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In this chapter, I seek to assess the impact of technology in the English classroom in Irish DEIS post-primary schools and also in a lecture course in university in Ireland. This is a multi-faceted issue and it was necessary to focus the analysis by looking in particular at a key area of language—the language of narration—one of the designated areas of language privileged by the Department of Education and Skills (DES) Leaving Certificate English Syllabus (LCES). The chapter assesses the impact of technology in the English class in DEIS post-primary schools by analysing how the language of narration of students is impacted by the use of technology. However, this study also goes further by analysing how the impact of technology on the language of narration in the English class may also affect student wellbeing. The motivations for this chapter arose from concerns raised at Student Support Team (SST) meetings in post-primary schools in Ireland during work as a Guidance Counsellor in DEIS post-primary schools in Ireland and from reflection on the Department of Education and Skills (DES) (2023) document on smartphone use in schools.

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Technology in the English Classroom and Lecture Theatre in Ireland: Teachers’ Perspectives on Wellbeing and the Language of Narration

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  • 发表日期：

    2025年

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  • Michael O’Sullivan

摘要

In this chapter, I seek to assess the impact of technology in the English classroom in Irish DEIS post-primary schools and also in a lecture course in university in Ireland. This is a multi-faceted issue and it was necessary to focus the analysis by looking in particular at a key area of language—the language of narration—one of the designated areas of language privileged by the Department of Education and Skills (DES) Leaving Certificate English Syllabus (LCES). The chapter assesses the impact of technology in the English class in DEIS post-primary schools by analysing how the language of narration of students is impacted by the use of technology. However, this study also goes further by analysing how the impact of technology on the language of narration in the English class may also affect student wellbeing. The motivations for this chapter arose from concerns raised at Student Support Team (SST) meetings in post-primary schools in Ireland during work as a Guidance Counsellor in DEIS post-primary schools in Ireland and from reflection on the Department of Education and Skills (DES) (2023) document on smartphone use in schools.