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EDU 7133 was a very illuminating course for me. I have always felt that I had a handle on technology in the classroom, even though I knew there was room to grow. This course opened my eyes to the vast supply of education technologies that exist, as well as the true purpose of technology in the classroom. I think that teachers often feel immense pressure to be modern and incorporate technology into their lessons, but are given very little support to do so. It can be very easy to forget that technology just for the sake of using technology is aimless. It must be used to serve specific educational goals. Providing teachers with training, both in teacher education programs and in the form of professional development, would be extremely useful for achieving this goal. While I believe that educators should learn how to properly use technologies so they effectively integrate with the curriculum, we should also be risk-takers and try things that are out of our comfort zones. In this way, I believe that we can push the boundaries of CALL in the classroom. The potential for interconnectivity in CALL is invaluable, as students and teachers all over the world can connect and share resources, learning together. I chose to use Padlet to create this collage because my becoming in CALL throughout this course has not been linear, and cannot be summarized into one main theme. Rather, it has been multi-faceted, with both minor and major disruptions to my thinking throughout each module. This format allowed me to express the many realizations that I experienced in a more abstract way.

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CALL not only pushes the boundaries of education, but also requires teachers to push their own boundaries and be more creative in the classroom.

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I teach English, so it was sometimes difficult for me to think of ways that CALL concepts could apply outside of a second language classroom. However, reflection on my own practices has helped me be more creative and think outside the box!

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Teachers should be lifelong learners!

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I have always felt comfortable with technologies such as GAFE in my classroom. However, this course has made me realize that in order to be creative and push the boundaries of my teaching, I must become a risk-taker alongside my students. I should try out new technologies, even if there's a chance I may fail. This will allow space for genuine learning and growth. Sticking to what I am comfortable with will not!

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Various programs, such as Padlet, FlipGrid, and Powtoon.

Virtual reality and augmented reality.

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Google Apps for Education (Specifically Google Classroom, Google Docs, and Google Slides).

Classroom set of Chromebooks.

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Atkinson, T. and Davies, G. (2012). Computer Aided Assessment (CAA) and language learning. Module 4.1 in Davies G. (ed.) Information and Communications Technology for Language Teachers (ICT4LT), Slough, Thames Valley University [Online]. Retrieved from: http://www.ict4lt.org/en/en_mod4-1.htm

Halvorsen, A.(2012). Patterns of Emoticon Usage in ESL Students’ Forum Writing. CALICO Journal, 29(4), p-p 694-717.

Hubbard, P. (2009). Computer assisted language learning (Critical concepts in linguistics). London ; New York: Routledge.

Lin, H. (2015). A Meta-synthesis of Empirical Research on the Effectiveness of Computer-Mediated-Communication (CMC) in SLA. Language Learning & Technology, 19(2 ), 85–117.

Palk, S. (October 22, 2010). Robot Teachers Invade South Korean Classrooms.. Retrieved from http://www.cnn.com/2010/TECH/innovation/10/22/south.korea.robot.teachers/index.html

Schwartz, K. (July 28, 2016). How Robots in English Class Can Spark Empathy and Improve Writing. Retrieved from https://www.kqed.org/mindshift/45834/how-robots-in-english-class-can-spark-empathy-and-improve-writing.

Tafazoli, D. and Golshan, N. (2014). Review of Computer-Assisted Language Learning: History, Merits & Barriers. International Journal of Language and Linguistics. Vol. 2, No. 5-1, pp. 32-38.

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When I grade essays in my junior high English classroom, I often correct grammatical errors and spelling errors. Quite often, students use their online language in formal writing. While it is important for them to understand the difference, it is also important for them to learn how to communicate online (Ex. sending an email). With the growing interconnectivity of our technological world, I do not put enough focus on these skills in my classroom. However, I would like to try to discuss it more in the future.

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Rules of speech differ online from what is expected in face-to-face interactions. Halvorsen (2012) discussed the language of emoticons and how they are being used in conversation online.

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Communication takes place between two or more individuals who interact through technology (Lin, 2015).

In my Classroom, this includes communicating over Google Classroom and making "suggestions" on students' Google Docs.

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Teaching Resources & Lesson Plans | Teachers Pay Teachers

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World's most popular online marketplace for original educational resources with more than four million resources available for use today.

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Teachers can share resources with other educators from all around the world (Ex. Teachers Pay Teachers).

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Students can share information with people all across the world through blogs, Youtube videos, etc.

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CALL allows me to connect my classroom with the world.

Students and teachers can interact with each other.

Students can interact with other students around the world.

Teachers can connect with other teachers to collaborate.

Teachers can educate students in other parts of the world without being in the same room, city, or even country.

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How Augmented Reality Will Change Education Completely | Florian Radke | TEDxGateway

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How can I use this in my classroom in the future?

Interactive activities.

Conversations with students from across the world.

Exploring geographical locations and viewing other parts of the world.

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Cost effective.

Can help with simple assessment.

Can serve as a teaching assistant for learning English, completing simple tasks, and increasing student motivation (Ex. Sphero).

May provide teachers and students with access to resources they may not otherwise be able to use (Palk, 2010).

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Online assessment.

Communicating grades through email and online programs.

Students can receive immediate feedback on work (Ex. Google Forms quiz).

I could use Google Classroom to post quizzes as an "Exit Pass". Students are able to do it before they leave class, see their results immediately, and see what they've learned. I can review their results and see what to focus on for the next lesson.

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Using technology, language learners can study anytime, anywhere, as long as they have access to the resources (Tafazoli & Golshan, 2014)

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In the future, technology may allow students to meet their own individual learning needs on their own time (Hubbard, 2009). This could change the way we format our classrooms and teaching. Concepts such as Flipped Classrooms may become more widespread.

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This is very difficult! When teachers are given classroom technology they often feel pressured to use it in every lesson, regardless of the educational outcomes. ICT should be used in a way that enhances the learning experience, not just for the sake of using it.

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ICT should be related to specific educational goals, not just standalone projects. It should also be invisible and part of everyday classroom learning.

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Obstacles to Using Technology in the Classroom

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Obstacles to Using Technology in the Classroom

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Ability

Teacher access to software

Student access to technology

Time

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It is important for teachers not to try to use too many new technologies at once. Rather, they should try out each one and figure out the best way to incorporate it into their lessons.

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Technology changes rapidly, so it can be difficult for teachers to keep up-to-date. Teachers must constantly renew their skills to add to their knowledge base (Hubbard, 2009).