The integration of technology in today’s EFL classrooms: The TPACK Model

It is commonly assumed that teaching is a difficult task which implies the use of several tools; but none has been so challenging as the appropriate use of technology in everyday teaching. In this scene, the TPACK model, provides teachers with sufficient information that will help them to integrate technology in a way that will motivate students and enhance their learning process.

 But, what is TPACK? TPACK is the acronym which stands for Technological Pedagogical Content Knowledge, a term introduced by Matthew J. Koehler and Punya Mishra in 2006. The authors state that this model provides a better understanding about the effective integration of technology into the classroom; and it is based on ‘three primary forms of knowledge’ that teachers need to combine, named Content Knowledge (CK), Pedagogical Knowledge (PK) and Technological Knowledge (TK). The diagram below is a graphic explanation of these three primary forms.

•  Content Knowledge (CK): has to do with the content you are teaching and your knowledge about the subject.
• Pedagogical Knowledge (PK): refers to the way in which students learn best, the instructional strategies teachers use to feet learners’ needs, and the requirements of the lesson plan.
•  Technological Knowledge (TK):  referring to the available digital tools that are appropriate for the group of students, and the teacher’s knowledge of the use of the tool.

Once teachers have understood those three primary forms, the centre of the diagram represents the complete understanding of how to teach new content using technology.

•  Pedagogical Content Knowledge (PCK): is related to the understanding of the best practices to make the content accessible for a particular group of students.
•  Technological Content Knowledge (TCK): has to do with the technological tools that intensify or transform the content you are teaching, and also the ways that students can interact with that content.
•  Technological Pedagogical Content (TPC): refers to the way in which you will apply all those digital tools to get the outcomes you expect from your students.

To summarize all the information above mentioned, it could be said that the TPACK model proposed by these two authors, offers a complete understanding of how to include technology in the curricula, so as to actually make sure that students will learn the content to be taught.

After having explained the TPACK framework, and taking into consideration the activity of the jeopardy game, it is possible to consider that the activity we planned for a second grade of a public primary school was positive in the sense that pupils can practice vocabulary in a different way. The use of technological devices such as a computer and a led projector helped to make the content more relevant and accessible for this specific group of students, despite the fact that they did not used the computer directly. Even though it was a simple Jeopardy game, most students are rarely exposed to those kinds of games at public schools. From this perspective, it can be considered highly motivating, since it is a competition, and also the language is revised as an excuse to play the game. The high quality of pictures, the vivid colours and the background music, helpe shaping a nice atmosphere to work.

The importance of TPACK should not be deny, since it offers teachers of English a complete integration of content, pedagogy and technology, conducting students to new and successful ways of learning.

If you want to lear more about the TPACK Framework, please watch this brief video made by the TPACK ORG.

References

Koehler, M. J. and Mishra, P. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record.

The TPACK ORG (2006). The TPACK in 2 minutes. Retrieved from https://www.youtube.com/watch?v=FagVSQlZELY 

Including ICT in our EFL classrooms: The SAMR Model

The need for including technology in the classroom has been a matter of discussion for teachers since many years. To use technology, or not to use it? That it is the question! One of the tasks that was asked by our ECO II teacher, was to develop an activity for an imaginary group of second graders. In this case, we worked in groups of four students and designed an activity which implied the use of technology; always bearing in mind the idea of keeping our students motivated and enhance their learning. In this sense, we created a Jeopardy game based on vocabulary of “toys”.

Today, one of the most common methods of applying technology in the classroom that is being used by teachers is the SAMR model, which was developed by Dr. Ruben Puentedura. The “Substitution Augmentation Modification Redefinition Model” allows us to see how computer technology might impact not only teaching but also learning. This model proposed by this author has four different levels:

In the Substitution level, computer technology is used to perform the same task as was done before the use of computers. There is no substantial change in the activity. In this type of activities there is not so much involvement on the part of the students.

In the Augmentation level, the use of Computer Technology allows to perform simple tasks avoiding the use of paper. Moreover, the feedback is immediate for both students and teachers and students feel engaged in the activity.

In the Modification level, the use of Technology allows a modification not only of the activity but also there is a functional change in the classroom.

The last level is Redefinition, in which computer technology allows for new tasks that cannot be performed without using it. For these type of activities the use of technology is essential.

 

According to D. Puentedura, Substitution and Augmentation are considered "Enhancement" steps because the tasks are improved but they do not change; while Modification and Redefinition are "Transformation" steps, since the way in which students learn is modified.

Regarding our activity, and bearing in mind the information already presented, we can say that it is positioned at the Augmentation level, since the activity was a simple game that students can play avoiding the use of any piece of paper. The activity just implies the use of a led projector and a computer. The revision of the vocabulary is done through the different questions presented in the slides and it can be adapted to different levels and students’ needs. Since it is a game, is highly attractive and motivating, but it ca be done without the use of technology too. The only advantage that this game provides is the innovation of the use of technology and this obviously will engage students in the lesson.

As a conclusion, the integration of ICT in the EFL classroom should be done taking into account the SAMR model, since it offers different stages that allow teachers of English to think of activities that help to transform students’ learning.

The following video was made by John Spencer (2015) and it briefly explains the SAMR model applied at school.

