EML515 Assignment One - Into Multimodality

Technology in TESOL Conference

Technologies in TESOL ConferenceApril 2017

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Allison Day

Completing Master of TESOL

Ten years of teaching experience

Currently teaching in the AMEP

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Tools

We become what we behold. We shape our tools and, thereafter our tools shape us (Lapham, 1994, p.xi).

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Technology: a TESOL toolPurposeful integration of technology into the TESOL curriculum poses an array of challenges for English language teachers who must find pedagogically principled responses (Blake, 2008, p.22) to combining theory with practice.

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TPACKTechnologicalPedagogicalAndContentKnowledge

Reproduced by permission of the publisher, 2012 by tpack.org

Factors affecting technology integration in the TESOL classroomThe teachers technological knowledge and abilityThe teachers beliefs and values surrounding educationThe teachers knowledge of SLAThe curriculum and learning outcomesThe technological competence of learnersAvailability and feasibility of technology(Howell, 2013)

Throwing a computer into a classroom doesnt make learning effective (Howell, 2013, p.5)

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TPACKmerges knowledge of subject-specific content with pedagogical knowledge, as well as knowledge of working with technology (Koehler, 2012).

Reproduced by permission of the publisher, 2012 by tpack.orgHow?Why?(Harris & Hofer, 2011).

TPACK: a brief historyContent Pedagogy(Shulman, 1986)??Technology changes how we teach (Mishra, 2016, December 7) but it is often taught in isolation from content and pedagogical understandings of teaching and learning (Koehler, 2017, March 14).

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TPACK: a brief history


All teaching is contextually bound (Koehler, 2017, March 14).



Content Knowledge = Subject-specific knowledge (Koehler, 2012).


Pedagogical Knowledge = how students learn, classroom management, lesson planning and delivery, assessment (Koehler, 2012).


Technological Knowledge = thinking about and applying technology (Koehler, 2012).

TPACKemphasises the kinds of knowledge that lie at the intersections between the three primary forms (Koehler, 2012, para. 2). exists in a dynamic relationship (Debbagh & Jones, 2015, p.3122).

Pedagogical Content Knowledge = interplay of conditions that support learning and representation of subject matter (Koehler, 2012).


Technological Content Knowledge = interplay of subject-specific matter and awareness of the potential of technology (Koehler, 2012).



Technological Pedagogical Knowledge = how technology can compliment approaches to teaching and learning (Koehler, 2012).


Technological Pedagogical and Content Knowledge = pedagogical techniques that teachers can adopt to constructively use technology to teach content (Koehler, 2012).

Applying TPACKContext:Adult Migrant English Program development of foundational English language and settlement skills (Adult Migrant English Program, n.d.).Learners have a basic transactional proficiency.Curriculum Certificate of Spoken and Written English (CSWE Courses, n.d.).Students broad spectrum of backgrounds, first language literacy skills, motor skill development, and educational experiences. Adult learners come into the classroom with a rich range of experiences and a clear understanding of why they are learning and what they want to get out of it (Harmer, 2007, p.84).

Context contA large digital divide exists among this cohort: ethnicity, socio-economic status, language and cultural background are at the core of the digital divide (Kelly, 2008, p.32).The teachers attitude towards technology integration.Pedagogy is heavily embedded in the sociocultural theory of second language acquisition the social interaction and cultural institutionshave important roles to play in an individuals cognitive growth and development of language learning strategies is mainly a by-product of mediation and socialisation into a community of language learning practice (Donato & MacCormick, 1994, p.453).

Applying TPACK

A Critical Analysis of TPACKEffective technology integration for pedagogy around specific subject matter requires developing sensitivity to the dynamic transactional relationships between these components of knowledge situated in unique contexts (Koehler, 2012, para. 3).

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StrengthsComprehensiveness of TPACK a thoughtful approach to technology integration means that technological knowledge will not be emphasised at the expense of pedagogical and content knowledge (Mishra & Koehler, 2006). TPACK facilitates skill growth of twenty-first century learners learning is enhanced when students view tasks as meaningful, assign value to subject matter, and develop an understanding of the relation of it with their lives (Mishra & Koehler, 2006, p.1034). TPACK enables teachers to identify challenges to technology integration (Liu, Liu, Yu, Li & Wen, 2014).

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WeaknessesLacking consideration for factors beyond the three knowledge domains TPACK cannot provide all the answers (Koehler, 2006, p.1047) and neglecting to acknowledge teachers epistemic beliefs and values about teaching and learningmay lead to erroneous, simplistic, and nave perceptions about the nature of integrating technology into teaching and learning (Graham, 2011, p.1955). Lacking definitional precision (Graham, 2011).

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OpportunitiesIncreased student motivation and engagement when engaging technology is purposefully integrated (Roblyer &Doering, 2013) motivation is essential for success and teachers can have a powerful effect on how or even when students remain motivated (Harmer, 2007, pp.84-100). Increased breadth and depth of student exposure to the target language (Chapelle, 2009).

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ThreatsTeachers confidence in their use of technology (Kose, 2016) - There must be a willingness to accept that technology has the potential to make a difference to student learning (Liu, Liu, Yu, Li & Wen, 2014). Availability of resources (Kelly, 2008) teachers need to develop pedagogical practices thatovercome these obstacles (Kelly, 2008, p.36). Constant changes to technology (Liu, Liu, Yu, Li & Wen, 2014).

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Putting TPACK into PracticeCommunity Clips

Podcasting

Wikis


Community ClipsTechnological Knowledge: Screen capture technology. Pedagogical Knowledge: Sociocultural theory and mediation mental functioning is fundamentally a mediated process that is organised by cultural artifacts, activities and concepts (Lantolf, Thorne &Poehner, 2015, p.350). Content Knowledge: Creating short transactional texts.

