USE OF DISRUPTIVE TECHNOLOGIES FOR TEACHING LANGUAGE AND LITERATURE

Abstract

Language and literature teaching has traditionally been limited in terms of interactivity and personalization. However, with the advent of disruptive technologies such as artificial intelligence and virtual reality, a vast field of possibilities has opened up for innovation in education. These technologies offer opportunities to improve text comprehension, foster creativity, and facilitate personalized feedback. This study explored the integration of disruptive technologies in language arts teaching, with a focus on teacher training, educational paradigms, and technical challenges. Qualitative methods were used to understand teachers' perceptions of the use of these technologies. The findings revealed a need for teacher education and training, as well as obstacles related to the availability and access to technological resources. Technological tools such as Google Classroom, Edmodo and Nearpod were identified, which can be used to integrate disruptive technologies in teaching. In conclusion, the study highlights the importance of addressing these challenges to harness the potential of disruptive technologies in language and literature teaching in the 21st century.

Keywords: Technology transfer, technical education, communication process