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Tools
Throughout the course, there have been a number of tools which I have found useful, and will use more in my own teaching practice. After going through the material on SAMR, I realise the importance of ensuring that technology is used wisely, and to consider how it can be of most benefit to learning and teaching. This is something that I have read further about, and will continue to apply when designing or setting tasks for students. It is clear that technology provides many opportunities to encourage effective and independent learning, and as tutors we can raise students' awareness of these tools, including suggesting useful tools which would meet a particular student's need. We should also encourage students to be open with us about how they believe they learn best, and to inform us if there are any sites or apps which they have found themselves.

Teaching
Using the tools outlined on the course has allowed me to make the sessions more engaging for students, and to reflect on how as a tutor I can help prepare my students for further study and their future careers. It is inevitable that technology will play an increasing role in education, so it is important to be prepared and to be involved in developments.

Questions left to answer
I think the most important area to focus on must be continued development of skills, and an awareness of the needs of students. This, combined with the application of SAMR, will hopefully allow me to develop more high quality materials.

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I have used Padlet with some weaker students in order to set up and monitor progress plans. We discussed work that they could complete, and then the students updated the Padlet with the tasks that they had completed each week. I now aim to use it as a more collaborative tool with groups of students.I think this could be useful in a session on, for example, source evaluation. Each team could be given one category and asked to complete an evaluation. They could add it to a Padlet board, and then consider the work completed by other teams for peer feedback,. This could also be developed into a presentation practice, if each team were to go through their findings and answer questions from the rest of the group.

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Despite the wide variety of tools available to enhance students' learning, I think it is important to ensure that we use our VLEs more comprehensively.  When working with Foundation students, it is our responsibility to ensure that we are preparing them well for their future studies. Therefore, I have been trying to use more of the features of the VLE, Brightspace,which is used at Huddersfield ISC. I have set up quiz tasks, and have also used e-portfolios with students.
It is also possible to track students' progress in the AES module on Brightspace, and this is something I can use, especially with weaker students or those with attendance issues, in order to ensure that they go over any topics that they found difficult or they missed.

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This is another tool which I have started using more frequently. I generally use it for pre-reading tasks. This has the benefit of preparing students for more difficult vocabulary, in addition to practising for their AES reading exams. When I first tried this with one of my groups, I was pleasantly surprised by how engaged they were, and they continue to find it both challenging and rewarding. For the weaker students, I prepare a printed copy of the task, and ask them to record their answers for further clarification and independent study. This task also allows for differentiation, as those who finish earlier than others can either be asked to start using the new words in a sentence, or they can form similar tasks for their peers.

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This is a tool that my students have found particularly engaging. I have used it as a revision tool, as well as to break up sessions. It is generally a great tool for students to use in their independent study time, and when played as a live game in the lesson, students really enjoy the competitive aspect and invariably ask to play multiple times.

I think in the future, I will ask students to prepare their own Quizlets for a particular text, in order to get them more engaged with the material we work with.

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Ted-Ed
I would now like to further explore Ted-Ed lessons, and will develop lessons for my students to complete at home.

Oxford Text Checker
I believe that there are a number of ways that I could use this in my sessions, and will start doing tasks using the site very shortly. I will demonstrate how to use the site first. Then, I will ask the students to run their exam preparation text through the site, and to record any new vocabulary in a journal, possibly on Padlet, or ask the students to contribute entries on a Google Doc.