Week 10 - Sharing a Piece of Advice

While there were many ideas to be gleaned from the WebSkills course, perhaps one of the most important ideas that can form a piece of advice is the notion that we should not let technology lead our teaching. We need to remember that good teaching, grounded in a fundamental understanding of learning and an appreciation for pedagogical principals, should guide our use of technology. I believe that technophiles who have a strong working knowledge of pedagogy can be a great asset to a school. However, technophiles who only know technology, and have no appreciation for pedagogy, can be extremely dangerous. As teachers, we have to remember that learning is our focus. Although modern technology can offer incredible educational opportunities, it is imperative that we not allow technology to overshadow the learning process. Digital technologies do not replace teachers in the classroom, they simple represent tools that help teachers address issues and achieve specific goals.

I have written elsewhere that we need to keep pace with the development of technological tools while staying focused on how these resources might be applied to educational contexts to support best pedagogical practices. As the members of this WebSkills course endeavor to share the ideas learned in this course with their colleagues, I recommend that they frame their lessons within a discussion about pedagogy. Although we accumulated some great online tools in this course, we want to avoid simply "throwing" these resources at our colleagues! We need to provide appropriate pedagogical context in order to ensure these great resources will be used judiciously. Technology integration is not about using technology for the sake of using technology, rather it is about applying technology purposefully and appropriately to achieve educational objectives.

Instead of promoting "technophile discourses" that include talk of education, we need to promote "educational discourses" that include talk of technology. I think we can successfully achieve the latter, as we did in the WebSkills course, by discussing technology within an educational context framed by topics such as learning objectives, reflections, learner autonomy, interaction, project-based learning, and student-centered classrooms. A solid understanding of these topics is what will ensure that discussions pertaining to technology integration are successful. Such discussions will convey and foster fundamental understandings that are essential to the seamless, meaningful, and pedagogically sound integration of technology.

Week 9 - My Thoughts on the Relationship Between Learning Styles and Technology, and some General Reflections on the WebSkills Course

Although schools have always been populated by unique learners with unique needs, this uniqueness has not always been fully embraced. Despite repeated calls for more "progressive" approaches, traditional teaching methods that tend to focus on the "stand and deliver" model have typically endured. Consequently, schooling in general has not been truly inclusive. The students with learning styles and cognitive competencies that do not fit with the prevailing teaching styles have, in a sense, been marginalized. In other words, classrooms have not been addressing the unique diversity of students' learning styles.

This week's readings and discussions conveyed the notion that modern technology can help teachers reach a range of learning styles and cognitive competencies in the classroom. The consensus seems to be that technology holds promise for for helping teachers address the diverse needs of students. However, it has to be stressed that the presence of technology in classrooms is itself certainly not a magic bullet or educational panacea. How the technology is used is what counts! Teachers now have powerful tools that can help them work with information in ways that can reach more learning styles. The trick is ensuring that teachers know how to use these new tools effectively. In the absence of guidance, some teachers might use new technology to simply reinforce their traditional teaching practices. In doing so, they will fail to honor the unique learning styles of many of their students.

As I mentioned in my discussion posting this week, I think it is the "multimedia" rich features of modern computer technology that makes it potentially valuable for addressing multiple learning modalities. Teachers now have tools that allow them to integrate elements of text, audio, images, animations, and video into their lessons in innovative and creative ways. As we have learned in our WebSkills course, digital technology also broadens the range of opportunities for engaging students in project-based learning opportunities. Teaching and learning that employs digital technology does not have to be confined to any one learning style, rather it can embrace multiple learning styles (sometimes simultaneously). In a way, information technology can be thought of as a bridge or potential link between the curriculum and diverse learners. If employing technology effectively, a teacher can "cast a web" of instruction that captures the interests and imaginations of a wide variety of learners.

