Theoretical Framework

Theoretical Framework

The theoretical framework for this module will follow a thematic unit, based on a constructivist approach that would meet the needs of elementary language learners. It was chosen to provide real life and authentic instruction, and collaborative and cooperative learning amongst learners through projects, like the iPad presentation, and by working together in groups using problem solving and critical thinking techniques.  Mellow (2002) explains, tasks that rely on construction and growth of language learning is exclaimed to be an “active construction by the learner… [and] assumes that new elements can be added to a learner's internal language system as a result of extensive attention and processing” (Mellow, 2002, p. 4). The tasks in this unit are designed to be student centred, with teacher guidance, which will aid language learners to become more self-sufficient, and thus taking ownership of their own learning.

Integrating E-Learning tools and resources into this thematic unit brings forward the advancement of language learning towards the current trends where “the capabilities of Web 2.0 allow users to publish on the Internet as well as communicate and collaborate in ways not possible even five years ago” (Chambers, 2011, p. 2).  E-Learning tools used, such as graphic organizers, will be displayed on the smart board to create collaborative work and “add visual appeal and interest to all aspects of teaching and learning (Chambers, 2011, p. 2), they can create great discussions among learners and engage the students “with meaningful, relevant, and context-appropriate images to support learning” (Chambers, 2011, p. 2).  As well as the use of the iPad that has multiple functions from access to applications, and to online tools and resources. The iPad is a great tool for connecting students to the resources available with their everyday lives, this connection enhances language learning (Chambers, 2011). Prior to attempting the technological tasks students will have a session on how to use the applications on the iPad. The teacher and the students will work collaboratively on the application so that the students will have a grasp on the task when they need to work independently or in pairs. Therefore, the teacher will create an e-book sample, using book creator, with the students so that they become successful independently. One of the tasks in the unit asks for students to be paired and then to gather information on an animal using the iPad tools and online resources available. Chambers (2011) suggests that when language learners work collaboratively on activities using technological tools, it will promote communication amongst the students and simultaneously gain knowledge on the use and application of the tools. 

Technology can be integrated into curriculums, units, and lesson plans but the key is to integrate this technology for “effective instructional practices” (Harris & Hoffer, 2011, p. 227), and these technological tools become effective when language learners have reached their learning outcomes that are stated in the rubric. We can use as much technology as we want but are we using this technology for the intended outcome, which is language learning. This project will explain how the use of technology within a classroom unit can provide language learning and finally resulting in students achieving their learning outcomes.