Chapter Review

Chapter 1- Integrating Technology

Chapter 1 introduces the reader to guidelines and strategies one can use to integrate technology in the classroom and curriculum. Stanley reinforces the notion of technology being a tool to help and enhance the learning experience. Technology should not be used as a reward or as the main component of a lesson, rather a tool that supports the educator as well as students. Overall Stanley reminds the reader be keen on "four key components of learning" (2015) with technology:
* active engagement
* participation in groups
* frequent interaction
* feedback
This chapter also invites the reader to always take student input into account when incorporating technology. This can give educators and idea if technology will be well suited in the classroom and how it should be included. Determining what technology is at your disposal and is accessible is also important. Keeping in mind technology accessibility will aid in planning curriculum and building less stress for everyone involved.
The chapter finally discusses virtual learning environment (VLE) and personal learning environment (PLE). VLE's are helpful platforms created by institutions for students and educators to collaborate and learn online. However, when a course ends students do not have access to this platform anymore and therefore does not support life-long learning or learning autonomy and suggest PLE's as another platform for students overall learning experience.

Chapter 2- Language Learning and Technology

Chapter 2 looks at how social-networking can enhance PLE's and build on Communities of Practice. As educators we should take into account the importance of community, especially in language learning and how social interactions can empower students to learn more effectively.
Social-networks have facilitated communication between learners and with their instructors. Social networks also have the ability to impact students lives on a daily basis and stay 'connected' to issues, topics and to learning consistently in and out of the classroom.
It is crucial for educators to propose guidelines and introducing safety measures for all participants to be able to feel comfortable and safe while interacting online with others.

Applications from Chapters 1 & 2

The following are three applications from Chapters 1 and 2 that are suggestions for effective technology integration:

1.5- Plan B

This application is primarily for classroom management purposes and stresses the importance of having another plan beside the regular lesson in class when using technology. During COVID times, we have all been a part of a zoom session or class that has frozen or where the class is unable to complete the session. So it is always helpful to have a "Plan B", ready and available like a power point, a video you can share, or perhaps something not related to technology is online platforms are not available and inconsistent.

1.9- Unlocked Achievements

This application was interesting and I chose to share it because it related to our prior "Gamification" class. Students are motivated by "unlocking achievements" and receive a reward for completion of a lesson or an accomplishment either individually or collaboratively. It is recommended students participate in creating the achievements that they will be able to collect.

2.9- Safety Online

Safety online is always and issue and should be addressed early on when trying to implement technology in the classroom. This application raises awareness on students and can be helpful to scaffold students knowledge of how to navigate online interactions as well as a designated space specifically for questions, resources, and suggestions from the educator and from students personal experiences.

References:

Stanley, Graham. (2015). Language Learning with Technology. Cambridge University Press.

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