By casting such a web, we can bring all learners together under the same umbrella of classroom learning. If we approach a concept or topic from several viewpoints (or ways of understanding it), we not only reach more students, we also enrich the learning experience for all students. In effect, we take a more holistic approach to teaching that embraces whole-brain learning. The idea behind such learning is that it is best for instruction to emphasize a broad range of cognitive capabilities, rather than focus on a narrow range. When we employ this kind of teaching within the context of a collaborative and project-based environment, we create conditions where students can learn from each other's diverse learning styles -- we create a learning environment where everybody has something to offer! In this type of holistic teaching and learning setting, each students' unique learning modalities are not only considered personal gifts, but can be thought of as gifts to the group as a whole.

I think digital technologies, with their propensity for facilitating multimedia-oriented and interactive activities, are tools that can be leveraged by teachers to create learning experiences that are rich in perspective and form. When used to their full advantage, digital technologies can help teachers create learning situations and experiences that are likely to resonate with a broad range of cognitive capabilities and a broad range of learners. The World Wide Web offers a countess number of versatile tools that when used by creative, enthusiastic, innovative, and knowledgeable teachers can result in the creation of valuable experiences for all students.

This week's discussion was timely, as it encouraged me think about my Project Plan in yet another light. As I worked to complete my plan this week, I was reminded that within the new group of six ESL students that I will have this fall, there will likely be six unique learning styles! However, I think the project-based nature of my proposed "avatar presentation project" mitigates the risk of any one particular learning style will be marginalized. Although I will provide a detailed framework for the project, my students will have considerable flexibility within that framework to capitalize on their own individual strengths. Furthermore, since we will develop a rubric together at the outset of the project, it can take into consideration the multiple ways the students might want to express their knowledge and their learning progress. Having students contribute to the planning of their activities means that their individual learning modalities are embedded within the activities!

As I reflect on the above ideas, I feel like I am starting to construct a unified understanding of the various topics we have discussed during our course. The challenge will be integrating what I have learned into my own teaching -- as well as conveying central ideas to my teaching colleagues. The "trick" to meeting this challenge I have come to realize is approaching integration one step at a time! The technology itself can be overwhelming and distracting, so discussions need to revolve around pedagogy. Once central ideas around teaching and learning are established, it is easier to look at the application of technology to those ideas. That being said, the world of technology continues to evolve, with new tools and resources "going online" everyday. I will do my best to keep pace with those developments, while staying focused on how they might be applied to educational contexts to support best pedagogical practices. I suspect that one of the best ways to continue learning about the application of computer technology to language instruction is to keep in touch with my WebSkills classmates! It is nice to know that I have a team of wise practitioners at my fingertips. Perhaps some of the public blogs and personal emails will continue into the future, allowing us to continue to learn from each other well after the course has ended!

Week 8 - Exploring Teacher Resources Online

It seems that there are countless online tools and exercises that can be used for enhancing teaching and learning. However, as one would expect, given the vast number of resources, the functionality, quality and utility of online tools can vary greatly. This week, after exploring just some of the many different tools available and taking into consideration the discussion postings of my classmates, I have arrived at some important realizations and understandings. Those realizations and understandings form the basis of this blog.

Although many tools and exercises have the potential to enhance student learning, it is important to remember is that no tool can itself enhance learning and promote student autonomy. The "educational" outcome of any tool is ultimately dependant on how that tool is used. Thus, the educational value or utility of an resource must be thought of as context specific. The role of the teacher is to understand context of teaching and learning. When choosing an online tool or exercise, a teacher needs to start by thinking about the details of their teaching and learning situation. A thoughtful teacher will first think about goals and outcomes, then select the most appropriate tool for that purpose.

I stated in one of my posts this week that perhaps one of the most important question we need to ask when we consider the potential value of an online resource is "How could using this tool promote learner autonomy?" As educators, we need to stay focused on developing student autonomy in learning. We should aim to make learning a meaningful part of the lives of our students. In other words, we need to teach for learner autonomy. This means we need to use online resources in ways that will promote autonomy among our students. The educational utility of online tools and exercises for promoting learner autonomy will ultimately depend on the specific use made of them. As we learned earlier in the course, learning activities that promote autonomy are generally meaningful to students, provide problems to solve, and have some connection to the real-world. The implication here being that if online resources can help create opportunities for project-based learning, then they are potentially helpful with regards to promoting learner autonomy.

