Technology in languages educationKristyn Paul Project Manager Languages R-12

Teaching & Learning Services5th FloorEducation Centre31 Flinders StreetAdelaide SA 5000

http://www.slideshare.net/kristynpaul/technology-in-languages-education

Everyone knows that technology is engaging!

Yet, technology is more than just a motivational tool

The purpose of technology is to:• give students opportunities to

participate in purposeful, motivating activities built around their interests.

• personalise and connect the learning for students.

• provide more learner choice and control and allow for differentiated instruction rather than a one size fits all approach.

While students may initially love technology based lessons simply because they are different from traditional paper-driven work, the novelty of these new tools wears off quickly. Students quickly realise it’s the same old boring content just presented differently.

It’s what you do with the tools and not the tools themselves that is important!

Technology should not be used for its own sake.

• Students should be given opportunities to use technology to demonstrate their learning and to share that learning with others.

• Teachers should use technologies that facilitate the learning process.

• Such technology should be more than simply using apps to play games, replace worksheets and kill & drill activities - Teachers must think about what they want to achieve through the use of technology.

• Teachers must focus on the transformative and pedagogical use of technology.

Pedagogical approaches to technology integration• Technology integration in teaching and learning

programs requires much more than just digital literacy and technical knowledge, it requires foresight, clear intentions, and well planned goals. Its purpose is to meet students learning needs and as such, technology is only a means to an end and not the end itself.

Australian Curriculum: General CapabilitiesCurrently ICT is one seven general capabilities that support and enhance student learning across all areas of the curriculum. Learning areas provide the content and contexts within which students develop and apply the knowledge, skills, behaviours and dispositions that comprise the ICT capability.Check out this capability online and think about its scope in relation to the Languages learning area: http://www.australiancurriculum.edu.au/generalcapabilities/information-and-communication-technology-capability/introduction/introduction

Pedagogical models

• There are a number of models that teachers can use to assess and evaluate the technology they use in their classroom.

• The most well known of these models are TPACK and SAMR.

TPACK (Technological, Pedagogical and Content Knowledge) model

• TPACK is a model that combines three knowledge areas: – technological knowledge– content knowledge– pedagogical knowledge.

• TPACK looks at how the trio work together to increase students’ motivation and make the content more accessible.

TPACK in 2 minutesContent Knowledge:This is the subject matter that is being taught such as Japanese, music, physics etc. It's the what.Pedagogical Knowledge:This is the how - the tools or methodologies teachers use in their teaching and learning program such as direct instruction, inquiry based teaching, group discussion, debate etc.Technological knowledge:This is the partner. It looks at the digital tools (iPad apps, Smart boards etc. ) that teachers can use to make content accessible to studentsThese three elements also overlap.

For more information …

Watch the video in the link below to learn more about TPACK: https://www.youtube.com/watch?v=FagVSQlZELY

Check out also the Teaching Teachers for the Future project: http://www.ttf.edu.au/

SAMR modelThe Substitution Augmentation Modification Redefinition Model (SAMR) developed by Dr. Ruben Puentedura shows a four stage progression that adopters of educational technology typically follow.

Steps of the SAMR modelStep 1: SubstitutionAt the substitution level, students are using technology to replace traditional ways of doing things, for instance, using Google Docs to replace Microsoft Word. The task (writing) is the same but the tools are different.Step 2: AugmentationThis step is still in the substitution mentality but this time with added functionalities. Again using the example of Google docs, instead of simply writing a document, manually saving it and sharing it with others, Google Docs provides extra services like auto saving, auto syncing, and auto sharing in the cloud.

The SAMR model cont.Step 3: ModificationIn this step technology is used more effectively not just as a substitution for other tools but to redesign parts of the task, transforming student learning in the process. An example of this is using the commenting service in Google Docs, for instance, to collaborate and share feedback on a given task.Step 4: RedefinitionIn this step students are using technology in completely new ways. An example of redefinition is when students connect with their sister school and use Google docs to each write about a shared cultural event (such as Christmas) They then use the chat and comment section to discuss the differences in cultural practices. Later they might record voice comments about these differences and embed them in the class website.

