Have you been asking yourself what technologies you could- or should- use to deliver your online courses? Maybe you’re looking for some guidance as to what to use and when. Online teaching challenges us to try a lot of new things, but we don’t have to imagine what functions well and when on our own. Instead, we can refer to the technology and learning pedagogy models which are out there to assist us in making informed decisions about technology in our lessons.
Puentedura’s SAMR model is used to describe the integration of technology into learning pedagogy. This model is sometimes viewed as a staircase, as depicted here, but the levels are not necessarily sequential. Each can be chosen independently to suit a lesson (H.L., 2017). The SAMR model aims to capture how technology can be used in teaching and learning practices.
In this article, I will discuss the first two steps in the SAMR model and how they can be applied in your teaching. Continue reading →
As an ESL teacher, my first priorities are the linguistic development of my students and the attainment of their language learning goals. As an educational researcher, my first priority is to study and develop extremely effective teaching and learning strategies to get students to where they want to be. Students might not like it too much, but research is really starting to show that the ball is almost entirely in their court.
As Thomas Carruthers said, “A teacher is one who makes himself progressively unnecessary”. Ignoring how this might make us feel about our paycheques (insert chuckle), it is important to mention just how accurate this is, especially in terms of in-class strategies. Our students want to improve their English language ability, so they should be doing all the talking, reading and writing The effective and simultaneously “unnecessary” teacher is one who is more of a learning experience designer, who spends most of her time designing learning moments and strategies outside of class time, reflecting on student difficulties and successes when not in class, and using these as beacons in the dark when planning the next class. And now, we finally have confirmation that we teachers are useless – well, almost. Continue reading →