EST532 - Assignment 2 – Roy Smith S224573

Professional Context
As outlined in the research proposal, I have always employed and encouraged the use of technology.
As the aims of my teaching became more curriculum based, I have recently observed that emerging
scaffolding technology has a more paradoxical effect. This conflicts with my personal bias about the
positive overall use of technology when used to support teaching the curriculum. Research,
discussions with peers and reflections have revealed that every example includes trade-offs rather
than good and bad aspects. Generally, while producing results and self-reliance, technology can
replace essential skills and understanding. I relate this to the analogy of how calculators support
maths abilities since their introduction in the 1970’s. While thinking abilities can be replaced by
calculators, teachers have learned subvert this by ensuring students show work to demonstrate
understanding of related skills and functions to avoid dependency. In other words, the education
system now understands what skills calculators replace and have mapped the benefits these have to
individuals navigating the real world.

Using both qualitative and quantitative research around common scaffolding technologies (CSTs) for
a small number of adult English learners, this research report sheds light on the emerging
unintended consequences that phone-based CSTs can have on the foundation building blocks of
language learning. In my professional context, while working towards competency, CSTs can replace
some skills replace common interpretations of the elements involved in language learning. As I
continue to deliver English lessons I am refining more selective and specific applications and
instruction tools that can be used empower students I also learn from them as they redefine thinking
and understanding through CSTs. I realised that CSTs don’t necessarily provide shortcuts or
deficiencies but rather rearrange the order that foundation skills are adopted by preferred learning
styles.

I am lucky to have a highly diverse cohort of early ESL students from different countries and
educational backgrounds as this has made impacts of CSTs more pronounced. One example is that,
as my class observation demonstrates, students from China generally seem to be highly dependent
on technology. While this appears to stunt their growth, their methodical translations of every
worksheet leads to better learning in the long term. At the same time their accents, cultural
understanding and subsequent use of vocabulary is stunted due to their lack of engagement and
participation in classes and ability to grow in society. I observed that dogmatic conditioning enforces
familiar learning styles for students using CSTs, Specifically, the link to the Chinese education
system’s large class sizes and traditional teaching methods.

The observations of students using CSTs have created conflicts and identified gaps in my professional
identity when it comes to my understanding of language acquisition. I am developing better dialogic
and collaborative pedagogies that motivate students as part of my development paradigm which
balances formal and material/substantive development (Morales-Gomez, D. 1988).

Rational for topic choice

While maintaining the importance of this area of research, reflection as well as my experience has
shifted the rational to show the multifaced consequences of CSTs past identifying gaps in phases of
English development. It has highlighted a need to critically approach constructivist methods which
are built into most curriculums in the context of emerging technology. Adapting curriculums and
employing technology such as CSTs needs to be undertaken with as student cantered approach
rather than being based on social and cultural conventions, bias or the face value of the tool.
Livingstone recognised ICT as a ‘heated topic’ and noted ‘ICT technologies provide the

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opportunity to improve quality of teaching, learning and management in schools in order to reach
both students’ personal standards and the national Australian curriculum standards.’ (Livingstone, S.
2012). From the teacher’s perspective, this involves receptiveness and reciprocity towards reflexivity
and helps clarity of vision, coding, establishment of practices and active engagement as well as
balancing egocentrism and ethnocentrism. (Geng, G., 2017). In order to identify areas where
students’ growth may be stunted it is essential that the teaching context be grounded in a
methodology of holistic professional reflective practices.

It is also recognised that the topic of CSTs needs to be approached from different paradigms and
that each changes the aims of each CSTs even in the context of a specific curriculum. The aims of
teaching English is commonly believed to be towards the functionalist paradigm with competency
correlating to participation in society. A student-based approach works backwards and, based on the
conflict paradigm, helps the student transcend the nature of society and its predetermined roles.
The first paradigm requires students to use technology to integrate and conform while the latter
employs technology to gain better perspective that redefine learning, knowledge and understanding.

Another example is that an interpretivist paradigm uses technology with the focused aim of
understanding the reason for a learning or behaviour while the postmodernist approach recognises
that where the application of CSTs remains relative to the changing individual and each
circumstance. All these paradigms’ perspectives were factored into the aims of this research and
this produced more balanced and practicable conclusions via the draft standardised student
management assessment table (below).

