Abbreviation for Tech Inventory List , TIL includes types of information and communication technology organized in media to record information (e.g., magnetic disks/tapes, optical disks, CDs/DVDs/VHS tapes, media cards, flash memory, and arguably even paper records), technology for broadcasting information (e.g., radio, television, webcams, smartphones, smartwatches, digital players), technology for communicating through voice and sound or images (e.g., microphone, camera, loudspeaker, telephone, cellular phones, voice mail, video conferencing, distance learning, fax, electronic bulletin boards), computing and general tech hardware (e.g., PCs, laptops/netbooks, servers, mainframes, networked storage, LAN/WAN, interactive whiteboards, document cameras, classroom remotes, classroom performance systems, handheld voting systems/clickers, calculators, assistive technologies, photocopy machines, digital scanners, DVD/VCR players, film projectors, overhead projectors, audio/video tape recorders, videogames consoles, CDs/DVDs/VHS tapes, flash drives), personal hardware (e.g., smartphones, smartwatches, personal wearable devices, tablets, media players, headsets), and internet access (e.g., e-mail, online chats or instant messaging, Web 2.0 applications such as social-networking sites, video sharing sites, wikis, blogs, and folksonomies, podcasts, and vodcasts).
Published in Chapter:
Attaining Knowledge of Idiomatics in the Age of Corona and Beyond
John I. Liontas (University of South Florida, USA)
Copyright: © 2021
|Pages: 34
DOI: 10.4018/978-1-7998-6609-1.ch001
Abstract
This chapter investigates the affordances of technological processes and educational resources for attaining knowledge of idiomatics. It first explores the training practices language practitioners will need to foster a tech-driven pedagogy of the reconstructive nature of idiomatics understanding and production in English. Following a brief review of the most significant themes and concepts spanning the literature of idiomatics, the chapter then anchors its communication-of-information pedagogy in an online methodology of idiomatics teaching-and-learning. Said methodology facilitates and enhances idiomatic-figurative synergism in discursive and communicative contexts. Thereafter, the chapter highlights and examines the most critical implications in applying idiomatics resourcefully. Recommendations for idiomatics training-and-teaching are also suggested.