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Disadvantages of technology in education
Advantages and Disadvantage of Classroom Technology
Disadvantages of technology in education
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Introduction
Since the last few decades, exercising the skills of spoken language has been receiving high degree of attention amongst the educators. The curricula of foreign language creates the main focus on the skills of productivity by laying special emphasis over the competence of communication. Since recent times, there have been advancements within the multimedia technology that has resulted in the emergence of computer assisted language learning as a tempting option towards traditional sources in order to supplement or replace direct interaction amongst the student and the teacher. This includes the study of language at the laboratory or the self-study on the basis of audio tape (Cervatiuc, 2007).
Technologies
Enabling the integration
Amongst all of these, there is a lack of framework of theory that is unified in order to design and evaluate the systems of computer assisted language learning (Diller, 2008). There is also lack of empirical evidence within the conclusion for the pedagogical advantages related to computers within the learning of language have contributed in raising both, demands as well as expectation imposed on the computer in the form of a potential tool of learning. In addition to this, finally, there are certain disadvantages and drawbacks within the technology itself. The rapid advancements in the technology for the years of 1980s have contributed in raising both, demands as well as expectation imposed on the computer in the form of a potential tool of learning. The researchers on acquisition of second language and educators have now been showing high level of demands for intelligence, systems of computer assisted language learning that are adaptive for the users that contribute in offering not only the tools of diagnosis that are highly sophisticated, but also provide effective mechanisms on feedback in order to create a focus on the learner with respect to areas that require the practices of
The recognition of speech automatically contributes in stringing together all of the relevant models for the formation of words (Diller, 2008). Recognition of the incoming signal of speech involves a match amongst the observed sequence that is acoustic along with a different set for the models of HMM. The model of HMM can contribute in modelling phones or other units with respect to sub word. In addition to this, it can become capable enough of modelling words or also the entire
The ability for an infant to develop speech is dependent upon the ability of the child to distinguish rhythms of sounds and tones. The infant must break down the phrases of speech that at first sound like pieces of music with varying tones and cadences into distinct words which are linked to meaning. Infants begin breaking down language before they are one year old (Swingley, 2000). The ability to distinguish different sounds from each other, identifying the configuration of words, and recognize that some sounds are similar while other sounds are different is called phonological awareness. This awareness begins in infancy and can be measured as early as age 2. The definition of phonological awareness is still under debate; different definitions include contrasting levels of abilities to distinguish different sounds, abilities to blend sounds, and separating sounds into more basic subunits (Anthony & Francis, 2005).
From the moment an infant is born, it is bombarded with sounds that the brain attempts to categorize. Within the first year of life alone, infants already show preferences for phonologically legal structures in their native language when compared to illegal consonant structures (Friederici et al., 1993). While a personal lexicon is not developed until later in childhood, the early stages, primarily the recognition of word segmentation, begins within the first year of life. The topic of what the important factors are in babies perceiving speech and building a preference to their own language, however, is shrouded in mystery. For instance, Friedrici et al.’s study on phonotactic knowledge of word boundaries gave results that indicate the combination of simple context cues as well as the use of infant directed speech (IDS) allows babies to recognize phonotactically legal structures by nine months. However, McMurray et al.’s results directly contrast those findings by arguing that IDS simply causes a slower rate of speech but does not highlight contrasts between segmented sounds, nor does it enhance phonetic cues. Infant directed speech is a “speech register characterized by simpler sentences, a slower rate, and more variable prosody” (McMurray et al., 2012). While there is controversy regarding the beneficial factors of infant directed speech, most studies indicate that this register is extremely beneficial for infant speech perception in the first year of life.
When infants are acquiring their first language, adults speak to them differently than they would speak to other adults. This kind of speech is formally named “Infant-Directed speech”, but is also referred to as “baby talk” and “motherese”. Infant-Directed (ID) speech has several properties that distinguish it from Adult-Directed (AD) speech. There is a debate over whether or not ID speech helps infants acquire language or is a hindrance in their language acquisition process Several experiments have been performed to test the effect of ID speech on infants’ language learning. These experiments all used different properties of ID speech. Overall, the experiments have proved that ID speech helps infants acquire language better than AD speech for different reasons. Further studies can be performed on ID speech to learn more about its effects on second language acquisition and on different ages.
The article, written by Kimberly Tohill, discusses about the rise in popularity of podcasts and how they could be implicated in the classrooms to help students in the process of learning another language. Tohill talks about how learning a new language as people getting older becomes harder than when they were children. The reason being children are more exposed to the language while growing up through parents whose native language was not English. For students who attempt to learn another language as adolescents or older, one of their exposures to learning is through the classroom environment.
Speech recognition has a long history that actually began in the toy industry. The first toy to respond to voice commands with voice recognition was named Radio Rex. It was created by the Elmwood Button Company in 1922. The first speech recognition systems could understand only digits because of the different types of human language. Bell Laboratories designed the "Audrey" system in 1952, which recognized digits spoken by a single voice. Years later, IBM Company introduced its "Shoebox" machine, in 1962. This system could understand 16 words spoken in English. Then in the 1970s, speech recognition expanded with Siri Speech recognition technology, from the U.S. Department of Defense. They also developed the “DARPA” Speech Understanding Research (SUR) program, from 1971 to 1976, which was one of the largest research programs in the history of speech recognition. In the 1980s, speech recognition took a new approach to understanding what people were saying. Speech recognition vocabulary increased from a few hundred words to several thousand w...
