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Claeys, C., Lowyck, J., & Van der Perre, G. (1997). Reflections from the field on ICT and new roles for teachers: conditions for success. Education Media International, 34(4), 199-203.

Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational technology research and development, 55(3), 223-252.

Lee, K. W. (2000). English teachers’ barriers to the use of computer-assisted language learning. The Internet TESL Journal, 6(12), 1-8.

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My Becoming in CALL has been shaped robustly by the experiences I had in EDU7133, as well as by my prior experience as a young language learner using basic CALL programs in the 1980s and 1990s in a low-tech environment, but also as a future teacher integrating technology into different subjects by using learning centres.  After delving into the CALL literature at the beginning of this course, I was unsettled by the recurring barriers to technology integration.  For over three decades, numerous studies have identified the asme issues over and over, such as lack of teacher training on technological applications and general lack of technological resources (Claeys et al.,1997; Lee, 2000; Hew and Brush, 2007).  After identifying the problem I felt was most pressing I went about researching methods in which one could meaningfully integrate technology into a low-tech environment and with minimal training.  By using past experience in creating learning centres and having witnessed their benefit, my team went about creating an online learning centre that could serve as a free tool to other instructors to use and adjust to their own specifications/lessons/activities.  Moving forward out of this course, I am more engaged with technology than I was before, even though I work with adaptive technology every day.  This course has allowed me to explore technologies that I was not familiar with, which made me uncomfortable, but also widened my lens when it comes to auditing technology.  I leave this course with the urge to keep updating my technological skills in order to remain current and in step with the technology that students will be required to engage with in a 21st century learning environment. The skills and sensibilities I learned in this course have shaped my approach to this collage, which aims to provide a multi-modal map to my Becoming in Call.

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Following this course, I have found myself becoming more and more comfortable with web-based technologies that I had not previously engaged with (Voicethread, Google Forms, Google Slides, etc).  Not only do I now think that technology integration is possible in low-tech settings, I think that CALL can easily and meaningfully be used in collaborative ways to ensure we are steering learners toward an inquiry-based model of learning that will help them develop the technological and language skills they will need to engage effectively in 21st century society.

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The following video provides multiple free or low cost online resources teachers can use to enhance their Learning Centers

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Learning in Hand Show #31 is about giving your learning centers or stations a makeover. The collection of activities teachers provide their students at a center can be enhanced with technology, even if there's only one computer or tablet available.

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Create an online Learning Centre template using free online platforms that require minimal training. Make available as an open source resource to other teachers to use and adapt to their own activities and lessons.
VISIT OUR LEARNING CENTRE BY CLICKING HERE:
https://docs.google.com/presentation/d/1YxIZ-mh0vM28BAUlOQk3JEJxB6ZQombH6X5xkA4cURM/copy

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After feeling disturbed by the persistent barriers that impede technology integration (ie: limited resources, lack of teacher training on technology), I became energized and determined to develop a resource that could help teachers address the barriers that they may face in technology integration.

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After feeling disturbed by the persistent barriers that impede technology integration (ie: limited resources, lack of teacher training on technology), I became energized and determined to develop a resource that could help teachers address the barriers that they may face in technology integration.

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Opportunity to work collaboratively online in EDU7133 using Google Drive to create a technology integration project.  (Google Hangouts, Slides, Docs)

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Opportunity to work collaboratively online in EDU7133 using Google Drive to create a technology integration project.  (Google Hangouts, Slides, Docs)

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After delving into CALL literature, I became disturbed by the realization that barriers to technology integration in classrooms have not changed much in decades.

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After delving into CALL literature, I became disturbed by the realization that barriers to technology integration in classrooms have not changed much in decades.

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Enrolling in EDU7133, working collaboratively with technology in an online environment to meet course learning outcomes.

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Integrating Learning Centers into my teaching practice

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Integrating Learning Centers into my teaching practice

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Integrating technology into a low-tech environment

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Integrating technology into a low-tech environment

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TCOP May 2015 - 'Case Study : Use of Technology in Classroom with Limited Resources'

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Help us in helping more students like you by completing this short survey : http://survey.edunation.my/ -~-~~-~~~-~~-~- Here's a compilation video of our May 2015 Teacher's Community of Practice meet up where we discussed on ' Case Study : Use of Technology in classroom with Limited Resources ' Enjoy and share this with your friends!

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My current role as an Adaptive Technologist involves regular interaction and engagement with adaptive technology.  Due to this, my view of technology and learning have been framed with a view similar to the one demonstrated in this video:

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My current role as an Adaptive Technologist involves regular interaction and engagement with adaptive technology.  Due to this, my view of technology and learning have been framed with a view similar to the one demonstrated in this video:

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How Adaptive Technology Supports Learning Outcomes

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McGraw-Hill Education Chief Academic Officer, Dr. Shawn Mahoney explains how adaptive technology can strategically support learning outcomes.

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What experiences and perceptions did I have of CALL prior to this course?

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What experiences and perceptions did I have of CALL prior to this course?

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Becoming a French as a Second Language teacher:

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Becoming a French as a Second Language teacher:

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My teacher education program had a focus on ICT integration which provided me with a sound knowledge base of the possibilities that exist with technology in classrooms.

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Early exposure to CALL while learning French as a Second Language in an extremely low-tech environment circa 1988-1994.

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Early exposure to CALL while learning French as a Second Language in an extremely low-tech environment circa 1988-1994.

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Learning environment was a one-room schoolhouse, and tech included basic classroom desktop computer with basic FSL CALL grammar and vocabulary games and activities.