8. Read the text and decide which word A, B, C, or D best fits each space.

Write one letter in each gap. Read the text again and translate it. Highlight or
write out all useful expressions and

memorize them. Make a presentation based on the text.

TECHNOLOGIES IN EDUCATION

Before the twentieth century, the three primary 1) of instruction were the
teacher, the textbook, and the chalkboard. For most of the twentieth
century, this 2) largely true, with print media the 3) technology in education.
Books, paper, pens, and pencils were the fundamental 4) for accessing,
communicating, and otherwise sharing information. While many would argue
this is still true today, technology's increasing 5) and impact on education
cannot be doubted. Since the turn of the century, teachers have used a
variety of audio and visual aids to 6) instruction, including film, radio, slides,
recordings, and the overhead projector. During the last twenty-five years,
educators and schools have made increasing use of new technologies
including computers, communication networks, and 7) media.

Computers and communications technologies are 8) many sectors of our

society. Computing

power is more available and 9) than ever before. Digital 10) can deliver
instruction or connect people thousands of miles away. More powerful and
less expensive hardware, improved software, multimedia formats, as well as
widespread 11) to the Internet and the WWW, have all contributed to a rapid
increase in and use of technology for teaching and learning. However, as
with the history of most other 12) and instructional technologies, increasing
quantity and improved 13) does not necessarily indicate sustainability or
quality of 14). In reviewing the history of numerous technologies in
education, a recurrent theme clearly emerges-15) impacts on the teaching
and learning process were rarely realized. The great initial enthusiasm for a
particular technology fades, as classroom trials and curriculum integration
reveal challenges to widespread use and few lasting improvements in
teaching and learning.

Andrew Boy and Daniel Brony "Tecteckoges in Elication excerpted from

Encyclopedia of Education and Human Development Copyr© 2005 by M.
Sharpe, Ar

inclinations

2
A

kept

sources left

means

habits

preserved

remained

3A

minor

predominant

rates

supplies

authority

influence

supplement

B
attach

ordinal

numbered

8A

distorting

transmitting

9A

affordable

prohibitive

10 A

spread

transformation C conversion

11 A

entrance

access

12 A

media

procedures

13 A

pass

permit
14

claim

submission

000000000000

insignificant

innovative

values

means

weight

pressure

connect

suspend

digital

cardinal

transforming

disfiguring
C

expensive

affluent

transmission

C admittance

entry

practices

routines

exit

access

15

application

remedy

designed

planned

C anticipated

determined
Here are the best-fitting words for each space in the text "Technologies in
Education":

1) **C** means

2) **D** remained

3) **B** predominant

4) **D** means

5) **B** influence

6) **A** supplement

7) **C** digital

8) **C** transforming

9) **A** affordable

10) **B** transformation

11) **B** access

12) **A** media

13) **B** permit

14) **A** claim

15) **C** anticipated

### Translated Text

Before the twentieth century, the three primary means of instruction were
the teacher, the textbook, and the chalkboard. For most of the twentieth
century, this remained largely true, with print media the predominant
technology in education. Books, paper, pens, and pencils were the
fundamental means for accessing, communicating, and otherwise sharing
information. While many would argue this is still true today, technology's
increasing influence and impact on education cannot be doubted. Since the
turn of the century, teachers have used a variety of audio and visual aids to
supplement instruction, including film, radio, slides, recordings, and the
overhead projector. During the last twenty-five years, educators and schools
have made increasing use of new technologies including computers,
communication networks, and digital media.

Computers and communications technologies are transforming many sectors

of our society. Computing power is more available and affordable than ever
before. Digital transformation can deliver instruction or connect people
thousands of miles away. More powerful and less expensive hardware,
improved software, multimedia formats, as well as widespread access to the
Internet and the WWW, have all contributed to a rapid increase in and use of
technology for teaching and learning. However, as with the history of most
other media and instructional technologies, increasing quantity and
improved permit does not necessarily indicate sustainability or quality of
claim. In reviewing the history of numerous technologies in education, a
recurrent theme clearly emerges—anticipated impacts on the teaching and
learning process were rarely realized. The great initial enthusiasm for a
particular technology fades as classroom trials and curriculum integration
reveal challenges to widespread use and few lasting improvements in
teaching and learning.

### Useful Expressions to Memorize

- Primary means of instruction

- Predominant technology in education

- Fundamental means for accessing information

- Increasing influence on education

- Supplement instruction

- Transforming many sectors

- More available and affordable

- Digital transformation

- Widespread access to the Internet

- Quality of claim

- Anticipated impacts on teaching

### Presentation Outline Based on Text

1. **Introduction**

- Overview of educational technologies before the 20th century.

2. **Historical Context**

- The role of teachers, textbooks, and chalkboards.

- Dominance of print media.

3. **Technological Evolution**

- Introduction of audio-visual aids.

- Rise of computers and digital media.

4. **Current State**

- Impact of technology on education.

- Availability and affordability of computing power.

5. **Challenges**

- Sustainability vs. quantity.

- Realization of anticipated impacts.

6. **Conclusion**
 - Summary of key points.

- Future outlook on educational technologies.

This structure can help convey the main ideas effectively during a
presentation while highlighting important expressions from the text.

Пваррпиатлеоеоеоеиеикиеотт

Програми навчання для отримання ступеня бакалавра (бакалавріат) –

undergraduate degree programs

Вимагати – require

Закінчувати – complete

Цикл навчальних курсів – concentration of courses

Спеціалізація/ профільний предмет – major

Значний – significant

Визначений заздалегідь – predetermined

Спланований/ створений – designed

Старшокурсники – upper-division (third- and fourth-year) students

Заохочувати – encourage

Непрофільний предмет – academic minor

Строгі вимоги – stringent requirements

Розширювати – broaden

Міждисциплінарний – interdisciplinary

Спеціалізуватися в – major in

Політологія – political science

Програми навчання для отримання ступеня магістра (магістратура) –

graduate degree programs

Проводити нове наукове дослідження – conduct original research

Отриманні відомості – communicate their findings

Наукове есе – academic essay (or long academic essay)

Дисертація – dissertation
Професії – careers