Educational Technology in ELT

“I bought interactive whiteboards and tablets for my school, but my teachers are just using them as expensive projectors to show static PDF worksheets.” Technology alone does not transform learning; pedagogy drives technology, not the other way around. Integrating Educational Technology (EdTech) in ELT requires leveraging digital tools to enhance communicative interaction, corpus discovery, and task authenticity.

Core Theory & Terminology

1. Evolution of CALL to MALL and AI-Assisted Learning

• CALL (Computer-Assisted Language Learning): Evolved from early behaviorist drill-and-practice software (1960s) to communicative web-based tools (1990s) and modern interactive environments.
• MALL (Mobile-Assisted Language Learning): Utilizing ubiquitous mobile devices for asynchronous, ubiquitous micro-learning (e.g., podcasts, flashcard SRS apps).
• AI & Generative Tools: Using Large Language Models (LLMs) and automated feedback tools for personalized input, scaffolding, and interactive role-play simulation.

2. Corpus Linguistics & Data-Driven Learning (DDL)

Pioneered by Tim Johns, Data-Driven Learning (DDL) involves learners acting as “linguistic detectives” examining real-world language patterns in a Corpus (e.g., British National Corpus, COCA) using concordancing software.

• Concordance Line Analysis: Learners observe authentic KWIC (Key Word in Context) lines to induce collocation rules (e.g., discovering heavy rain vs. strong wind).

3. The SAMR Model (Puentedura)

Framework for evaluating technology integration depth:

1. Substitution: Tech acts as a direct tool substitute with no functional change (e.g., reading a PDF on screen instead of paper).
2. Augmentation: Tech acts as a direct substitute with functional improvement (e.g., hyperlinked text with embedded audio dictionary).
3. Modification: Tech allows for significant task redesign (e.g., peer-editing via shared collaborative docs).
4. Redefinition: Tech allows for the creation of new tasks previously inconceivable (e.g., global asynchronous video exchanges with peers in another country).

In the classroom

Teacher educators observe technology integration critically during lesson evaluation:

1. In Formal Lesson Planning: Ensure digital tools serve explicit communicative learning aims rather than functioning as gimmicks.
2. On Observed Lessons: Have a low-tech backup plan! If the Wi-Fi or digital software fails, your lesson objective must still be achievable.
3. Mentor Feedback: Observers evaluate learner interaction—checking whether EdTech promotes collaborative student-student communication or isolates learners in screen gaze.

Practical Classroom Application

Data-Driven Learning (DDL) Classroom Mini-Task

Use this 3-step corpus investigation routine for advanced vocabulary discovery:

• Step 1: Problem Identification: Learners analyze why “She made a big effort” sounds slightly unnatural to native speakers.
• Step 2: Concordance Search: Provide learners with 5 printed or digital concordance lines searching the node word effort:
  • “…investors made a determined effort to restore confidence…”
  • “…the team made a concerted effort to meet the deadline…”
  • “…she made a valiant effort despite the injury…”
• Step 3: Collocation Induction: Learners identify natural adjective partners for effort (determined, concerted, valiant) and construct their own sentences.

Reflection & Further Reading

Reflective Question

Evaluate your recent technology use against the SAMR model: are digital tools merely substituting paper, or are they redefining communicative task possibilities?

Key Reference Areas

• Johns, T. — From Linguistics to Language Teaching: Data-Driven Learning.
• Thornbury, S. — An A-Z of ELT (Entries: CALL, Corpus, Concordance).
• Dudeney, G., & Hockly, N. — How to Teach English with Technology.