References:

Fastiggi, W. (2015). The SAMR Model. Technology for learners. Retrieved from https://technologyforlearners.com/the-samr-model/

Spencer, J. (2015). What is the SAMR Model and what does it look like in schools? Retrieved from https://m.youtube.com/watch?v=SC5ARwUkVQg

The integration of ICT in our EFL classrooms.

It is difficult to deny that the inclusion of ICT in the EFL classroom can benefit the learning environment, and also the students’ learning process. It is true that most teachers are not prepared to deal with technology inside the classroom, or they may just refuse to do it because they follow a traditional teacher-centered way of teaching. However, today’s students live in a world surrounded and ruled by technology, and teachers of English must take this factor into consideration when planning their lessons. In this sense, it is necessary for them to update their teaching methodologies by introducing technology in the EFL classroom.

Mark Prensky explains that students who attend to school today, were born surrounded by technology. They use it almost every day, in every aspect of their lives. This students are “Digital Natives” since they use technology and think and process information in a new way, quite different from their teachers who were born some years before the technological boom and have to adapt to these new ways of communicating and learning. In this sense, teachers are considered “Digital Inmigrants” who need to adapt to the new current times, and re-think about the methodology they implement to teach any content to this new generations of students (2001; 1-3).

Following this line, in the chapter ‘Claves para integrar las TIC en la escuela’, Batista et. al (2007) proposes three keys about how to include ICT inside the classroom, and particularly thinking about the teaching in a foreign language.

The first key refers to how to establish a relationship with technology, how to create learning environments with ICT, and learning in relation to technology possibilities which are of considerably importance if we take into consideration the fact that adolescents nowadays are surrounded and shaped by the use of technology (2007; 35)

The second key is one which should be considered of extreme importance since it deals with the volume of the information, and the skills that are needed for the handling of the information, trying to avoid 'data smog’.  That is why he suggests distinguishing the useful, credible, interesting or important information. This is particularly relevant if we want our students to learn how to handle available information on the web. There must be cautious instructions on how to select information, what sources available are relevant and what others are not (Batista et. al. 2007; 44).

Lastly, the third key proposed in that chapter exposes some other ways to organize the information to be taught and the use audiovisual elements, as well as the inclusion of multimedia and the hypermedia to teach contents from a different perspective (2007; 53).

To sum up, it is possible to say that the inclusion of ICT in the English classroom is not just using a computer and a led projector to teach the same contents as years before. Teachers must take advantage of the use and implementation of technology inside their classrooms, so that they can help students to become aware of the amount of information that they might come across with, select, transform and create knowledge that could be useful for somebody else. I this sense, they will hopefully transform their way of learning and change their perspective as regards learning at school.

References

Batista, M. A., Celso, V. E., Usubiaga, G. G. (2007). Tecnologías de la información y la comunicación en la escuela: trazos, claves y oportunidades para su integración pedagógica. Bs. As.: Ministerio de Educación, Ciencia y Tecnología de la Nación.

Prensky, M. (2001). Digital Natives, Digital Immigrants. MCB University Press, Vol. No.5.

Why shoul EFL teacher design their own material?

It is well known that teaching materials play an important role for most English teachers. In their article ‘Guidelines for Designing Effective English Language Teaching Materials’, Jocelyn Howard and Jae Mayor (2004) state that designed materials address students’ individual needs and provide them with the teacher’s own perspective about the topic to teach. Furthermore, they add that avoiding commercialized materials in the designing of a lesson plan allows educators to contextualize whatever they create. It is for these reasons that EFL teachers need to embrace the advantages of designing their own teaching materials.

There are some teachers who are against creating their own teaching material, and they prefer to work with traditional coursebooks to save time. However, the authors of the article strongly recommend the creation of our own teaching material, because in this sense teachers can select the topic and level of language that results more suitable for the wide variety of students attending to the same lesson. Moreover, the whole process of selection and creation of new material goes hand in hand with the consideration of each student’s personality, their interests and their capacities and capabilities. At the same time, including activities which are based on each learning stile allows motivation and engagement on the part of the students. (Howard and Mayor, 2004: 102)

Even though, available material may represent a temptation for many teachers, Howard and Major explain that creativity on the part of the teachers leads to contextualization and the possibility to leave aside the typical mismatching between the teaching context and typical coursebooks. Likewise, contextualized materials serve as tools for teaching the language through relevant activities for students, taking into account their particular context and culture, factors that play a crucial role in everyday teaching.

To sum up, the design of materials represents an advantage for L2 teachers as they can obtain better results from their students by contextualizing and adapting the different topics to the levels and needs of their students. Furthermore, it is also profitable for students as they can learn the foreign language in a way that is interesting, easy and meaningful for all of them.

If I have to provide my personal opinion about this topic, I would say that I am in favour of creating our own material, even though if it takes us long time to do so. Our students deserve lessons prepared and thought for them, with material that results relevant and adapted to their personal needs. I would not say that it is an easy job, but it is worth it. 
I would like to include a link of a slide share presentation, which I consider provides a useful summary of the article previously mentioned. https://es.slideshare.net/ronaldsuplidojr/guidelines-for-designing-effective-language-teaching-materials 

Refferences:

Howard J., Major J. (2004). Guidelines for Designing Effective English Language Teaching Materials. The TESOLANZ Journal, 101-109.