TPACK and SAMR

Since the use of technology has become a major issue in everyday lessons, we consider really important to mention two significant models all teachers should take into account when designing their units including technology.

One of these is TPACK (Technological Pedagogical Content Knowledge). In this model there are three main components of teachers’ knowledge: content, pedagogy, and technology. According to Koehler, M. J., & Mishra, P. (2009), "equally important to the model are the interactions between and among these bodies of knowledge." They assert that:

Content knowledge (CK) is teachers’ knowledge about the subject matter to be learned or taught.

Pedagogical knowledge (PK) is teachers’ deep knowledge about the processes and practices or methods of teaching and learning.

Pedagogical content knowledge (PCK) is when the teacher interprets the subject matter, finds multiple ways to represent it, and adapts and tailors the instructional materials to alternative conceptions and students’ prior knowledge.

Technology knowledge (TK) enables a person to accomplish a variety of different tasks using information technology and to develop different ways of accomplishing a given task.

Technological content knowledge (TCK) is an understanding of the manner in which technology and content influence and constrains one another.

Technological pedagogical knowledge (TPK) is an understanding of how teaching and learning can change when particular technologies are used in particular ways.

"Then, TPACK is the basis of effective teaching with technology, requiring an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face; knowledge of students’ prior knowledge and theories of epistemology; and knowledge of how technologies can be used to build on existing knowledge to develop new epistemologies or strengthen old ones." (Koehler, M. J., & Mishra, P, 2009).

The second model, but not less important is SAMR (Substitution, Argumentation, Modification, and Redefinition). A team of teachers from Canada, in their blog Educational Technology and Mobile Learning, states that it is a framework through which you can assess and evaluate the technology you use in your class. In a substitution level, teachers or students are only using new technology tools to replace old ones. Though augmentation is a different level, we are still in the substitution mentality but this time with added functionalities. At the modification level technology is being used more effectively not to do the same task using different tools but to redesign new parts of the task and transform students learning. Redefinition means that students use technology to create imperceptibly new tasks.

The first time we heard about these models, we though they would be impossible to accomplish. It is really hard work, but they are not impracticable. Designing a lesson including technology and taking into account these guides is time consuming but worth it. You need clear objectives and purposes, plan everything according to the students' needs and take into account every detail as regards technology in the classroom and the various ways in which you can profit from it. They are extremely useful and will improve the teaching and learning process for sure!

We hope it helps!!!

Virgi and Giuli

Sources:

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.

http://www.educatorstechnology.com/2013/06/samr-model-explained-for-teachers.html

Reviewing Websites

Hi there! We´ve been working on the analysis of two websites (Pearson ELT and MES English), as regards their potential usefulness in the classroom and as resources for material design. 

Since nowadays there are too many webpages where you can find help or information in connection with teaching and learning English, we think it is really important to evaluate their reliability and validity before using them. Why? Because any content you provide to your students have to be appropriate, up-to-date, clear, without mistakes, accurate and relevant. 

If you are going to use any website in the classroom, make sure that the content is well-written, with an appropriate format and legible font. The links provided in the page should be accessible and the information should be clearly presented. Advertisements also play a role here: they sometimes interfere and affect the aesthetic part.

So every time you want to make use of an internet resource, have a careful look at it; its purpose, its author, if there is a bias reflected, among others.  

In this link you will find more information as regards what to take into account when you have to analize a website in terms of their potential usefulness in the classroom.

These are the two webpages we have analized (you will also find the links).

Pearson ELT

MES English

Giuliana and Virginia :)

Digital Natives and Digital Immigrants

"We are students, but also future teachers"

When we start to reflect upon our role at school today, we think that we are in a special period in which teachers know less about technology than their students. Some time before, teachers didn't have to worry about those things because they didn't even exist. Later on some computers started to appear, but students only used them to do practical works on "Word". But what happens today? There are not only new devices and programs, but also a lot of new applications and "Digital Immigrants" feel that they will never be up-to-date.

Who are the "Digital Immigrants"?

According to Marc Prensky (2001), "Digital Immigrants learn to adapt to their environment, they always retain, to some degree, their "accent", that is, their foot in the past. That's way they need to print out a document written on the computer in order to edit it (rather than just editing on the screen) or bringing people physically into your office to see an interenting web site (rather than just sending them the URL)."

            On the other hand, we have "Digital Natives":

• They are used to receiving information really fast.

