Introduction

I would like to start my blog discussions with some introductory points that are relevant to the issue of the integration of technologies in our language classrooms. There are various positive factors behind this process which will be discussed in the coming blogs. 
As stated in the research study from the EDUCAUSE Center for Applied Linguistics, Information Technologies are in a position to help students succeed, boost their academic persistence and performance, and enhance other key activities. The challenge of change in Armenian classrooms is imbedded in our culture, our governance, and in our capacity to suffuse the technology with a vision and with our passion for our mission. Another challenge might be the small number of funding sources for the implementation of technology platforms of higher levels. However, the research shows that an institution that has invested in more complex technology platforms is achieving better institutional outcomes. 
According to the article on Penetrating the Analytics in Learning and Education, technologies offer the prospect of bridging the divide between the physical and digital worlds. Similarly, educators can be integrated with data from learners’ activity in online environments, providing additional insights into factors that contribute to learners’ success. Technologies in education will obviously alter existing teaching, learning, and assessment practices. For example, instead of being an end of course activity, assessment will be performed in real time as learners demonstrate mastery of important concepts and ideas. Besides, learning content will not be provided in a textbook, but computed providing each learner with recourses relevant to his/her learning goals and the knowledge domain he is attempting to master.
In fact, technology adoption in education requires a consistent and challenging model. One, which I found worth implementing, suggested by SOLAR Society for Learning and Analytics Research is the integrated learning platform which provides an open infrastructure for researchers, educators, and learners to develop new methods. Learners are provided with information on their attendance at lectures, and online activities, participation rates in forums, pass rates on the online tests, and marks on formal written assignments. These are ‘visual mirrors’ that suggest ways in which they might become more effective learners. Educators can track and gain insight into the range of different factors known to impact sustained learner engagement.