Transformative use of technologyCheck out the Padagogy wheel by Allan Carrington, Learning Designer at the University of Adelaide in which he looks at Learning Design and its connections with attributes, capabilities and motivation through the SAMR model. This taxonomy is targeted at university teaching but is equally relevant to K-12 classrooms – Allan’s message for educators is don't jump into learning outcomes, activity design and selecting technology without first reflecting on student attributes and capabilities, then on how to improve motivation and engagement.Check out this pinterest board for links to other sites that focus on the transformative use of technology: http://www.pinterest.com/kristynpaul/samrtransformative-use-of-technology/

Connecting digital technologies with Bloom's Taxonomy & Gardner's Multiple Intelligences

A number of educators have developed check lists of iPad apps that correspond with each level of Bloom’s Taxonomy. Kathy Schrock for example has developed a number of visuals with clickable hotspots: http://www.schrockguide.net/bloomin-apps.html Similarly, educators have developed interactive visuals that contain a wide range of iPad apps aligned with the different intelligences theorised by Howard Gardner. The following link is an example of one such visual: http://ipadders.eu/apps-for-multiple-intelligences/ Check out this pinterest board for links to other sites that focus on Bloom’s and Gardner’s: http://www.pinterest.com/kristynpaul/bloomgardner-and-languages-education/

Keeping up with technologyThere has been an explosion of technology tools over the last 5 years ranging from interactive whiteboards to laptops and most recently iPads and tablets. With the plethora of tools to choose from, budget and time limitations, it’s no wonder that teachers can feel overwhelmed!

Competence with technology is a “must have” skill for ALL teachers

Students need the knowledge and skills to compete in the 21st century

Students today have greater access to technology and information than any previous generation. Until more recently this access was terminated when they entered the four walls of the classroom. These ‘switched-on’ students learn more effectively when their teacher presents information in an interesting and interactive manner that keeps them involved, challenged and motivated. The challenge for teachers is how to develop competency that goes beyond the mere consumption of technology.

How can teachers develop “competency”?

Establish professional learning networks:• Sign up with Twitter (follow me @kristynpaul)• Follow some educational hashtags such as #mfltwitterati• Check out other hashtags/uses of Twitter at my pinterest board

Get ideas and resources from other teachers through Scootle Community: https://community.scootle.edu.au and the DECD Languages Facebook page: https://www.facebook.com/LanguagesDECDTLS?ref=bookmarks Subscribe to blogs written by technology leaders such as Richard Byrne: http://www.freetech4teachers.com / http://ipadapps4school.com Subscribe to YouTube feeds from educators such as iPadagogy: https://www.youtube.com/channel/UCRBmjKsbYGEcbYZz49hKTUA

Favourite apps: primary

Presentation tool: ScreenChompVoice recording: Audioboom & MorfoStory maker - Photos + narration: TellagamiBook/story maker – Photos + text: Book CreatorCartoon maker: Strip designer ($2.99)Flashcard maker: Kids Flashcard Maker ($5.49)Animated puppet show: Toontastic

Check out more apps, organised by skill type, in this wiki: http://web2-4languageteachers.wikispaces.com

Favourite apps: secondaryPresentation tool: EducreationsVoice recording: Soundcloud, VoiceThread Story maker - Photos + narration: TellagamiBook maker – Photos + text: Creative Book BuilderCartoon maker: Strip designer ($2.99)Flashcard maker: A+ FlashCards Pro Animated puppet show: ToontasticInteractive images: Thinglink Check out more apps, organised by skill type, in this wiki: http://web2-4languageteachers.wikispaces.com

Favourite apps: Teacher toolsDropboxEvernoteClass DojoEdmodoSocrative (requires student version also)Apps Gone FreeTeacherKit (but currently not available from the app store!)

Check out more teacher apps, organised by category, in this wiki: http://web2-4languageteachers.wikispaces.com

Favourite web 2.0 toolsAvatar maker: Voki Animated video: GoAnimate Storytelling: Storybird, StoryJumper Interactive poster: Glogster/Edu Comic maker: Toondoo Flashcard maker: Quizlet Note maker: Evernote Wiki maker: Wikispaces Blog maker: EdublogsBackChannel feedback: Today's meet, Padlet

Check out more web 2.0 tools, organised by skill type, in this wiki: http://web2-4languageteachers.wikispaces.com