The document discusses the role of technology in language education, emphasizing that it should enhance learning rather than merely serve as a novelty. It highlights models like TPACK and SAMR that guide effective technology integration in teaching, focusing on pedagogy over mere digital literacy. The text also provides resources and tools for educators to develop their technology competencies and to foster engaging learning experiences for students.

1. Technology in languages education
Kristyn Paul
Project Manager
Languages R-12
Teaching & Learning Services
5th Floor
Education Centre
31 Flinders Street
Adelaide SA 5000
http://www.slideshare.net/kristynpaul/technology-in-languages-
education

2. Everyone knows that technology is
engaging!

3. 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.

4. 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.

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

6. 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.

7. 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.

8. Australian Curriculum: General Capabilities
Currently 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/generalcapabilit
ies/information-and-communication-technology-capability/
introduction/introduction

9. 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.

10. 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.

11. TPACK in 2 minutes
Content 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 students
These three elements also overlap.

12. 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/

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

14. Steps of the SAMR model
Step 1: Substitution
At 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: Augmentation
This 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.

15. The SAMR model cont.
Step 3: Modification
In 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: Redefinition
In 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.

16. Transformative use of technology
Check 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/

17. 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/

18. Keeping up with technology
There 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!

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

21. 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.

22. 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

23. Favourite apps: primary
Presentation tool: ScreenChomp
Voice recording: Audioboom & Morfo
Story maker - Photos + narration: Tellagami
Book/story maker – Photos + text: Book Creator
Cartoon 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

24. Favourite apps: secondary
Presentation tool: Educreations
Voice recording: Soundcloud, VoiceThread
Story maker - Photos + narration: Tellagami
Book maker – Photos + text: Creative Book Builder
Cartoon maker: Strip designer ($2.99)
Flashcard maker: A+ FlashCards Pro
Animated puppet show: Toontastic
Interactive images: Thinglink
Check out more apps, organised by skill type, in this wiki:
http://web2-4languageteachers.wikispaces.com

25. Favourite apps: Teacher tools
Dropbox
Evernote
Class Dojo
Edmodo
Socrative (requires student version also)
Apps Gone Free
TeacherKit (but currently not available from the app store!)
Check out more teacher apps, organised by category, in this wiki:
http://web2-4languageteachers.wikispaces.com

26. Favourite web 2.0 tools
Avatar 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: Edublogs
BackChannel feedback: Today's meet, Padlet
Check out more web 2.0 tools, organised by skill type, in this wiki:
http://web2-4languageteachers.wikispaces.com