T1:Historical Perspectives
Q: How do Bax’s ‘restricted’, ‘open’, and ‘integrated’ phases reflect evolving pedagogical relationships with digital tools?
A: They map a trajectory from isolated digital drill-based learning to collaborative, networked, and immersive learning.
Q: Critically evaluate why teacher resistance to digital adoption persists despite the availability of resources.
A: Reasons include lack of time, training, infrastructure, curriculum load, and institutional support.
Q: What pedagogical advantages does the infinite canvas model (e.g., Prezi) offer compared to linear slide presentations?
A: It allows spatial, non-linear cognitive mapping, supporting associative thinking and revision.
Why is the 'flipped classroom' approach potentially problematic when applied to language learning content?
A: Language is relational and emergent; pre-watching grammar clips risks decontextualized learning.
Q: How could Web 3.0’s semantic and geospatial personalization change language materials for different learner contexts?
A: They may offer differentiated paths, culturally sensitive content, and context-aware delivery.
Q: Why is the transition from Web 2.0 to Web 3.0 significant for language learning, according to Kiddle?
A: It allows personalized, location-aware, and data-informed content adaptation in real time.
Q: How do economic pressures and institutional models influence the integration of digital tools in higher education?
A: They create tension between innovation and outdated delivery/evaluation systems.
Q: How do tools like Swype and Lingro represent adaptive, user-responsive digital learning strategies?
A: They provide real-time feedback, adaptive vocabulary recall, and input personalization.
Q: How do VLEs support both synchronous and asynchronous language learning experiences?
A: VLEs facilitate diverse content delivery and multi-format communication.
Q: Analyze the educational potential of AR (Augmented Reality) using the Mentira project as an example.
A: Learners connect virtual and real-world language experiences through mobile immersion.
Q: How does Jenkins' concept of “cultural competencies” relate to participatory digital language education?
A: It outlines skills such as play, performance, and negotiation essential for participatory digital engagement.
Q: What limitations exist in evaluating digital multimodal content using traditional assessment metrics?
A: They cannot reliably assess layered, interactive, or multimedia-rich student outputs.
Q: Analyze the role of content layering and hyperlinking in creating learner-centered materials.
A: They let learners chart their own paths and structure content meaningfully.
Q: Examine the orchestration principle in digital teaching — how does it expand the teacher’s role beyond facilitation?
A: Teachers design interaction paths, provide feedback, and scaffold across media.
Q: What technological and pedagogical dilemmas do large ELT publishers face in the wake of OER and MOOCs?
A: They must invest in constantly changing tools while remaining pedagogically sound
Q: In what way did Carr (2008) critique the cognitive impact of digital reading on learners?
A: He argued digital consumption weakens our ability for deep reading and sustained attention.
Q: Discuss how the “Next-button robot” metaphor critiques linear e-learning models.
A: It criticizes click-through designs that minimize engagement and learner autonomy.
Q: In what ways does QR code integration illustrate multimodal and asynchronous digital learning potential?
A: They expand static materials into multimedia portals, enriching learner autonomy.
Q: Evaluate how interactive whiteboards shift from novelty to transformational pedagogy across the three integration stages.
A: From passive exposure to co-constructed inquiry, IWBs evolve with pedagogical depth
Q: How might gesture-based natural user interfaces revolutionize multimodal language instruction?
A: Students could use gestures, expressions, and voice as valid, interactive inputs.
Q: What implications does Prensky’s idea of digital natives have for material design in ELT?
A: It necessitates materials that match digital expectations and multitasking skills of new learners.
Q: What does the Horizon Report suggest about the challenge of maintaining digital fluency among teachers and students?
A: Rapid tech proliferation outpaces teacher development and student adaptability.
Q: Discuss how gesture-based tools redefine input in language education and the implications for accessibility.
A: They allow physical interactivity, making learning more inclusive and intuitive.
Q: What are the core limitations of student interaction with IWBs as cited in critical research?
A: Superficial engagement, novelty fatigue, and uneven interaction quality.
Q: Identify key risks associated with digital overexposure in young learners as reported by educators in recent surveys.
A: Teachers report shorter attention spans, poorer writing, and reduced face-to-face skills.