• They like to parallel process and multi-task.

• They prefer their graphics before their text rather than the opposite.

• They prefer random access (like hypertext).

• They function best when networked.

• They thrive on instant gratification and frequent rewards.

• They prefer games to "serious" work.

So, we can say that we need to be prepared to teach to this new generation because we cannot consider ourselves "Digital Natives" as they are.

Are we "Digital Immigrants or Digital Natives"?

In fact, we think that we are in the middle, because we share some characteristics of both. For example, if we compare ourselves with our parents, we realize that we use the technology devices much better than they do (even we have to teach them how to use them). We sometimes read books on the computer, and know how to use a lot of programms and devices; like telephones and tablets. But if we compare ourselves with "Digital Natives", we realize that they know a lot of things as regard technology that we don't.

So, as future teachers we have to carry on working with technology, take advantage of all programs and devices we are used to using, and also let the new generations teach us some things. 

To take into account:

We as future teachers consider that the age of the person is not the only condition to take into account when we talk about a "Digital Native" or a "Digital Immigrant".

We should bear in mind and recognize that there are lots of students who don't have a computer or another technological device, or maybe they don't have internet access. In fact, there are lots of children who don't even have electricity in their houses. 

Source: Digital Natives, Digital Immigrants by Marc Prensky. From On the Horizon (MCB University Press, Vol. 9 No. 5, October 2001)

Have education changed through the years?

Hi there! We want to share a very interesting video about Education in the 21st century. It is amazing to see how things have changed!!! This video summarises the development of technology and how it affects education. Enjoy! :)

As we can see, nowadays the use of technology is becoming crucial in the process of teaching and learning. Sometimes we feel that we are up-to-date but in fact we are not and whenever we want to use technology in our classroom we have to learn how to do it. That's why we think it would be important to include subjects related to the implementation of technology in our training course from the very beginning.

Source: https://www.youtube.com/watch?v=O35n_tvOK74

Giuli and Virgi :)

Designing Materials

Although teachers of English are aware of the great amount of materials available to use when teaching (for instance textbooks, videotapes, and pictures, among other commercially accessible resources), many teachers still prefer to create their own. They search, select, evaluate and adapt materials to teach a particular group of students. Why English Language teachers may choose to design their own materials?

Jocelyn Howard and Jae Major in their work Guidelines for designing effective English language teaching materials mention some advantages and disadvantages of designing your own teaching materials.

Advantages:

• Commercial materials such as textbooks provide a good outline of what to teach and when to teach it. But is it authentic language? Is it aimed at your specific group of students? These materials lack of contextualization, they are aimed at an ideal group of people sharing the same background knowledge who are supposed to react and answer in a particular way. But you know your students are all individuals living in a particular context and many of them may do not share the same background knowledge. If you make your own materials for teaching, you can adapt it to your specific group of students taking into consideration their learning environment, their needs, their performances, their capacities, etc.

• In connection with contextualization are the individual needs. Creating your own materials you try to make the level appropriate for your students, ensuring a challenge when learning. You also adapt it according to their cultures, their first language, their learning needs and experiences. At the same time you have more control over what to teach as regards topics, situations, notions, functions, skills, etc.

• Personalization is another advantage. Teacher-made materials add a personal touch and students would appreciate that since it is your effort. This may increase motivation and engagement. At the same time, once you are used to create your own materials, you may feel more comfortable with the classroom situations and it may give you more freedom and scope for spontaneity.

Disadvantages:

• As I mentioned before, coursebooks organize in some way the teaching process. “Teacher-designed materials may lack overall coherence and a clear progression” (Howard J. and Major J., Guidelines for designing effective English language teaching materials, p. 102).

• Sometimes it is expensive.

• You may run out of ideas.

• You may experience a feeling of uncertainty since you do not know whether it is going to work or not.

• It is really time consuming.

Even though designing your own materials may seem to be hard work and time consuming, we consider it would be highly profitable since it will be adapted to your particular group of students attending to their specific needs. Make sure you know your students well, their aspirations and purposes for learning English. Take into account the curriculum and the context of the place/institution where you are teaching. Finally, you also need to be aware of the resources and facilities available when teaching.

Hope it helps and good luck!

Virgi and Giuli

Source: Jocelyn Howars and Jae Major. Guidelines for designing effective English language teaching materials. Pages 101-107.