Code of conduct and reflecting on approach

A methodological approach has enhanced my code of conduct and duty of care regarding the
publicly available non identifying data included in this research. The manager, peers and participants
have given verbal consent. Although not required by this research, all were assured anonymity as
the aims were explained to participants with consideration to their motives and language limitations
due to their vulnerability.

To limit the ability of the research to be misinterpreted, quantitative research observations were
better directed to correlate and validate or disprove early statistical data. More consideration was
paid to the aspect of symbolic interactionism reflected through cultural and linguistic to provide a
deeper understanding or taint results. To maintain valid conditions, during the task and observations
the student teacher relationship was reframed as researcher subject/object. To understand or
control social and external factors in the worksheet, I have maintained a pedagogy of respect and
positive teaching keeping in mind students are not digital natives.

I recognise that I may have imposed patterns data to support or reject the impacts of CSTs and that
these assumptions form a bias as part of my personal perspective. Due to the limited member of
participants as well as my inexperience conducting research, I acknowledge the potential for limited
reliability and accuracy of information. The examples of CSTs and their unexpected results would
apply to widely to early English learners.

For validity and fairness, students were given explicit instructions on how to use google translate,
google, speech assistant, google image search and Grammarly and have had opportunities to
experiment using their own devices. The assessment activity included a worksheet provide
opportunities to use these CSTs to demonstrate their English abilities. The worksheet was mapped

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against ACSF indicators to be suitable for students 1-4 although given to the whole class.
Observations related to all students’ abilities to solve problems, the tools students used and the
extent that the tools were used.

Applied findings from research

Case Study of two elderly married Chinese students over one term

Both students had great difficulties pronouncing the words and made repeating grammatical errors
despite corrections and examples. I was apprehensive in stopping the students from doing the
worksheets their way and forcing the students to practice speaking due to their possible humiliation.
Due to awareness and corrections of subjects’ dependency on CSTs, both students are making good
progress and have moved up from Pre level to Level 1. They are practicing their verbal skills more in
class and one student now also attends day classes. By building confidence, any cultural
misunderstandings are only adding levity to the class. The whole class is now provided with daily
opportunities to talk their way into meaning. When students are directed to use CSTs, Extra time is
provided acknowledging that not only are they interoperating everything into their native language,
but now also need the time and concentration to operate the CST., before each activity explicit
instructions, common site words and the key vocabularies are always delivered to minimise the risk
of dependency and enable dimensions of deep learning

Guidelines for the observations were modified following discussions with my peers including some
with extensive teaching experience in china. The two students were observed using google translate
for the question and answer words apparently without trying to make any connections. Once all the
possible answers have been transcribed to Chinese next to each word, the process of understanding
the questions began. This did demonstrate a strategy for the task. In contrast, most students try to
interoperate the questions and search for the perceived answer they conceptualise some can only
follow the class as we go over answers together.

Discussion

Applying results from these observations to standards of Australian curriculum revealed areas which
teachers should look out for. To support EAL/D students classified as having Beginning English
(Australian Curriculum, 2019) and who use CSTs, teachers should look out for the following signs of
stunted growth in students; taking fewer ques from others, having less participation in classroom
routines and reduced likelihood of students practicing the sounds of English including words,
phrases tones and inflections.

The table below is now being utilised to maximise effective use of CSTs in the AMEP classroom and
can be applied to different tools as well. A teacher can be made aware of the ideal applications and
pitfalls with a table of attributes and effects, both qualitatively and against language learning
standards. These CSTs can be especially useful when used strategically for EAL/D students. For
example, the students complained that voice assistant did not recognise their accents, and this idea
lead to students practicing their English pronunciation on google as a self-improvement phonetic
tool.

This research now includes google image search as a CST. Its use was observed being used by
students helping the subjects. It equated to a picture dictionary and mostly aids in learning nouns
and visual expressions. Advantageously, the students needed to practice spelling while entering the

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word in the search bar. This was preferable to google translate as it provides a visual representation
of the word which helps the student move away from thinking in their native language.

