PAPER

TECHNOLOGY IN THE CLASSROOM

This paper is prepared for the course assignment of Computer Based Media in Language
Learning

Lecturer :

Mr. Aulia Rahman, M.Pd

Group 1 :

1. Amandha Puspita (126203202081)

2. Intan Furika Santi (126203203224)

3. Syafi’ul Imam (126203203184)

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING

UNIVERSITY OF SAYYID ALI RAHMATULLAH TULUNGAGUNG

2023
 PREFACE

Alhamdulillah, all praises to Allah SWT, God Almighty, for all blessings and mercies
so Group 1 were able to complete this work and discussion about "Technology in The
Classroom”. Sholawat and greetings are always appropriate for our Prophet Muhammad
SAW, who has taught us all the way in the form of faultless Islamic teachings and has
become the universe's greatest gift.
We are appreciative of the opportunity to complete the paper that was part of the
Computer based media in language learning assignment. With that, we'd like to express our
gratitude to the following individuals and organizations :

1. Prof. Dr. Maftukhin, M.Ag, as the Rector of UIN SATU Tulungagung.

2. Prof. Dr. Hj. Binti Maunah, M.Pd.I. The Dean of the Faculty of Tarbiyah & Teacher
Training of UIN SATU Tulungagung,
3. Dr. Erna Iftanti, S.S., M.Pd H, as The Head of UIN SATU Tulungagung's English
Department.
4. Aulia Rahman, M.Pd as a Lecturer of computer based media in language learning at
UIN SATU Tulungagung.
5. All TBI 5E classmates, our spirit is always the best.

Despite all that, we are fully aware that there are still shortcomings both in terms of
sentence structure and grammar. Therefore, with open hearts, we welcome all suggestions
and criticisms from readers so that we can improve this paper to be better. Finally, we hope
that this paper can be useful and can provide inspiration to readers.

Tulungagung, 28th of February 2023

Writers

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 TABLE OF CONTENTS

TITLE PAGE.......................................................................................................................................1
PREFACE............................................................................................................................................ii
TABLE OF CONTENTS...................................................................................................................iii
CHAPTER I.........................................................................................................................................1
INTRODUCTION...............................................................................................................................1
A. Background of Paper...............................................................................................................1
B. Problem Formulation..............................................................................................................1
C. Purpose of Writing..................................................................................................................1
CHAPTER II.......................................................................................................................................2
DISCUSSION.......................................................................................................................................2
A. Technology in language teaching............................................................................................2
B. Attitudes to Technology...........................................................................................................3
C. Implementing ICT in the classroom,......................................................................................5
D. Skills and equipment for getting started................................................................................5
CHAPTER III......................................................................................................................................6
CLOSING............................................................................................................................................6
A. Conclusion................................................................................................................................6
REFERENCES....................................................................................................................................8

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 CHAPTER I
INTRODUCTION

A. Background of Paper
Technology nowadays has become an important part of life. Almost every
parts of our lives are relate with the use of technology. One of them is in our
education. Moreover, in the world of education teaching of a language.

In this era we understand that various foreign languages and English are
important things to learn. Teaching English has existed for many years and is
significantly growing due to the encouragement of the internet. With the rapid
development of science and technology, the emergence of multimedia technology
and the application of learning by displaying audio, visual, animation effects in
teaching English and establishing a platform that is very beneficial for learning
English teaching models in the new era. Evidence shows that multimedia
technology plays a positive role and has an effect on student initiative and
promoting better teaching in English classrooms.

With this, we understand that having better understanding about

technology in language teaching, attitudes to technology, the implementation of
ICT in the classroom, and the skills and equipment we should prepare for teaching
English are useful and beneficial for us who involved in the process of teaching
English.

B. Problem Formulation
1. What is technology in language teaching about?

2. What is attitudes to technology about?

3. What is the implementing ICT in the classroom?

4. What are the skills and equipment for getting started?

C. Purpose of Writing
1. To know about technology in language teaching.
2. To know about attitudes to technology.

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3. To know about the implementing ICT in the classroom.
4. To know about the skills and equipment for getting started.

