This presentation was created for a subject in my Master of TESOL with Charles Sturt University. Please be advised that if you wish to view this presentation, you must download it so that you can hear the audio content.

1. Technologies in
TESOL Conference
April 2017
Sourced from http://www.tech-
bods.co.uk/laptop-repairs.php

2. Allison Day…
Completing Master of TESOL
Ten years of teaching
experience
Currently teaching in the
AMEP
Sourced from www.flaticon.com

3. Tools“We become what we behold. We shape our tools and, thereafter our tools
shape us” (Lapham, 1994, p.xi).
Sourced from
http://axiomwebworks.com/about-us-web-
design/

4. Technology: a TESOL tool
Purposeful 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.
Sourced from http://www.tech-
bods.co.uk/laptop-repairs.php

5. TPACK
Technological
Pedagogical
And
Content
Knowledge Reproduced by permission of
the publisher, © 2012 by
tpack.org

6. Factors affecting technology integration in the
TESOL classroom…
• The teacher’s technological knowledge and ability
• The teacher’s beliefs and values surrounding education
• The teacher’s knowledge of SLA
• The curriculum and learning outcomes
• The technological competence of learners
• Availability and feasibility of technology
(Howell, 2013)
“Throwing a computer into a classroom doesn’t make learning
effective” (Howell, 2013, p.5)
Sourced from
https://globaldigitalcitizen.org/technology-changing-
modern-classroom-infographic

7. TPACK…merges 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.org
How?
Why?(Harris & Hofer, 2011).

8. TPACK: a brief history…
Content 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).
Sourced from
https://indigomountain.c
o.uk/blog/kace-native-
imaging-toolkit/

9. TPACK: a brief history…
Reproduced by permission of
the publisher, © 2012 by
tpack.org
All teaching is contextually
bound (Koehler, 2017, March
14).

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

11. Reproduced by permission of
the publisher, © 2012 by
tpack.org
Content Knowledge = Subject-
specific knowledge (Koehler,
2012).

12. Reproduced by permission of
the publisher, © 2012 by
tpack.org
Pedagogical Knowledge = how
students learn, classroom
management, lesson planning
and delivery, assessment
(Koehler, 2012).

13. Reproduced by permission of
the publisher, © 2012 by
tpack.org
Technological Knowledge =
thinking about and applying
technology (Koehler, 2012).

14. TPACK…
• emphasises 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).

15. Pedagogical Content
Knowledge = interplay of
conditions that support
learning and representation of
subject matter (Koehler, 2012).
Reproduced by permission of
the publisher, © 2012 by
tpack.org

16. Technological Content
Knowledge = interplay of
subject-specific matter and
awareness of the potential of
technology (Koehler, 2012).
Reproduced by permission of
the publisher, © 2012 by
tpack.org

17. Reproduced by permission of
the publisher, © 2012 by
tpack.org
Technological Pedagogical
Knowledge = how technology
can compliment approaches to
teaching and learning
(Koehler, 2012).

18. Reproduced by permission of
the publisher, © 2012 by
tpack.org
Technological Pedagogical
and Content Knowledge =
pedagogical techniques that
teachers can adopt to
constructively use technology
to teach content (Koehler,
2012).

19. Applying TPACK…
Context:
• 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).

20. Context cont…
• A 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 teacher’s attitude towards technology integration.
• Pedagogy is heavily embedded in the sociocultural theory of second language acquisition
– the “social interaction and cultural institutions…have important roles to play in an
individual’s 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…

21. A Critical Analysis of TPACK
“Effective 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).
Sourced from http://yourdelrayboca.com/swot-analysis/

22. Strengths
• Comprehensiveness 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).
Sourced from http://rockmyresume.ca/job-interview-tips/part-2-why-
would-you-hire-you-knowing-your-strengths

23. Weaknesses
• Lacking 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 learning…may lead to
erroneous, simplistic, and naïve perceptions about the nature of integrating
technology into teaching and learning” (Graham, 2011, p.1955).
• Lacking definitional precision (Graham, 2011).
Sourced from https://thenounproject.com/term/broken-chain/

24. Opportunities
• Increased 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).
Sourced from https://thewritersbloc.net/tags/opportunities

25. Threats
• Teacher’s 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 that…overcome these obstacles” (Kelly, 2008, p.36).
• Constant changes to technology (Liu, Liu, Yu, Li & Wen, 2014).
Sourced from http://www.clipartkid.com/bomb-threat-clipart-1qYT6m-clipart/

26. Putting TPACK into Practice
• Community Clips
• Podcasting
• Wikis
Reproduced by permission of
the publisher, © 2012 by
tpack.org

27. Community Clips
• Technological 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.

28. Podcasts
• Technological Knowledge: Portable On Demand audio files.
• Pedagogical Knowledge: Sociocultural theory – through podcasts, students can learn to
“appropriate the patterns and meanings of…social speech and also utilise it
inwardly to mediate…mental 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).

29. Wiki
• Technological 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.

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

31. Referencing
Adult Migrant English Program. (n.d.). Retrieved from
https://www.education.gov.au/adult-migrant-english-program-0
Aimin, 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-1-5-3
Blake, 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.x
CSWE Courses. (n.d.). Retrieved from http://www.navitas-
english.com.au/amep/amep-courses/cswe-courses/

32. 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_Soci
ocultural_Perspective_on_Language_Learning_Strategies_The_Role_of_Mediation/links
/55f00f9908ae0af8ee1b5366.pdf
Graham, 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/S0360131511000
911
Harmer, 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

33. 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: 10.1080/07380569.2012.734275
Kelly, 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/

34. 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=18
Lantolf, 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

35. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A
framework for teacher knowledge. Teachers College Record, 108(6), pp.1017-1054
Mishra, 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
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