Technology Mediated Learning in Higher Education: Orthodoxy of The Era

M. Chandrasena Rajeswaran

The English language classrooms have seen changes in teaching learning theories, approaches and methods. There was a shift from Communicative Language Teaching (CLT) of the eighties to Task-Based Language Teaching (TBLT) in the nineties. It was considered a shift from one pedagogy to another, but technology mediation in education in general is considered an external force that shapes our pedagogic principles and approaches. The Information and Communication Technology (ICT) which started serving educational sector by 1995, has evolved so tremendously that education without it is impossible. In the globalised context of English teaching and learning, the language classes operate on many theories and approaches with no specific focus on any one of them, because various theories and approaches seamlessly merge in a language classroom with technology as a catalyst, which, while strengthening the teaching learning process ensures learning outcome. This is a boon to higher education portals where digital natives are stakeholders. The ubiquitous presence of technology mediation in language learning makes it the orthodoxy of the era. This article studies the pedagogical perspectives of technology mediation in the language classrooms.