Authentic texts provide real world contexts for language learners.  They are motivating and engaging to students because they are relevant and meaningful to native speakers of the language.  This blog post explores ways to marry technology tools with the interpretation of authentic resources.

First, we must acknowledge that all language teachers and language learners do not have equal access to technology in their schools and institutions.  Some examples of technology accessiblity might include:

• one teacher desktop computer for teacher use only
• several desktop computers in the classroom
• access to a laptop/tablet cart/set that can be signed out for use
• access to a computer lab that can be reserved
• a BYOD policy (Bring Your Own Device) where students may use their own laptops, tablets, or cellphones in school
• one to one devices provided by school/district

Our 21st century learners view technology as a natural part of their every day lives.  Technology is a tool for collaborating, for creating and curating, for communicating, and for doing research.

When selecting technology tools to implement into classroom activities, consider the SAMR model.  The SAMR model was developed in 2010 by Ruben Puentedura to describe the four levels of technology integration.

http://www.hippasus.com/rrpweblog/archives/2014/11/13/SAMR_FirstSteps.pdf

As you can see from the SAMR framework, technology integration can transform and enhance the task at hand.  What is the purpose of the technology tool being used?  How does it enhance the student’s experience/learning?  When reflecting on integrating technology into your lesson plans, the rubric below may be helpful to you:

Examples of technology integration with authentic resources:

Before listening, reading, viewing activities:

• Students make predictions about the authentic text using text features
• Students brainstorm connections with and ideas and questions about the topic of the authentic text
• Students list what they already know about the topic of the authentic resource

                         .

During listening, reading, and viewing activities

• Students take notes about authentic text as they read

• Students record new vocabulary and definitions from the authentic text
• Students create flashcards for new vocabulary from the authentic text

        

• Teachers check students’ understanding of the authentic text

• Students write text messages or tweets about the authentic text

After listening, reading, viewing activities

• Students record a summary of the content of the authentic resource

 

• Students create a poster/infographic about the text of the authentic resource

 

• Students retell the content of the authentic text in a story format

• Students create a comic strip about the content of the authentic text

 

• Students create a game about the content from the authentic text.

• Students respond to a prompt about the text and respond to classmates’ posts

• Students create an interactive presentation about the authentic text

For more ideas for integrating technology with the interpretation of authentic resources, click the image below: