A Reflective Approach to Digital Technology Implementation in Language Teaching: Expanding Pedagogical Capacity by Rethinking Substitution, Augmentation, Modification, and Redefinition

Autor/in	Lyddon, Paul A.
Titel	A Reflective Approach to Digital Technology Implementation in Language Teaching: Expanding Pedagogical Capacity by Rethinking Substitution, Augmentation, Modification, and Redefinition
Quelle	In: TESL Canada Journal, 36 (2019) 3, S.186-200 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Styles; Technology Integration; Decision Making; Educational Philosophy; Learning Theories; Teacher Attitudes; Language Teachers; Information Technology; Models; Accountability; Reflection + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrstil; Unterrichtsstil; Decision-making; Entscheidungsfindung; Bildungsphilosophie; Erziehungsphilosophie; Learning theory; Lerntheorie; Lehrerverhalten; Language teacher; Sprachunterricht; Informationstechnologie; Analogiemodell; Verantwortung
Abstract	As the number of language instructors seeking to implement digital technologies in their teaching continues to grow, so does the need for direction with regard to making pedagogically sound decisions concerning digital tool use. One popular and useful guide for considering the educational potential of digital technologies has been Puentedura's (2006) Substitution-Augmentation-Modification-Redefinition (SAMR) model, with its four levels of progressive technological integration. However, the degree of technological integration truly possible or even desirable for individual teachers in their given context depends on a number of complex, interrelated, largely non-technological factors, including implementation motives, pedagogical purview, educational philosophy, theory of learning, teaching style, and situational constraints. Generally unconscious, these factors often go ignored, leaving teachers susceptible to technological decisions that can lead them to lose their prescribed pedagogical focus or unwillingly contradict their core professional beliefs. After a brief, situated overview of the SAMR model, this article introduces and illustrates a five-stage SAMR-embedded reflective approach to systematically eliminating irrelevant, unacceptable, and unfeasible instructional uses of technology and, thereby, revealing potential for expanding pedagogical capacity in language teaching. (As Provided).
Anmerkungen	TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: http://www.tesl.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01