas tecnologías, especialmente capacidades Web 2.0 en su práctica profesional. El presente artículo se centra particularmente en los resultados obtenidos de las preguntas relativas a la frecuencia de uso de materiales y recursos, a la visión de los profesores sobre el uso de la tecnología, así como al abordaje de las literas digitales y críticas. Aunque la tecnología parece formar parte de la práctica discente de este grupo de profesores, y aún si son necesarias investigaciones adicionales para entender mejor el uso real de esta tecnología en este escenario en particular, es posible decir que son necesarias algunas medidas para que la integración significativa y eficaz de las mismas nuevas tecnologías en las aulas de EFL, tales como orientación adecuada y capacitación a los profesores, y el desarrollo de materiales apropiados. Palabras clave: Nuevas tecnologías y enseñanza de lenguas. Multilenuales. Literaturas digitales. Pensamiento crítico. Enseñanza de lengua inglesa. DOI: http://dx.doi.org/10.22169/revint.v14i31.1523

scholarly journals Racism in English Language Teaching? Autobiographical Narratives of Black English Language Teachers in Brazil

2019 ◽  
Vol 19 (4) ◽  
pp. 959-984
Author(s):  
Gabriel Nascimento
Keyword(s):  
Public Schools ◽  
English Language ◽  
Black People ◽  
Slave Trade ◽  
Black English ◽  
Language Teachers ◽  
English Language Teaching ◽  
Autobiographical Narratives ◽  
Private And Public ◽  
English Language Teachers

ABSTRACT A hundred thirty years after the abolition of slavery and post-slave trade in Brazil, Black people remain the minority amongst teachers in English courses of private and public schools. This situation is tagged in their professional situation insofar as an aftermath of racism and coloniality are concerned, as I shall argue here. In this study, I seek to examine the ways race can be negatively or positively expanded in the performance of the identities of Black English language teachers, framing themselves as either resistant identities in/through language (using the language as a strategy to resist) or resistant identities to language (negating themselves as capable speakers or teachers).

scholarly journals Translanguaging in English Language Teaching

2021 ◽  
Vol 4 (1) ◽  
pp. 42-48
Author(s):  
Padam Prasad Neupane
Keyword(s):  
Public Schools ◽  
English Language ◽  
Language Teaching ◽  
Group Discussion ◽  
Language Teachers ◽  
English Language Teaching ◽  
Primary Data ◽  
Native Languages ◽  
Written Responses ◽  
Private And Public

This study explores teachers’ perspectives and practices on translanguaging in English language teaching. Especially, it focuses on how English language teachers perceive and explicate the meaning of translanguaging. The researcher got the primary data from the teachers in different private and public schools in Chitwan. All the respondents were studying in the 4th year of B.Ed major English at Birendra M. Campus Bharatpur; they all were teachers as well. First of all, some survey questions which were related to the study were sent to them via mail and got the written responses by the same means. It happened in such a way because of the lockdown due to the COVID-19. To understand the issue further, I arranged the interview and focus group discussion. I followed the standard process of analysis i.e., coding, categorizing, thematizing, and discussion. Respondents were aware of translanguaging and they took it positively. They agreed that bringing the native languages of every student to classrooms was challenging. They claimed that translanguaging enhances students’ creativity and participation in class.

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