Technology to Replace or Transform: SAMR and TPACK to Support SLA

Christie Vanorsdale, M.S. Ed. TESOL, Duquesne University Pittsburgh, Pennsylvania 

http://bit.ly/2J2BSdK

Teaching

 EFL Instructor (South Korea)  2008-2011

ESL/EAP Instructor (USA) 2011-2014

TESOL Teacher Educator (South Korea) 2014-2017

TESOL Teacher Educator (USA) 2017-Current

Instructional Design

Instructional Designer (E-learning) 2015-Current 

Subject Matter Expert (E-Learning) 2017-Current

Content Writer/Developer (E-Learning) 2015-Current

Christie Vanorsdale

Education 

Bachelor of Science Psychology, Indiana University of Pennsylvania 2006

Master of Science ESL Education, Duquesne University 2014

EdD Instructional Technology and Leadership, Duquesne University 2020

AGENDA

Krashen's Theories of Comprehensible Input and Mayer's research on Multimedia Learning Principles

Agenda 1

Instructional Design and Extraneous Processing

Agenda 2

Multimedia and TESOL : TPACK and SAMR

Agenda 3

Language Teaching and Instructional Design Principles 

Experienced Instructors Know...

Learning (or acquisition) can NOT occur if you do not understand the messages

Comprehensible input is about supporting language learning through accommodations (e.g. linguistic and content scaffolding)

The brain learns more effectively when content makes sense and is meaningful for the learner

2. Comprehensible input reduces extraneous processing in the brain.  

Krashen's (1982) Comprehensible Input 

"In my opinion, we all acquire language in the same way" 

1. Learning with words and pictures is more effective. 

HOW DO YOU 'MAKE INPUT COMPREHENSIBLE' FOR YOUR LEARNERS?

THINK       PAIR      SHARE

- Richard Mayer (2002) 

People learn better from words and pictures than from words alone.

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Mayer (2002)

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Text Only 

Narration Only 

Multimedia Learning

"People learn better with words and pictures than from words alone"- Richard Mayer, (2002)

04.

Text and Illustrations

Narration and Animation

Mayer's (2012) Multimedia Principles for Learning

"How to design effective instruction based on our understanding of how the human mind works"

Coherence Principle

Signaling  Principle 

Segmenting Principle

Pre-Training Princple

Spatial-Contiguity

Reduce Extraneous Processing 

People learn more effectively when extraneous material is excluded rather than included. 

Coherence Principle 

highlighting the important information improves performance on a transfer test 

Signaling Princple

Breaking down into smaller parts

Segmenting Princple

Before the lesson, provide pre-training on important concepts

Pre-training Principle

Integrate text and graphics

Spatial Continguity

Krashen's Comprehensible Input (1982)

Mayer's Multimedia Learning Principle (2012)

Our job is to reduce extraneous processing..

through research-based design and instruction

Are ESL/EFL instructors better at applying Mayer's Multimedia Principles of Learning to their learning environments than those who teach other content areas? 

Research Question #1

Which of Mayer's Multimedia Principles of Learning  are used the most among ESL/EFL teachers?

Research Question # 2

Teaching and Technology

Content experts

Content Knowledge

how to teach the content 

Pedagogical Knowledge

How to use technology to enhance the learning experience

Technological Knowledge

Teacher 

Competence

"Teachers were once afraid the [pencil] eraser would decrease motivation in their students and fought to ban them from the classroom" -unknown 

Technology

TPACK

Content

Pedagogy

TPACK

Mishra & Koehler, 2006

The technology being implemented must communicate the content and support the pedagogy.

- Serhat Kurt, 2018

Technology in the Classroom

Creation of new tasks, previously inconceivable

Significant task redesign

Direct tool substitute with functional improvement

Direct tool substitute no functional change

Redefinition 

Modification

Augmentation

Sub

Dr. Ruben Puentedura, 2012

Conclusion 

Discussion

What did you take away from this? 

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Principles of Multimedia Learning 

Technology to support learning not hinder it 

Designing learning experiences that support cognitive theories of learning

Language Acquisition: Comprehensible Input 

Christie Vanorsdale, Duquesne University

THANK YOU FOR YOUR TIME

http://bit.ly/2YnGWPc

www.linkedin.com/in/christie-vanorsdale-b6b74b58

[email protected]

References

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Mayer, R. E. (2012). The Cambridge handbook of multimedia learning. New York: University of Cambridge.

Bernhardt, E. B., & Krashen, S. D. (1989). Second Language Acquisition and Second Language Learning. The Modern Language Journal,73(4), 483. doi:10.2307/326882

Peuntedora, R. (2014) SAMR and TPCK: a hands on approach to classroom practice. Retrieved from:http://www.hippasus.com/rrpweblog/archives/2014/12/11/SAMRandTPCK_HandsOnApproachClassroomPractice.pdf

Mishra, P., & Koehler, M. J. (2006, June). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record. https://doi.org/10.1111/j.1467-9620.2006.00684.x