A Working Phisophy of Integrating Technology in the Language Classroom

In conceptualizing my beliefs on the use of technology in the classroom, I feel it is helpful outline the integration of technology in terms of different roles. The roles I feel that are most important for integration of technology are the following:

• Learner roles
• Teacher roles
• The role of the curriculum

 Learner Roles
I think that before integrating technology into the language classroom some type of needs analysis should be conducted to determine students' attitudes and feelings towards technology. I also believe it is important to collect information on the type of experiences with technology that learners bring with them to the classroom. Is the student a tech savvy web designer or app developer? Or did the student come from an environment where little if no technology existed? This background inventory will help me make future decisions about how, when, and if I will integrate technology into the classroom. Even if I come up with the most interactive and engaging lesson using technology, it will fall flat if I have not fully considered the affective concerns of my students.



Teacher Roles
 I have come to realize that, as a language teacher using CALL,  my roles are multifaceted and ever in flux. There are times where I need to be a resource in using the technology itself. This means that I have considered the types of issues regarding the functionality of various types of applications I introduce to my students. It also means I have walked through the activities I have planned and looked at it from the novice point of view of even the most novice technophobe. In some cases, this results in a teacher-centered classroom where I walk through the use of a specific application and model the use I expect of my students.

There are other times when my role as a teacher is that of a facilitator, a role I take to guide students through the successful use of technology.

The Role of the Curriculum
Just as there are learner needs that should be considered, I also strongly believe that how I use technology in the classroom should align with goals of the course and program-wide goals. I feel it is important to let the curriculum drive the selection of how and when technology is implemented into the classroom. For example, in a curriculum that utilizes a task-based approach, I would want to consider how the use of technology in a pedagogical task aligns with real-world tasks.