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 CHAPTER II
DISCUSSION

A. Technology in language teaching

Technology in language teaching is not new. Indeed, technology has been
around in language teaching for decade. Tape recorders, language laboratories and
video have been in use since the 1960s and 1970s, and are still used in classrooms
around the world.
Computer-based materials for language teaching, often referred to as CALI
(Computer Assisted Language Learning), appeared in the early 1980s. Early
CALL programs typically required learners to respond to stimuli on the computer
screen and to carry out tasks such as filling in gapped texts, matching sentence
halves and doing multiple-choice activities. Probably one of the best-known early
CALL activities is that of text reconstruction.
As access to Information and Communications Technology (ICT) has
become more widespread, so CALL has moved beyond the use of computer
programs to embrace the use ofthe Internet and web-based tools. The term TELI
(Technology Enhanced Language Learning) appeared in the 1990s, in response to
the growing possibilities offered by the Internet and communications technology.
the use of technology in the classroom is becoming increasingly important, and it
will become a normal part of ELT practice in the coming years. There are many
reasons for this:
 Internet access -either in private homes, or at Internet caf6s - is becoming
increasingly available to learners.
 Younger learners are growing up with technology, and it is a natural and
integrated part of their lives.
 English, as an international language, is being used in technologically mediated
contexts.
 Technology, especially the Internet, presents us with new opportunities for
authentic tasks and materials, as well as access to a wealth of ready-made ELI
materials.
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 The Internet offers excellent opportunities for collaboration and communication
between learners who are geographically dispersed.
 Technology is offered with published materials such as coursebooks and resource
books for teachers.
 Learners increasingly expect language schools to integrate technology into
teaching.
 Technology offers new ways for practising language and assessing performance.
 Technology is becoming increasingly mobile.
 Using a range of ICT tools can give learners exposure to and practice in all of the
four main language skills - spefing, listening, writing and reading.

B. Attitudes to Technology
Many people are afraid of new technology, and, with the increasing
presence of the Internet and computers, the term technophobe has appeared to
refer to those of us who might be wary of these new developments. Although there
is a tendency to call computer users either technophobes or technogeeks (a term
for a technology enthusiast), the truth is that most of us probably fall somewhere
between the two extremes. A large part of the negative attitudes teachers have
towards technology is usually the result of a lack of confidence, a lack of facilities
or a lack of training, resulting in an inability to see the benefit of using
technologies in the classroom. . It is also often the case that teachers may not be
fully in control of their work situations. A teacher may want to use more
technology in their teaching, but the school may not have the facilities, or, on the
other hand, a teacher may be instructed to start using technology for which they
feel unprepared or untrained. There are some responses that we can do if we face
some negative comments that we’ve heard from teachers in schools we have
visited or trained in, those are:

1. We can make a timetable of the computer room well in advance. Put this
timetable form on the door of the computer room so that all teachers and learners
can see the schedule.

2. Some computer-based work can be done alone, for example using CD-ROMs
but a lot of ideas for using technology and the Internet explored in this book
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involve pair- and small-group work. The ideal scenario is to have one computer
available per pair of learners, but many activities can also be carried out using a
single computer with a whole class, or with small groups of learners (three to four)
per computer.

3. Teachers usually admit that they do in fact know a bit about technology - they
usually know how to use email, a word processing program and the Internet. This
knowledge is certainly enough to get started with using technology in the
classroom. The lack of ICT training in ELT is an issue which is slowly being
addressed by training bodies, and there are also several online teacher
development groups dedicated to exploring and learning about the use of
technology in the classroom for teachers to join.

4. Having learners in the class who know more about technology than you do is no
bad thing. When starting to use technology in the classroom, teachers can rely on
these more technologically knowledgeable learners for help and support. Learners
are usually delighted to be called upon to help out, and to get a chance to
demonstrate their skills and knowledge in this area.

5. The use of technology in the classroom does not replace using traditional
materials such as a black/whiteboard or a coursebook - rather, technology tools are
used to complement and enhance regular classroom work. Imagine that a unit in
the coursebook deals with animals in danger of extinction. Technology can be
used to do complementary activities such as a data collection email project, or a
webquest on animals in danger of extinction or even to create a podcast on the
topic. The teacher can produce additional electronic materials to review
coursebook material on the topic as well.

