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Perspectives A Refl ective Approach to Digital Technology Implementation in Language Teaching: Expanding Pedagogical Capacity by Rethinking Substitution, Augmentation, Modifi cation, and Redefi nition
| Content Provider | Semantic Scholar |
|---|---|
| Author | Lyddon, Paul |
| Copyright Year | 2020 |
| 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-Modifi cation-Redefi nition (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 unwi ingly contradict their core professional beliefs. After a brief, situated overview of the SAMR model, this article introduces and illustrates a fi ve-stage SAMR-embedded refl ective approach to systematically eliminating irrelevant, unacceptable, and unfeasible instructional uses of technology and, thereby, revealing potential for expanding pedagogical capacity in language teaching. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://teslcanadajournal.ca/index.php/tesl/article/download/1387/1213 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
