Technology In Elt – Changes in technology over the last 10-15 years have added a huge range of new tools that students and teachers can use in their classrooms. These include tools that have not yet been developed, having in mind teaching, such as Padlet, except for a series of Edtech tools tailored to English learning, including applications such as Memrise, Kahoot and Quizlet. In addition, achievements in learning management systems and Google training allowed teachers and students to use educational tools in a simplified way. Teachers can put their work, give feedback and usually in addition to what their students do on different platforms. This has caused more learning autonomy, more opportunities for “flip” traditional class models and more variations in ways and between classes. Perhaps the most common use of these technologies is internet training providers, such as VIPKID and SPEXX, which combine large quantities of content online content, without remote tradition of real -time teachers who can be on the other side of the world. In addition to developing these applications and services over the last 15 years, there has been a significant increase in self -care language learning services and Babbel and Duolingo are the most excellent. Local products, such as the Hello English in India and South Asia, also attract a large number of subscribers. However, self -esteem applications are mainly irregular preservation of the student. The disciples, teachers, and often the class still have a key part of the experience.
The changes described above have increased access to English and have increased their autonomy. However, it was argued that the promise of the AI revolution for the provision of “personalized learning paths” does not really provide students with English learning (Kerr, 2019). The development of communication linguistic capacity is a versatile and complex thing based on evidence of complex results, many of which are not easily regarded as data points. As such a teacher, the crisis is still the most important thing about how students go ahead and what to do next. Evaluation of training is essentially a human process.
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The influence of technology on overall evaluation is also felt in many ways. For decades, evaluation agencies have used adaptive tests and AI makes access more and more sophisticated. In addition, technology achievements have made the tests easier to access through remote persecution and the use of multiple devices. Finally, AI has influenced the labeling, automated writing and speech, created at many, much lower levels, reducing the cost of assessing users and allowing both more reliability and faster turnover. However, the basic elements of learning assessment remain unchanged: the skill test used to create a general number of points that students can use and others to judge the student’s position on a scale, sometimes in a specific context.
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Jones and Savill, meaning training -predatory in evaluation, mean the difference between teaching and evaluation:
On the right, teaching evaluation is primarily a question about the teacher’s observation and interpretation, which he will then use to improve her strategy, give feedback to students, inform the class goals and decide what to do next. Teachers are experts in this type of evaluation, giving a horizontal view of where students are. Teachers have a detailed idea of advantages, weaknesses, learning desires, motivations and much more to evaluate learning, usually a standard evaluation.
Instead, learning learning can be used to confirm learning with broader standards, such as CEFR. If the overall evaluation is aligned with the principles of validity, credibility and influence, although it is practice (in VRIP it promotes the principles of good practice), this test also focuses on learning, as success in the test reflects successful language learning as defined by the structure based on the test.
Two additional approaches to the use of a verdict of teachers for spaciousness and skills to measure standards are effective if both have a common curriculum – learning objectives -. However, there are difficulties that technology can provide solutions.
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On the right side of the above graph, teachers often make a different number of students. Teacher workload is a huge problem worldwide and the main reason for heavy workload is the time to highlight students’ work, collect data from different sources and design lessons that meet the different needs of students in their classroom.
There are tools such as Cambridge Writing and Rapping and Grammarly, which can automatically write students by recording surface errors and encouraging students to call themselves before delivering their work to the teacher for a final exam, focusing on the characteristics of speech and the impact on the target. In addition to saving teachers ‘time, it also promotes students’ autonomy, as students can immediately and often correct their work without waiting for their work to be described.
But more could be more likely to be based on knowledge -based objects, such as mathematics and science, are personalized teaching tools (Isaac Physics, Century Tech), which provides students with personalized learning and providing performance data for teachers. They also constitute areas in which the teacher can focus on the strong and weak aspects of the whole class. The fact that it does not exist in the same degree in English shows the difficulty of using this approach to an object aimed at teaching the ability of communication language.
At Cambridge, we experiment with various approaches to Cambridge’s evaluation, Cambridge University Press and university departments. In order to create successful personalized learning solutions, we must overcome the following methodological restrictions:
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Skill tests after nature checks for more details on acquired and how progress has been made. Everything from task design to test specifications is very general.
Skill tests after nature checks for more details on acquired and how progress has been made. Everything, from task development to test specifications is to cause generalized performance views.
The revisions must be specific and be carried out. When writing data, we must be sure that we add the value that students want and that they can use the tips taken to change their attention to research
View performance. In addition, while even good test skills are designed around a socially linguistic design, even good testing skills are not intended to clearly test the processes that lead to successful results. However, this is very important what is happening in the classroom. Teachers help their students with learning strategies, processing skills and clear concentration in English language grammar and lexical blocks. We need to see how we can create tools that can enter the corners of a close design to provide better diagnostic information for students and teachers. It is scary as a evaluation project, as all language duties, no matter how close it is, are based on a number of knowledge and ability. Different students have the wrong questions for a variety of reasons and we need to create a complex image of the trainee’s behavior in various duties.
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One of the most important factors for trainees is proof that they are successful. However, progress is difficult to measure, especially on small benches that students want. Also, as mentioned above, the trainee’s progress is not always reflected immediately in the best performance of duties. In addition to developing various tools, as described above, we must also find ways to understand what progress and importance is to transfer this information to students. It is not mainly related to technology tools such as gamification, though it helps. It is about finding ways to tell students that they improve as a result of their studies.
The revisions must be specific and be carried out. When we summarize the data, we must be convinced that we add the value that students and teachers want and that they are able to use the tips taken to change their research attention. To this end, students will tell you that listening skills will be improved by “more hearing” not useful or useful.
We must be clear that we do not replace the role of the teacher, because this is not possible. As with writing and improving, we can use technology to complete the teachers’ crisis, improve the level of data they can use and support them in the selection. There is no performance data and will probably never be better than the teachers’ crisis. It’s just different.
There is a long list of challenge and we know that we are at the beginning. The specific steps we have taken are collaboration with his colleagues at Cambridge University Press to create a common study framework that covers our evaluations
