Bianca

This Piktochart represents my own personal evolution within CALL throughout the course. It begins with a reference to my prior experience with CALL. I have worked for four years at an international school teaching grades 6-12 English, history and geography. The majority (upwards of 95%) of my students were second language English learners. Throughout this time, I found it particularly useful to use online communities (in particular www.edmodo.com) to give students the opportunity to communicate and share their ideas online. I also taught using interactive whiteboards, computer-based testing and project-based learning to enhance student language acquisition. My administration was willing to invest in technology for the students, but not necessarily the appropriate training for the teachers to facilitate integration. For me this led to a “destabilization” as I often felt that I was not using the tools to the best of their ability.
            My learning experience throughout this course, with relation to CALL and other technologies has certainly been non-linear. I have found that with technology in particular it is not a skill that can be learned in a linear fashion. I personally learned the most when I was engaged with the material elements and could then process how I could use them with my students. Furthermore, it is important to note that the evolutions and learning experiences discussed below were non-linear, and the way that I experienced this course may be entirely different than any others student – which is why having us reflect on this individually is quite enriching.
            My unexpected learning experiences throughout this course took four major forms. First, through the technology integration project, I was able to experience how to create a website for iPad/tablet integration in an ESL classroom. This could also be a potential activity for my own language learners in the future. Through this project I was also able to unexpectedly support a colleague who is currently running a pilot program of tablet integration in her ESL classroom. Prior to our project, the tablets in her class were primarily used as e-books, but after using our resource she was able to introduce applications and tools into her class that would transform her student’s experience with the tablets. This also provided me with a new perspective on CALL and technological integration as I had not been exposed to in the past. Finally, the use of the 21st century competencies through the way in which the tasks were detailed in an ambiguous manner to encourage our creativity led me to new learning experiences that I would not have otherwise had.
            The SAMR model was the biggest influence for my becoming in CALL throughout the course. I had not been introduced to it before but it encapsulated the destabilization that I had experienced in my previous teaching. It highlighted that I may not have been integrating the technological tools that I used with my students to the best of its’ capability. I identified that I primarily used technology as a substitution or augmentation for my lessons, and was missing out on the transformative abilities of the tools at my disposal.
            Finally, I felt that it was important to include my remaining reservations and potential challenges that I see in integrating CALL into my classroom. These are areas that I will continue to pursue in my becoming in CALL. Technology certainly cannot replace the unique and important role that a teacher plays in the guiding of their students’ development, and it is imperative that students still maintain their peer-to-peer relationships. I have witnessed classrooms with students all working independently on their own devices and have questioned if this is really an authentic learning experience. Students should be encouraged to use technology to collaborate with their classmates to ensure that they are not isolated. In addition, teacher training is of the utmost importance when integrating technology into the classroom. Without appropriate subject specific training, the technology is not used to its’ highest ability. Teachers need to be comfortable and confident using the tools and convinced it will aid in student learning. Finally, and perhaps related to all three of my previous reservations, it a support administration. They must have realistic expectations of teachers and students with regards to technology integration, and view it as a tool to assist, not produce miracles.
            Overall, this non-linear learning experience has given me a new perspective of the use of CALL and technology integration in general for my future practice. I leave this class intrinsically motivated to participate in this educational movement and will continue to share the knowledge I have gained with my colleagues.


Thank you! 

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