| Technology Knowledge (TK) | Strong agree | Agree | Neither agree or disagree | Disagree | Strongly disagree |
| I know how to solve my own technical problems | x | ||||
| I can learn technology easily | x | ||||
| I keep up with important new technologies | x | ||||
| I frequently play around the technology | x | ||||
| I know about a lot of different technologies | x | ||||
| I have the technical skills I need to use technology | x | ||||
| Content Knowledge (CK) | |||||
| I have sufficient content knowledge about my major teaching area | x | ||||
| I can work and think in a way that aligns with my teaching areas (e.g. scientific or historical ways of thinking) | x | ||||
| I have various ways and strategies of developing my understanding of my teaching areas | x | ||||
| Pedagogical Knowledge (PK) | |||||
| I know how to assess student performance in a classroom | x | ||||
| I can adapt my teaching based-upon what students currently understand or do not understand | x | ||||
| I can adapt my teaching style to different learners | x | ||||
| I can assess student learning in multiple ways | x | ||||
| I can use a wide range of teaching approaches in a classroom setting | x | ||||
| I am familiar with common student understandings and misconceptions | x | ||||
| I know how to organize and maintain classroom management | x | ||||
| Pedagogical Content Knowledge (PCK) | |||||
| I can select effective teaching approaches to guide student thinking and learning in my teaching areas | x | ||||
| Technological Content Knowledge (TCK) | |||||
| I know about technologies that I can use for understanding and applying in my teaching areas | x | ||||
| Technological Pedagogical Knowledge (TPK) | |||||
| I can choose technologies that enhance the teaching approaches for a lesson | x | ||||
| I can choose technologies that enhance students’ learning for a lesson | x | ||||
| My teacher education program has caused me to think more deeply about how technology could influence the teaching approaches I use in my classroom | x | ||||
| I am thinking critically about how to use technology in my classroom | x | ||||
| I can adapt the use of the technologies that I am learning about to different teaching activities | x | ||||
| I can select technologies to use in my classroom that enhance what I teach, how I teach and what students learn | x | ||||
| I can use strategies that combine content, technologies and teaching approaches that I learned about in my coursework in my classroom | x | ||||
| I can provide leadership in helping others to coordinate the use of content, technologies and teaching approaches with my peers or at my school and/or district | x | ||||
| I can choose technologies that enhance the content for a lesson | x | ||||
| Technology Pedagogy and Content Knowledge (TPACK) | |||||
| I can teach lessons that appropriately combine content knowledge technologies and teaching approaches in my teaching areas | x |
Reflection
As previously mentioned, in my deep dive into barriers to integrating technology, I am a mature-aged student, with a ‘failure risk averse’ nature (Howard & Mozejko, 2015, p. 5). Having worked as an academic for several years (including through Covid), as well as studying postgraduate qualifications through various institutions remotely, I have experience using learning management systems. This has required me to teach myself, using online tutorials — and, during Covid, through trial and error — how to use technology to ‘substitute’ face to face teaching. This is where the EDM8012 focus on the SAMR Model has been both challenging and expansive.
As can be observed in the evaluation table above, I rate myself relatively highly with regard to knowledge *about* aspects of my practice, but not necessarily in the purposeful application of this knowledge. As is the case with my linguistic skills — I am much more comfortable talking about my additional languages than in them — my technological skills are similar. I know about what certain tools can do, how they might enhance learning and solve problems in my learning area, such as access to target language speakers, however, my practice has rarely included them.
Nevertheless, I do possess the skills of discovery and interaction, and a disposition of openness characteristic of an interculturally-orientated person (Byram, 2021). Consequently, I plan to apply these skills to improving my ‘relationship with technology’, by recoding my technological fluency as an “essential” ingredient to my work as an educator (Ertmer et al., 2012) — regardless of the sector in which I am operating.
As I have written reflectively in both of my deep dives, I will leave that reflection there, referring you for further details to the more contextualised reflections on overcoming barriers and the significance of purposeful integration of technology in a language learning environment.
