Incorporating Technology into Curriculum from Teacher's Perspective (Blended Language Learning)

Fatemeh Joharifard, S. A. Shanavas, Masoumeh Joharifard

Abstract: Technology and media play striking roles in todays personal and professional lives, and they have dominant roles in classrooms. The present study intends to place teacher at the heart of educational research in which they make decisive decisions on what, how and whom to teach and also produce changes to confirm or resist existing practices of the wider society (Lo Bianco, 2010, Ricento & Hornberger, 1996). It should be noted that several references to ICT and Online Learning attempts that being included to frame the general discussion as observed by Compton (2009). One can note that very little has been published specifically on Blended Language Learning and the language teacher. Throughout this paper, it is attempted to give a review of literature on incorporation of technology into the curriculum, specifically in relation to the implementation of blended programs from the perspective of a teacher. The study can be concluded that teachers are influenced by a wide variety of contextual and personal aspects that affect their perception on technology and in turn the kind of learning opportunities they provide to their students.

Keywords: Blended Language Learning, ICT, Online Learning, Technology corporation