This reflective collage focused on the teaching experience with technology within the L2 classroom. While the literature introduced a variety of exciting digital tools and examined positive and negative impacts for a variety of different sets of learners, I felt that a common theme was the teacher's struggle to create optimal learning conditions in a novel contexts.
I also tried to capture the role of the teacher as a designer and address the question-“what value can tech contribute to learning context that is not available in the traditional classroom?”

​edu7133kc.weebly.com/

This collage reflects my journey learning the different elements of technology and what CALL entails. I was able to use Google Slides to create my Powerpoint along with Voicethread. I was able to gain more confidence in connecting several technological pieces together which I would have never done in the past. Working with my colleagues and yourself, has also strengthened my journey as I learned the various components to CALL including making a Prototype. Hope you enjoy the approach to my collage.  

https://voicethread.com/share/10067003/

​create.piktochart.com/output/26513988-edu7133-multimedia-collage-teacher-becoming-in-call

Concept note about my website, natahowew
Researcher on CALL: I’m not a teacher, but after this course, I do feel that I would like to continue researching in this field. In coming up with a subtitle for my website, I further tweaked “teacher becoming in CALL” by changing “in CALL” to “on CALL” (by playful analogy with “Doctor on call,” though probably no lives will be saved as a result of my research). The overarching concept behind the website is that I wanted to show rather than tell – to demonstrate some of what I’ve learned by presenting what the website of a “researcher on CALL” might look like as they showcase their various research interests.
 
I wanted to highlight three things that resonated with me most deeply in this course. And I intentionally sought, on three webpages, to give each topic very different treatment, to push myself creatively and take some technological risks. Along the way, I wrestled with unfamiliar software to edit audio and video and build out the website, but did learn some new tricks. My confidence grew with each new tool explored and partially (or at least sufficiently) mastered.
 
Language keepers: On this first page, I imagine what a blog I might actually want to create could look like. In 10 weeks of CSL-placement blogging, I came to enjoy sitting down regularly to reflect on what I learned in the past week – and thus wanted to include a blog as part of my collage.
 
I now feel fairly well acquainted with some of the people I encountered in my research, especially those I’ve been able to hear or see thanks to multimedia content found online. So for my hypothetical blog, after an introduction, I present two sample blog posts to give a sense of what I have in mind: a short text introducing one or more Indigenous language keepers (mentioning, in particular, any collaborative work they’re doing, because I think the most valuable work happens through such partnerships). I then provide a short audio or video clip. This is one of the fabulous changes since my first master’s degree four decades ago – that scholars and others (who have an online presence) can come alive to us via readily available multimedia content.
 
In these blog posts, I also cater to the vanishing modern attention span and dole out the content in “snackable” bits. In just 10 seconds or so, visitors to the blog can “consume” the name of the person featured, their photo, the first line of the text and perhaps the highlighted quotation. Or they can spend another minute, and also skim the text. Or they can choose to watch the video clip (which I’ve deliberately kept short). Or, if still interested, they can follow the links provided to learn more. Something for everyone, in bite-size pieces.
 
2017: On this page, I reimagine my CSL-placement research journey as a canoe trip in nature, on a winding river. I did manage to keep myself in the canoe and not capsize on this trip, though the topic’s enormity, complexity – and critical importance to this country – frequently felt “destabilizing”. However, then, around the next bend, I would encounter new material or an interesting thinker (or doer) shining light onto a complex area – and the canoe would right itself (and restabilize).
 
I also wanted to convey something of what I’ve learned about Indigenous languages, that they are place-based, polysynthetic – and poetic. Looking through CreeDictionary.com, for example, I was struck by how many entries relate to the natural world and life outdoors, with words so packed with meaning that the English translations may use as many words as the Cree word has letters (in Roman orthography). For example, nâtâhowew: “she goes toward people, swimming or paddling a canoe.” I felt an immediate affinity for that word and felt it summed up my CSL experience nicely: Indeed, the best part of this research trip has been to become acquainted with so many inspiring people (scholars and Indigenous community members) who are doing unsung work, below the radar, to keep languages alive.
 
1980: Having done a first master’s degree in a distant technological era, I’ve really appreciated the opportunity in this course to reflect on the dramatic differences between the graduate school experience, then and now. Technology, of course, has transformed the way research and writing is done, and I had fun recalling my “MA, 1980-style” in a short video. In that “retro” video, I wanted to try to include some very latest technology, to play with the idea that modern tools can help us connect with our past. For this, I dipped into Google’s 3D Poly, launched in November, which is a library of (Creative Commons-licensed) 3D objects, really intended for AR and VR app developers. But this is where I found the manual typewriter gif that I use at the start of the video. I had never worked with a gif before, but knew that I had to try when I saw the Poly object that looks much like the portable Olivetti I had used to produce the long-ago master’s thesis.

https://natahowew.weebly.com/

My collage is organized according to the learning models that each section reflects one specific theme that I regard as quite essential or changes that happen to me. It is started with the comparison of benefits and challenges brought by CALL because I think these points are important facts and need to be kept in mind when using CALL. Afterwards, I move to discuss the potential of technology in ESL program for immigrants, based on elements of Teacher becoming in CALL. As an EFL teacher and an international student, this is the case that closest to my experience and I found it could largely benefit from technology. Moreover, I talked about the potential CALT using the question of “Does CALT can reflect learners' authentic and overall learning outcomes?” Finally, I list some questions as guidelines that I need to carry in mind in the future in terms of integrating technology into teaching.

padlet.com/jwu176/volntd1rctkg

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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​My reflective collage truly is a reflective of what I’ve learned throughout this course. It started off with me knowing that technology, language, and education all exist but I did not know much about the connection they all can form together. CALL (computer assisted language learning) is a great concept that I learned about for the first time because of this course.
            My collage demonstrates where I started before this course, and how far I’ve come after it. At the beginning, I saw technology, language and education as three separate things, hence the reason they are labelled 1,2 and 3. They are all individually their own thing. That was the closed mind mentality I had at the start. However, overtime I realized the connection that the three can make and how they can contribute to greater successes for me, specifically in the classroom setting.
            As a future educator, I’ve learned several ways to integrate technology, language and education into one setting. Some thing as simple as adding a computer to the classroom and getting students to explore off that is one small example. Other technology/educational resources include apps such as Duolingo which is a resource for learning a new language in a technology friendly way. Overall, I’ve been more exposed and introduced into CALL, ICT, language education, and various other useful resources that will help me in the future with my teaching.