THE “IDEA” MODEL OF TECHNOLOGY AND CURRICULUM SYNCHRONIZATION IN LANGUAGE TEACHING: THEORETICAL FRAMEWORK

Abstract

Technology integration into teaching and learning environment has long been a controversial issue. A rapid shift of the education system to online mode after the COVID-19 outbreak has brought this question into an even more intent consideration. While the necessity of using technology in education is obvious, its embedment into teaching and learning process does not always seem smooth, due to several reasons. Among such factors, experts mention poor technological equipment of teaching organizations, teachers’ fears, and unwillingness to use technology or ‘aggressive’ attempts of institutions administration to force teachers to use technology in any way, even if they pursue no clear educational purpose. The aim of this article is to highlight that the use of technology in education can no longer be considered something extraordinary, but rather it should be taken as an inseparable part of the post-COVID teaching and learning times. The study uses descriptive method, secondary data analysis method, method of survey and modeling method. The article also introduces the IDEA (Instruct, Demonstrate, Experience and Assess) approach to embedding technology into educational process. This approach seeks to help ESL teachers make technology a part of their daily lessons, taking into consideration that, not only does technology entertain learners and demonstrate teachers’ creativity, but it also makes teaching more effective, which is its main goal. The methodology used for this study is explanatory approach and secondary data analysis. The ideas presented in the article can potentially be approbated in practice by scholars, educators, and practitioners in the sphere of education.