Make old-fashioned teachers feel that ICTs can be a good resource

It is a well-known fact that the older a person gets, the less interest they show in new technologies. However, what teachers must never forget is the fact that even though their methodologies might have been successful in the past, the students are changing and thus teacher’s methods must evolve as well. And this is one of the main reasons why old-fashioned teachers must be aware of the importance of ICTs in the classroom, because a teacher must keep learning and improving.

On the one hand, these kinds of teachers might argue that their methodologies have always been effective without introducing any new elements. Nevertheless, motivating students seems to be getting harder each year, and using ICTs can really make a difference in some cases. What is more, using ICTs can not only increase their motivation in the subject, but also help them understand it better.

Studying English in Spain has traditionally been considered as a not very useful subject due to the lack of results in the real world and that can be seen in the low level of English spoken by most Spaniards. However, if teachers used ICTs in order to show students how English can be used daily, this could change. In addition, because new technologies are a vital part of the lives of our students and they are so comfortable using them:

“They have access to a wealth of information regarding all curriculum subjects, and thus might feel less inclined to respect the authority of teachers and traditional textbooks”. (Arnesen, 2010, pg. 3).

On the other hand, old-fashioned teaching styles might not only affect student’s motivation but also their learning process. This is why many governments in developing countries are integrating ICTs into their curriculum. What were considered new technologies ten years ago are now seen as a thing of the past, and for that reason teachers must adapt their teaching styles to the new trends and realities of their teenage students. The idea behind this integration is first:

“the improvement of teaching and learning at school and university. However, the grand vision is to help the society meet the challenges of information era and cope with rapid changes of life and work style”. (Rahimi & Yadollahi, 2011, pg. 17).

Finally, the best argument that can be given to teachers who use old-fashioned techniques in their lessons, has to do with the students themselves. It is clear that nowadays students from 13 to 18 years of age are very dependant of their phones and social media. For that reason, if ICTs integrated in the curriculum, teachers can be able to control how students use the different electronic devices for educational purposes. Teaching students to use these resources for educational purposes can really make a difference, connecting their most used apps and other programmes with new ones that could benefit their learning. What is more, changing their concept of ICTs can really make a difference in their lives because they will be able to have access to hundreds of original material and sources from which they can learn and improve their level of English while using authentic material.

All in all, teachers who follow old-fashioned methodologies must be aware of the fact that by introducing ICTs to their lessons, they will not only make them more appealing for the students, but they will also be more effective and more educational if their integration is the appropriated one. So even though ICTs must not always be used in class, their introduction to some lessons can really make a difference and will improve the motivation and learning process of the students. For that reason, these technologies must never be seen as something to be afraid of by teachers, but as something from which both students and educators can take advantage.

Sources:

• Arnesen, T. (2010). The role of ICT in the teaching of English as a Foreign Language in Norwegian lower secondary schools — a study of ICT use and patterns of associated factors.Oslo: UiO.
• Rahimi, M., & Yadollahi, S. (2011). ICT Use in EFL Classes: A Focus on EFL Teachers’ Characteristics. World Journal of English Language, 1(2), 17–29.