Applied findings from research

literature review and how it refocused and validated the research proposal

The article Mobile learning (Hockly, N,. 2012) presents complimentary methodologies and models
outlining how technology can be integrated into learning. The four elements from the SAMR model
have been incorporated into the table below as a method of tool classification. These are; using
technology as substitution for skills, Augmentation of skills through the tool with some functional
improvement, Modifications of skills through task redesign and finding a technology solution that
redefines the task. These ideas are widely applicable also to Language learning tasks and aspects or
impacts that specific CSTs have.

Although ACARAs STEM is primarily tasked with improving engagement with science, technologies,
engineering and mathematics, all these areas overlap, and all require English skills. These include
increasing ability, management and participation, increasing teacher capacity, supporting STEM
education opportunities and building a strong evidence base. (STEM Report, 2016). With some
modifications the conceptual model in the table below can be provided to assist teachers in
identifying less common scaffolding technologies that promote STEM outcomes including the ability
to narrate, explain, speculate and negotiate. (Edwards-Groves, C., 2014). It is important to note that
the table only reflects CSTs effects and drawbacks linguistically in the short term. A strategy to
employ a CST should also factor external factors, cultural aspects and ongoing monitoring and
support of the individual student.

Further literature review around Information and Communication Technology (ICT) tools revealed
that while defining general aspects and pedagogies little reference is made to naming and defining
tools. Smart mobiles and their uses have only recently become prevalent and remain controversial in
the classrooms. Due to this, schools ‘need to establish new kinds of relationship with the outside
world’. (Bigum, C., 2002) The book Pedagogy and learning with ICT (Somekh, B., 2007) goes on to
assert that ‘pedagogy practices will be radically changed to fit in with ICT enhanced social practices.’
Later in the book school’s resistance is related to nature of the technology itself which ‘invites open
ended exploration and a certain degree of discovery by serendipity’. The nature of tools and
‘artefacts’ are defined in an instrument which relates these to individuals and groups, rules and
codes of behaviour, community organisational structures, roles and divisions of labour as well as
tasks and outcomes. (Engestrom, Y., 1991).

Discussion
Many technologies now available on personal devices have been transforming from ‘learning
method’ to ‘tool’ and are covering larger areas of both formal and informal learning redefining the
task itself. To control results and to direct CSTs use, constructivist learning should be guided by the
characteristics of students gaining perspectives and meta cognition according to goals and objectives
as the teacher adopts the role of a guide and the ‘student takes a central role in mediating and
controlling learning’. (Iverson, K. M., 2005). Later in the book standard lesson events that could be
enhanced by CSTs and technology are identified; gain attention, inform learners of objectives,
simulate recall of past knowledge, present content and tool, provide learning guidance, elicit
performance, provide feedback, assess and reflect on process.

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The pressures of a knowledge-based economy are part of the reason most students adapt tools and
scaffolding platforms. In a comprehensive study it was shown that students with few computer skills
or who are accustomed to old ways of learning are as willing to accept e-learning as other students.
Other factors such as internet connectivity, human factors, emerging platforms and direction
towards these tools were a larger factor in limiting e-learning (Jain, L. C., 2002). The book concluded
that technology enables different learning styles and the process of learning itself is complex and
cannot be automated. As noted in Delivering digitally (Inglis, A., 2000), the provider can use
materials (or CSTs) to ‘maximise time, place and pace flexibility for learners’.

Applied findings from research

classroom observation around use and consequences of CSTs
Observations were made around use of google translate, google, google image search, and
Grammarly as CSTs over a tailored worksheet requiring the use of some help or CST to overcome a
language barrier. The exercise was recorded, and four students were closely observed in what
technology they used, how they used it, what their need for technology was and possible
repercussions. Past performance, benchmarked ACSF levels and cultural backgrounds were also
factored in when designing and reflecting on the activity using the table below. Shadowing based
observations were also made while working closely with students. I later interviewed the students
and reflected on the relationship between dependency and empowerment for the different CSTs
and potential to replace or enhance learning abilities and skills.

