CLIL and technology driven world
In the past fifty ye
ars, the world has undergone profound changes in the
way information is both provided and acquired, as described by Goodwyn
(2014). From the earliest films of the 1960s to the latest technological
devices, the media landscape has evolved significantly. Major
advancements such as AI, the internet, Skype, and email have revolutionized
communication, while social networks have transformed online
interaction. With teachers increasingly refining their writing skills
through digital platforms like blogs, traditional reading habits have
also been influenced by visual media. This shift has led to the
emergence of new literacies, including visual literacy, as articulated
by Debes (1969). Visual literacy, encompassing the ability to interpret
visual stimuli and integrate sensory information, plays a crucial role
in learning and communication in our modern, technology-driven world. As
society becomes increasingly computer-literate, the integration of
technology into education has become imperative to meet the evolving
needs of learners.
2. CLIL and ICT
According to researchers (Pavesi, Bertocchi, Hofmannova, and Kazianka, 2001), CLIL represents an innovative learning approach, and the integration of technology further raises this modern methodology. Teachers facilitating CLIL lessons not only need to select and utilize appropriate materials and resources but also possess proficiency in information technology. By utilising technology to support cognitive and linguistic skills, teachers can enhance foreign language competencies and facilitate knowledge acquisition across various content areas.
The integration of technology into the learning process has the potential to enhance language learning by providing authentic multimedia representations of the target language, as noted by Warschauer (1997). Internet usage empowers students to construct their own knowledge and take control of their learning processes, shifting away from traditional teacher-centered instruction. This approach, known as Technology-Enhanced Language Learning (TELL), emphasizes computer-mediated communication to improve students' oral and written proficiency in their second language (L2).
The widespread integration of technology has brought about a paradigm shift in the landscape of education, fundamentally altering traditional teaching and learning dynamics. According to Pavlik (2015), technology has catalyzed transformation across four key dimensions:
- the methods of teaching and learning,
- the content taught and learned,
- the structures and costs of educational institutions, and
- the relationships between students, teachers, and educational entities (as cited in Çakir, 2016).
It is important to recognize that technology serves as a tool in the educational process; computers alone do not equal student education. Rather, technology complements educators by expediting information exchange and enhancing decision-making efficiency. Computers, for instance, can function as simulators, replicate certain aspects of teaching, and simulate specific learning environments and student behaviors (Adilbayeva1a et al., 2022). However, technology encompasses more than just computers; modern classrooms are equipped with tools such as data projectors and interactive whiteboards. These technological advancements have made lessons more engaging by stimulating multiple senses and promoting student activity, thus facilitating deeper understanding of subject matter (Horňáková, Horváthová, & Sušinková, 2012). To put it simply, technology has made it possible for students to participate more actively and with greater interest in the classroom setting.