When you look at this exercise through Puentedura’s SAMR model, this is cleary an “augmentation" exercise. Technology acts as a direct tool substitute (in this case a list of vocabulary) with functional improvement. Pupils are now able to learn interactively, which increases their memory of the words. According to Kwakernaak, repetition is important when studying vocabulary. For that purpose, pupils need to practice often. Kwakernaak suggests several practice options and computer exercises are among them.(312-313) In my opinion, Quizlet is a great tool for this because it forces repetition, and most pupils enjoy it, which makes it more likely they will use it often.

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I have chosen the “zwaartekracht" game, because my pupils seem to enjoy that one most.

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Looking at this through the SAMR model, this exercise leans towards being a “modification" exercise. The technology is not just a tool substitute. While the pupil is reading, the texts and exercises adapt to their level, allowing pupils to improve themselves without teacher interference. Normally, the teacher would select texts for pupils. But because ReadTheory tailors their texts and exercises to the pupil while he or she is working, this is definitely superior and a game changer. Kwakernaak agrees with this, because he stresses the importance of reading at the pupil’s level. It is important to note, though, that he also states that reading from a computer screen is about 25% more tiring.(147-148) While most ReadTheory texts are quite short, it is important to keep this in mind when deciding on the amount of work to assign.

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This is more of a “substitute" exercise. It is a fine substitute for paper worksheets, with the benefit that they are self correcting. It doesn’t change or enhance the used didactics, but it is a fine substitute for distance learners or when one is mindful of the environment. Kwakernaak stresses the importance of practicing grammar, and the teacher’s role in this. The teacher should be mindful of the level of both the pupils and the exercises, the content, time pressure, etc. (352-354) Liveworksheets is a good tool for this, because it offers many different types of exercises on many different topics. There is bound to be a fitting one for each pupil.

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This is also more of a substitute exercise, according to the SAMR model. It is a good tool to use when it is impossible to see your pupils in real life. It doesn’t enhance the used didactics, but it makes it possible to still use them in times of distance learning. According to Kwakernaak, it is important to practice speaking in a more spontaneous, “natural”. Communication is the most important part, and pupils should practice situations they understand. This exercise allows them to have a conversation about school in a small group. This is quite natural for them, even if it is through a computer. They can make their own sentences, but have a bit of support from the textbook if they need it. This aligns more with the natural way of learning a language, as opposed to a traditional classroom situation. (217) The break out rooms also give them some privacy to speak without being embarrassed. So while it is a substitute exercise, it is still one that is valuable for our current situation.

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