The use of information technology in the process of teaching English in a secondary school

Informational technologies, including computers, the Internet and electronic delivery systems such as radios, televisions are still a source of fears for many teachers everywhere in the world despite the fact that computers became available to them in the early 1980s, as personal computers were not necessarily attached to a mainframe computer any longer. The role of training teachers to use informational technologies has been recognized for more than three decades, and many studies on the use of technology in education proved that technology rich environment influences the learning process unequivocally in a positive way. Furthermore, computers can serve as language tutors with little or no support from real instructors. However, a lot of studies in school suggests that much technology-oriented instruction fails to achieve success. The main aim of this research was to survey the relevant literature in order to get an overall view of those questions this field of education deals with, i.e. computer-assisted language learning (CALL) and its relevance in teaching and learning foreign languages; formation and stages of development of CALL; teachers' attitudes toward CALL and informational technologies; new ways and strategies for teaching the new generation; teachers' stages of concern toward technology use; ways of motivating teachers to integrate computers and ІКТ into their classes. A great number of studies prove that attitude toward technology as well as the knowledge of it may influence the degree of teachers' success in using, and teachers may accept or refuse technology because of personal factors. For these reasons, teachers need competent background and experience to be able to solve problematic situations emerging while using technology in the language classroom. The results of the studies prove that attitude toward technology as well as the knowledge of it may influence the degree of teachers' success in using technology and teachers may accept or refuse technology because of personal factors. For these reasons, teachers need competent background and experience to be able to solve problematic situations emerging while using technology in the language classroom.