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Florida Center for Instructional Technology. (2023). The technology integration matrix. https://fcit.usf.edu/matrix/matrix/

Terada, Y. (2020, May 4). A Powerful model for understanding good tech integration: Good technology integration isn’t about using the fanciest tool, it’s about being aware of the range of options and picking the right strategy—or strategies—for the lesson at hand. Edutopia. https://www.edutopia.org/article/powerful-model-understanding-good-tech-integration/

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I had vaguely recognized that technology can be utilized to help educators improve efficiency, enhance creativity, and expand capabilities when designing and implementing language lessons. However, technology used to only be a substitution, replacing traditional learning activities and materials with technological components (Terada, 2020).

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I initially thought that this course would help further my skills in using technology as a substitution. However, the course learning has caused a tremendous disruption to my perspectives of technology and encouraged me to intentionally view how technology can actually help enhance learners’ language and communication abilities.

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Interconnectivity brought about by access to diversity

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Interconnectivity brought about by access to diversity

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Based on my experiences working in kindergarten classrooms.

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When should I use ‘No Javascript’ Embed Code

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I foresee the potential and benefits of virtual reality.

I believe that technology can significantly contribute to interconnectivity—more specifically, a sense of connectedness to learners' home country and culture. From ecological perspectives, technology is capable of offering a meaningful environment that generates affordances for enhancing their engagement, and this conclusion was certainly unexpected!

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The framework of the Technology Integration Matrix (TIM) is striking to explore, and I am willing to utilize this information to effectively and purposefully enhance language learning outcomes.

When I create learning experiences for children, my central focus and ideal would be on how I can ensure a meaningful, constructive, authentic, and goal-directed learning environment where children can take an active role while collaborating with each other, as the Florida Center for Instructional Technology (2023) indicated.

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My Past Technology Integration Experience

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My Past Technology Integration Experience

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My technology integration used to happen almost only on Google Slides, sharing my words just like I would do on a blackboard with chalk. My creativity was limited to using various colors in fonts and adding correlated images. I heavily relied on verbal interactions and hands-on literacy materials.

Looking back, it was teacher-led, and the students were passive when I was incorporating technology into my lessons.

I was totally convinced that technology was not or would not be my area of expertise. I had never even tried to see the interconnectivity between language education and technology.

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The course introduced me to AI CharGPT for the very first time. I had been avoiding using it due to my concerns about plagiarism as well as my loss of creativity and work ethic.

The more I engage with ChatGPT, the more I appreciate its speedy responses and diverse information. At the same time, I gradually understand the limitations and pitfalls we are going to run into, such as entanglements, destability, and lacking credibility.

I have keenly learned that we should carefully set boundaries when engaging with ideas generated by AI.

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ChatGPT is a free-to-use AI system. Use it for engaging conversations, gain insights, automate tasks, and witness the future of AI, all in one place.

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The way the technology is used in a learning setting is crucial. The prototype assignment allowed us to investigate how language learners can participate in authentic literacy activities and engage in reading for certain purposes.

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 (Reflecting on the Prototype Assignment) 

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Through the video source research for the prototype assignment, the way educators view, think, and use technology, namely human elements, can considerably influence the learning outcomes. There are a vast number of video sources available online for anyone. The description of the videos and the educational platforms allow educators to effortlessly select and instantly play one for their students. However, here I would like to suggest setting a boundary associated with human elements. In other words, educators should carefully pay attention to the contents, purposes, and possible outcomes of the sources they are about to offer to their students rather than picking a source without considering consequences.

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Reasons Why I Chose the Videos for Prototype

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Reasons Why I Chose the Videos for Prototype

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Children can visually see the corresponding words while engaging with the story (see the attached video). For other videos, I intentionally chose them because children can see how the pages are turned, which may allow them to have a simulated experience of interacting with a real book; by including music and children's voices, children's interest, joy, attention, and engagement may be effectively promoted; color learning is intentionally emphasized in the video.

I consider this intentional intervention in technology integration for language education to be my boundary.

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Brown Bear Brown Bear What Do You See? | Read Aloud Animated Living Book