What do you think? Image from Once a new technology rolls over you, if you’re not part of the steamroller, you’re part of the road. Stewart Brand What I love about new technology is that it really pushes the art…It’s idea based. You can do anything! Robert Rodriguez Something Old, Something New: Dealing with the challenge of new digital tools Karen Haines AKTESOL Nov

Introducing… Where do you teach? What level? Tools that you have learned to use recently? Image from

Remember To do Something Old, Something New: Dealing with the challenge of new digital tools Karen Haines AKTESOL Nov

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Polarised views Image from Once a new technology rolls over you, if you’re not part of the steamroller, you’re part of the road. Stewart Brand What I love about new technology is that it really pushes the art…It’s idea based. You can do anything! Robert Rodriguez

Needs writing in it?

I wish we still had pigeon holes – it takes a lot less time than ! Don’t talk to me about Twitter! Moodle! Noodle! Why all these crazy names? What’s wrong with good old-fashioned classroom teaching? I mean, look at the rubbish on Facebook! Seriously?!! Well, I know what works for me!

Have you seen W? You must try X! Y is just amazing! You mean you don’t use Z with your students?! What do you mean you’re still getting your head round A?

…‘techno-pedagogy’ is oriented less towards maximizing the potential affordances inherent in different technologies than towards a reflective process of finding appropriate matches between those affordances and teachers’ individual pedagogical priorities. Tochon and Black 2007

Learning about ourselves  Becoming a language teacher is about developing identity (Mann, 2005; Pennington, 2002; Kubanyiova, 2009; Singh & Richards, 2006)  Use of technology  changes in practice  changes in identity (West et al., 2007)  Richards (2008): ‘a teacher-learner’s identity is remade through the acquisition of new modes of discourse and new roles in the course room’.  Use of technology may threaten existing teacher identities (White, 2007; White & Ding, 2009; Comas-Quinn, 2011)

Learning about ourselves Have you had to change as a teacher? Has technology been part of the change?

Learning to see affordance What is affordance? Don Norman explainsDon Norman explains  General: Gibson, 1979; Norman 1988, 1999  Computer supported learning: Conole & Dyke, 2004; Kirschner, 2002, 2004; Stoffregen, 2003; Dohn, 2009, Orlando, 2009  Language learning: Levy and Stockwell, 2006; Tochon & Black, 2007; Lafford, 2009; Guichon and Hauck, 2011

Affordance Definition: the potential that teachers perceive in a particular technology tool that will support learning and teaching activities in their educational contexts. attributes of the tool characteristics of the teacher teacher technology perceived affordance Action for teaching and learning

Kinds of learning affordance identified by teachers Students engage......with language...with culture...through communication...with learning...out of class time Breen, Candlin & Waters, 1979 Levy & Stockwell, 2006 Content Process

Learning to see affordance (my research)  Takes time  Relates to context/experience  Teachers differ  General affordances vs specific

Learning to see affordance Identify the affordances that you perceive in a digital tool you have been using with students  What do you see as affordances for supporting students’ learning? For your teaching?  Are the affordances you perceive generalisable or are they specific to your context?  Do you perceive affordances that relate to content or process? Are you missing affordances of this tool?

Learning to see affordances New tool that is available? What are the affordances? Your pedagogical priorities? Match to the affordances of a new tool?

Learning as doing Learning as becoming Learning as experience Learning as belonging Situated Learning Learning Wenger (1998 ) Community Identity Meaning Practice

Image found at Situated Learning Dan Pontefract (2013)

Situated Learning Haines (2011) in-service teacher learning input use formal informal exploring tool using tool in teaching eg. Mary eg. Anja Takes time eg. Mary, Sue

Summary of CALL situated learning  Learn by doing  Be deliberate about learning  Know where to find help  Reflect on experience  Share experience  Be supported by the institution

Strategies  Create your own personal learning network

Personal learning networks

Strategies  Create your own personal learning network  Exploit learning possibilities in your workplace (be deliberate) Observation Being mentored Team teaching Research

Learning about technology What learning strategies have worked for you? How did you learn about a new tool?

Summing up…  What are your pedagogical priorities?  How do new tools challenge your teacher identity?  What are the affordances of a new tool for me and for my students’ learning? Engaging students with content Engaging students with process  How can I be deliberate in learning to use new tools effectively? Karen Haines