Discussion and table

Proposed in Assignment 1, Evidence included in the table below now also includes structured
observations around CSTs’ ACSF codes of use around literacy outcomes, competency around CSTs,
unstructured observations and epistemological factors relating to knowing and coming to know.
Personal trends reflected a preference as students almost always used the same tools in the same or
similar way for learning as they did for navigating the world. Reviewing the recording, I also
observed my own behaviour and instructions as I was guiding and participating in the activity noting
where effective communication or misunderstandings occurred.

Student A B C D
Ability to Low Low Medium Medium
understand and
complete
document
Tools used to Google Using Google using google search Using google to look
complete translator and translator taking to spell new words up words. Also used
document image search by photos to look or sentences and Grammarly to check
typing words up words checking answer sentences
Information and Memory and Thinking and Teacher feedback Teacher feedback
skills would be peers memory memory and memory and student
otherwise gained student learning learning resources
from resources
Skills and thinking Memory was but Increasing self- Gaining context Grammarly presents
ability benefited by writing them reliance and from search on with preferred
the tool down in native encouraging internet and skills in sentence

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language understanding refining searches constructions and

by allowing and interoperating conditions the
students instant results student. It directly
access to addresses students’
information abilities
Skills and thinking Memory and Comparing Knowledge was Student never learns
ability stunted by thinking skills sentences to blindly accepted by the rules and
the tool were not English gave the student with conventions behind
supported by some context frequent mistakes, so student
looking up but rooted miscommunication simply agrees with
random words understanding cultural issues suggestion
native language around concepts
Students current Reading PLB Reading PLA Reading PLB Reading PLB
ACSF indicators Writing PLA Writing PLA Writing PLB Writing PLB
Learning PLB Learning PLB Learning PLB Learning 1
Oral Coms PLB Oral Coms 1 Oral Coms 1 Oral Coms 1
ACSF related Lower entry Medium Medium to good Good vocabulary
notes / summery levels -speaking vocabulary and vocab with beginner with many grammar
and writing early beginner writing stills errors can construct
writing skills familiar sentences
with some
conjunctions
Minimum Yes Yes Yes Yes
Competency
demonstrated
Level of Year 5, Congo, 30 Year 7, Congo, 42 Year 12 China, 38 Year 9, Cambodia, 35
education
completed by
students, place
and age.

Applied findings from research

Statistical review of assessments task results

The whole class was competent in the assessment while over 70% of work included spelling mistakes
of non-key words and grammar mistakes as students were focused on providing answers using the
CSTs. Students placed a focus communicating the right answer rather than the language validity. The
statistics around results mostly validate observations around student’s relationship with and use of
CST/s. Findings from deeper observations of the four students were also incorporated into the table.
As predicted, CSTs had a greater use and more pronounced effects on lower level students. It should
be noted that students from oral traditions were reluctant to interrupt peers using CSTs and so
themselves were increasingly dependent on CSTs.

To understand the real-world applications outside language learning for each student, the Dynamic
rubric outlined in assignment 1 formed by adding a third dimension to the columns and rows of the
table below. This adds contextual information surrounding social and personal aspects of the
student and focuses on the exact impact on skills, competency and learning only generally observed
by using the framework. mostly generative rather than reductive conclusions are attributed to
qualitative and quantitative findings.

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Discussion

A visualisation aid including information from the research methods above is used to correlate data.
The table’s top row lists the CST used while the left columns indicate the aspect observed. As
indicated in assignment 1, teachers of foundation English skills can utilise this structure and
information while designing appropriate activities around the CSTs. They will be better positioned to
look out for pit falls and dependencies which come part and parcel with each CST. The results
include original thought, scientifically derived information and semiotic interpretation to address the
normative and interoperative paradigms (Cohen & Manion, 1989).

