BOULAHYAN BILAL Te7

Has ICT improved the way students learn in English-speaking countries?

A- Impact of Technology on Teaching Methods

B - Influence on Student Outcomes and Engagement

DOC 1

reported by Martin Williams Mon 12 May 2014 10.33 CEST in Is technology a silver bullet for language teaching and learning?
https://www.theguardian.com/teacher-network/teacher-blog/2014/may/12/technology-language-teaching-learning-pedagogy

DOC 2

reported by Mattew Jenkin Wed 2 Dec 2015 08.00 CET in « Tablets out, imagination in: the schools that shun technology », The
Guardian. https://www.theguardian.com/teacher-network/2015/dec/02/schools-that-ban-tablets-traditional-education-silicon-
valley-london
DOC 3
The Latin American educational systems responded to the challenges of the COVID-19
pandemic by implementing digital policies to ensure continuity in education. For instance,
Argentina introduced the 'Seguimos Educando' program, providing online platforms,
educational resources, and printed materials for students without internet access. Despite
challenges in connectivity and equipment, the program received additional support from the
private sector.

In Paraguay, the Ministry of Education and Science designed the 'Education Plan in Times of
Pandemic, Your School at Home,' incorporating both virtual and non-virtual approaches. The
government of Colombia, through the 'Computers to Educate' policy, distributed ICT in educational
institutions, and UNESCO initiated the 'Education at home' program during the pandemic to
enhance internet access, provide devices, and train teachers.

Peru faced obstacles due to inadequate connectivity infrastructure, resulting in an uneven

distribution of access to educational platforms. The government's initiative, starting classes via the
'Aprendo en Casa' platform and distributing tablets, solar chargers, and data plans, aimed to address
these challenges.

Uruguay, with over 80% connectivity in schools, had a limited gap in internet access. The Ceibal
Plan, initiated in 2007, provided computers or tablets to students, enabling connectivity and
videoconferencing systems. These initiatives facilitated the continuation of education, including
English learning through videoconferencing. Overall, these Latin American experiences
demonstrate efforts to leverage ICT for education continuity during the pandemic, with varying
degrees of success and challenges.

Sun, 17 Sep 2023 in Research in Learning Technology

The impact of E-learning and ICT on English language learning: COVID-19 context

Julio Antonio Álvarez Martínez

Juan Fernando Gómez
DOC 4

Doc 1 :

This document provides valuable information on the integration of technology into language
teaching, focusing on its benefits and practical applications. Russell Stannard, Senior Lecturer in
Linguistics, emphasizes the natural synergy between language development and technology,
particularly with regard to reading, writing, speaking and listening. The use of computers is
presented as a tool that not only facilitates language learning, but also enhances oral interaction by
creating a sense of security for learners.
The discussion of the potential of video in language teaching adds value to the exploration of the
role of technology. Stannard and Mark Warschauer, Professor of Education and Computer Science,
highlight the benefits of audio-video media, recording learners' speech and scaffolding for reading.
The inclusion of a teacher's perspective, represented by Ellie Paull, reinforces the positive impact of
technology on lessons, highlighting its polyvalence and ability to respond to different learning
styles. Overall, this paper provides a relevant and comprehensive resource for answering the
question of whether ICT has improved language learning in English-speaking countries.
Doc 2 :

This article contributes to the debate on how ICT has improved student learning in English-
speaking countries by presenting a contrasting perspective from the Waldorf school on the
peninsula. The Waldorf school's pedagogical approach favors learning by doing and experiencing,
rather than rushing into the use of electronic devices, and emphasizes imagination and global
development.
The mention of parents of technology companies questioning the value of computers in education
brings up an essential question about the true benefits of high-tech classrooms for the next
generation. The inclusion of findings from a global OECD report adds factual evidence, suggesting
that massive investment in computers has not led to significant improvements in student
performance.
This information challenges the hypothesis that technological integration unquestionably improves
education, providing a nuanced view of the impact of ICT on learning outcomes. In addition, the
reference to concerns about social media and disruptive behavior enriches the discourse on the
potential disadvantages of technology in education.

Doc 3 :

This document is interesting for determining how ICT has improved student learning in English-
speaking countries, as it provides a comprehensive overview of how Latin American education
systems have responded to the challenges of the COVID-19 pandemic through digital policies. The
experiences of Argentina, Paraguay, Colombia, Peru and Uruguay offer valuable perspective on the
different approaches, achievements and challenges of using ICT for educational progress. By
highlighting specific programs, initiatives and results, it presents a concrete perspective on the role
of technology in education in times of crisis. This comparative analysis provides a nuanced
understanding of the impact of ICT on learning, taking into account factors such as connectivity,
infrastructure and government initiatives. It provides a valuable reference for drawing lessons and
parallels that can inform discussions on the impact of ICT in English-speaking countries in times of
disruption.

doc 4 :
This graph, entitled "Perceived Positive Difference of Education Technology According to
Educators in the United States in 2016", provides valuable information on the perceived impact of
educational technologies on learning outcomes.
The diagram illustrates the varying percentages of educators who believe technology makes a
significant difference in different aspects of education. The data highlights that a significant
proportion of students, ranging from 59% to 79%, attribute positive effects to technology, such as
making learning more interesting, enabling personalized learning experiences and providing
opportunities beyond the classroom. These results indicate that educators and students agree
strongly on the positive influence of technology on various aspects of learning. The graph is
relevant to the question of whether ICT has improved the way students learn in English-speaking
countries, offering a nuanced perspective on educators' perceptions of technology's impact on key
aspects of the learning experience.