As I mention in my blog comment to Bella this week, the number of resources on the web that we can potentially familiarize ourselves with is truly astounding - to the point where it can be overwhelming! Under the umbrella of "educational resources" we have Web-based resources that are made specifically for educational applications as well as social tools that can be adapted for educational purposes. Teachers need to look at these tools with a discerning eye - exactly what Deborah asked us to do this week! It is the role of the teacher to ensure educational objectives are being pursued when using these tools. This starts with a solid understanding of effective pedagogy, student needs, learner autonomy, interaction, active learning, and project-based learning.

I spent a great deal of time thinking about the above concepts this week, particularly learner autonomy, as I worked on the first draft of my project plan. As I developed the technology-based solution (and consulted the online resources that would enable it), I was sure to do so with the notion of learner autonomy in mind. Along with learner autonomy I had to take into consideration the unique needs of my students. That being said, I realize that planning to meet objectives is one thing, and the achievement of objectives is another. Following methods of action research, I plan to monitor the implementation of my project closely such that I can adjust my plan where necessary. Although the technology is exciting, I don't want to let it dictate my approach to teaching, rather I want my teaching to dictate my approach to technology!

Week 7 - Some Thoughts on Learner Autonomy and the One-Computer Classroom

This was a busy week for me. I have been working on the course from Cambridge, England where I was participating in a social sciences conference. This tranquil setting provided the perfect backdrop to think about some of the ideas we have been discussing in our course!

Given the interdisciplinary nature of the conference, I had an opportunity to listen to many diverse presentations during the week. Despite the wonderful diversity in research topics, there was one important commonality - behind each presentation there was a self-directed learner who was passionate about exploring ideas through sustained inquiry! In this way, almost all research activity can be conceptualized as being project-based or inquiry-based learning! I think what interests me the most about academic research is that it is conducted by people who are generally motivated by problems that are authentic and meaningful to them. They "ask questions" and "explore" as a means of coming to new understandings and even new questions. It seems to me that in academia, learner autonomy is valued and respected. People in academia are encouraged to perform at the highest level of Bloom's Taxonomy. Consequently, it is a place where we often see new, creative, and thought-provoking ideas. Academic researchers seek to recognize gaps in their knowledge so that they can take steps to fill those gaps.

The point I'm trying to make is that learner autonomy should not just be confined to people in graduate school or academia. Greater autonomy should be encouraged at all levels, and in all segments, of education. Language education, particularly for young learners, should be no exception. We need to encourage greater autonomy at the early stages so that all people have an opportunity to become effective self-directed learners from a young age. Because only limited time can be dedicated to focussed language instruction at school, autonomous and self-directed learning is particularly important for second language learners. In order to become proficient in the second language, learners need to recognize gaps in their own capabilities and take the necessary steps to fill those gaps. The process of learning a language will continue beyond the formal educational process. Thus, it is important for teachers to help students not only develop fundamental language skills, but also foster the skills required to be self-directed lifelong learners.

As I see it, the process of encouraging self-directed learning among students needs to be present in all language teaching. As we have discussed this week, computer-assisted language learning represents a promising way of helping foster self-directed learning. However, in order for that to happen, teachers need to be aware of how to use the technology effectively within a framework of sound pedagogical practice. Even in one-computer classes, the technology can be used effectively to support teaching and learning. Through the use of the one computer at a "learning station" students can experience the value technology can have for supporting inquiry-based learning. Furthermore, teachers can augment and enhance whole-class lessons and discussions by incorporating interactive elements made possible by computers and the Web.

I have started thinking that perhaps a Professional Development (PD) session for teachers at my school on the topic of autonomous and self-directed learning may be warranted. In fact, as a result of this week's readings and discussions, I have been thinking that such a session should probably precede any of the "technology-focused" PD sessions that I have planned. Although the technology-focused sessions are usually popular among teachers, I find that the technology itself can sometimes obscure the true objectives around student learning. Thus, I think a PD session on self-directed learning is probably a good way to start a series of sessions on integrating technology. This will hopefully help establish a guiding framework for future discussions around technology and language learning. I aim to have such a framework (a perspective that stresses the importance of developing self-directed learning skills) inform my work as I continue to develop my project plan.