6. The dislike and fear of computers is often expressed by teachers who have had
negative experiences with technology in the past. The best way to address the
situation is to make teachers aware that they already have certain technical skills -
they probably know how to use a tape recorder in the classroom, for example, and
often already use technology in their personal lives, such as an MP3 player, the
Internet or email. In other words, rather than dismissing very real fears, these need
to be acknowledged and addressed. The technophobic teacher needs to be

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 encouraged to get started by implementing simple, undemanding technology with
learners. Using a ready-made webquest from the Internet, for example, is a good
way to start. Teachers also need to realise that technology does and will break
down occasionally, and that it's always good to have a backup plan that doesn't
require the use of technology. Also, providing good training in the use of
technology in the classroom through face-to-face workshops or online courses is
key to encouraging the long-term acceptance and use of technology by
technophobic teacher.

7. Making new materials from scratch can be time-consuming, both for paper
based classes and for classes using technology. Teachers need to collaborate in
schools and pool resources and lesson plans, as well as use the technology-based
resources that most commercial coursebooks provide nowadays. Typically, a
coursebook will have its own web pages on the publisher's website, a list of
recommended websites to visit for each unit, a CD-ROM and/or DVD, and
occasionally teacher support online, in the form of frequently asked questions
(FAQs), or discussion forums.

C. Implementing ICT in the classroom,

Introducing a rota or booking system for the computer with your
colleagues will ensure equal use for all the teachers in the school. You will need
to use the Internet mainly as a resource with your learners, accessing the Internet
to download and print out materials to use offline with classes. Technology-based
activities you can do by printing off materials include:
 using websites.
 Internet-based project work - especially webquests offline.
 email keypal projects using the teacher's email account.
 a class blog with learners preparing their contributions on paper and the teacher
typing them into the computer.
 using online reference tools such as concordancers on paper.
 electronically produced materials printed out for learners.

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D. Skills and equipment for getting started
The basic skills are needed in the first places are the basic knowledge of
using a simple word processing program (e.g.Microsoft Word), using an email,
and a knowledge of using the internet. Beside that, some essential equipment in
order to start the implementation of technology with the learners are at least one
computer (preferably one per two students), an internet connection, a printer, an
audio card in the computer, a headset for every computer, and basic software (a
word processing program, a web browser like internet explorer, firefox, safari or
mozilla, and an email program). As we saw above, teaching contexts and teachers'
access to computers and technology can vary widely. While reading this book,
you'll find plenty of activities which can be done if only one computer is available
in class. However, access to a computer room to which you can take your class
will provide more opportunities for implementing technology, for both you and
your learners. It is worth bearing in mind that the layout of your computer room
will directly affect the tlpes of activities you are able to do with your learners, and
how they interact with one another and with you. A layout which has computers at
desks around the walls, facing the walls, with a large table in the centre of the
room, allows the teacher to walk around and easily see what the learners are
working on and what they're looking at on the computer monitors (screens). The
central area provides an easily accessible space where learners can go when they
don't need the computers, and for when we might want to do more communicative
group work. If the central space is reasonably large, more movement and activity
is possible in the centre of the room; this will offer up more opportunities for
kinaesthetic learners, and the chance to use games and physical activities with
younger learners away from the computer monitors. Of course, few of us are lucky
enough to be able to choose how our computer facilities look, but it may be
possible for you to make some small changes in the work environment so that it's
more comfortable to work in the room, and easier to teach in. It's well worth
considering how your institution's computer room could be made more user-
friendly for you and your classes.

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 CHAPTER III
CLOSING

A. Conclusion
Technology is an effective tool for learners and teachers. Both learner and
teacher must use technology as a significant part of their learning process so that
the use of ICT by an English teacher is really important. Beside that, it is also an
important thing for a teacher to know the attitudes towards technology.
Considered the causes of technophobia and suggested ways of overcoming it.
Then a teacher can examined specific teacher doubts about using technology in the
classroom, look at a variety of EFL teaching contexts and teachers’ access to
computers, and discussed the types of computer-based activities that can be done
in the class, and outlined the basic skills and equipment that teachers need in order
to start using technology in teaching as well.

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 REFERENCES

Dudeney, Gavin & Nicky Hockly. 2008. How To Teach English with Technology.
Pearson Longman.

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