Technology in formal and informal learning environments: Student perspectives

Abstract

The aim of this study is to assess whether the ease with which L2 learners/users can engage with their target languages beyond the classroom influences their perceptions of formal environments. In the last two decades, the rapid development and spread of new technologies has transformed foreign language acquisition, facilitating learning through leisure and informal language contact. At the same time, the new media are altering instructional contexts. Having always played a defining role in self-access centres (SACs), their ubiquity may now threaten this setting’s raison d’être; and while they can certainly add new dimensions to formal teaching, they are not necessarily welcomed by all stakeholders alike. These potential conflicts triggered our interest in researching students’ use of and perspectives on the affordances of technology for language learning in both formal as well as informal environments. Drawing on questionnaires, interviews and the results of the annual SAC monitoring, we will present data from three interlinked settings. Results indicate that despite the abundance of technology-based language learning opportunities, students still believe they benefit profoundly from the expertise and feedback of teachers and SAC advisors. We will conclude by pointing out potential reciprocal influences between the individual settings of a learning environment, and advise how teachers could help students become better-informed consumers of technology-mediated learning opportunities.

Formation of professional mobility of future specialists in the process of choreographic education

“…Students are offered to prepare information and analytical material for a wide audience on the topic" Digital choreography" (Carraro & Trinder, 2021). This material is recommended to be developed by students in the form of a three-round project:…”

“…Professional knowledge and qualifications in the field of choreography are the foundation and foundation of professional mobility of the future specialist (Carraro & Trinder, 2021). A student who has received a choreographic education, regardless of the direction in which he / she shows mobility after graduation, or even moves to another specialty in the field of choreography, or to another field of art, his / her professional mobility is formed on the basis of professional competencies in the choreographic field.…”

“…The current system of training future choreographers is designed without taking into account the formation of the quality of professional mobility of a specialist and prioritizes the tasks of forming and developing special competencies. The training of students -future choreographers in higher educational institutions is focused on traditional methods and technologies for the formation of their dance performance and minor pedagogical abilities (Carraro & Trinder, 2021). In the field of higher professional education, the issues of training choreographers who act flexibly, quickly, and mobile in accordance with the constantly changing needs of society, the labor market and the individual in the field of art and education in the field of art have not been fully resolved.…”

Opinions of Computer and Instructional Technologies Students about the Robotic Coding Course

“…Educational includes educational training, educational practices (learning status, methods and techniques) and evaluation [2]. Educational technology plays a role in its interpretation and review so that it can be learned and reviewed in education [6]. Educational technology tries to increase the education of teaching education, training to teach and teaching teachers and students' knowledge.…”

Criteria of subjectivity of master’s students instructional technology and education degree program

“…The pedagogical interpretation of the subject's theory consists of shifting the emphasis from the assimilation and transmission of social experience to the study of the situation of human-made new reality, which has a significant heuristic potential for describing pedagogical phenomena. The theory of the subject properly represents the laws of being, describing what is, and the laws of obligation, prescribing exactly how certain events and phenomena should occur in the human world (Devedzic & Devedzic, 2019;Carraro & Trinder, 2021).…”