google translator google voice google image Grammarly

assistant / google search
Tip for Use with context, Encourage Use to build Use as part of a
effectiveness Employ memory exploration and self- vocabulary written task to
tools reliance i.e. using improve grammar
calendar and dictate
Grammar No/negative Possibly, through No Yes, with
improvement dialogue or through foundation skills
reading results
Vocabulary Yes Yes, with correct Yes, with correct No
improvement pronunciation or pronunciation or
typing typing
Concepts or No, literal Yes, in question form Yes, as visual Help form current
context with correct representation sentences and
pronunciation or suggestions can
typing. Can show help understand
videos or lists and is meaning
location specific
google translator google voice google image Grammarly
assistant / google search
CST primary New Language Information Vocabulary Grammar
task scaffolding scaffolding scaffolding scaffolding
Relevance to Both Both Micro Both
Micro / Macro
environment
Dependency/ Yes, depending on Yes, as a source of No, Students No, Students
permanence learning styles and information gradually gradually improve
support students Students practice improve their their grammar.
form fragmented writing the words or vocabulary if (over a long
understanding see them written they are tome)
based on original through dictation translating
language, Information that is written words,
independent only a google away is provides a visual
practice is also less likely to be representation
required memorised without context
Potential High High Low High
Impact
Phonetics Yes, can provide a Yes, can provide a No, as visual No

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spoken word to aid spoken word to aid representation

learner learner
pronunciation pronunciation
Scaffolding / Yes, can be used to Yes, can provide No For better spoken
limiting Oral communicate with examples and and written
communication instead of learning information as well English. helps
and listening from used to practice practice sentence
skills speaking formation at all
levels. Students
must seek
understanding
around
corrections.
Scaffolding / Yes Yes, words and No Yes, sentences
limiting questions
reading and
writing skills
Scaffolding ~80% of the task ~60% of the task ~40% of the task ~%30 of the task
foundation
skills
Ease of use – Images, voice or Clear accent or basic Clear accent or Requires an
Level of skill text can be entered writing / copying basic writing above beginner
required to requiring little or no skills required. Need copying skills level of writing to
operate English to be able to read required to use and install.
understanding results online search Can integrate into
beyond basic answer Gmail, etc
Substitute for Yes - functional Yes - functional No Yes - functional
traditional change change change
learning
methods and
real-life skills

Conclusions
Vast strides can be made in achieving a student cantered approach with proper understanding and a
clear methodology around CSTs. Apart from cases of dependency and mindless repetition students
do learn from using CSTs, although these lessons may differ from desired outcomes, produce
unrelated skills or have intended consequences. Many tools enable self-reliance which is an
important skill in a large classroom or a diverse cohort and are increasingly paramount in learning
and doing.

According to findings, much of the practice and mechanics of language learning is increasingly
undertaken by CSTs in the same way that calculators save time and improve accuracy. To improve
learning outcomes with CSTs, students should be given explicit instructions and examples of what
tools to use and how to use them according to student abilities, deficiencies, preferred learning
styles well as according to the aims of the class. These strategies depend on the teachers deep
understanding and experience with the tool.

Identified skills provided for or scaffolded by CSTs indicate that changes are needed to traditional
methods of learning though re-evaluation of the skill itself. For example, typing is overshadowing

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penmanship as a dominant writing approach and so teachers are focusing on related digital skills.
The extent that writing skills can be assumed to be digital in the real world has implications as for
example a teacher can apply a methodical supportive approach towards using MS Office templates
to automatically teach text types, spellchecker to teach spelling and Grammarly to teach grammar,
leaving more lesson time for engaging activities. Another example of a skill being redefined by CSTs
is interpersonal communication such as opening and closings as people are developing increasing
reliance on information and language provided via the internet. Both these examples have far
reaching implications to language learning and are fundamentally different to how students would
have acquired skills or information ten years ago.

Recommendations

CSTs increasingly link various aspects of English education. It is recommended that information
about CSTs and other digital tools both be included as part of the curriculum and mapped against
various subjects to support EAL/D students. As this research suggests, if awareness increased around
measurable skills and methods each tool replaces, CSTs have the potential of facilitating a more
student catered approach. This is a practical solution to the prevalent idea that ‘Most schools are
under resourced in terms of technology and there is a lack of teacher training in how to effectively
use technology in the classroom.’ (Geng, G., 2017). Although there is an increasing awareness of the
importance of technology generally in our lives, their impacts and potential have are not regularly
mapped by the education system. Teachers must consider far-reaching implications when
incorporating or giving feedback on technology given the interconnectivity and constructed nature
of traditional building blocks.