PodcastsTechnological Knowledge: Portable On Demand audio files. Pedagogical Knowledge: Sociocultural theory through podcasts, students can learn to appropriate the patterns and meanings ofsocial speech and also utilise it inwardly to mediatemental activity (Lantolf, Thorne & Poehler, 2015, p.355). Content Knowledge: Comprehend and participate in short transactional exchanges English language users must listen to phonological representations of words multiple times and be exposed to the words in different contexts to feel confident in using the word in conversation (Hur & Suh, 2012, pp.334-5).

WikiTechnological Knowledge: A website developed collaboratively by a community of users.Pedagogical Knowledge: Sociocultural theory knowledge becomes internalised through social activity (Lightbown & Spada, 2013, p.186). Content Knowledge: Vocabulary development.

Final thoughts

Sourced from http://blog.williamferriter.com/2013/07/11/technology-is-a-tool-not-a-learning-outcome/

ReferencingAdult Migrant English Program. (n.d.). Retrieved from https://www.education.gov.au/adult-migrant-english-program-0Aimin, L, (2013). The study of second language acquisition under sociocultural theory. American Journal of Educational Research, 1(5), pp.162-167.doi: 10.12691/education-1-5-3Blake, R. J. (2008). Brave new digital classroom: Technology and foreign language learning. Retrieved from ProQuest Ebook Central.Chapelle, C. A. (2009). The relationship between second language acquisition theory and computer-assisted language learning. Modern Language Journal, 93, pp.741-753. doi: 10.1111/j.1540-47.81.2009.00970.xCSWE Courses. (n.d.). Retrieved from http://www.navitas-english.com.au/amep/amep-courses/cswe-courses/

Debbagh, M. & Jones, W. M. (2015). Using the TPACK framework to examine technology integration in English language teaching. In D. Rutledge & D. Slykhuis (Eds.),Proceedings of Society for Information Technology & Teacher Education International Conference 2015(pp. 3121-3126). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).Donato, R. & MacCormick, D. (1994). A sociocultural perspective on language learning strategies: The role of mediation. The Modern Language Journal, 78(4), 453-464. Retrieved from https://www.researchgate.net/profile/Richard_Donato/publication/263541424_A_Sociocultural_Perspective_on_Language_Learning_Strategies_The_Role_of_Mediation/links/55f00f9908ae0af8ee1b5366.pdfGraham, C. R. (2011). Theoretical considerations for understanding technological content knowledge (TPACK). Computers and Education, 57(3), pp.1953-1960. Retrieved from http://www.sciencedirect.com.ezproxy.csu.edu.au/science/article/pii/S0360131511000911Harmer, J. (2007). The practice of English language teaching (4th ed.). Longman. Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical and content knowledge(TPACK) in action: A descriptive study of secondary teachers curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3), pp. 211-229. doi: 10.1080/15391523.2011.10782570

Howell, J. (2013). Teaching with ICT: Digital pedagogies for collaboration and creativity. Retrieved from ProQuest Ebook Central. Hur, J. W. & Suh, S. (2012). Making learning active with interactive whiteboards, podcasts and digital storytelling in ELL classrooms. Computers in the Schools, 29(4), 320-338. doi: 10.1080/07380569.2012.734275Kelly, M. A. (2008). Bridging digital and cultural divides: TPCK for equity of access to technology. In M. C. Herring, P. Mishra, & M.J. Koehler (Eds.). Handbook of technological pedagogical content knowledge (TPCK) for educators (pp.31-55). New York: Routledge. Koehler, M. (2012). TPACK explained. In TPACK Org. Retrieved from http://matt-koehler.com/tpack2/tpack-explained/Koehler, M. J. (2017). A brief history of TPACK. Retrieved from http://www.punyamishra.com/2017/03/16/blurred-visions-another-history-of-tpack/

Kose, N. K. (2016). Technological pedagogical content knowledge of English language instructors. Journal of Educational and Instructional Studies in the World, 6(2), pp. 12-19. Retrieved from http://www.wjeis.org/FileUpload/ds217232/File/wjeis_2016.2.pdf#page=18Lantolf, J., Thorne, S. L., & Poehner, M. (2015). Sociocultural theory and second language development. In B. Van Pattern, & J. Williams (Eds.). Theories in Second Language Acquisition(pp.350-382). New York: Routledge. Lapham, L. H. (1994). [Introduction]. In M. McLuhan, Understanding media: The extension of man (pp. ix-xxiii). Cambridge: The MIT Press. Lightbown, P. M., & Spada, N. (2013). How languages are learned (4th ed.). Oxford, England: Oxford University Press.Liu, S., Liu, H., Yu. Y., Li, Y., & Wen, T. (2014). TPACK: A new dimension to EFL teachers PCK. Journal of Education and Human Development, 3(2), pp.681-693. Retrieved from http://jehdnet.com/journals/jehd/Vol_3_No_2_June_2014/41.pdf

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge.Teachers College Record, 108(6), pp.1017-1054Mishra, P. (2016). Why theory or the TPACK story. Retrieved from http://www.punyamishra.com/2016/12/07/why-theory-or-the-tpack-story/Nakamaru, S., (2011). Making (and not making) connections with web 2.0 technology in the ESL composition classroom. Teaching English in the Two Year College, 38(4), pp.377-390. Retrieved from ProQuest Central. Roblyer, M. D., & Doering, A. H. (2013). Integrating educational technology into teaching (6th ed.). Upper Saddle River, NJ: Pearson. Shulman, L. (1986). Those who understand: Knowledge growth in teaching.Educational Researcher,15(2), 4-14. Retrieved from http://www.jstor.org/stable/1175860

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