This author purposes to integrate intercultural communication competence into language learning classes. The research article goes over the importance of teaching culture in those type of classes since they complement each other, where understanding a culture will help students understand the language better and vice versa. A majority of the article goes over implementations of culture learning through the use of technology. He also proposes possible ways to test for intercultural learning. This paper gives a strong overview of the importance of teaching ICC and its relation to language.
The behavioural approach is closely linked to behaviour psychology and guides the individual towards learning a language through direct interaction which people who speak the language. The natural behaviour of learning a language is linked to first listening to the language before gradually beginning to pick works, building sentences and eventually attempting conversation (Littlewood 2002). This requires for there to be a positive stimulus which keeps presenting the learning with opportunities to hear words, learn them and reply. It’s also the responsibility of the tutor of stimulator to re-enforce the individual confidence through encouragement, acknowledgement and polite corrections. The tutor or stimulus is a very important aspect linked to learning a second language but it’s also important to remember the individual must be able to bond with the educator to secure the required response while
Speech sounds can be defined as those that belong to a language and convey meaning. While the distinction of such sounds from other auditory stimuli such as the slamming of a door comes easily, it is not immediately clear why this should be the case. It was initially thought that speech was processed in a phoneme-by-phoneme fashion; however, this theory became discredited due to the development of technology that produces spectrograms of speech. Research using spectrograms in an attempt to identify invariant features of formant frequency patterns for each phoneme have revealed several problems with this theory, including a lack of invariance in phoneme production, assimilation of phonemes, and the segmentation problem. An alternative theory was developed based on evidence of categorical perception of phonemes: Liberman’s Motor Theory of Speech Perception rests on the postulation that speech sounds are recognised through identification of how the sounds are produced. He proposed that as well as a general auditory processing module there is a separate module for speech recognition, which makes use of an internal model of articulatory gestures. However, while this theory initially appeared to account for some of the features of speech perception, it has since been subject to major criticism, and other models have been put forward, such as Massaro’s fuzzy logic model of perception.
The field of voice recognition systems began with the development of speech synthesis. The first product on the market that used speech synthesis to “talk” to the user was the Speak & Spell, which was introduced in 1978. It was the first device to use a digital signal processor (DSP), a specialized integrated circuit that executes algorithms in real time. The DSP enabled the duplication of human speech by using linear predictive coding to formulate a mathematical model of a human vocal tract. The model could predict a speech sample based on previous input (Goff).
It is necessary to draw a distinction between foreign language and second language learning. According to (Wisniewski, 2007), a language lear...
Acoustic analysis is an objective leading tool to describe communication disorders. Objective acoustic analysis has the ability to detect pathological voices from students with speech disorders. It is becoming more rapidly increasing in clinical practice for acoustic measurements for many purposes from technological, basic science, health science and other standpoints. The need to store, code, transmit, and synthesize voice signals is the technological perspective that explain the reason for using acoustic analysis. According to the basic science understanding speech production and perception by studying the microphone signal and this explains that the acoustic signal is the common link between them.
The introduction of technology into education has revolutionized the teaching quality and learning outcome in the last ten years. The integration of technology into lectures by teachers in classroom has become so natural that both teachers and learners consider computers and their related applications for instruction are “a routine component of the classroom and educational processes in general” (Nuldén, 1999 cited in Buzzard et al., 2011, pp.131-139).
Al-Fahad (2009) states that the advancement in “interactive multimedia technologies which promise to facilitate ‘individualized’ and ‘collaborative’ learning”, is playing an undeniable role in the process of language teaching and learning. Therefore this is not a new phenomenon. Teachers and researchers have always been working on this field to find a better way of using
Technology has many different effects on education, one of them being enhancing the students learning. Technology may enhance the students learning and may assist most students in achieving their academic standards. When technology and appropriate teaching methods are combined, technology may increase the academic achievement. Positive effects have been found in all major subject areas, from preschool to higher education, both regular and special needs students. Educational technology has been found to have a positive effect on a student’s attitude toward learning and on self-concepts. The introduction of technology into the learning environment has allowed the learning to be more student-centered, to encourage group learning, and helps to stimulate an increase in the student-teacher interaction. Technology has shown a shift from a focus on a student’s memorization to their problem solving. Through technology’s use, learning opportunities have become unrestricted by time or place, allowing lifelong learning. Student use of technology through communications can also help to enhance access to a career and continued education. Students are more likely to use a computer to get help because they can to it themselves. Technology is helping students to become independent.
All methods in language teaching are a pre-designed set of description of how the teacher should teach the learner and how the learner should learn obtain from a specific theory of language and a theory of language learning. These theories are attain from the parts of linguistics, sociolinguistics, psycholinguistics and are the origin of theory and applying in language teaching. Language teaching methods is divided into many methodologies. For example: The Direct Method, Grammar-Translation Method, Audio-Lingual Method, Total Physical Response, Audio-Lingual Method, The structural Method etc. Each method has its own rules, history, and different from one another. For example: The direct method was the reply to the disapproving with the