It is further recommended that this research is expanded to address CSTs short and long term effects
on deep thinking in detail as it applies to a wider variety of students with common AEL/D needs.
Ongoing guidelines for the controlled uses of CSTs in context of the curriculum should be provided
by ACARA. The research can also be expanded to map out CSTs overlapping relationship with deep
thinking applicable throughout the Australian curriculum. Research question examples are ‘Which
technologies are appropriate to scaffold the curriculum with and how should these be applied by
teachers? How can CSTs be used for specific outcomes with students with similar characteristics,
factors or phases? This question addresses a prime area for research pertaining to how CSTs support
different learning styles. Research should also monitor students over time.

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EST532 - Assignment 2 – Roy Smith S224573

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Definition

ACSF

CCT

CST

ICT

EAL/D

AMEP

Rubric (For a HD..)

The research report thoroughly addresses the items outlined in the suggested format,
demonstrating a high level of awareness of the main theoretical approaches and types of
investigations appropriate for this research topic.
The self-reflection thoroughly addresses the journey the topic. The research report/reflection is
exceptionally well presented with correct headings/sub-headings. English expression is of a
professional standard. Correct referencing – in the text and in the reference list is used. The research
report/reflection is very logically developed with strong links between each paragraph and section

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References

ACARA Australian Curriculum, Assessment and Reporting Authority. (2019). Australian curriculum
EAL/D learning progression. Retrieved from

https://www.australiancurriculum.edu.au/resources/student-diversity/students-for-whom-eald/

ACARA Australian Curriculum, Assessment and Reporting Authority. (2016). ACARA STEM
connections project report. Retrieved from

https://www.australiancurriculum.edu.au/media/3220/stem-connections-report.pdf

Bigum, C., (2002). Design sensibilities, schools and the new computing and communication
technologies. In Snyder, I., Silicone literacy: Communication, Innovation and education in the
electronic age. Routledge. New York. (page 130-140)

Cohen, L. & Manion L. (1989). Research methods in education. Routledge. (Chapter 2).

Edwards-Groves, C., Anstey, C., Bull, G., (2014). Conceptualising classroom talk. (Chapter 1).
Newtown, N.S.W : Primary English Teaching Association (PETAA).

Engestrom, Y., (1991). Non scolae sed vitae discimus: towards overcoming the encapsulation of
school learning. Pergamon Press. (Pages 59-243)

Geng, G., Smith, P., Black, P., (2017). The challenge of teaching : through the eyes of pre-service
teachers. Springer, Singapore. (Page 150, 83, 15, 4).

Ingalis, A., Ling, P., Joosten V., (2000). Delivering digitally managing the transition to the knowledge
media. Kogan Page Limited. London (Chapter 8, Page 99)

Iverson, K. M., (2005). E-learning games Interactive learning strategies for digital delivery. Pearson
education. New Jersey. (Page 17, 29)

Jain, L. C., Howlett,R. J., Ichalkaranje, N. S., Tonfoni, G., (2002). Virtual environments for teaching &
learning. World scientific publishing. Singapore. (Chapter 3, Section 4)

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Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford Review of
Education¸, 38 (1), 9–24. doi: 10.1080/03054985.2011.577938

Morales-Gomez, D. A., (1988) Seeking new paradigms to plan education for development. The role
of educational research. Social sciences division of the international development research centre
(IDRC) Retrieved from

https://www.google.com/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=15&ved=2ahUKEwjW5u6D6rDiAhVV7nMBHTmxCQUQFjAO
egQIARAC&url=https%3A%2F%2Fidl-bnc-idrc.dspacedirect.org%2Fbitstream%2Fhandle
%2F10625%2F4667%2F36492.pdf%3Fsequence%3D1&usg=AOvVaw2sw95RnfraMsJxuuyH8dQb

Hockly, N., (2012) Mobile learning. Article in ETL journal. Retrieved from

https://www.researchgate.net/profile/Nicky_Hockly/publication/280780367_Mobile_learning/links/
55e00ff908ae6abe6e868d73.pdf

Puentedura, R., R., SAMR and TPCK: Intro to advance practice. Retrieved from

http://hippasus.com/resources/sweden2010/SAMR_TPCK_IntroToAdvancedPractice.pdf

Somekh, B., (2007). Pedagogy and learning with ICT – Researching the art of innovation. (Part 1 &
Page 24). Routledge. London and New York

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